Wednesday, February 22nd, 2012

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.

Februaruy 17th, 2012

Dear Humanities Kids,

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

#1. Journal #5 (PART 1): 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 Minoans value and what did it symbolize to them? 

9. What animal did the Mycenaean Greeks value and what did it symbolize to them?

PART 2: "Points of Interests about Minoan Culture"

Please refer back to your annotations regarding the Minoan culture. What aspects of interest did you identify? Did you identify any other colors? If so, identify them and explain your notations..



3. We continued discussing Athens, Olympia, Sparta and Macedonia
 
HOMEWORK
1. Please read pages 3-14 in your book.
2. Notate, using all your colors, 20 notations total concerning the introductory information about Greece.

Monday, February 13th, 2012

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

1. I explained the "CER" (Cultural Event Report) assignment to each student. We discussed how this assignment is organized and the expectations for it. In essence, you are selecting a piece of art (drama, musical, actual still, foreign film, symphony) to review. Your focus will pertain to the five elements of design. You will select three for your area of focus, making your essay five paragraphs in length.


2. I also returned your "Artist's Intent" responses. We reviewed the elements for ACADEMIC VOICE. If you initially completed the assignment, then I ask that you revise the one I returned to you today. If you do so, then 10 points will be added to your first score. In addition, you will receive 75 points for the "revision assignment"

3. We then started our introduction to GREECE by beginning with the Minoan culture. You will need to obtain the handout that was given to each student regarding our Greece discussion. It is located in the "Humanities" make-up box. Each student viewed some images from a power point in association with the Minoan culture.

HOMEWORK:
1. Revision for "Artist's Intent" paper due on Friday, February 17th!
2. Please read the information regarding the Minoan culture, Classical Greece and Alexander the Great for Wednesday. Annotate/Notate each section, using ALL YOUR COLORS, 4-5/section

Friday, February 3rd, 2012

Dear Humanities Kids,

1. Your first EXAM is scheduled for February 9th. Consider the following:

a. What are the Humanities?

b. Why is having a background in Humanities 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? You will RANDOMLY select one of the eight pieces we discussed in class, and explain the artist's intent in creating the piece.

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


STUDY FOR YOUR FIRST EXAM, cute kids!
 If you missed class, we started by having a practice session for your test, which is scheduled for Thursday, September 15th.

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, and the viewer develops a deeper understanding for Cassatt's depiction of the mother and child.

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 foot 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 significance of the relationship.