The Arts · Grade 3 · Art Through Time: History and Criticism · Term 3

Art of Ancient Civilizations

Exploring art from ancient Egypt and Greece, focusing on their purposes and styles.

• Ontario Curriculum Expectations
• VA:Cn11.1.3a

About This Topic

Great Artists and Their Styles introduces Grade 3 students to the 'why' and 'how' behind famous artworks. Rather than just memorizing names and dates, the Ontario Curriculum focuses on analyzing the techniques and 'signature styles' that make an artist's work unique. Students might explore the bold, swirling lines of Vincent van Gogh, the geometric abstractions of Alma Thomas, or the vibrant, woodland-style paintings of Anishinaabe artist Norval Morrisseau.

Students learn to look for 'clues' in the art: What colors do they use most? What kind of brushstrokes can we see? What subjects did they care about? This topic helps students realize that art is a personal expression of an individual's identity and the time they lived in. It also gives them a 'toolbox' of styles they can try in their own work. This topic comes alive when students can physically model the patterns of a specific artist's style through hands-on 'master studies.'

Key Questions

1. Analyze how ancient Egyptian art communicated stories and beliefs.
2. Compare the purpose of art in ancient Egypt versus ancient Greece.
3. Predict what archaeologists might learn about a culture from its surviving artworks.

Learning Objectives

• Analyze how specific symbols and figures in ancient Egyptian art conveyed religious beliefs and social hierarchy.
• Compare the primary functions of art created in ancient Egypt (e.g., funerary, religious) with those in ancient Greece (e.g., civic, mythological).
• Classify artworks from ancient Egypt and Greece based on their intended purpose and stylistic characteristics.
• Predict what aspects of a culture archaeologists could infer about ancient Egyptian or Greek society by examining surviving artifacts and artworks.

Before You Start

Elements of Visual Arts

Why: Students need a basic understanding of line, color, shape, and form to analyze and describe artworks.

Introduction to Cultural Symbols

Why: Familiarity with how symbols represent ideas helps students understand the communicative purpose of ancient art.

Key Vocabulary

Hieroglyphs	A system of writing using pictures and symbols, often found in ancient Egyptian art to tell stories or record events.
Pharaoh	The ruler of ancient Egypt, often depicted in art in a powerful and divine manner.
Mythology	A collection of myths or stories belonging to a particular culture, often depicted in ancient Greek art to explain the world or tell heroic tales.
Sculpture	Three-dimensional art forms, common in both ancient Egypt and Greece, used to represent gods, rulers, and athletes.
Fresco	A technique of painting on wet plaster, used in ancient civilizations to decorate walls and ceilings.

Watch Out for These Misconceptions

Common Misconception

Great artists are only people from the past.

What to Teach Instead

Students often think 'Art History' means 'Dead People.' Include contemporary Canadian artists like Christi Belcourt or Shuvinai Ashoona to show that art history is being made right now by diverse, living people.

Common Misconception

Art is only 'good' if it looks like a photograph.

What to Teach Instead

Many Grade 3s are frustrated by 'unrealistic' art. Use peer discussion to explore how artists like Picasso or the Group of Seven used color and shape to show *feelings* about a place rather than just a perfect copy of it.

Active Learning Ideas

Gallery Walk: Style Detectives

Display five works by two different artists (e.g., Kenojuak Ashevak and Emily Carr). In pairs, students move through the gallery with a checklist to find 'style clues' (e.g., 'uses bright colors,' 'shows animals') to figure out which artist painted which piece.

30 min·Pairs

Simulation Game: The Artist's Studio

Students 'become' a specific artist for a session. If they are 'Team Van Gogh,' they must use thick, swirling paint strokes. If they are 'Team Mondrian,' they use only straight lines and primary colors. They then explain how it felt to 'paint like' that person.

45 min·Individual

Think-Pair-Share: Modern Makeover

Show a famous historical portrait. Students discuss with a partner: 'If this artist lived today, what would this person be wearing? What would be in the background?' They then sketch a 'modern version' of the masterpiece.

25 min·Pairs

Real-World Connections

• Museum curators, like those at the Royal Ontario Museum, study ancient artifacts to understand past civilizations and organize exhibitions that educate the public about art and history.
• Archaeologists use the study of ancient art and artifacts to piece together the daily lives, beliefs, and social structures of cultures that existed thousands of years ago, much like excavating sites in Egypt or Greece.
• The design of modern buildings and public spaces sometimes draws inspiration from the architectural styles and artistic motifs of ancient civilizations, seen in columns or decorative elements.

Assessment Ideas

Exit Ticket

Provide students with images of one Egyptian and one Greek artwork. Ask them to write one sentence explaining the purpose of each artwork and one symbol or figure they recognize from the lesson.

Quick Check

Display a Venn diagram on the board. Ask students to call out characteristics of Egyptian art on one side and Greek art on the other, filling in similarities in the middle. Prompt: 'What was art mainly used for in Egypt? How was it different in Greece?'

Discussion Prompt

Pose the question: 'Imagine you are an archaeologist finding a new artifact from an unknown ancient civilization. What clues would you look for in the artwork to understand who made it and how they lived?' Facilitate a brief class discussion.

Frequently Asked Questions

Which artists should I prioritize in Grade 3?

The Ontario Curriculum suggests a balance. Include Canadian icons (Group of Seven, Emily Carr), Indigenous masters (Norval Morrisseau, Kenojuak Ashevak), and diverse international artists (Yayoi Kusama, Faith Ringgold) to reflect a multicultural perspective.

How do I teach about 'style' without students just copying?

Frame it as 'borrowing a tool.' Instead of saying 'copy this painting,' say 'use Van Gogh's swirling lines to draw your own bedroom.' This encourages them to apply the technique to their own lives.

How can active learning help students understand art styles?

Active learning strategies like 'The Artist's Studio' turn observation into action. When a student physically tries to recreate a 'swirl' or a 'dot,' they understand the physical effort and choice behind the style. 'Style Detectives' turns art analysis into a collaborative game, making the 'reading' of art a social and engaging process.

How do I discuss the 'Woodland Style' respectfully?

Explain that this style, pioneered by Norval Morrisseau, uses 'X-ray' lines to show the internal spirit and energy of living things. Connect it to Anishinaabe storytelling and the importance of oral traditions in Indigenous art history.