“Mythology and Gods”
6 Grade History/Social Science and Visual Arts
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Background Information:
The Greeks told many stories about how the actions of gods and goddesses affected the
lives of people. These stories are called myths. The word “myth” derives from the ancient
Greek word muthos which originally meant ‘utterance’ and came to mean ‘a spoken or
written story’. The Greek word muthologia meant ‘talking about, or retelling stories’.
Myths were an important part of the everyday practice of Greek religion. They offered an
explanation of how things in nature or how human events came to be. They also
described the personalities and roles of the many gods and goddesses in which the Greeks
believed.
History/Social Science Content Standards
World History and Geography: Ancient Civilizations
6.4 Students analyze the geographic, political, economic, religious, and social structures
of the early civilizations of Greece.
4. Explain the significance of Greek mythology to the everyday life of
people in the region and how Greek literature continues to permeate our
literature and language today, drawing from Greek mythology and epics,
such as Homer’s Iliad and Odyssey, and from Aesop’s Fables.
Visual and Performing Arts Content Standards
Visual Arts 1.0 – Artistic Perception
Students perceive and respond to works of art, objects in nature, events, and the
environment. They also use the vocabulary of the visual arts to express their
observations.
1.4 Describe how balance is effectively used in a work of art (e.g. symmetrical,
asymmetrical, radial).
Visual Arts 2.0 – Creative Expression
Students apply artistic processes and skills, using a variety of media to communicate
meaning and intent in original works of art.
2.5 Select specific media and processes to express moods, feelings, themes, or
ideas.
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Visual Arts 3.0 – Historical and Cultural Context
Students analyze the role and development of the visual arts in past and present cultures
throughout the world, noting human diversity as it relates to the visual arts and artists.
3.1 Research and discuss the role of the visual arts in selected periods of history,
using a variety of resources (both print and electronic).
Visual Arts 5.0 – Connections, Relationships, Applications
Students apply what they learn in the visual arts across subject areas. They develop
competencies and creative skills in problem solving, communication, and management of
time and resources that contribute to lifelong learning and career skill. They also learn
about careers in and related to the visual arts.
5.3 Create an artwork containing visual metaphors that express the traditions and
myths of selected cultures.
Learning Objectives:
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
Students will discuss and gain an understanding of mythology and its importance
in the everyday practice of Greek religion.
Students will learn the vocabulary of art media and technique and demonstrate
this by writing a critique of their artwork.
Vocabulary:
myth
paper scoring
symbolism
template
symmetrical
mythology
folding
hieroglyphs
personality
asymmetrical
legends
form
texture
paper curling
radial balance
Materials:
construction paper
white glue
scissors
tools for scoring paper
glue sticks
mask template
Motivation:
Students will study the Ancient Greeks in 6th grade History/Social Science. This lesson
gives them an opportunity to discuss, facilitate, and support what they have learned in
History/Social Science and to gain new knowledge in visual arts. Students will have
engagement with the History/Social Science information through the hands-on arts
experience.
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Visual Arts Content Lesson
1. Visual balance is the way that the different parts of a composition (work of art)
relate to each other. Visual balance is very basic to art. The three types of visual
balance are:
a. Symmetrical balance - the design is exactly the same on both sides.
Symmetrical balance is sometimes known as bilateral, two-sided, or
formal balance. Compositions that display symmetry tend to be stable,
dignified, and calm.
b. Asymmetrical balance – two sides appear to have the same “visual
weight”. An artist may place a large shape on one side of the composition,
and balance it on the other side with a grouping of small shapes, or a small
area of color on one side, balanced by a large colorless space on the other.
Asymmetrical balance offers many different possibilities and
combinations for creating visual balance in art. Asymmetrical balance is
also called informal balance. Informal balance is something that the
viewer senses in a composition; it cannot be measured. Learning to
manipulate the visual elements in a design teaches you to judge when
opposing elements are in balance.
c. Radial balance – the design turns around a central point. Radial designs
from a circular pattern and often convey a greater sense of movement or
energy. Radial designs are generally orderly and repetitious and tend to
create an overall decorative effect.
2. Why did the Greek gods and goddesses exist?
 Each Greek god and goddess possessed a special power or controlled a specific
part of human life.
a. Zeus –god of sky in all its moods (thunder, lighting, etc.)
b. Hera – goddess/guardian of marriage and childbirth
c. Athene – goddess of war
d. Poseidon – god of the sea, earthquakes and horses
e. Artemis – protected wild animals; goddess of childbirth
f. Apollo – god of prophecy and healing associated with music and cultural
activities and intellectual pursuits
g. Ares – god of war
h. Aphrodite – goddess of love
i. Hephaestus – god of fire and blacksmithing
j. Hermes – god of herds and herdsmen; messenger of the gods
k. Pan – god of shepherds
l. Demeter – goddess of corn and fertility
m. Plutus – god of wealth
n. Hades – god of the underworld
o. Dionysos (Bacchus) – god of the wine and vegetation
p. Hestia – goddess of hearth, fire, house, family and community
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3. What type of symbols could represent the different Greek gods and goddesses?
a. Zeus – lighting bolt, clouds
b. Hera – babies, wedding ring
c. Athene – spear, hammer, shield, sword
d. Poseidon – water, shell, seaweed, fish
e. Artemis – animals, baby carrier
f. Apollo – music symbols, art symbols, books
g. Ares – spear, hammer, shield, sword, helmet
h. Aphrodite – hearts, cupids, bow and arrow
i. Hephaestus – flames, blacksmith anvil and hammer
j. Hermes – goats, sheep, wings
k. Pan – herder’s staff, sheep
l. Demeter – corn cobs, wheat, hops
m. Plutus – coins, gold, precious stones
n. Hades – pitchfork, horns, pointed teeth
o. Dionysos (Bacchus) – grapes, fruit , vegetables
p. Hestia – fireplace, home, family, representations of your community
*(Students research a god or goddess that they are going to use for a mask.)
4. What are the different ways to use paper to create three dimensional
designs/symbols for your mask?
a. With a sharp instrument make a line in the paper that will create a clean
fold.
b. Take strips of paper and wind them around a pencil to create curled
paper.
c. Trace different shapes onto construction paper and glue them on mask
base.
d. Cut fringe and other designs in paper to use on mask.
Procedure:
1. Class has studied Ancient Greeks and is introduced to Greek legends, myths, gods
and goddesses (pages 282-283 in text).
2. Students pick the color to use for the base of the Greek god/goddess mask.
3. Cut mask template out of heavy paper for students to use as a template.
4. Using mask template cut out mask base from colored construction paper.
5. Cut, score, curl different colors of construction paper to glue on mask to create
symbols of Greek god/goddess.
6. Write the name of the Greek god/goddess in Greek and attach it to the mask.
Assessment and/or Evaluation:
What do we want students to know?
 Students know what a representational mask is, and demonstrate this by creating
original masks.
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
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Students know the different Greek gods/goddesses and why they were created by
the Greeks, and demonstrate this through class discussions.
Students learn a variety of paper techniques, and demonstrate this by creating an
original mask design.
Students learn visual balance and demonstrate it by identifying the visual balance
used in their masks.
Students can self-assess (critique) their artwork using a formal rubric.
Extensions:
1. Students write an essay about a Greek god/goddess that they created
(characteristics/personality).
2. Students research what Greek deities became Roman deities and the name change.
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