Introduction to Dante's Inferno!

Dear Humanities Kids,

Students were introduced to the "The Inferno" by Dante Aglieri, a 12th century poet. Each student was given a copy of "The Inferno" to use in the creation of their underworld assignment.

The Underworld"....according to Dante......

If you missed class today, you were introduced to a new assignment entitled "Creating your own Underworld."Your Underworld will be due on Thursday, Jan. 6th. I will go into details regarding the requirements soon.

For your underworld assignment, I am asking you to consider your value system, and then devise punishments, just as Dante has done in his "Inferno."  He developed his concepts for the punishments based upon the ancient Greeks' punishments for the sinners in Tartarus. I have included some images below of Dante's Inferno

This image depicts those that committed suicide. Dante felt that because they had not valued their human form while living, they would therefore be turned to trees.

The following example was submitted several years ago by a previous student.

He placed those that COMPLAIN at the top of his Inferno. I have included this example for you to follow. Notice that you must indicate the sin, why you consider it to be a sin, a suitable/ punishment, and then why the punishment is symbolic of the crime. Just as the Greeks devised suitable punishments for their criminals, your punishments need to be symbolic as well. Your punishments are not to be sadistic, and you can not punish the sin with the sin.

You will have seven paragraphs, each one pertaining to a different sin. 

Wesley's Well of Woes

Circle 1: Complainers/Pessimists: The individuals at the top of my “well of woes” are those that never seem to be happy. They moan and complain about tasks that are part of life, and simply must be completed. They also enjoy starting arguments, purely to witness a flight. Due to this, they remind me of the Greek god Ares. They are cowards, just as Ares, who have no concept of self-respect. They not only disrespect themselves, but those that are around them. I have included them in my “well,” because I feel they “infect” their “sin” upon other people without considering anyone but themselves. I also find that they waste so much time complaining, rather than using their time in a constructive manner.

PUNISHMENT: These sinners will be required to make lemonade for eternity. This will not only be a boring task, but a painful one as well, because they will have paper cuts over their finger tips. This punishment fits the crime. These sinners were unable to find anything positive about their existence; consequently, they will be required to take lemons, which are sour and bitter, as they chose to be while alive, into lemonade, which is sweet and refreshing. The paper cuts are symbolic of the many times they moaned or were negative about living, now while they make lemonade, they will be reminded of their sour and painful attitudes.

HOMEWORK:
1. Please read Canto I pgs. 67-71
                      Canto II pgs. 89-93
                      Canto III pgs. 109-113
2. Create a list of your sins and symbolic punishments to accompany them.

3. Don't forget that CER #2 is due on FRIDAY!

Let me know if you any questions!

Cheers,

Crampton

Don't forget your "Interesting Paper" due on Monday!

Dear Humanities Kids,

We had an assembly today, so our class time was shortened. This is what we were able to accomplish:

1. I reminded everyone about their "Interesting Paper" that is due on Monday. I am happy to help you obtain information, using my texts, during Flex on Friday, December 10th. Just stop by and let me know your interests and I can easily help you located information. Remember that ONE source must come from a book, and the other sources may come from the Internet.

2. We continued discussing the Romanesque time period, and then moved on to Gothic. Please make sure you obtain this information from someone in class. We completed both time periods.

3. DON'T MISS MONDAY, as I will begin to explain your "hell assignment!"  It is based off of a piece of literature that was written during the Gothic time period. I am sure you will find it a relevant and enlightening piece of literary work.

4. We also watched a clip from a film entitled "Cathedrals."

HOMEWORK:
1. CER #2 is due on FRIDAY!
2. Please don't forget that your "Interesting Essay" is due on MONDAY!

Cheers,
Crampton

OVID and VIRGIL

Dear Humanities Kids,

If you missed class, we completed the following:

1. Journal #10 "All Roads Lead to Rome"
The above quote is a metaphor. Tell what you think it means! What have you found interesting about the information shared with you concerning Roman culture. In addition, refer to your notations for today, and tell me what you found interesting from each section ("Constantine," "Fall of Rome," and "Pompeii"). I can't wait to hear from you.

