(page 7)

• Must art be beautiful?
• Can beauty be “in the eye of the beholder”?
• Must art be about something or communicate a
message? Should art tell a story?
• Must art be made by hand? Can it be something that is
mass-produced art?
• Must art be made by an “artist”?

Summary

Review similar and unique characteristics of the artworks with the whole group (while displaying both artworks). Encourage student input and address any questions they may have. Display the following statements on the overhead projector and give students about 10 minutes to reflect and write their responses on notebook paper.In closing, invite students to share their answers with the class.

• "A new way to think about art is"
• "One thing I was surprised to learn in this lesson is"
• "Three of the most interesting things I have learned
studying these artworks are"

adapted in part from Assessment in Art Education,
Donna Kay Beattie, 1997

Assessment: Comparing Two Art Styles

Distribute the Student Handouts: Comparison Handout I and Comparison Handout II (pages 18, 19) along with: scissors, 12' x 18" colored construction paper, tri-fold horizontally, then unfold to make three 6" x 9" rectangular sections
Glue

Using Comparison Handout I, have students cut out the picture of both artworks and glue them to the top of the tri-fold paper (on opposite sides). Cut out the phrase "Characteristics of Both" and glue it in the middle section of the tri-fold. Using Comparison Handout II, have students cut out each phrase. These phrases will be placed in the empty space of the tri-fold. The phrases are characteristics of the Egyptian art, the Mayan art ,or both. Students then decide in which section of their trifold paper to place each phrase, place it under the appropriate one, and glue it in place after the final arrangement has been decided. Be sure to share with students the museums that hold these artworks.

Extensions/Interdisciplinary Connections

• Have students tap into the British Museum’s web
site: www.britishmuseum.co.uk. It has a colorful, very
child-friendly program with stories of ancient

• Using this website (clicking below opens new window):
http://www.ancientegypt.co.uk/life/explore/hunt.html students can explore details of
Nebamun Hunting Birds and go back to the
homepage for further exploration. Various language
arts activities that compare /contrast These works were
chosen as the initial focus of the unit because they embody parallel characteristics and are strong representations of respective art styles. Lives of
a nobleman’s family and a farmer’s family can be
developed from this web site.

• Math/art activity: Teach students how to draw a
regular grid over a copy of the Egyptian and/or
Mayan image as the ancient Egyptians did to enlarge
it to a larger scale. Make a color or black and white
copy of the image and draw a 1 or 2 inch grid over it.
Turn the paper over and number each square
sequentially, then cut the squares apart.
Give each student a square and have them enlarge
each square on brown butcher paper squares in a
ratio of 2/1 or 3/1. Combine the squares together
when completed and assemble them on a wall.

Extensions/Interdisciplinary Connections

• Recreate a living painting as in the “Art Alive” activity
done earlier in class. Use the grid method described
above to create only the background of the artwork
chosen. Have students assemble costumes that match
the artwork and position them accordingly in front of
the background. This is a great production for a family
night or other similar occasion as school, with music
and narration added.

(continued on page 8)
(previous page)

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