Friday, February 25, 2011

We left "Mt. Olympus" today!

What does that mean, Crampton? Basically, it means that we completed learning about the Greek Pantheon.

1. Please prepare for a "Quest" covering the Greek gods. You will need to identify their Greek and Roman names, symbols and domains. I have included a practice quiz for you below.

PRACTICE QUIZ for Tuesday's "Quest"
Please identify the god by their Greek and Roman names, symbols not shown  and domains (include all of them if they have more than one.)













Wednesday, February 23, 2011

QUEST regarding Greek Culture

Dear Humanities Kids,


If you missed class, we completed the following....

1. We took a few minutes to review for the Quest, selected our flashcards and then we began. The Quest took the entire period, even though I had planned otherwise.

1. Please read "Arachne" and "Demeter and Persephone" for Friday. I gave each student a copy of the myths. If you missed class, please stop by to pick up your copy.
2. Please annotate/notate the myths using ALL YOUR COLORS/7-10 on each page.



Tuesday, February 15, 2011

Welcome to Mt. Olympus

Dear Humanities Kids,
If you missed class today, we completed the following:

Journal #5 Review  Greek Culture
1. Explain why athletes in ancient Olympia were required to compete without clothing?
2. Identify the patron god of Olympia.
3. What physical and intrinsic honors were bestowed upon athletes?
4. Why is Alexander the Great such an important character regarding Greek culture?
5. Explain the dichotomy between Athens and Sparta.
6. Identify the patron god of Sparta.
7. Which architectural order is known as the "male?" Why?
8. Which architectural order began by the Greeks, but was completed by the Romans?
9. Where in Greece did the order for #8 originate?
10. Identify the "female" architectural order.
11. Explain the following quote in relationship to Classical sculpture. "Man is weak if he shows emotion."
12. Identify three characteristics of the Archaic period concerning Greek sculpture.

1.We completed the final period regarding Greek sculpture known as "Hellenistic." This period was recognized by strong realism. The emotion expressed in the face mirrored the emotion expressed in the body.

2. We then started learning about the Greek gods. We worked in groups to break down the information, and then we began sharing with the class. We did not finish this in class; we continue working on the gods on Friday.

1. Remember that your revision for your "Artist's Intent" paper is due on Friday.
2. "Quest" covering the introductory information for Greece will take place on Wed, February 22nd. Please start studying now. I will post a "practice quiz" for you below. You just need to give me time to create it.

Guys, you SHOULD NOT use your notes for this. Clearly we have an integrity issue here, as I am not sitting next to you at the moment. Use the practice quiz as a pre-test! Cut and paste the following questions into a Word document, and then respond to them from there. Good Luck!

1.Explain the basis for the "Theseus and the Minotaur" myth's significance to the Minoan culture?
2. Why was the Mycenaean culture so "interested" in the Minoan culture?
3. Why do historians believe that the "lost city of Atlantis" and the Minoan culture are connected to each other?
4. What type of artwork is this piece?

5.  Identify which of the three time periods this statue represents.
6. This form of art is given what "title" or name?
7. What is the female title for this type of statue?
8. Identify the three architectural styles (in any order) indicated in the above image?
8.          _______________________ 9.______________________ 10._____________________
11. Who was able to compete in the Olympics?
12. Explain the dichotomy between Athens and Sparta?
13. How did Athens receive its name? (You need to mention two gods for your response.)
14. Explain Alexander the Great's significance to modern culture.
15. Which of the three time period does this statue represent? Explain.

16. Explain in writing the difference between Hellenistic sculpture and the other two types.

I look forward to seeing you on Friday.


Monday, February 14, 2011

Olympia, Macedonia, and Sparta

Dear Humanities Kids,

If you missed class, we completed the following:

1. I reviewed MLA format for Internet Citations. I also returned every students' "Artist's Intent" essay assignment. The revision for the essay is due on Friday. If you missed class, please stop by so that you can pick up your paper.