2. We continued with our discussion concerning the architectural structure known as a "basilica."

3. We then reviewed three pieces of Roman literature;
       a. "Pygmalion" by Ovid
       b. "Edict of Milan" issued by Constantine
       c. "Cupid and Psyche" by Ovid  (we did not complete reading this in class, so it was assigned as homework)

HOMEWORK:
1. "Ithaca Personalized" is due on Friday.
2. "Quest" regarding Rome will occur on Friday.
3. Complete reading "Cupid and Psyche" for Friday
4. CER #2 is due on Friday, Dec. 17th

INFORMATION about QUEST:
1. Questions 1-10 are short answer question concerning the following topics:
              a. Coliseum
              b. Pantheon
              c. Verism
              d. Ovid and Virgil
              e. Edict of Milan/Constantine
              f. Frescoes
              g. Pompeii
2. Questions 11-20 pertain to the difference between Greek and Roman concepts concerning support systems, columns, artistic subjects, trademark forms, and preferred structure.
3. Questions 21-32 pertain to images you will see concerning Roman architecture, art, and myths.
4.  Questions 33-34 pertain to Rome's decline and Byzantium.

I hope this helps! This is the best I can do with my time constraints.

Cheers,
Crampton

Welcome back, Humanities Kids!

Dear Humanities Students,
I hope you enjoyed your Thanksgiving break! If you missed class, we completed the following:

1. Continued with our introduction to Rome. We started with discussing The Pantheon (all the gods).
2. We completed our handout regarding Roman sculpture, painting, and mosaics
3. We also reviewed Constantine's significance.

HOMEWORK:
1. Remember that your "Ithaca Personalized" is due on Friday.
2. QUIZ covering Rome will occur on Friday.
3. Please annotate/notate the information given to you today regarding Constantine, the end of the Roman Empire, and Pompeii for Wed. Please include 7-10 annotations/notations/page/using all your colors.

Welcome to Rome!

Dear Humanities Kids,

If you missed class today, we completed the following:

1. Introduction to ancient Rome. Each student received a handout that correlated to the PowerPoint used in class to discuss ancient Rome.

2. We will continue with the introduction on Monday, November 29th!

REMINDER for UPCOMING ASSIGNMENTS:
1. Don't forget that your "Personalized Ithaca" is due on Thursday, December 2nd!
2. Don't forget that your second CER is due on Friday, Dec. 17th

ENJOY YOUR THANKSGIVING!

Preparation is the Key to Success!

Dear Humanities Kids,

If you missed class, we completed the following:

1. You were introduced to a new assignment entitled "Ithaca Personalized." In essence, I am asking you to consider what you desire most. What is your "Ithaca?" In order for you to fully understand your assignment, it is necessary for you to see some previous examples. The assignment is due on Thursday, Dec. 2nd. Please visit with me if you missed class.

2. We watched a clip from The Odyssey involving Odysseus' trickery concerning the death of the suitors.

3. We then went to the library where we answered one of the questions associated with your Odysseus Quiz. I posted the questions last time on the blog. Review them so you have some schema concerning the question you might "pull from the hat."

DO NOT MISS CLASS ON MONDAY, as we begin with the ROMAN EMPIRE!
Cheers,
Crampton

Odysseus returns home after 20 years!

Dear Humanities Students,

I hope you valued The Iliad and The Odyssey. They respresent a strong command of language and story-telling on Homer's part, especially since the epics focus on different themes and plotlines.

If you  missed class today, we completed the following:

1. We reviewed the information introduced last time concerning The Odyssey. We watched two video clips associated with the sirens and another set of monsters, Scylla and Charybdis. I have included an image of the sirens above, and an image of Scylla and Chaybdis is located below.

2. We completed the storyboard regarding The Odyssey.

HOMEWORK:

1. You will have a quiz covering The Odyssey on Thursday. The best way to prepare for the quiz is to read pages 211-229 in your book, and to review the quiz questions below.  

2. Remember to annotate/notate the two Odyssey excerpts that I gave to you last time in class. They are due on Thursday, and you will find them helpful for your quiz.

