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Wednesday, December 18, 2013

Tuesday, December 17th, 2013

Dear HA Kids,

I am doing my best to imbed a slide review and the power point used in class into the blog post; however, at this point I am uncertain how to fix the problem. So, I need you to be patient with me. 
  • "Well, the best way to prepare would be to make flashcards for each of the points indicated on your graphic organizer!"
  • Questions #1- 15 involve you responding without any slide identification aspects.
  • Questions #16- 40 involve slide identification
MAKE SURE YOU READ "PYGMALION" and "CUPID AND PSYCHE," as questions will appear on your quest relating to the myths.

If you missed class on Tuesday, then please visit with another student.  I have given you some information below. 

Crampton and Davis

Monday, December 16, 2013

Friday, December 13, 2013

Dear HA Kids,

If you missed class today, we completed the following:

1. We continued playing the ROME GAME! Ms. Davis and I hoped you enjoyed learning the aspects associated with building a Roman city.

2. We then continued discussing POMPEII! This Roman city is so significant, simply because it acted as a TIME CAPSULE. When Mt. Vesuvius erupted in 79 A.D., the city was literally encased in a wall of ash 25 feet deep. The people, art, architecture, and every day aspects associated with life were lost in time, but also preserved.  Please obtain the information discussed in class, with some one that was actually there.

1. Please begin to review for Quest covering Rome on Thursday!
2. Please read "Pygmalian and Gatlatea" pgs.  145-149 for your Quest!
3. Please read "Cupid and Psyche" pgs. 121-134 for your Quest!

Tuesday, November 26, 2013

Tuesday, November 26th, 2013

Dear Humanities Kids,

If you missed today, we completed the following:

Plato's words have merit and validity, don't you think? What does he mean? How can a person be friendly to everyone; yet, not actually have any friends? Do you know people like this? Explain?

2. We completed discussing the Hellenistic time period in relationship to Greek sculpture.

3. We also discussed the significance of Alexander, the Great! You can decide if you think he was "great" or not?????

4. We then discussed Sparta and Olympia.
Guys, you SHOULD NOT use your notes for this. Clearly we have an integrity issue here, as I am not sitting next to you at the moment. Use the practice quiz as a pre-test! Cut and paste the following questions into a Word document, and then respond to them from there. Good Luck!

1. What type of artwork is this piece? What do we know about the culture that created it?

2. Identify which of the three time periods this statue represents.
3. This form of art is given what "title" or name?
4. What is the female title for this type of statue?
. Identify the three architectural styles (in any order) indicated in the above image?
5. _______________________ 6.______________________ 7._____________________
8. Who was able to compete in the Olympics?
9. Explain the dichotomy between Athens and Sparta?
10. How did Athens receive its name? (You need to mention two gods for your response.)
11. Explain Alexander the Great's significance to modern culture.
12. Which of the three time period does this statue represent? Explain.

13. Explain in writing the difference between Hellenistic sculpture and the other two types.

Friday, November 22, 2013

Friday, November 22nd, 2013

Dear Academy Kids,
Below you will find the power point regarding our GREEK study! Please use it to assist you with review and the new vocabulary words that have been introduced to you. If you have any questions, please let us know. 

1. Your "Apology" is due on TUESDAY. We look forward to reading your thoughts.
Enjoy your weekend, young friends!

Monday, November 11, 2013

Friday, November 8th and Tuesday, November 11th, 2013

Dear Academy Students,
If you missed class we completed the following:

1. Ms. Davis and I discussed the significant advancements regarding the Minoan culture. I recommend communicating with a friend regarding this information.

2. We then divided the class, and 1/2 the students stayed with Davis and the other half came with Crampton. Both groups watched a video regarding the achievements of the Minoan culture and what caused their decline. This is JOURNAL #6, entitled "Minoan Culture: Interesting Points." If you missed class, you are welcome to stop by during a flex session and view the video clip. ALL MYTHOLOGY STUDENTS NEED TO WATCH THE CLIP THAT DAVIS SHOWED IN HER ROOM. OTHER STUDENTS need to check in WITH CRAMPTON.

1. Mythology in Art is due on TUESDAY.
2. "QUEST" covering the Minoans and Myceneans will take place on THURSDAY.
NOTE: Ms. Davis will create a slide identification to assist you with preparing for the quest. We have included some images for you below to help you begin to prepare, while the slide identification is created.

1. What do we know about these two societies. Identify and explain aspects of both.

2. Explain how this event connects to Crete?

3. How does this image relate to myth?

4. Explain the intellect of the Minoans through the use of the following images as catalysts.

5.  These images represent two different societies. Identify them and then discuss their differences.

Wednesday, October 30, 2013

Thursday, October 31st, 2013....Happy Halloween!

