The Arts · Grade 6 · Art History and Global Perspectives · Term 3

Art of Ancient Civilizations: Egypt and Greece

A comparative study of art from Ancient Egypt and Greece, focusing on their distinct purposes and aesthetic values.

• Ontario Curriculum Expectations
• VA:Cn10.1.6a
• VA:Re7.2.6a

About This Topic

Indigenous Art of the Americas explores the rich and diverse artistic traditions of First Nations, Métis, and Inuit peoples. In the Ontario curriculum, this is not just a history lesson; it is an exploration of living cultures and their ongoing connection to the land and spirit. Students investigate the symbolism in works like totem poles, beadwork, and soapstone carving, learning that these are not just 'crafts' but sophisticated systems of knowledge and storytelling.

This topic emphasizes the importance of 'place' and 'materials,' showing how artists use what is available in their local environment, from cedar on the West Coast to caribou bone in the North. It also addresses the impact of colonization and the resilience of Indigenous artists in preserving their heritage. This topic comes alive when students can engage in collaborative investigations of specific symbols and participate in 'virtual gallery walks' of contemporary Indigenous art.

Key Questions

1. Compare the purpose of art in Ancient Egypt versus Ancient Greece.
2. Analyze how the artistic conventions of each civilization reflect their societal values.
3. Differentiate the stylistic characteristics of Egyptian sculpture from Greek sculpture.

Learning Objectives

• Compare the primary purposes of art in Ancient Egypt and Ancient Greece, citing specific examples.
• Analyze how Egyptian and Greek artistic conventions reflect societal values like hierarchy, religion, and humanism.
• Differentiate the stylistic characteristics of Egyptian sculpture (e.g., rigid poses, composite view) from Greek sculpture (e.g., naturalism, contrapposto).
• Explain the influence of religious beliefs and political structures on the artistic output of both civilizations.

Before You Start

Elements and Principles of Design

Why: Students need a foundational understanding of elements like line, shape, and form, and principles like balance and proportion to analyze and compare artistic styles.

Introduction to Historical Timelines

Why: Understanding the chronological order of civilizations is necessary to place Ancient Egypt and Greece within their respective historical contexts.

Key Vocabulary

Hieroglyphics	A system of writing using pictorial symbols, used extensively in Ancient Egyptian art and architecture for religious and historical records.
Pharaoh	The supreme ruler of Ancient Egypt, considered a god on Earth, whose power and divine status were often depicted in monumental art and tomb decorations.
Kouros/Kore	Freestanding sculptures of nude males (kouros) and clothed females (kore) that represent idealized youths in Archaic Greek art, often used as grave markers or votive offerings.
Contrapposto	A pose in sculpture and painting where the figure's weight is shifted to one leg, creating a naturalistic S-curve in the body and a sense of relaxed movement, characteristic of Classical Greek art.
Composite View	A technique in Egyptian art where the head is shown in profile but the eye and shoulders are shown frontally, used to depict figures clearly and symbolically.

Watch Out for These Misconceptions

Common Misconception

Indigenous art is only from the past.

What to Teach Instead

Indigenous art is a vibrant, contemporary practice. Use examples of modern Indigenous graphic novels, fashion, and digital art to show students that these traditions are constantly evolving and addressing current social issues.

Common Misconception

It's okay to copy Indigenous designs for my own art.

What to Teach Instead

Many Indigenous designs are 'owned' by specific families or Nations and have sacred meanings. Teach students the difference between 'copying' (appropriation) and being 'inspired by' the themes of nature and community (appreciation) while creating their own original symbols.

Active Learning Ideas

Inquiry Circle: Symbol Search

Groups are given images of traditional Indigenous artworks (e.g., a Haida transformation mask or a Métis floral beadwork pattern). They must research the meaning of the symbols used and present how the art reflects the culture's relationship with nature.

50 min·Small Groups

Think-Pair-Share: Material and Land

Show images of art from three different regions (Arctic, Plains, West Coast). Pairs discuss why the materials used (stone, hide, wood) are different and how the local geography dictated the artist's choices.

25 min·Pairs

Gallery Walk: Contemporary Voices

Display works by modern Indigenous artists like Kent Monkman or Kenojuak Ashevak. Students use 'I See, I Think, I Wonder' sticky notes to explore how these artists blend traditional themes with modern issues.

30 min·Whole Class

Real-World Connections

• Museum curators at institutions like the Metropolitan Museum of Art in New York or the British Museum in London use their knowledge of ancient art to interpret artifacts, organize exhibitions, and educate the public about these civilizations.
• Archaeologists excavating sites in Egypt and Greece apply principles of art analysis to understand the context, function, and cultural significance of discovered artworks, contributing to our understanding of history.
• Film and video game designers often draw inspiration from the distinct architectural styles and visual aesthetics of Ancient Egypt and Greece to create historically informed or fantastical settings for their productions.

Assessment Ideas

Exit Ticket

Provide students with images of an Egyptian statue and a Greek statue. Ask them to write two sentences comparing the pose and style of each, and one sentence explaining a possible reason for the difference based on societal values.

Discussion Prompt

Pose the question: 'If you were an artist in Ancient Egypt, what would be your primary goal? If you were an artist in Ancient Greece, what might be your primary goal?' Facilitate a class discussion where students use vocabulary terms to support their answers.

Quick Check

Present students with a list of artistic characteristics (e.g., rigid posture, idealized human form, hieroglyphic inscriptions, focus on naturalism). Ask them to sort these characteristics into two columns: 'Ancient Egypt' and 'Ancient Greece'.

Frequently Asked Questions

What is the significance of the 'Seven Grandfather Teachings' in art?

Many Indigenous artists incorporate these teachings, Wisdom, Love, Respect, Bravery, Honesty, Humility, and Truth, into their work. They serve as a moral framework and are often represented by specific animals or symbols.

How can active learning help students understand Indigenous art?

Active learning, such as collaborative research and structured 'meaning-making' discussions, helps students move beyond a superficial view of Indigenous art. By investigating the 'why' behind a symbol or a material choice, they develop a deeper respect for the intellectual and spiritual depth of the work. This inquiry-based approach prevents the art from being seen as a 'relic' and instead positions it as a sophisticated cultural language.

What is 'Beadwork' in the context of Métis culture?

The Métis are often called the 'Flower Beadwork People.' Their intricate floral patterns are a unique blend of First Nations beadwork and European embroidery styles, representing their distinct cultural identity.

How did residential schools affect Indigenous art?

Residential schools attempted to erase Indigenous cultures by banning traditional languages and art forms. However, many artists kept these traditions alive in secret, and today, art is a major tool for healing and reclaiming cultural identity (reconciliation).