QUESTIONS FOR QUIZ:

For your quiz on Thursday, you will "pull from the hat" and select one of the following questions concerning The Odyssey. May I make a suggestion? Review each question and develop a solid concept concerning your response. Locate examples from your book to support your points.If you do this for each one, you will do well on the quiz. Your response needs to be written using ACADEMIC VOICE (no first or second person, no passive verbs, and no contractions)

1. The concept concerning "power of cunning over strength" is a valid theme in The Odyssey. Discuss this thematic view, and the role it plays in the epic poem. Support your points with three textual examples.

2. Discuss the thematic approach concerning "identify" in The Odyssey. An explanation regarding the positive and negative effects of maintaining anonymity in contrast to identifying oneself must be part of your response. Identify three examples from your textbook or annotated texts to support your points.

3. Trace Homer's thematic approach to "appearance vs. reality" in The Odyssey. Discuss the importance of this theme to events within the epic poem. Include three examples from your book and/or annotated texts to support your response.

4. Discuss the literary element of irony in The Odyssey. Dramatic irony occurs when the audience has knowledge that characters within the story do not. Identify three examples of dramatic irony within the epic poem. An explanation as to why irony heightens the reader's interest in The Odyssey is compulsory.

5. The customs concerning "guest and host" were highly respected in ancient Greek culture. Homer clearly valued these customs, and he recognized the role of the gods if the customs were not followed. Support Homer's view by explaining and indicating three examples from your textbook and/or annotated sources.

I look forward to seeing you on Thursday!

Our introduction to THE ODYSSEY by Homer took place today!

Dear Humanities Kids,

We completed the following today in class:

1. I gave everyone a storyboard concerning The Odyssey. We worked on completing it together in class. Images were shared indicating different aspect of the epic poem. We also watched some video clips that correlated with our class discussion.

HOMEWORK:
1. Please read pages 210-229 for Tuesday.
2. I gave each student two pieces from The Odyssey that need 8-10 annotation/notations/page/using all the colors. If you missed class, please visit with me about obtaining the readings. This assignment is due on Thursday.
3. Don't forget about CER #2 due on Dec. 17th


Have a great weekend!

STOP MISSING CLASS!

Dear Humanities Kids,

If you missed class, we completed the following:

1. WE TOOK YOUR TEST CONCERNING The Iliad. If you missed class, then we will need to arrange a time that you can make-up your exam.

2. We corrected the exam in class. WELL DONE! Everyone did quite well; I am proud of you!

HOMEWORK:
1. Please read pages 200-210 in your book. We will begin with The Odyssey on Friday, and this reading will give you some schema concerning the epic poem.
2. Please remember that CER #2 is due on December 17th!

I look forward to seeing you on Friday!
Cheers,
Crampton

Dearest Humanities Kids......

We completed the following today in class:

1. Journal #8  "Aescylus' wisdom"
               "Few men have the natural strength to honor a friend's success without envy."
        The above quote has merit. Do you agree with our famous playwright? Justify your response. Have you experienced such emotions within yourself concerning a friend's success? If so, please tell me about it. How can an individual call someone a friend if they possess feelings of envy? 

2. We discussed the structure of your "Iliad" test for WEDNESDAY.
     Part 1: 25 questions pertaining to aspects associated with The Iliad or The Odyssey
     Part 2: 25 questions pertaining to actual dialogue from the epic poem. You will have 25 different quotes, where I request you to identify characters based upon underlined pronouns. The quotes come directly from your textbook. MAKE SURE YOU READ The Iliad in your textbook.(pgs. 180-200). You should have done this already.
     Part 3: You will see two movie clips from TROY. The clips are incorrect based upon the actual epic poem. I will ask you to identify three inaccuracies in each clip and then to correct them.
    Part 4:  You will see several pieces of artwork that pertain to The Iliad. I will ask you to identify characters within the pieces and to explain what is taking place within the artwork.
NOTE: PLEASE MAKE SURE YOU REVIEW THE GREEK AND ROMAN NAMES for the GODS!