Dear Humanities Academy Kids,

1. Test covering Greek Gods on MONDAY! You will see pictures of the Greek gods, and I will ask that you identify the god via their symbols.  You will need to identify the Greek, Roman, one symbol not shown, and two domains if the god has more than one.

I am aware that we did not discuss all the gods, so create flashcards for the ones that we did review. In addition, all of the gods are indicated on the practice quiz, but we did not discuss #8 or #10, so just skip those. 

2. Create Flashcards for the gods. You can use a 1/4 of the number that you create on the quiz.

 PRACTICE QUIZ for Friday's Quiz

Please identify the god by their Greek and Roman names, symbols not shown and domains (include all of them if they have more than one.) Some of the images depict all the symbols so identify the gods' Greek and Roman names along with their domains. I apologize that some of the images are slightly blurry. No clue????????












Tuesday, Oactober 29th, 2013

Dear Academy Kids,

 If you missed class, we completed the following:

1. Each student received his/her exam covering Egypt/Meso and Ms. Davis went through them with the class.
2. We then started our discussion regarding the GREEK PANTHEON! Yes, we will be "in" Greece for the next few weeks, and it makes sense to begin with the gods! Each student was given a packet, which you can collect from the make-up box, and we started our discussion o the gods.
3. We also went to the library where every student received a new textbook entitled MYTHOLOGY. If you were absent, please stop by Ms. Davis's room and collect a book and then check it out through the librarians.

1. Please read pages 20- 37 in MYTHOLOGY. Annotate and notate only for ORANGE. Focus on 3-5 points of interest regarding the Greek pantheon. DO NOT WRITE IN YOUR BOOK.
2. Read and annotated "Where did Greek Mythology start?" This handout is part of the packet that was distributed last class period.

Tuesday, October 22, 2013

Monday, October 21st, 2013

Dear Humanities Academy Kids,

Just a reminder...... the verses from 2 Kings (18.19 and 20) that Davis indicated will benefit your understanding regarding Hezekiah and the wonderful Assyrians.

In addition, don't forget to the watch the clips from "SMARTHISTORY.ORG". We ask that you note using all your colors.
  • Stele of Hammurabi
  • Asshurbanipal Hunting Lions
  • Ishtar Gate

YOUR TEST WILL TAKE PLACE ON FRIDAY! Review the slide shows that have been posted for you on the previous posts. Please let us know if you have any questions.

Crampton  and Davis

Tuesday, October 15, 2013

Tuesday, Octber 14th, 2013

Dear Academy Kids,
Welcome back from Fall Break. We hope you were able to complete ALL YOUR COLLEGE APPLICATIONS, WRITE YOUR ESSAYS, COMPLETE YOUR CER, and write a THESIS. Ms. Davis actually completed her thesis, so congratulate her when you see her.

1. We continued discussing the following architectural forms:
a. Funerary monument of Hatshepsut. Please obtain this information via the Internet or from a friend.

2. We also discussed Abu Simbel (Ramses II) and the significance of Obelisks.

1. CER #1 is due on Thursday. Remember that you are discussing THREE of the FIVE Elements of Design for the body paragraphs. This will be a five paragraph response.
2. Please make sure you obtain the information that you missed.


Tuesday, October 8, 2013

Tuesday, October 8th, 2013

Dear Academy Kids,
If you missed class, we completed the following:

1. Each student went to the library and checked out their textbook entitled, The Annotated Mona Lisa. If you were not in class, please go to the library to obtain a copy of your book.

2. We then returned to class, and each student received the following information to annotate and notate.
  • "Mummification" (all colors 5-7/pgs)
  • "Book of the Dead" (all colors 5-7 first page/3-5 second page)

3. We discussed the mummification process and the Book of the Dead. Please obtain this information from someone in class.

This image depicts the "weighing of the heart" ritual found within The Book of the Dead.

These images help to depict the mummification process.

1. Read page 8-11 in The Annotated Mona Lisa ...annotate on a separate sheet of paper, using all your colors, 3-5/page for Tuesday.
2. Read the information entitled "Mummification" for Tuesday.
3. Read the information entitled "Book of the Dead" for Tuesday.

Take advantage of your days off, cute kids.


Tuesday, September 17, 2013

Wednesday, September 18th, 2013

Dear Humanities Academy Kids,
1. You were introduced to your first exam.
2. If you missed class, we started by having a practice session for your test, which is scheduled for Wednesday, September 25th.

We looked at the following piece by Mary Cassatt called The Bath and then discussed the composition, color, balance/harmony, movement and mood established by the piece. Remember that part of your exam on Friday pertains to doing the same evaluation. Make sure you refer to the five images I posted last time. Review and research them in order to make sure that you have a strong understanding of the composition, color, balance/harmony, movement and mood for each. I HAVE INCLUDED A FORMER STUDENT'S RESPONSE BELOW THE IMAGE.

