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The last lesson involves completing the Glyph Carving

Subjects:

Art, Social Studies  

Grade:

3  

Title – Mesoamerican Glyphs
By – Roberta Reagan
Subject – Social Studies, Art
Grade Level – 3rd grade

Components:

Lesson 5
Unit Name: Glyphs in Pre-Columbian Mesoamerica

Name of Art Lesson: Carving on SandStone and Review

Name:   Roberta Reagan

Grade Level:   3rd Grade Art

1. Objectives:

Students will be able to:
· Discuss and observe safety rules for carving on SandStone
· Use tools to carve design into SandStone
· Listen as each student talks about their design and shows their carving
· Discuss and give feedback on what they liked/disliked about this unit
· Discuss and Review unit with knowledge and understanding

2. Looking at and Talking About Art:  (do after Art Production activity)

1. Time:   30 minutes reviewing terms and student critique; incl. discussing carving and aesthetic quality of their work and answering questions about their own designs and carvings.
2. Teaching Method:  Critique and question and answer.
3. Class Organization:  Students will stay at their tables for the general review and question and answer session.  When we do the student critique, students are at their tables in groups of 4, so all of the students except 1 table group at a time will gather around the group whose turn it is to do the critique.
4. Terms (review from last 4 lessons):

a. Glyph – picture symbols and pictographs, symbols in which objects were represented by a miniature, often stylized, drawing.
b. Realistic drawing – life-like
c. Stylized drawing – not life-like, but a form that represents something real
d. Linear – dark, visible outlines in a “coloring book” style.   The lines are consistently thin with the same thickness throughout a composition.   In a codex, the objects are usually painted with dark visible outlines, and filled in with solid colors.
e. Stella – a freestanding sculpture carved in stone or basalt.
f. Subtractive – as in carved sculpture, material is “taken away” by using a tool
g. Additive – as in clay sculpture, material is “added” in various ways by using tools or hands.
h. Archaeologist — a person who learns about the past by unearthing and studying objects that have survived from former times.
i. Codex -an Aztec picture book made from tree bark, cloth, or deerskin, which was then folded back and forth in a zigzag manner.  Scribes attached thin pieces of wood at the ends of the strip, which formed covers that protected the pages.  Most codices were read from top to bottom, some were read around the page.  The whole codex was read from left to right.
j. Hieroglyphs – Ancient Egyptian writing. At first picture signs were used to represent objects.  Later, the signs came to represent sounds as well.
k. Mesoamerican – ancient cultures of Mexico along with the Maya civilization.
l. Pre-Columbian – before Christopher Columbus arrived in Mexico in 1519.
m. Pyramid – a structure with a square base and triangular sides; used in ancient Egypt as tombs.
n. Scribes – were well-educated men with an artistic talent.  Scribes painted pictures on long strips of paper made from tree bark, cloth, or deerskin to make a codex.  Scribes drew pictures in a form of picture writing called glyphs.
o. Sculpture – a work of art that is meant to be viewed from all sides; a work of art that is three-dimensional.  It can be carved in stone or wood, modeled from clay or plaster or cast in metal.
p. Three-Dimensional – a work of art that is meant to be viewed from all sides; having the dimensions of depth as well as width and height.
q. Two-Dimensional – a work of art that is flat and viewed from the front, like a painting – having the dimensions of width and height only.

· Discussion Questions:

a. What is the difference between a glyph and a hieroglyph?
b. Where is Mesoamerica?
c. What does Pre-Columbian mean?
d. What is a codex and who wrote them?

3. Art Production Activities: (do before Looking and Talking about Art)

· Time:  20 minutes to finish carving their animal glyphs on SandStone.
· Teaching Method:   Teacher instruction, followed by individual tutoring as needed.
· Class Organization:   Desk arrangement as is normal for that classroom, and have 2 student helpers pass out designs, tools and SandStone blocks from last week.
· Step-by-Step Procedures:

1. Put on goggles to protect eyes from flying sand.
2. Use tools to carve design, following black line.
3. When design is finished, lightly scrape away any extra black marks, like the marks for the graph.

4. Clean-up Activities:

· Time: 5 minutes to put away supplies and get ready to go.
· Class Organization:  2 students from each table put away supplies.  They take home their carvings and designs.
· Evaluation Activities:

a. Time:  5 minutes to answer questionnaire on what they liked/didn’t like about this unit.
b. Evaluation Method:  Pencil and paper questionnaire.

5. Instructional Resources, Materials, Supplies, Tools, Visuals:

· Photos in visual file
· Papers and SandStone from last week
· Wooden tools, plastic knife, goggles (17 of each)
· Newspapers to cover table
. Evaluation papers (17)

6 . A teacher-Made Sample:

· Show example of my SandStone carving

E-Mail Roberta Reagan !

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