3. We completed a "time-line" pertaining to events within the epic poem. This was useful  in reference to Part 1 of your test. You already have the handout in your notebook; it is "salmon" in color. Please obtain this information from someone in class.

HOMEWORK:
1. STUDY FOR YOUR ILIAD TEST!

Practice for extra-credit:
Instructions: Please identify the underlined the character based on the underlined pronoun.
1. "Priam cried out aloud to his son...do not face Achilles alone, without a friend, or fate will soon find you out. _________________ "son"
2. "Even after so many of her predictions came true, nobody believed her." ____________"her"
3. "She saw no reason to explain her act. She was no murderer, but an executioner." _______________"She"
4. "You stole the daughter of Apollo's priest, now the anger of the gods is upon us." _______________"You"
5. "She made him go mad. He thought he was killing the chieftains, but instead he was destroying the cattle." _________________"him"
6. "He sent home for her, writing his wife that he had arrange a great marriage for her."____________ "her"
7. "White a force had assembled for her."__________________"her"
8. "If I take your life, then I will keep your armor, which is the custom, but if you should take my life then I request respect for my remains." _________________"I"
9. "He appeared as a coward. As the Acheaen was hauling him off by his chinstrap, Aphrodite rescued him.
               9. _________________ "He"
               10. ________________ "Acheaen"
11. "He left Troy, carrying his father on his back. _________________"He"
12. "He made a skillful worker in wood make a huge horse which was hollow and could hold a number of men."______________"He"

HADEN, TRAGEN and STEWART shared their artistist abilities with us today in class!

Dear Humanities Kids,

If you missed class, we completed the following:

1.We did not have a journal entry today.

2.We completed ALL the characters on your Iliad handout. In addition, we "performed" the scene where Achilles released the body of Hector. Tragen, Stewart and Haden performed their parts well. Please visit with a friend in class to obtain the information you missed.

3. I returned your CER #1 assignment, and explained that the revision for the assignment is due on Monday. The "Revision Assignment" is NOT OPTIONAL. If you choose to complete the assignment, then 10 points will be added to your initial score. If you elect not to complete the revision, then you will receive a zero for the revision grade and your current score will remain the same.

HOMEWORK:
1. Complete the revision for your CER...due Monday!
2. Create flashcards for the characters completed today.
3. START REVIEWING for your "Iliad Quest" scheduled for Wednesday.

Enjoy your weekend!
Cheers,
Crampton
STOP MISSING CLASS, CUTE KIDS!

Continuing with The Iliad characters....

Dear Humanities Kids,

If you missed class today, we completed the following:

1. Journal #7 "Aristotle's view concerning friendship"
"A friend to all is a friend to none."
What do you think Aristotle meant by this quote? Do you agree or disagree with his philosophy? Consider your understanding of the term "friendship" in your response.

2. We continued with THE ILIAD characters by discussing Achilles, Patroclus, Hector and Andromache. Please make sure you obtain this information from a friend in class.

3. We also read from the actual epic. Forrest and Tyler did well in performing for us.

HOMEWORK:
1. Please read pages 190-200 in your Mythology text.
2. Please make flashcards for the characters discussed last time (Priam, Helen, Paris), and the characters reviewed today (Achilles, Hector, Andromache, and Patroclus). I will collect these at the beginning of class next time.

Cheers,
Crampton

Journal #6 and Introduction to characters within THE ILIAD

Dear Humanities Kids,
I hope you have enjoyable Halloween!

We completed the following today in class:

Journal #6: "Plato's Advice for Education"
The direction in which education starts a man will determine his future life.

Please iinterpret Plato's quote. What is he indicating about learning? Do you agree with him? In your opinion, is a "formal education" compulsory for further growth? "Talk to me....."

Today in class we continued with the introductory info. regarding Troy.

