Visual & Performing Arts · 6th Grade · Art History and Global Perspectives · Weeks 19-27

Ancient Greek and Roman Art

Comparing the ideals of beauty, humanism, and civic duty as expressed in Greek and Roman sculpture and architecture.

• Common Core State Standards
• NCAS: Connecting VA.Cn11.1.6
• NCAS: Responding VA.Re7.2.6

About This Topic

Modernism and Breaking Rules explores the radical shift in the 20th century when artists stopped trying to 'copy' nature and started expressing internal feelings and ideas. Students analyze movements like Cubism, Surrealism, and Abstract Expressionism, aligning with NCAS standards for responding and connecting. They learn that 'modern' art is often a reaction to the invention of the camera, since photos could capture reality, artists were free to explore everything else.

This unit challenges students to rethink the definition of art. Is a 'ready-made' object like a urinal or a bicycle wheel art if an artist says it is? How does our own experience change how we see a splash of paint? This topic comes alive when students can physically model the patterns of abstract thinking by creating 'collaborative chance' art or debating the 'rules' of what makes something a masterpiece.

Key Questions

1. Compare the Greek ideal of human perfection with Roman realism in sculpture.
2. Analyze how public art in ancient Greece and Rome served political and social functions.
3. Differentiate between the architectural innovations of the Greeks and the Romans.

Learning Objectives

• Compare the Greek ideal of human perfection with Roman realism in sculpture, citing specific examples of artistic choices.
• Analyze how public art in ancient Greece and Rome served political and social functions, explaining the purpose of at least one monument from each civilization.
• Differentiate between the architectural innovations of the Greeks and the Romans, identifying key structural elements like the Greek column orders and the Roman arch and dome.
• Evaluate the influence of humanism on Greek artistic expression by identifying its presence in sculpture and architecture.
• Synthesize information to explain how civic duty was visually communicated through Roman public art and architecture.

Before You Start

Elements of Art and Principles of Design

Why: Students need a foundational understanding of line, shape, form, color, texture, balance, emphasis, and proportion to analyze and compare artworks.

Introduction to Sculpture and Architecture

Why: Students should have a basic familiarity with different art mediums and building types before comparing specific historical examples.

Key Vocabulary

Contrapposto	A pose in sculpture where the weight of the body is balanced on one leg with the shoulders and arms in opposition to the hips and legs, creating a naturalistic stance.
Humanism	An intellectual movement that focused on human potential and achievements, emphasizing reason and the individual rather than divine or supernatural matters.
Civic Duty	The responsibilities and obligations of a citizen to their community or country, often expressed through participation in public life and service.
Corinthian Order	The most ornate of the classical Greek architectural orders, characterized by a capital decorated with acanthus leaves and volutes.
Arch	A curved structural element that spans an opening and is used to support weight above it, a key innovation in Roman architecture.

Watch Out for These Misconceptions

Common Misconception

Abstract art is easy; 'my little brother could do that.'

What to Teach Instead

While it may look simple, abstract art is often about complex choices in color, balance, and emotion. Peer discussion about 'intentionality', why an artist chose a specific red or a specific line, helps students see the thought behind the 'mess.'

Common Misconception

Modern art is 'weird' just to be weird.

What to Teach Instead

Modern art was often a response to big world events like World War I or the invention of psychology. Using 'context cards' during a gallery walk helps students connect 'weird' art to the 'weird' or difficult times in which it was made.

Active Learning Ideas

Formal Debate: Is it Art?

Show images of a hyper-realistic painting and a 'ready-made' object (like Duchamp's Fountain). Students are divided into teams to argue whether 'skill' or 'idea' is the most important factor in defining art.

35 min·Whole Class

Simulation Game: The Cubist Perspective

Students take a photo of a simple object from three different angles. They then cut the photos into pieces and 're-assemble' them into one drawing, experiencing how Cubists tried to show multiple viewpoints at once.

40 min·Individual

Inquiry Circle: Surrealist Exquisite Corpse

In groups of three, students fold a paper into thirds. One draws the head, one the torso, and one the legs, without seeing the other parts. They discuss how the 'random' result creates a surreal, dream-like image.

20 min·Small Groups

Real-World Connections

• Museum curators at institutions like the Metropolitan Museum of Art in New York or the British Museum in London analyze and interpret ancient Greek and Roman artifacts, using their knowledge to educate the public and preserve cultural heritage.
• Architects and urban planners today still draw inspiration from classical Greek and Roman designs, incorporating elements like columns, arches, and symmetrical layouts into public buildings and monuments such as courthouses and government centers.
• Historical reenactment groups meticulously recreate ancient Roman armor and architecture, demonstrating the practical application of engineering and artistic principles from that era for educational purposes.

Assessment Ideas

Quick Check

Present students with images of Greek and Roman sculptures. Ask them to identify whether each sculpture primarily emphasizes ideal beauty or realistic portrayal, and to provide one visual clue supporting their choice.

Discussion Prompt

Pose the question: 'How did the art and architecture of ancient Greece and Rome reflect the values of their societies?' Facilitate a class discussion where students share examples of humanism, civic duty, and ideals of perfection or realism.

Exit Ticket

Provide students with a Venn diagram template. Ask them to fill it out comparing Greek and Roman architecture, listing at least two distinct innovations or characteristics for each civilization in the appropriate section.

Frequently Asked Questions

Why did modern artists stop painting realistically?

The invention of the camera changed everything. Since cameras could record reality perfectly, artists felt they didn't need to do that anymore. They began to explore things a camera couldn't capture, like dreams, emotions, and the 'essence' of an object.

What is 'Surrealism'?

Surrealism is an art movement that focused on the 'unconscious mind' and dreams. Surrealist artists often painted strange, illogical scenes that looked realistic but couldn't happen in real life, like melting clocks or clouds made of stone.

How can active learning help students understand Modernism?

Modernism is about 'process' and 'ideas.' Active learning strategies like the 'Exquisite Corpse' or 'Cubist Perspective' allow students to step into the experimental mindset of the modern artist. By physically 'breaking the rules' themselves, they move from confusion to an understanding of the logic behind abstraction and surrealism.

What is 'Abstract Art'?

Abstract art is art that does not attempt to represent an accurate depiction of visual reality. Instead, it uses shapes, colors, forms, and gestural marks to achieve its effect and communicate feelings or ideas.

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