E. Rebecca (Becky) Antoniak
Latin Teacher-Middle School
with Cindy Kahan, Core; and Kathy Pirtle, Art
Connelly School of the Holy Child
Potomac, MD

ASSESSMENT -- April 2003

Crossing Borders/Breaking Boundaries: The Arts of Ancient Greece

Lesson Plan: Aesop's Fable--Playlet

Implementation

Curriculum Units and Related Grade/Class Themes

"Beginnings" (First Trimester)

"Motion & Stability" (Second Trimester)

"Freedom & Justice" (Third Trimester)

Disciplines Studied

Latin: Language, Culture, History, Contributions to Modern World

Core (Social Studies): Greek/Roman/Egyptian History, Government, Art, and Architecture

Art: Ancient Cultures (Africa, China, India)

Grade Level: 6th Grade Girls

Amount of Time

Latin
Language Study--30 weeks
Weather Mini-Unit--2 days
Aesop's Fable--3 days

Core (Social Studies): Initially, 12 weeks (First Trimester) of intensive study incorporating studies
about Ancient Greece, Rome, and Egypt; then sporadically revisiting themes over the next
two 12-week trimesters (Second and Third Trimesters) in carry-over references to
Medieval Times, and the Renaissance.

Art: 8 class periods

Successful Aspects

Latin: Students successfully translated sections of the Latin from one of the Fabellae Lusoriae--"Sol, Boreas, Homo, et Narrator." They brought in, borrowed, and wore costumes, as well as their ancient masks made in Art class. They formed a Greek Chorus in addition to playing roles as actors assigned to represent the Sun, the North Wind, a Man, and a Narrator. Since many of them had already seen the English-version cartoon on PBS, they were enabled in every way in producing a finished product in a very short period of actual staging time after a long period of time in preparation for performing it in an ancient and archaic foreign language.

Core (Social Studies): Students originally studied major ancient cultures including Greek, Roman, and Egyptian during First Trimester. One preliminary activity which facilitated their later success was the initial staging of four Greek plays modified for middle schoolers. This was in addition to their studies about ancient art, architecture, history, and government. They revisited various themes over the next two trimesters, and even found contemporary adaptations of Greek elements of design in their neighborhoods.

Art: Every student researched, designed, and completed construction and elaboration of a replica of an ancient mask. They used papier mache over plastic face forms, covering the forms with foil, then papier mache paste from wood glue, salt, flour, water, strips of newspaper; then applying Gesso over the dried papier mache as an acrylic primer in preparation for painting with acrylic paints; decorations included raffia, rope, and jewels. The finished artwork was displayed for a month in showcases and served as cultural displays for 8th graders who were invited as guests to enjoy their schoolmates' creations.

Improvements Needed

Latin: More time is required for translation of entire playlet.

Core (Social Studies): Better introduction desired and additional in-depth revisiting of themes throughout the year. Supplementation of textbook is recommended because its historical approach focuses on dates, people, etc., and does not facilitate a broader level of desired integration. Students also would benefit from more concrete examples versus so many abstractions. Textbook needs expansion to offset western-centric emphasis to include more focus and emphasis on India, China, and the Middle East. Greater investigation of Greek connections to India, the Middle East, and even Africa would benefit today's students living in a global society.

Art: More research beforehand is required, especially in the area of Chinese contributions, as well as African and Indian. More incorporation of cultural icons would be recommended, such as is used in ethnic sculpture and art. Increased implementation of such icons was only introduced in the work by students who used elephant statuary for inspiration in mask design. Greater investigation leading to understanding by students as to why masks were used and even continue to be used in various cultures would enrich their individual adaptations in more meaningful ways.

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 May 15, 2003.