2. We discussed Olympia and the significance of the Olympics. In addition, we discussed Sparta and Macedonia. Everyone watched a clip from 300 to illustrate the structure of the Spartan culture. Please visit with someone else in class to obtain the missed information, or you are welcome to stop by during a Flex session.

3. We reviewed the three Greek architectural styles. Please note the images below. This information is on the back of your handout.

Ionic (scroll), Doric (plain), Corinthian (ornate)

This column represents the DORIC order.

This column represents the IONIC order.

This column represents the CORINTHIAN order.

4. In addition, we reviewed the three different periods concerning Greek art: ARCHAIC, CLASSICAL and HELLENISTIC periods. We only discussed the Archaic and Classical periods; therefore, I will give you images below and a brief explanation for both here. Upon your return we will continue with the Hellenistic period.

The following two images depict a male (Kouros) and a female (Kore) in the ARCHAIC GREEK STYLE. They appear STIFF and FORMAL. Notice that the male's left leg extends outward indicating some "movement." Their expressions appear without emotion, except for a slight smile. Their hair also appears as if braided. This style was extremely stylized.

The following images follow the CLASSICAL style of Greek sculpture. More realistic and natural poses prevail; however, the face appears without emotion. Showing emotion indicated weakness.

1. Remember that your "Greek God Handout" is due on Wednesday.
2. The Revision for your "Artist's Intent" essay is due on Friday. PLEASE SEE ME if you missed class on MONDAY, FEB. 14th


Wednesday, February 9, 2011

Back to the Greeks!

Dear Humanities Kids,

Let's review, shall we.....The Minoan and Mycenaean Cultures

#1. Journal #5: Minoan and Mycenaean Cultures
Let's review regarding the Minoan culture........
1. We know that the Minoans were highly advanced. Include three aspects regarding their society which indicate this.
2. How do we know so much about the Minoan culture, especially when we haven't been able to decipher their writing.
3. Explain the connection between the "bull jumping ceremony" and the myth regarding "Theseus and the Minotaur."
4. How did the Minoan culture feel about women. Justify your response.
5. Explain the connection to Plato's "Atlantis" and the Minoan culture.
6. What caused the decline of the Minoan culture.
7. Indicate similarities and differences between the Mycenaean and Minoan culture.
8. What animal did the Mycenaean Greeks value and what did it symbolize to them? 

 #2. We continued with our discussion regarding ancient Greece, specifically the city state of Athens.
#3. We discussed the importance of learning to the ancient Athenians.
#4. We then proceeded to complete the "PLATE DANCE." It was great fun, but I do apologize for those of you that were hit by the glass.

1. Please read and annotate/notate pages 24-36 in your Mythology book by Edith Hamilton. This is due on MONDAY.
2. The handout and research regarding your Greek god is due on WED. Please let me know if you need assistance with your assignment.

Tuesday, February 8, 2011

Welcome to the Minoan Culture and Mycenean Culture

Dear Humanities Students,
If you missed class, we completed the following:

1. You were introduced to the oldest Greek civilization known as the Minoans. We reviewed information located on a Power Point, and then watched a movie concerning the Minoan Culture.

2. We then completed Journal #4 which correlated with your homework for today.
3.. JOURNAL #4 "Points of Interests about Minoan Culture"
               Please divide your entry in half vertically. On the left write "Movie" and on the right record "Reading."  Please list the points of interest you found from the reading. Now as you view the video regarding Minoan culture, please list aspects that you found interesting as well.  I look forward to visiting with you.

3. We continued with the introduction to ancient Greece by reviewing the PowerPoint concerning Mycenae

1. Each student received a Mythology text and I asked that they read pages 13-23 for Friday. Please annotate and notate within your textbook.


Saturday, February 5, 2011

Exam #1

Dear Humanities Kids,

Hi, Guys,

            If you missed class, we started by having a practice session for your test.

We looked at the following piece by Mary Cassatt called The Bath and then discussed the composition, color, balance/harmony, movement and mood established by the piece. I HAVE INCLUDED A FORMER STUDENT'S RESPONSE BELOW THE IMAGE.

