Chapter 3: Ancient Egypt Lesson 1: Intro

Warm-up 9-10-14 Ch.3 Egypt Respond to the following: 1. Why was the Nile river important in ancient Egypt? 2. What made it possible to decipher hieroglyphics? 3. Summarize the Egyptian spiritual beliefs Obj: SWBAT compare & Contrast the context of the Egyptians with the Mesopotamian people HW:: Read Chapter 3—focus on old kingdom architecture & Sculpture 10 Cue Cards Quiz Friday

Ancient Egyptian Context Geography: The Nile river— Longest river in the world a safe and life giving river of Egypt Upper Egypt—Southern area Lower Egypt—Northern Area

Ancient Egyptian Context Developments: Hieroglyphics—Systems of writing using symbols or pictures Rosetta Stone—stone that contained translations of hieroglyphics into Greek—that is how we know how to read hieroglyphs

Rosetta Stone—stone that contained translations of hieroglyphics into Greek—that is how we know how to read hieroglyphs

Ancient Egyptian Context Spiritual Beliefs: Polytheistic—Belief in many gods Amen = Supreme god Re or Ra = the sun god The Ka --immortal life source (like a soul) The Ka is eternal and stays on earth after the body dies The Ka can inhabit a dead body

Ancient Egyptian Context Spiritual Beliefs (cont.): Immortality is achieved in funerary traditions: Body must be embalmed or mummified Organs are carefully removed (lungs, liver, stomach, intestines) and put in canopic jars placed in the burial chamber Brain was removed through the nostrils (considered unimportant), heart is left—life giving and houses intelligence Body is dehydrated & filled with resin soaked linen Amulets laid on body to ward off evil--charm Body is wrapped in linens Burial chamber filled with belongings for the dead: Furniture, food & drink, utensils, clothing

Warm-up 9-9-14 Ch.3 Egypt Respond to the following: 1. List as many things as you know about ancient Egypt 2. What are some things you would like to know about ancient Egypt? Obj: SWBAT describe the stylistic characteristics of Egyptian art

Class Expectations 1. Students are respectful of everyone and all belongings 2. Students are prepared and on time with all materials 3. Students follow directions the first time given 4. Students keep food and drinks away during class (water only) 5. Students keep personal electronics off and out of sight (explicit permission will be given to use electronics). Hoods off Food Away Backpacks, purses, bags, etc. on back of chair or under desk

Announcements: Agenda: Exit Slip grades are in the grade book Exit Slip replaced quiz short answer Agenda: Warm-up Announcements and Reminders Exit Slip Review Review Intro to Egypt Exit Slip Office Hours Tuesday 3:00-4:00 Thursday 3:00-4:00

Remind 101 Email to text message system Subscribe by texting this number

Cue Card Groups 3-4 people to one group Exchange phone numbers and emails All works of art to be covered in this course WILL NOT be addressed during class. It will be your responsibility to research those not covered. You will create “Cue Cards,” like flash cards, of all artworks for homework. Divide the list of artworks for each chapter among your group and complete your part then share info with your group--combine your efforts to complete all cue cards.

Daily Notes/Warm-ups (Cornell Notes) Chapter 1 8-27-14 Warm-up: Chapter 1 Pre-Historic art Chapter 1 8-25-14 Key Terms & Questions Notes Chapter 1 Summary Lecture summary or end of lesson question & Answer

Ancient Egypt

Slide concept by William V Slide concept by William V. Ganis, PhD FOR EDUCATIONAL USE ONLY For publication, reproduction or transmission of images, please contact individual artists, estates, photographers and exhibiting institutions for permissions and rights.

Crash Course in Ancient Egypt http://www.youtube.com/watch?v=Z3Wvw6BivVI

The Predynastic & Early Dynastic Period Dates: ca. 3500 BCE Key Locations: Upper & Lower Egypt Contextual Information: This period ended with the unification of Upper and Lower Egypt Pharaohs were believed to be divine

The Predynastic & Early Dynastic Period Palette of King Narmer Dates: ca. 3500 BCE Materials: Slate (stone) Size/Scale: 2’1” Figures/narrative represented: Back Side: Top: Goddess (cow w/woman face) Middle register: King Narmer wearing the bowling pin shaped crown of UPPER Egypt, An official carries his sandals, king slays an unarmed foe, Falcon w/arms = Horus, a god, the king’s protector Lower: portion shows defeated enemies

The Predynastic & Early Dynastic Period Palette of King Narmer Figures/narrative represented: Front Side: Top: Goddess (cow w/woman face) High register: King Narmer wearing the Red crown of LOWER Egypt His army presents the beheaded bodies of his enemies Low register: 2 felines w/elongated necks create a circular depression Lowest: Bull destroying a city wall

The Predynastic & Early Dynastic Period Palette of King Narmer Stylistic characteristics: Use of registers to show a narrative Use of composite view—figures head in profile, body faces forward Hierarchical Scale—King towers over foes Hieroglyphics—to name the king Catfish= Nar Chisel = Mer

The Predynastic & Early Dynastic Period Palette of King Narmer Function & significance: Function: utilitarian object for preparing makeup—depression created by the feline necks held eye makeup Significance: Presents the creation of “Kingdom of two lands”—unification of upper and lower Egypt Shows King’s power of his enemies, ability to unite the lands, King’s divinity (importance)

Slide concept by William V Slide concept by William V. Ganis, PhD FOR EDUCATIONAL USE ONLY For publication, reproduction or transmission of images, please contact individual artists, estates, photographers and exhibiting institutions for permissions and rights.