Unit of Study:            Mythology

Lesson Title:              Creation myths / Stories from various cultures

Subject Area(s):         AP English Literature and Composition

Grade Level:              12th grade

Teacher/Creator:      Dorothy K. Snowder

County:                      Montgomery County

Length of Time:        Five class periods plus homework

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Abstract:

Belief systems which lead to cultural norms are found in all great societies, whether ancient or modern.  Great art, intellectual art, is also found in great societies.  Is there a connection?  Does great art inspire philosophy or does philosophy inspire great art?  Perhaps the two are interwoven so tightly, no one could possibly separate them.  We have studied the mythology of the Roman/Greek tradition and the mythology of the Judeo-Christian belief system.  We have also looked at great works of art associated with each of these traditions.  We have also talked about social norms that stem from these beliefs.  Now we will study a great society that developed almost entirely independent of these two traditions.  We will examine the Maya/Aztec cosmology and traditional mythology.  We will also examine select artwork that illustrates a part of this culture’s beliefs.  We will compare and contrast this belief system with the previous ones we have studied.  Finally, students will examine their own beliefs and create a story and piece of artwork to illustrate these beliefs.

Background: 

Students will have already studied mythology and creation stories from the Greek/Roman tradition and the Judeo-Christian tradition.

Fine Arts Materials: 

Styrofoam plates, ink or tempra paint, colored paper, dull pencils

Resources:

Myth readings from Aztec and Maya Myths
Selected reading sections of Octavio Paz Intro in Mexico: Splendors of Thirty Centuries (each student to have own copy)
Online images of Coyolxauhqui seal at Templo Mayor

Standards/Learner Outcomes:

Fine Arts Standards

Content Standard I: 

Indicator 1: The student will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.
Indicator 2: Select works of art and interpret their meaning based upon the application of expressive characteristics and use of symbolism.
Indicator I.2 HS1.a.  Working from observation, memory, and/or experience, create artwork using basic art elements to represent mood.
Indicator I.2 HS1.b.  Describe, analyze, and interpret how artists select modes of representation and formats to express personal ideas, thoughts, and feelings.

Content Standard II: 

The student will demonstrate an understanding of visual art as a basic aspect of history and human experience.

Indicator 1:  Propose ways that visual art reflects significant historical, cultural, and social issues.
Indicator II.1 HS1.b.  Determine how works of art provide social commentary, document historical events, and reflect the values and beliefs of the society in which they are created.
Indicator 2:  Determine factors that influenced the creation of art in specific historical eras and places by studying artworks and other sources of information.
Indicator II.2.HS1.a.  Create an artwork that connects art history with personal values or contemporary issues.

English Standards

Standard 1.10.5.1:  Refine and extend comprehension skills through exposure to a variety of texts, including traditional print and electronic texts.
Standard 1.10.4.1:  Develop and apply vocabulary through exposure to a variety of texts.
Standard 4.10.2.1:  Write to express personal ideas using a variety of forms including poetry, drama, narration, description, and personal essay.

Keywords/Vocabulary:

Aztec
Maya
Transfiguration
Mesoamerican
Cosmogony
Penance
Dichotomy
Nahua

Scope and Sequence:

Day 1: (45 minute period)

1. Students will come to class having defined the above vocabulary.  Teacher will show images of seal to students. 
2. Teacher and students will engage in observing details of seal.  Students and teacher will develop a See/Think/Wonder chart as a class. 
3. Teacher will then read the Mayan myth of creation and the struggle between Coyolxauhqui and Coatlicue. 
4. Teacher and students will reexamine chart to see what hypotheses were accurate.  What parts of the story are symbolized in the seal?

Homework: 
Students will read introduction pages 11-15 of Mexico: Splendors of Thirty Centuries by Octavio Paz.

Day 2: (45 minute period)

1. Students and teacher discuss reading assignment. Teacher asks the following questions: Is a belief system necessary for human civilization?  What do all of the cultures we have studied seem to feel is important to be explained?  What are some similarities in their beliefs?  What are some differences?  What role does art play in cultural beliefs?
2. In small groups, students will complete a Venn diagram with three interlocking circles to explore the similarities and differences of three cultures.  Discuss ideas as a class.

Homework: 
Students need to jot notes answering these questions: What beliefs do you have?  What values are important to you?

Day 3: (90 minute period)

1. Students must write a story that illuminates a belief or value they hold.  It should have characteristics of a myth such as characters, a simple plot and a moral.  Then they must think of objects which could symbolize different aspects and parts of the story.
2. Students will then sketch their own “seal.”  It must contain three different symbols included in their myth so that someone looking at their seal could hypothesize their myth.
3. Teacher will then demonstrate how to “carve” the design into the Styrofoam to be used as a stamp.

End of class and Homework: 
Students will work on carving their unique seals.

Day 4: (45 minute period)

Students will use their stamp with ink and paper to create multiple seals.  Each student should have at least one seal to be submitted to the teacher.

Day 5: (45 minute period)

Students will individually share their myth and seal with the class.  The seals will be put on display in the classroom.

Assessment:

Teacher will assess students on the following parts of the project: written myth, seal and oral presentation.

The student’s written myth must:

1. Be written clearly and concisely adhering to standards of good grammar and mechanics. 
2. It must be a story with characters and must illustrate a belief or moral.

The student’s seal must:

1. Contain at least three objects meant to symbolize parts of the myth.
2. Be neatly done.

The seal and myth will be turned into the teacher for a grade.

The student’s oral presentation must:

1.  Be made in front of the class in 1-3 minutes.

Closure/Reflection:

Students will be asked to orally share the aspects of other students’ myths that they thought were creative and well done.  Students will also be asked to share their thoughts on the project as a whole and suggest modifications for future use.