Dear Humanities Kids,

If you missed class, we completed the following:

1. I introduced the "Iliad Character" assignment. Each student selected a character from The Iliad. Your assignment involves researching that particular character, and locating information regarding the following points:
              a. Are they Greek or Trojan?
              b. Other characters associated with your own and in what capacity
              c. Your character's role within The Iliad
              d. What happens to your character (death, slavery, concubine, etc.)?

               e. You need to locate another source besides the one that I gave you in class.     Encyclopediamythica.org is a valid Internet source.
               f. Please include an image of your character on your handout.
               g. Please include a Works Cited page for your assignment

FOREST: You have Patroclus
KENZIE: You have Odysseus

PLEASE VISIT WITH ME ON TUESDAY, so that I can show you an example of the assignment, and give you the information I provided for everyone on Monday.

2. We completed the handout that I gave each student last time regarding introductory information surround Troy.

3. We watched a video entitle "Troy." You also had a journal entry that accompanied the movie.
                 Journal #5  "Interesting aspects about Troy"
               As you watch the video, please record points regarding the ancient city of Troy and Henrikk Scheilman that you found interesting.

HOMEWORK:
1. Make sure you prepare for a Quiz covering the introductory information covering The Iliad on Wed.
2. Your handout is due detailing your Iliad character on Wed.
3. Locate an additional source, from the Internet or your book, detailing your character due Wed.
4. Annotate/notate (5-8/page/using brown) the information I gave you in class regarding your particular character due Wed.

Introduction to THE ILIAD

Dear Humanities Students,

If you missed class on Thursday, October 21st, we completed the following:

1. We reviewed a few minutes for your quiz covering the "Influential Greeks."
2. Completed and corrected the quiz.
3. We started our introductory discussion regarding The Iliad. Each student was given a detailed handout that we worked on together. I have included a copy of it below. Please print it off, and place it in the "Handout" section of your notebook.

HOMEWORK:
1. Please annotate/notate the  grey handout given to you in class regarding The Iliad  for Monday.
2. Your first "CER" is due on FRIDAY, October 29th

Homer’s Epic Poems

The Iliad and The Odyssey

Humanities

Introduction: What is an epic? Long narrative poem about the deeds of a hero! The Iliad: ACHILLES; begins in the 9th year of Trojan War Achilles is angry at Agamemnon (leader of the Greeks). Briseisis (Achilles’ love interest) stolen by Agamemnon; Apollo sends a plague; ACHILLES REFUSED TO FIGHT FOR THE GREEKS! Ilium: Ancient word for TROY Acheans: Ancient word for the Greeks The Odyssey: Events after the 10 year Trojan War; Odysseus’ attempt to return to his family after 10 years (20 years from his fam) What was the cause of the Trojan War? TRADE ISSUES, not a woman stolen from her home; windy by Troy; Greeks refused to pay taxes to dock at Troy Who discovered the ancient city of Troy? Heinrikk Schliemann (German, amateur archaeologist). His ONLY GOAL was to locate TROY “Road Map:”  copy of the Iliad Mound of Hissarlik: “Schliemann’s Scar:” Nine Cities:

What we know about Homer…. Many scholars have asked the question, “Were the epic poems written by one poet or were they collective efforts on the part of several poets?” We will never know the answer to this question. Most scholars agree that a “Homer” existed, that he lived in the 8th or 9th century B.C., and that he was a well-known poet. Some indications reference his blindness, which has been interpreted by some as “a sign of his greatness.” We know that Homer had a strong command regarding written language, and that at one point he could see. His love for beauty and gory details are too advanced, especially for someone who might have been blind his entire life. He lived about 500 years after the events at Troy; therefore, the story he told was not original with him, but had been passed down in the oral tradition of the times. Allow me to share an excerpt from The Iliad with you. “…the spear of bronze went through below the brain and shattered the white bones. Dashed out the teeth, and filled his eyes with blood; and blood he spurted gaping through his mouth and nose; and death’s dark cloud encompassed him.” (Book XVI, lines 345-350)

We completed the "Influencial Greek" presentations today!

Dear Humanities Students,

Well done regarding your presentations. I appreciated your work,as I learn some points regarding the characters that I did not know!.

STEWART and CAMERON: I know that you missed class today; consequenlty, Pythagoras won't appear on your quiz next time; however, I expect that you present your information on Thursday!

