In my Greek unit, I ask my students to draw a Greek temple that reflects themselves. This is where I will review value with them, as well as evaluate what they learned about Greek architecture!
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THE PLAN
5 sessions; 40 minutes per session
1. SWBAT identify the parts of a Greek temple.
2. SWBAT draw a Greek temple.
3. SWBAT shade their temple using at least 5 grades of shading from the value scale.
Day 1: In the Greek packet, fill out the diagram of the Greek temple. Label the parts of the temple and have students define each vocab word. Review the structure and mathmatical reasoning behind the Greek temples and columns.
Day 2: Discuss value. Have students fill in the value scale in their packet. Begin drawing out temple.
Day 3-4: Finish drawing temple and add the value.
Day 5: Have students fill out the rubric and self-assessment portion in the packet.
See attached Greek packet.
See my Greek unit plan. Before students create these drawings, they build a sculpture of a Greek column in clay.
I have attached my Greek unit packet to this lesson. The packet I have attached to this particular lesson does not have the clay columns in it. I am running out of clay this year so I can't make the columns that I made last year. My other Greek packet is uploaded under the Greek unit plan in the link above.
I like to use this particular lesson to look at the influence of the Greeks on the United States. We talk about governement as well as architecture in the United States as well.
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
Visual Arts Standard 2: Using knowledge of structures and functions
[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
[5-8] Students describe and place a variety of art objects in historical and cultural contexts
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[5-8] Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
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