Elisa Wilson                                                                                                      Wilson, 1

Mrs. Crampton


September 22, 2001

The Bath by Mary Cassatt

            The Bath by Mary Cassatt embraces the natural love between a mother and a child. Through the design elements of composition, color, balance, mood and movement one greatly appreciates Cassatt’s intent.
            The composition of The Bath focuses the audience’s attention on the child. The eye is immediately drawn to the child, and then to the mother. This draws attention to the emotion of the moment. Cassatt has also used circles in the piece to indicate unity and peace between the mother and child.  One can see the circle in the basin, the shape of the heads, and in the circular form of the pitcher. The background of the painting appears muted or slightly fussy, which helps bring the attention to the mother and child. The overall arrangement of subjects gives the viewer a sense of peace.
            The color used indicates a moment of peace. Cassette used white for the little girl to indicate her innocence and naivety. The mother appears in a stripped dress using light green, pink and white. These colors let the audience know that the moment is serene. The red colored carpet, although subtle, lets the audience know that the relationship between the mother and child is genuine.
            Cassatt has created a balance in the work, as the mother and child are placed in the middle of the piece. No contention or disharmony exists here. The balance gives the viewer an understanding of harmony and relaxation, as these are the emotions experienced by the two subjects.
            The movement of the piece begins first with the child. The audience sees the little girl and then the eye is drawn down toward the basin. The mother washing the child’s food helps the audience understand the connection between the two of them. In addition, both subjects are looking in the same direction towards the child’s feet as the mother gently cleans them. This positioning helps the audience follow the gaze to the feet of the child.
            The audience becomes captured by the peaceful and relaxed mood set by this piece. Cassatt clearly valued relationships, especially those among children and mothers. The mother portrays concern for the child’s well-being by securing the child in her lap with one hand, while the other hand gently caresses the girl’s foot. These actions appear natural, and help the viewer recognize the significane of the relationship.

1. Everyone took Exam #1.

1. I gave each student information regarding ancient Greece, and asked that they read, annotate, notate the information using ALL COLORS. I requested 5-8 annotations/notations/page!  You are welcome to obtain a copy from me on Monday, as the assignment is due on Tuesday.


Tuesday, February 1, 2011

Upcoming Exam....Scheduled for Friday, January 4th...STUDY!

What did we do in class on Wednesday, February 2nd?

Dear Humanities Students,

If you missed class today we completed the following:

1.. I introduced the aspects of COMPOSITION, COLOR, MOOD, BALANCE/HARMONY, and MOVEMENT by using the "Raft of Medusa" as my model. Again, please see me upon your return.

2. We viewed a clip from Edward Scissor Hands that illustraed the five elements discussed above (composition, color, mood, balance/harmony, and movement)

Journal #3: Edward Scissor Hands
As you view the clip from Edward Scissor Hands, please discuss the five elements of design. What is the director indicating through his use of color, composition, balance, Movement and Mood?

5. We discussed the requirements for your "Cultural Event Reports." Two are required for the semester; the first is due on or before March 24th and the second is due on or before May 20th!. Please visit with me about this requirement upon your return. 

3. Your first EXAM is scheduled for Friday, January 4th. Prepare this way:
               a. What are the Humanities?
               b. Why is studying the Humanities so important?
               c. Why should an "observer" learn more of the time period and artist's personal life prior to making a judgement about a piece of art?
               d. Define the following terms and make sure you can apply them: Composition, Mood, Color, Balance/Unity, and Movement
               e. Students will randomly draw one piece of artwork from the "hat." They will then need to evaluate the piece using the above elements. We did this in class with "The Raft of the Medusa." In order to assist you with this section of the exam, I have included the pieces of artwork below. Realize that you won't know your focus until the day of the exam; however, you can easily learn more about them through some research.  Remember that I am going to ask you to comment on the composition, color, mood, balance/unity and movement in the piece that you select.

"Judith and Holofernes" by Artemisia Gentileschi

"Flagellation of Christ" by Piero della Francesca

"Melancholy" by Durer
"Burial of the Count of Orgaz" by El Greco
"Penitent Magdalene" by Georges de la Tour