What did we do in class? We completed the presentations for the following characters:
1. Aeschylus
2. Sophocles
3. Aesop
4. Phidippides
5. Sappho
6. Phidias

Please review your handouts regarding the above individuals.

HOMEWORK:
1. QUIZ on Thursday covering ALL THE INFLUENTIAL GREEKS!
2. Create flashcards for the group presented today.
3. Your first "CER" is due on Friday, October 29th

PRACTICE QUIZ!
Guys, use your cards for your quiz. I need to take Brianna to the Orthodontist, so I don't think I will have the time or opportunity to post a practice quiz for you; therefore, make sure you are prepared with your flashcards.

Homer, Alexander the Great, Hippocrates, and Solon were discussed today!

Dear Humanities Kids,
I hope you have a wonderful "Fall Break!" Please remember that upon your return to school, you only have TWO WEEKS before the term ends.

HOMEWORK:

1. Please make flashcards for the characters discussed today (Hippocrates, Solon, Homer, and Alexander the Great). The cards are due on Tuesday. THE CARD THAT WERE CREATED FOR THE CHARACTERS DISCUSSED TODAY, were submitted during class.

2. Please read the article entitled "Plato, Aristotle, and Socrates" for Tuesday. Annotate/notate using ONE COLOR. You  selected the color. I found the article incredibly interesting, so I would annotate/notate using only BROWN.

3. DON'T FORGET THAT your FIRST "CER" is due on October 28th! Please let me know if you need any assistance with this requirement.

WHAT DID WE DO IN CLASS?
1. We continued our presentations regarding the "influential Greeks"

HOMER:
1. Homer is recognized as the most significant epic poet of all time. An epic, by the way, is a long narrative poem about the deeds of a hero.
2. He authored The Iliad and The Odyssey.
3. He was blind, but had to have seen at one point, as his work is highly descriptive in nature. The lost city of TROY, was actually discovered by using a worn copy of The Iliad. Homer describes the topography so well, that Heinrick Schliemann, the archaeologist who discovered the city, only had to use his copy of the epic poem to locate the legendary city.

SOLON:
1. Solon was recognized as the first Athenian statesman to promote democracy.
2. In fact, he valued the worth of all human beings that he attempted to abolish slavery.
3. Developed a law that required representation from every Athenian citizen no matter their social class.

HIPPOCRATES:
1. "Father of Medicine"
2. Believed that mankind controlled his health, rather than the gods dictating what physically happened to mankind
3. He greatly valued hygiene, exercise, and moderation concerning diet
4. Every individual completing their medical degree must recite the "Hippocratic Oath," as a sign that they will treat the patient with compassion

ALEXANDER THE GREAT
1. Highly important for spreading Greek culture throughout the ancient world. Once he conquered a location, he required the inhabitant to learn Greek, or die.
2. Became King of Macedonia at age 20, after the assassination of his father, Phillip II
3. Most famous city=ALEXANDRIA (located in Egypt)
       ( The most expansive city regarding learning and commerce of the ancient world)
4. His mother claimed that she had experienced a relationship with Zeus, and that Alexander was Zeus' offspring. ("The Great" comes from this point)
5. Created military strategies that we still use today

The Greek Gods and Research Time....

Dear Humanities Kids,

If you missed class today, we completed the following:

1. We took the practice quiz covering the gods.
2. We took the "real" quiz covering the gods.
3. We then went to the lab to work on your "Influential Greek" research assignment.
PLEASE BE AWARE THAT I HAVE CHANGED THE DUE DATE!  I changed the date, as the schedule on Tuesday limits your in-class time. The new due date for the assignment is MONDAY, October 11th! I hope this helps!

KEEP READING AND LEARNING MORE ABOUT YOUR CHARACTER!

Cheers,
Crampton

If you missed class on Wednesday, September 29....

Dear Humanities Students.

If you  missed class we completed the following:

1. We completed the god chart.
2. I showed images of the gods, and the students practiced identifying them.
3. I then explained a research assignment. Each student selected a partner, and then "pulled from the hat" the name of an "influential" Greek. Your assignment involves researching that influential character and then developing a power point (minimum of eight slides). I will do my best to post the assignment, but at the present moment the post is not working. I will place the explanation outside the room, so you  can obtain the information.