Elisa Wilson 
Mrs. Crampton
  22 September, 2001
The Bath by Mary Cassatt
The Bath by Mary Cassatt embraces the natural love between a mother and a child. Through the design elements of composition, color, balance, mood and movement one greatly appreciates Cassatt’s intent, and the viewer develops a deeper understanding for Cassatt's depiction of the mother and child. 
The composition of The Bath focuses the audience’s attention on the child. The eye is immediately drawn to the child, and then to the mother. This draws attention to the emotion of the moment. Cassatt has also used circles in the piece to indicate unity and peace between the mother and child. One can see the circle in the basin, the shape of the heads, and in the circular form of the pitcher. The background of the painting appears muted or slightly fussy, which helps bring the attention to the mother and child. The overall arrangement of subjects gives the viewer a sense of peace.
The color used indicates a moment of peace. Cassette used white for the little girl to indicate her innocence and naivety. The mother appears in a stripped dress using light green, pink and white. These colors let the audience know that the moment is serene. The red colored carpet, although subtle, lets the audience know that the relationship between the mother and child is genuine.
Cassatt has created a balance in the work, as the mother and child are placed in the middle of the piece. No contention or disharmony exists here. The balance gives the viewer an understanding of harmony and relaxation, as these are the emotions experienced by the two subjects.
The movement of the piece begins first with the child. The audience sees the little girl and then the eye is drawn down toward the basin. The mother washing the child’s foot helps the audience understand the connection between the two of them. In addition, both subjects are looking in the same direction towards the child’s feet as the mother gently cleans them. This positioning helps the audience follow the gaze to the feet of the child. 
The audience becomes captured by the peaceful and relaxed mood set by this piece. Cassatt clearly valued relationships, especially those among children and mothers. The mother portrays concern for the child’s well-being by securing the child in her lap with one hand, while the other hand gently caresses the girl’s foot. These actions appear natural, and help the viewer recognize the significane of the relationship.

1. Your first EXAM is scheduled for Friday, September 20th. Prepare this way:
a. What are the Humanities?
b. Why is studying the Humanities so important?
c. Why should an "observer" learn more of the time period and artist's personal life prior to making a judgement about a piece of art?
d. Define the following terms and make sure you can apply them: Composition, Mood, Color, Balance/Unity, and Movement
e. Students will randomly draw one piece of artwork from the "hat." They will then need to evaluate the piece using the above elements. We did this in class with "The Raft of the Medusa." In order to assist you with this section of the exam, I have included the pieces of artwork below. Realize that you won't know your focus until the day of the exam; however, you can easily learn more about them through some research. Remember that I am going to ask you to comment on the composition, color, mood, balance/unity and movement in the piece that you select.
"Judith and Holofernes" by Artemisia Gentileschi

"Weeping Woman" by Picasso
"Burial of Count Orgaz" by El Greco
"Penitent Magdalene" by Georges de la Tour
"The Dead Christ" by Andrea Mantegna

1. Locate information for TWO of the FIVE art pieces  included above. You can easily locate the information via the Internet. Focus on color, emotion, reflection of society, one element and one principle.

Tuesday, September 10, 2013

Thursday, September 12th, 2013

Dear Academy Kids,

If you missed class, we completed the following:

Consider the following two pieces of art. The first is entitled "Guenica" by Pablo Picasso. The second is entitled "Myra" by  British artist Marcus Harvey. Indicate which piece you prefer. Why do you prefer one over the other? Please include specifics in your response.

"Guernica" by Pablo Picasso

"Myra" by Marcus Harvey
Now that you've told me which one you prefer, let me give you some schema on both pieces of art. "Guernica" is an anti war piece pertaining to the Spanish civil war. Picasso painted it as an indication of the suffering to all living creatures caused by war. The following images portray the devastation Picasso was attempting to mimic.
Myra Hindley was convicted of murdering five children from 1963 to 1968 in Manchester, England. The image above of Miss Hendley was created from the hand prints of children.
Now that I have given you some schema on "Guernica" and "Myra", does your perspective change?
 Return to your journal entry, and discuss the change in perspective now that you have more understanding regarding the two pieces of art.

HOMEWORK: Complete the following writing assignment in association with your chosen image from above. The assignment is due on Thursday, September 12th.

What is the Artist’s Intent? How does the “intent” change your perspective?

Introduction: The artist’s intention has always been to convey his thoughts, ideas or creativity through his work. Sometimes the intention is to depict an important historical scene, so that it is documented for later generations. Sometimes the intention in the artwork is to be educational as well as figurative; nonetheless the artist wants to be understood. The problem lies in the fact that the audience, in most instances, does not perceive, nor understand the artist’s intent. They simply decide that they don’t like a piece of art without considering what might have been affecting the artist at the time the work was developed and completed.

