An Interdisciplinary Thematic Unit Design:
"The Arts of Ancient Greece and the Spirit of Competetion "
Collaborated and designed by: Karen Meyers (Latin), Nancy Hamilton (Computer Tech.) St. Mary’s High School, Annapolis, Anne Arundel County, and Karen Green (Art), Deep Creek Middle School,Essex, Baltimore County.
Baltimore County Essential Outcomes and Indicators used in this portion of the Thematic Design, are based on BCPS Office of Art Middle School Curriculum Guide 2001
*Art Content designed to meet Grade 8 Indicators and Outcomes (adaptations can be made for grades 6 & 7 based on BCPS Art Guide)
Maryland Essential Learner Outcome 1:
Perceiving and Responding: Aesthetic Education K-12 Goal 1: Students will perceive and respond to ideas, experiences and the environment in order to appreciate nature and human endeavors.
BCPS Indicator 1:1 Use oral, written and visual language to describe and respond to ideas, and feelings observed in natural and human-made forms in order to understand visual expressions
Maryland Essential Learner Outcome 2:
Historical, Cultural, and Social Context K-12 Goal 2: Students will recognize the visual arts as a basic aspect of history and human experience to understand humankinds’ contributions to society and culture. BCPS Indicator 2:1 Analyze selected artworks to identify ways in which artists have been recorders of history and ideas. BCPS Indicator 2:2 Use research to identify how visual arts reflect social, political, and ethical issues in order to communicate customs, values, and beliefs of a society. BCPS Indicator 2:3 Use research and comparison to determine how particular artists and artworks influence personal artworks.
Karen Green, Saturday, July 13, 2002 Crossing Borders/Breaking Boundaries: The Arts of Ancient Greece: UMD. Pg.1
Maryland Essential Learner Outcome 3: Creative Expression and Production K-12 Goal 3:
Students will apply thinking processes in organizing knowledge and ideas to communicate visually.
BCPS Indicator 3.1 Select and organize art elements, design principles, and knowledge of media to communicate personal perspectives in a work of art.
BCPS Indicator 3GT Record development of personal imagery and ideas, integrate personal perspectives, processes, materials, and make informed artistic decisions to demonstrate sequential growth.
*Reading Instruction to Accompany the Unit
Maryland State Department of Education Learning Outcomes for Reading, Grades 6-8
Selected readings will be meaningful and contextually connected and, related to the Arts of Ancient Greece. Outcome 1: Students will demonstrate their ability to read for literary experience by examining, constructing, and extending meaning from stories, plays, and other works of fiction. Global Understanding 3- Explain how the theme represents a view or comment on life Developing Interpretation 4- Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and deeds. Developing Interpretation 5- Evaluate the influence of culture ethnicity, and historical eras on the themes and issues of literary texts. Personal Response 1- Compare and contrast one’s personal view with the author’s view of human experience and character. Personal Response 2- Compare and contrast the motivations and reactions of characters from different historical eras who confront similar challenges and situations and connect them to prior knowledge or the experience of others.
Critical Response 1- Explain how literary elements create meaning for readers.
Writing to Express Personal Ideas and to Inform, will be an integral component to this Thematic Unit, and will be an ongoing process that will be required and assessed throughout its entirety. Assessment Tools and Resources designed to Reflect Each Aspect of the Unit Theme will be attached to each developmental stage (see attached samples).
The "Arts" of Ancient Greece and other cultural comparisons will be used toward the creation of Artistic Expressions for this unit. Greece will be the focal point of historical references. Some Artistic Expressions include (not necessarily in this order):
- Typography-
the art of the letterform and symbolic writing
- Technology-
typography vs. technology/appreciation and "know how"
- Graphic
Design-a communication tool primarily contemporary
- Narrative
Art- storytelling and the tradition: visual= clay vases
storytelling and the tradition: visual= masks and
drama (understanding facial proportions and expression) storytelling
and the tradition: visual= fabric design, theatre or dance, and visual
illustration.
- Textile
Design- a Narration of Skill through the use of the
Art Elements and Design Principles = weaving and
fabrics
- Production-
processes and sequential events required in the creative storytelling
and its tradition: visual process that lead to a product= brainstorming,
thumbnails, gestures, layouts, roughs, finals, collaboration, plus
many other aspects in the developmental aspects of visual communication
and other art forms.
Students will also participate in performance art and visual art competitions in "the spirit of competition" based on Greek mythology, traditions and methodology.
Two field trips to be scheduled throughout the school year will bring both county schools together for experiential interactions and sharing.
We welcome your comments
and suggestions
The Center for Renaissance & Baroque Studies
0139 Taliaferro Hall
The University of Maryland
College Park, Maryland 20742
301-405-6830
Last updated August 1, 2002.