BONNIE and ARI you are partners. The Greek character you need to research is called Phidias. I have also included some "start" information in order to assist you with your research. Please let me know if I can be of assistance.
4. I gave everyone their first two vocabulary words: POLYTHEIST and PAGAN
Please visit with someone else in class regarding the definitions.

HOMEWORK:
1. Quiz on Friday covering the gods (Greek, Roman, Symbols and Domains). Please refer to the blog for a practice quiz.
2. Please annotate the article I gave regarding the practice of worshipping the Greek gods. I place extra copies outside the room. Please have 5-8 annotations.
3. Read the additional source I gave you for your "Greek Influential" character. Please annotate the text.
4. You will go to the library on Friday to work on the Power point. Make sure you KNOW your character.

PRACTICE QUIZ for Friday's Quiz
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.)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

QUEST...Well done!

Dear Humanities Kids,
If you missed class today, we took the "Quest."
I AM SO PROUD OF YOU! As a whole, each of you did quite well on your "quest." If you missed class, then please visit with me so we can arrange a time to take your "quest."

HOMEWORK:

None! Enjoy the "minimal day."

Cheers,
Crampton

Welcome to Mt. Olympus...

Dear Humanities Students,

If you missed class, we completed the following:

1. We reviewed the three different forms of Greek architecture and the Archaic and Classical forms concerning Greek sculpture. We then completed Hellenistic sculpture. Hellenistic sculpture is characterized as expressing more emotion, both facially and physically.

2. We continued with an introduction to the Greek Pantheon. The gods will not appear on the "Quest" scheduled for Monday. However, I would suggest that you begin reviewing his information; your quiz covering the Olympians will take place on Wed., September 29th.

HOMEWORK:
1. Please read "Theseus and the Minotaur" pgs. 155-165 in your book.
2. Create flashcards for your "quest" on Monday.
3. Study for your "quest," which will cover the introductory information concerning Greece

PRACTICE QUIZ:
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 Monday. Remember that Monday is a "Minimal Day;" consequently, your classes are only 60 minutes in length.

Cheers,

Crampton

Exam #1 was administered today in class...

Dear Humanities Kids,

Well done on your exam. For those of you who missed class, please visit with me upon your return. We need to schedule a time when you can take your test.

Homework:
1. Please read pages 27-36 (Zeus-Hestia) in your Mythology text.
2. Begin reviewing the information we have discussed thus far regarding the ancient Greek civilization. You will have a "quest" (not a test, not a quiz, but a "quest') covering this information on Monday, September 27th.

I look forward to seeing you on Thursday.
Cheers,
Crampton

If you missed class on Friday, September 17th...

Dear Humanities Kids,

If you missed class today, we completed the following:

1. I gave each student a copy of an exam response for The Bath. Do you remember the painting that we reviewed in class last time? If not, I included an image of it on the blog. I have also posted the exam example for you beneath the image. Review the student's response.

2. We completed the information regarding Alexander the Great and Sparta. Please visit with someone else in class.

3. We reviewed the three Greek architectural styles. Please note the images below.

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.

HOMEWORK:

1. Review for your exam, my young friends. Please refer to previous posts.

Hello, Humanities Kids,

Hi, Guys,

            If you missed class, we started by having a practice session for your test, which is scheduled for Tuesday, September 21st.

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. Remember that part of your exam on Tuesday pertains to doing the same evaluation. Make sure you refer to the five images I posted last time. Review and research them in order to make sure that you have a strong understanding of the composition, color, balance/harmony, movement and mood for each. I HAVE INCLUDED A FORMER STUDENT'S RESPONSE BELOW THE IMAGE.

Elisa Wilson                                                                                                      Wilson, 1

Mrs. Crampton

Mythology

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.

2. 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, Athens, and Olympia.

HOMEWORK:
1. PLEASE STUDY for your first exam. Review the five images that I have posted on the blog, as one will be your primary focus for your exam.
2. Each student received a Mythology text and I asked that they read pages 13-23 for Friday.

Cheers,

Crampton