All perception requires transformations: when we see, we filter out noise, fill in gaps, connect dots, rotate, stretch, and juxtapose. Perception is creative. Basically, different minds interpret similar input differently. Perception is learned. Infants cannot see much until they learn to see. The eye’s signals must be processed and infants learn to filter out noise, fill in gaps, and integrate with their other senses, etc. until the output correlates with pre-existing patterns. One can not interpret simply by perceiving. In order for an audience to interpret without prejudice, they must consider ALL of the components surrounding the artist’s intent. In many instances, perception is not reality.

1. What was taking place historically and politically during the time the work was created?

2. What was happening with the artist on a personal level when the piece was created?
Assignment Explanation: Each of you will have the opportunity to learn more about a specific piece of art, that when initially perceived, is misunderstood, simply because the audience fails to realize the artist’s intent. The audience looks at the work, without considering the outside effects imposed upon the artist.

1. Your assignment requires some research; the Internet will suffice as your primary source. Three Internet sources are required. WIKIPEDIA SHOULD NEVER BE USED AS A RELIABLE SOURCE. Have fun learning more about your artist and their controversial work.

2. A “Works Cited” page is compulsory, and it is a separate page from your assignment. The following citation example is used for Internet sources:

Gombrich, E.H., Why Art Matters? 2005, 7 August, 2009

(Author’s name, title of the website, publication date, date of access, and the URL in angle brackets on the second line indented five spaces)

3. Please research the following:

a. Begin your response by explaining your initial reaction to the piece. How the piece makes you feel. Do you like or dislike the work? Explain your response. Now begin your research by discovering the initial reaction to the piece by the public. How was the piece received by the public? What has happened to the work since its original introduction into society? What was taking place when the piece of work was created? Does the historical background affect the piece of art work? Was the artist attempting to convey a message about what was taking place in their personal life? What was the artist attempting to convey through the piece? Has your perspective regarding the work changed now that you have a greater understanding regarding the artist’s intent?
4. Please include an image of the work on your assignment.

Previous student example for above assignment. NOTE: the image would not copy to the blog, so look up "Madame X" on your own.

A Different Perspective regarding Madame X
An individual living in the 21st century may regard Madame X, by John Sargent, as rather dull and mundane. My initial perspective involved no great excitement. I neither liked nor disliked this particular piece. The female is attractive, but not stunning. Her dress appears drab, and without must excitement. The artist has used darker hues for every aspect of the piece expect for the lady's skin tone. I wonder if this was an intentional contrast? In addition, her gaze is focused on something or someone that the audience can not see. Is she looking at her husband, or rather a more scandalous idea, her lover? Why is the piece entitle Madame X? Did the artist not know his model? I am curious as to why this piece was so controversial for its time period? I hope my perspective will change once I learn more.

This painting, created by John Sargent, was first exhibited in the Salon Gallery, Paris, France in 1884. The subject's name, Madame Gautreau, a French beauty, was well known for her infidelities. This information gave insight into the painting's name, Madame X. If she remains nameless, then her immorality is more easily hidden. The painting is 7 feet tall, so it appears threatening to the viewer. I also found this interesting. If a spouse has an affair, then the other partner feels self conscious, inferior and “small” in comparison to the lover. In addition, her pose and exposed skin, suggested for the time period, that she possessed lose morals. Female clothing was form fitting, but the revealing of any skin was considered inappropriate. The low neckline indicated an “open invitation” to the audience that she was “selling herself.” Her fair skin tone draws the viewer's eye to her breast, which, of course, added to the sexual suggestiveness of the painting. Basically, the audience felt that John Sargent had openly accepted and was promoting her “profession.”

Through researching this work, I learned that John Sargent, a lonely, quiet man,who never married, had developed a strong fascination for Madame Gautreau. He wrote, “ I have a great desire to paint her portrait and have reason to think she would allow it and is waiting for someone to propose this homage to her beauty.” She willing accepted his invitation, and they began working together; their work progressed to a love affair. A friend commented regarding Sargent, “He seems to have blossomed as an artist and as a man due to his painting of Madame X.”

Although I don't agree with his relationship with the subject, understanding more about his association with her helped me to understand his artistic intent and view the painting with a different perspective. His relationship with her gave him a confidence that he had previously not possessed. He wanted to share her beauty and the effect it had on him with others, not in a demeaning or inappropriate fashion, but in a way that expressed his passion for her. The choice to paint her profile also suggests that he wanted to keep some of her to himself; that he did not want to reveal of her to his audience. Her scandalous reputation did not work well with his chosen pose, nor with her bare skin, but at the same time, I believe he captured the woman that he loved.