Classical Connections Art and the Humanities Recommended for

  • Slides: 12
Download presentation
“Classical Connections: Art and the Humanities” Recommended for Grades 6 -8 and 9 -12:

“Classical Connections: Art and the Humanities” Recommended for Grades 6 -8 and 9 -12: Whether you’re studying the Labors of Hercules in mythology, or the Classical influences in the Italian Renaissance, this tour can help your students explore connections between the visual arts, literature, and history of culture and language. Let works of art stimulate lively conversations and discussion for your students, and provide content and elaborations for your classroom writing projects.

North Carolina Common Core and Essential Standards Correlations: Grades 6 -8 Second Languages: NL.

North Carolina Common Core and Essential Standards Correlations: Grades 6 -8 Second Languages: NL. CLL. 4, NH. CLL. 4, IL. CLL. 4, IM. CLL. 4, IH. CLL. 4, AL. CLL. 4, AM. CLL. 4 Visual Arts: 6. V. 1, 6. V. 2, 6. CX. 1, 6. CR. 1 7. V. 1, 7. V. 2, 7. CX. 1, 7. CR. 1 8. V. 1, 8. V. 2, 8. CX. 1, 8. CR. 1 English Language Arts: 6. SL. 1, 6. SL. 2, 6. SL. 3, 6. SL. 4, 6. SL. 6 7. SL. 1, 7. SL. 2, 7. SL. 3, 7. SL. 4, 7. SL. 6 8. SL. 1, 8. SL. 2, 8. SL. 3, 8. SL. 4, 8. SL. 6

North Carolina Common Core and Essential Standards Correlations: Grades 9 -12 Second Languages: NL.

North Carolina Common Core and Essential Standards Correlations: Grades 9 -12 Second Languages: NL. CLL. 4, NH. CLL. 4, IL. CLL. 4, IM. CLL. 4, IH. CLL. 4, AL. CLL. 4, AM. CLL. 4 Visual Arts: B. V. 1, B. V. 2, B. CX. 1, B. CR. 1 I. V. 1, I. V. 2, I. CX. 1, I. CR. 2 P. V. 1, P. V. 2, P. CX. 1, P. CR. 1 A. V. 1, A. V. 2, A. CX. 1, A. CR. 1 English Language Arts: 9. SL. 1, 9. SL. 2, 9. SL. 3, 9. SL. 4, 9. SL. 6 10. SL. 1, 10. SL. 2, 10. SL. 3, 10. SL. 4, 10. SL. 6 11. SL. 1, 11. SL. 2, 11. SL. 3, 11. SL. 4, 11. SL. 6 12. SL. 1, 12. SL. 2, 12. SL. 3, 12. SL. 4, 12. SL. 6

Pre-Visit Key Questions • What stories and characters (gods/goddesses) from mythology have you discussed

Pre-Visit Key Questions • What stories and characters (gods/goddesses) from mythology have you discussed together as a class? • What defines a “hero”? • How might you depict some of the heroic and dramatic figures from mythology and literature you’ve studied if you were making a work of art?

Herakles (Roman, 2 nd century)

Herakles (Roman, 2 nd century)

Pompeo Girolamo Batoni, The Triumph of Venice (Italian, 1737)

Pompeo Girolamo Batoni, The Triumph of Venice (Italian, 1737)

Pierre Pyron, The Death of Alcestis (French, 1749)

Pierre Pyron, The Death of Alcestis (French, 1749)

Ubaldo Gandolfi, Mercury Lulling Argus to Sleep (Italian, c. 1770 -75)

Ubaldo Gandolfi, Mercury Lulling Argus to Sleep (Italian, c. 1770 -75)

Auguste Rodin, Ugolino and His Sons (French, modeled 1881 -81, cast 1889)

Auguste Rodin, Ugolino and His Sons (French, modeled 1881 -81, cast 1889)

Thomas Winter Dewing, Winged Allegorical Figure, (American, c. 1888)

Thomas Winter Dewing, Winged Allegorical Figure, (American, c. 1888)

Eugene Berman, Sunset (Medusa) (American, 1945)

Eugene Berman, Sunset (Medusa) (American, 1945)

Post-Visit Key Questions: • Did you have a favorite work of art that you

Post-Visit Key Questions: • Did you have a favorite work of art that you saw today? Which one, and why? • What are the different ways artists represent the idea of heroism? Myths? Classic stories and lessons?