Download I Spy Greek Gods

I Spy Greek Gods!
Adam Marcia
University School
Shaker Heights, Ohio
Grade Level 5
English/Social Studies
Unit Overview
The goal is to enrich the theme study of ancient Greece by stimulating interest in Greek
mythology. Students will also gain an insight into ancient Greek culture through the
exploration of Greek mythology.
SECTION A
In Your Classroom
Description
By reading a text in the classroom, such as Ingri and Edgar Parin d’Aulaire’s Book of
Greek Myths (Dell Publishing, 1962, also on CD), as well as doing research and
watching videos on ancient Greece and Greek mythology, students will have ample
opportunity to study many different representations of Greek gods, goddesses, and
heroes.
I
Concept Goals
• To define the concepts of myth and mythology
• To read about and learn to identify some of the major characters in Greek
mythology
• To be able to distinguish between ancient Greek gods, demigods, and mere
mortals
• To list the special qualities, attributes, or magical powers possessed by these
ancient Greek gods, goddesses, and heroes
• To explore the meaning of a symbol as something that represents something
else and apply this to ancient Greek culture
II
Skill Goals
• By creating their own mythological characters of their own, students will
improve their ability to analyze and organize research material into a coherent
form.
• Students will begin to make connections between the Greek gods/heroes that
they read about in their texts and the modern world.
• To present effectively their mythical creation in a verbal form.
III.
Ohio State Standards
Not applicable – Ohio private school
IV.
Vocabulary
attributes
collage
demigod
image
myth
mythology
representation
symbol
V.
Materials
Notebooks
Post-its
VI.
Methodologies and Procedures
1. Review with students the identification and characteristics of the Greek gods
they have encountered in their reading. Go over the meaning of the
vocabulary words listed above.
2. Write the following list on the board and have students copy it into their
notebooks: Aphrodite, Apollo, Ares, Artemis, Athena, Demeter, Dionysus,
Hephaestus, Hera, Hermes, Poseidon, and Zeus. Have students list three
distinguishing characteristics, or attributes, for each god or goddess. [Teacher
Note: Refer to students to www.mythweb.com]
3. Next list the following heroes and have students copy them: Bellerophon,
Hercules, Jason, Odysseus, Perseus, and Theseus. Have students write a short
identification for each in their notebooks.
4. Discuss the meaning of symbol and explain that gods, goddesses, and heroes
are sometimes shown by something that represents then, rather than their
actual image. For example, Zeus’s presence can be indicated by a thunderbolt,
Apollo by his lyre. Gods and goddesses could also change form and shape;
Hera is sometimes pictured in the guise of a bird.
5. Following the class discussion, divide the class into groups of 4-6. Write the
name of each Greek god, goddess, and hero on large Post-its. Tell students
they are going to play “Who Am I?” One student in each group has one of the
Post-its pasted on his/her back so that he/she cannot see it, but the other
members of group can. The student with the Post-it must then guess whose
identity is written on the Post-it by asking questions of the other groups
members: questions such as, “Do I live on Mount Olympus?” “Am I a
mortal?” “Am I a demigod?” “Am I a hero?” “Do I have special powers?”
Give each student two minutes to guess the name on their back, then repeat
until each member of the small group has had a turn. Each player should have
two turns at guessing. A point is awarded for each correct guess. The team
with the most points wins. In the case of a tie, a playoff is staged between the
tied teams until all but one is eliminated.
6. Tell students that for homework they are going to create their own
mythological character. They are to describe him/her as completely as
possible, including clothing worn, and list at least one symbol and one
attribute.
7. Have students share their descriptions with the class the following day.
VII.
Evaluation
1. Students will be evaluated on their participation in the game and their
knowledge of the subject of Greek gods and heroes.
2. Students will also be evaluated on the quality of their written assignments and
the methods of their presentation.
VIII.
Comments and Recommendations
1. Tell students that they will visit the Cleveland Museum of Art (CMA) and
look for images found in the museum’s ancient Greek galleries that are still in
use today. They will then create a collage combining the museum images
from ancient Greece with the same images used in modern advertising, logos,
and so forth.
2. Before visiting the museum, divide students on to groups of 3-4 students.
Each group should discuss the kinds of images they think might be useful in
making such a collage and draw up list of two or three questions to ask the
museum educator about these images.
I Spy Greek Gods!
SECTION B
At the Cleveland Museum of Art
Description
At the Cleveland Museum of Art, each group of 3-4 students will be given a digital
camera and told to find images for use in creating a collage of images from the ancient
Greek world that are still in use today.
I.
Concept Goal
To become familiar with the names of the Roman gods and their Greek counterparts
II.
Skill Goal
Use of a digital camera
III.
Ohio State Standards
Not applicable – Ohio private school
IV.
