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Lesson 2: Critical Thinking in the Arts
Audience: Grade 3 - 1 hour; whole group; 19 students; prepared by Molly Madden.
Standards: Fine Arts
SOL 3.6 The student will create a functional object that reflects the contributions of
Greco-Roman civilizations, as found in artifacts.
SOL 3.23 The student will express informed judgments about works of art.
SOL 3.28 The student will develop and describe personal reasons for valuing works of
art.
Objectives:
1. After teacher instruction on the history of Greek sculptures, students will form
personal judgments on various Greek sculptures.
2. Given models of Greek sculptures, students will provide reasoning for the significance
of three examples of famous Greek sculptures and how sculptures were used to tell
stories.
3. Given clay, students will create a sculpture that tells a personal story or an
interpretation of Greek events.
Materials:
Three examples of sculptures, modeling clay, toothpicks, plates to set the models on,
smocks to protect clothing, model of completed sculpture
Lesson Description:
Introduction:
Ask students what are some different things they value. Remind students
that in today’s society, there are multiple ways things we can value such as family,
friendship, or material objects. In Ancient Greek times, people put value in various
aspects of their lives as well. Tell students that art is not only a valued piece, but it can
also depict non-material values in the work.
Content Focus:
Explain to students that the Greeks had a large supply of marble and bronze that was used
in many of their sculpture work of humans. There are three main periods of Greek
Sculpture: Archaic (stiff and ridged appearance), Classical (more realistic and sometimes
idealistic portrayal of the human figure) and Hellenistic (idealized youth, strength, and
courage). Though many of the original sculptures of ancient Greece were damaged or
destroyed, many still survive because the Romans, and contemporary artists, make copies
of the original works.
Show students the pictures of the three sculptures on the overhead (one from each era).
For the first statue, Statue of a kouros, have them answer the following questions after
presenting the background information on the sculpture. Ask: Why do you think they
chose to a young male? How does this sculpture make you feel? What do you think the
artist’s purpose was? Why do you think the Greek place value in this work?
For the second statue, Grave stele of a little girl, have them answer the following
questions after presenting the background information on the sculpture. Ask: Why do you
think they chose to a young male? How does this sculpture make you feel? What do you
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think the artist’s purpose was? Why do you think the Greek place value in this work?
For the final statue, Apoxyomenos, have them answer the following questions after
presenting the background information on the sculpture. Ask: Why do you think they
chose to a young male? How does this sculpture make you feel? What do you think the
artist’s purpose was? Why do you think the Greek place value in this work?
Now tell the students that they are going to make their own Greek sculpture. They will
mold a sculpture out of clay. Emphasize the importance of having the sculpture depict
something valuable to them.
Closure:
Remind students that sculptures were just one way that the Ancient Greeks depicted
values and stories. The three examples seen show different eras of Greek artwork. Ask
why they thought it was important that Greeks created these sculptures. Allow students to
share their creations and tell the reasoning behind their sculpture.
Assessment:
Formative: Students answer questions about three sculptures, participation in answering
questions
Summative: sculptures, answers to multiple-choice questions.
Background Information:
Statue of a kouros (youth), ca. 590–580 b.c. This figure is a type of sculpture known as
a kouros (male youth), characteristically depicted nude with the left leg striding forward
and hands clenched at the side. Most kouroi are believed to have served as grave markers
or as dedications in the sanctuary of a god.
Grave stele of a little girl, ca. 450–440 b.c. Grave stelai, like this one, would have been
erected in Greek cemeteries in memory of the deceased. On this particular relief, a little
girl, standing in profile, bows her head with a seriousness unusual in someone so young;
her face is serene and strong. The gentle gravity of the child is beautifully expressed
through her sweet farewell to her pet doves. She holds one bird affectionately close, and
it seems to nestle up to her; the other perches on her left hand. Children often appear with
their pets on Classical grave reliefs, and these doves must be the little girl's favorites.
Apoxyomenos, ca. 330 B.C. The Apoxyomenos depicts a young male who has just
finished exercising and has cleaned himself off with olive oil. He is scraping the excess
oil from his outstretched arm with a curved metal scraper, called a strigil.
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Resources:
“Ancient Greek Sculpture Lesson” (2012). History Source LLC. Retrieved from
http://historylink101.com/lessons/art_history_lessons/greek_sculpture.htm
“Apoxyomenos [The Scraper]” (April 2011). Missouri: Museum of Art and Archaeology.
Retrieved from http://maa.missouri.edu/objects/castgallery/castapoxyomenos.html
"Grave stele of a little girl [Greek] (27.45)". (October 2006). In Heilbrunn Timeline of
Art History. New York: The Metropolitan Museum of Art, 2000–. Retrieved from
http://www.metmuseum.org/toah/works-of-art/27.45
"Statue of a kouros (youth) [Greek, Attic] (32.11.1)". (October 2006). In Heilbrunn
Timeline of Art History. New York: The Metropolitan Museum of Art, 2000–. Retrieved
from http://www.metmuseum.org/toah/works-of-art/32.11.1
Which of the following is NOT one of the three main periods of Greek Sculpture?
A Archaic
B Classical
C Bronze Age
D Hellenistic
What did the Hellenistic sculptures often portray?
A Youth
B Courage
C Strength
D All of the Above
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