Painting
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What function does the artifacts of painting, sculpture, and architecture play from ancient to contemporary Greece? How does the rendered image act as an icon to evoke the familiar and express additional notions of it? How can we reason through these visually represented cases for learning and teaching? How does the icon tell and re-tell a story and teach through its images and settings? How was the teaching, learning, and practice of these arts depicted in the artifacts of this and other domains such as music, poetry, drama, physical arts, and elementary education?
Vase painting was the most plentiful art object around in Greece; found in almost every citizen's home. If you are not already familiar with vase art, search for artifacts by name on the The Perseus Digital Library for more background information, including images. If you are comfortable with your knowledge please try this activity in order to prepare you for the up-coming trip.
The Gods and Goddesses were found in every part of Greek culture. They were in Greek music, theater, poetry and prose functioning as symbols of the ideas and ideals of classical antiquity. This application of symbolism created a situated learning environment for which every Greek citizen took part.
To help you reason through the cases in this lesson, answer these questions and record your responses to recall during the corresponding lesson activities in Greece and for the reports that you will make on what you have learned.
| How important do you think it is to use multiple forms of media such as art with literature to reinforce cultural ideas? |
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| How can educational media producers achieve those goals in our contemporary culture and learning environments? |
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| What symbols and/ or images do we
have today that might play a similar role?
Hint |
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| How does this compare with teaching and learning in contemporary classroom and training rooms? |
On their Web site and when you are in Athens, you can visit the National Archaeological Museum of Athens and based on your experience, write a personal narrative about a particular vase (previously selected by the coach). The story should include relevant plot information such as time, setting, and characters. After which, the students would share their stories verbally with the group and discuss how they developed their story. This process will develop a semantic network for this particular vase. From there, when the student sees other vases they can build upon their established links.
Next draw the image by memory. The objective is on recalling what you have seen as opposed to developing artistic skill.
Lastly the group will discuss their drawings in front of the object and talk about what stood out in their drawings, what they were able to remember from seeing the object, and what they thought upon seeing the artwork again. This practice should build analyzing skills - so that you will become a more active looker with art objects in the future.
Gather data from your activity and record notes on your reasoning of this case for later analysis and reporting (and publishing on the QFK Web).
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