STUDENT EXAMPLES: Click to enlarge
OUTCOME:Students will gain an understanding of Ancient Egyptian portrait paintings and hieroglyphics. Students will successfully draw and paint a self portrait using inspiration from Ancient Egyptian artwork. Students also be able to successfully write their name using hieroglyphics.
The Learner Will:
- Describe what hieroglypics are and be able to demonstrate how they are used by writing their name.
- Identify where Egypt is located on a map.
- Know the characteristics of Egyptian portraits.
- Compare and contrast their self portrait with Egyptain portraits.
- Develop ideas from imagination, their everday lives, and other visual inspiration discussed in class.
STANDARDS: Click to enlarge
AUDIENCE: Upper Elementary - 6th grade
TIME ALLOTMENT: Two class periods, 75 minutes each week.
- 11x14" white paper
- Tempera paints
- Examples of Egyptian portraits
- Powerpoint (Laptop, projector)
- Anticipatory Set - Write my name on the white board using hieroglyphics, after students sit down greet them and ask the following questions:
- Does anyone know what word I wrote on the white board?
- What language do you think this is?
- Has anyone ever heard of "hieroglyphics" before?
- What are "hieroglyphics"?
- Present power point on Egyptian hieroglyphics. (For visual learners.)
- Ask for a volunteer to point out Egypt on the map.
- Explain "hieroglyphics" and show examples.
- Pass out hand-out on hieroglyphics.
- Select a student and do a demonstration on the white board writing their name in hieroglyphics. Ask students to follow along on their hand-out.
- Pass out paper and pencils for students to practice writing their names with hieroglyphics.
- Give students 10-12 minutes to practice writing their name.
- Walk around room and assist students as needed.
- Continue with the power point on Egyptian portraits.
- Show examples of the project: Egyptian self portraits.
- Discuss traits of Egyptian portraits. (Opportunity for verbal/linguistic learners to participate in discussion and later on in critique, interpersonal learners will be able to learn as a group.)
- The head and legs are in profile. The body is is front view. Why do you think that is? Why?
- Explain how Egyptian artists wanted to show the width of the chest.
- Foreshortening (show examples) - when an object appears compressed when it is seen from a certain viewpoint.
- Did the artists of the Egyptian portraits use foreshortening? Why or why not?
- Explain that Egyptian artists didn't know about foreshortening, which is why they went from profile view to front view and returned to profile view.
- What colors did the artists use in the portraits?
- Reddish-brown was used for men.
- Yellowish-buff was used for the women.
- These colors were used to distinguish the two sexes, not because they were actually those colors.
- Many of the portraits appeared flat due to their use of color and lack of foreshortening.
- Demonstrate how to draw a self portrait in Egyptian style.
- Ask students to imagine that they are Egyptian and are going to paint a self portrait.
- Demonstrate how to draw a face in profile view.
- From there demonstrate how to draw a body and arms in front view.
- Finish by returning to profile view and draw the legs and feet.
- Go over how the Egyptians adorned their heads with wigs and crowns.
- Remind students to add Egyptian elements.
- Footwear, etc.
- Pass out paper for students to begin drawing their portraits. (Intrapersonal learners will be able to work alone during this time.)
- Walk around the room and assist students with their drawings as needed.
- Before students leave remind them that next week they will paint their portraits with tempera paint.
- Anticipatory Set - Have your name written on the white board again as students enter the classroom.
- Does anyone remember what this is called? (Hieroglyphics)
- What country do they use hieroglyphics in? (Egypt)
- Pass out self portraits from Week One.
- Pass out the hand-out on hieroglyphics from Week One.
- Allow students to finish drawing their portraits if needed.
- Pass out tempera paints, brushes, and water to students.
- Remind students to think about Egyptian elements in their drawings.
- How can the viewer tell if the person in your portrait is Egyptian or not?
- What kinds of clothes are they wearing? Jewelry?
- What's in your background? How can the viewer tell if you are in Egypt.
- Is your name in hieroglyphics included in your drawing?
- Before students begin painting remind them:
- Reddish-brown was used for men, so if you are a boy use reddish-brown.
- Yellowish-buff was used for women, so if you are a girl use yellowish-buff.
- Demonstrate briefly on how to mix colors to make reddish-brown and yellowish-buff.
- Allow students to begin painting, walking around the room and assisting them as needed.
- When students are finished ask for volunteers to show their paintings to the rest of the class.
- What makes this portrait Egyptian? How is it similar or different to the portraits we looked at in class?
- Did you include your name in hieroglyphics?
- What colors did you use to paint the skin?
RUBRIC: Click to enlarge