Vocabulary
amphora(e)
black-figure technique
granite
himation
hydria
image
kithara (lyre)
krater
V.
peplos (woman’s garment)
philosopher
red-figure technique
sculpture
tapestries
textiles
vase
vessel
Materials
Handout 1
Digital cameras
Pencil/paper for notes
Color printer
Possible CMA objects:
Apollo Sauroktonos [Lizard-Slayer] (CMA 2004.30), attributed to Praxiteles, c. BCE 400c.330)
Sleep and Death Cista Handle, (CMA 1945.13), Italy, Etruscan, early 4th century BCE
Statuette of an Athlete (CMA 2000.6), Greece, BCE 510-500
The Emperor as Philosopher, probably Marcus Aurelius [reigned AD 161-180] (CMA
1986.5),
Roman, late 2nd century
Athlete Making an Offering (CMA 1955.684), Greece, c. BCE 450-425
Wrestler (CMA 1985.137), Greece, BCE 100-30
Torso of a Youth (CMA 1965.23), Greece, BCE 2nd century
The Atalanta Lekythos [Funerary Oil Jug] (CMA 1966.114), Greece, BCE 500-490
[attributed to Douris]
Athlete or Apollo (CMA 1927.170), Greece, probably BCE 100-1
Head of Herakles (CMA 1971.71), Greece, 3rd-2nd centuries BCE
Hercules (CMA 1987.2), Italy, BCE 30-20
VI.
Methodologies and Procedures
1. Students will meet in the CMA lobby with a museum educator who will give
them an overview of the ancient Greek collections, particularly in reference to
depictions of gods, goddesses, and heroes. (Teacher Note: This can be expanded
to include the Roman galleries, if desired.)
2. Distribute a copy of Handout 1 to each student. As they make notes from the wall
labels of Greek art objects, tell students to add the Roman name of the god or hero
where appropriate.
3. Distribute digital cameras and make sure that students know how to use them.
4. Students will then divide into their small groups and review the group ideas for
the collage they will make.
5. When ready, they may proceed to the galleries to photograph the items from their
list as well as to investigate other objects they might use for their collage.
6. Allow sufficient time for students to wander throughout the museum and take
pictures, notes, and sketch. A museum educator should be available to answer any
questions students might have and to help them find artworks that will fit into
their projects.
7. Remind students they should try to investigate objects made from a variety of
materials including paintings, sculpture, textiles, and tools and/or everyday
objects.
VII.
Evaluation
The students will be evaluated on their behavior and investment (effort) in the
museum. Did they utilize their time wisely? Were they respectful of the CMA
atmosphere? Did they produce (take pictures, notes, sketches)?
VIII.
Comments and Recommendations
1. Students should be familiar with the use of a digital camera. If necessary,
devote some classroom time to developing this skill. Students will also need
access to a color printer.
2. For extra enrichment, have students research the differences in technique
between the creation of Greek black-figure and red-figure vessels.
I Spy Greek Gods!
SECTION C
Back in Your Classroom
I.
Concept Goals
• To reinforce the concept that history and historical figures (real or imaginary)
have an influence on the present as well as the future.
• Ancient Greece continues to be an influential period to which many artists
from many areas still pay tribute through their artwork.
• Characters from Greek mythology have shown up in many different places
throughout history
• Understanding their stories and backgrounds allows identification of symbols
and meanings in works of art, advertising, and cultural artifacts.
II.
Skill Goals
• To synthesize, make sense of, and appreciate the images put together to make
collages based on a combination of printed advertising material and images
from of artworks in the CMA
• To generate discussions and demonstrate knowledge of the images of gods,
goddesses, and heroes in Greek mythology
• To identify symbols and their meanings and how they pertain to modern-day
life
• To in practice in utilizing a professional’s knowledge through questioning.
III.
Ohio State Standards
Not applicable – Ohio private school
IV.
Vocabulary
See Sections A, IV. and B, IV.
V.
Materials
A wide assortment of old and current magazines
Scissors, glue
Construction paper/background paper
Color printer
VI.
Methodologies and Procedures
1. Initiate a class discussion about the ways that the ancient Greeks used myths
and mythological figures in all of their artwork. Have students cite examples
they have seen (either in the museum or in their research) from architecture,
painting, pottery, metalwork, jewelry, and textiles.
2. Review the words attribute and symbol and discuss how they apply to the
images students have been looking at.
3. Students reassemble in their small groups (3-4 students). Distribute the
magazines among the groups. Students will search for any contemporary images
and/or advertisements, for pictures and/or symbols, or for references in modern
publication related to the characters in Greek mythology.
4. Students will cut these out and creatively assemble them into a collage,
interspersing the advertising images with matching color reproductions of the
objects they photographed at the museum.
VII.
Evaluation
1. Students as a small group will be evaluated on their collages and individually
on their overall participation/investment in the process.
2. A written quiz might also be given on the Greek/Roman name equivalents.
VIII.
Comments and Recommendations
The teacher should monitor the students’ selections of material for their collages
and closely supervise each group as it designs and creates the collage.
I Spy Greek Gods!
HANDOUT 1
ROMAN NAMES FOR GREEK GODS
Greek Mythological Beings are often confused with the Romans. They
are, for the most part, completely different and the names should not be
used interchangeably.
Greek Name
Aphrodite
Ares
Artemis
Athene
Demeter
Erinyes
Eris
Eros
Moiras or Keras
Graces
Hades
Hephaistos
Hera
Herakles
Hermes
Hestia
Kronos
Odysseus
Pan
Persephone
Poseidon
Zeus
Roman Name
Venus
Mars
Diana
Minerva
Ceres
Furiae
Discordia
Cupid
Fata, i.e. Fates
Charities
Pluto
Vulcan
Juno
Hercules
Mercury
Vesta
Saturn
Ulysses
Faunus
Proserpina
Neptune
Jupiter