Professional Documents
Culture Documents
21st Century Gods & Goddesses
21st Century Gods & Goddesses
II.
contrast of the Gods and Goddesses in Greece in comparison to the celebrities that
we find to be so important now. (Va:Cn11.16a)
This lesson has been developed to be cross-curricular therefore pairing sources
and information with the English and Social Studies department in my building.
Within their social studies class they are asked to create a PowerPoint based off a
Greek God of Goddess of their choosing. I feel like incorporating their knowledge of
the Greek deity that they focused on and combining that with a 21 st century famous
figure could make for an interesting piece of artwork. We will use English as a way to
help us develop our stories along with using our schools constructed response to
create our artist statement to accompany our finished product.
Some of the artwork that we will be looking at will include the following:
Greek Gods & Goddesses:
http://greekgodsandgoddesses.net/
The Greek Gods and Goddesses website is a reliable and safe resource
for students to easily navigate to further their understanding of the different
Greek Gods and Goddesses.
The British Museum (Ancient Greece Online Exhibit):
http://www.ancientgreece.co.uk/gods/explore/exp_set.html
The Ancient Greece Online Exhibit hosted by The British Museum is a
wonderful resource when searching for ancient artifacts. Using this link you are
able to click on the tabs labeled: Introduction, symbols, story, objects, places,
and festivals.
Greek God & Goddesses PowerPoint:
http://www.beachwoodschools.org/Downloads/myth%20intro.pdf
This is a PowerPoint created by Beach Woof Schools that introduces
Greece and its well-known Greek Myths. Once again, this is an additional
resource that students may use to review for their project.
Noel Cruz:
http://www.ncruz.com/
Noel Cruz is an artist who creates his artwork by using manufactured dolls
and then wiping off all the factory settings and then creating the doll to
resemble the character in a more realistic form. Students viewing this artwork will
realize the 21st century impact that celebrities and figurines make in our society.
III.
Creating
Students will use their sketchbook to answer the essential questions and write
lists of people they are influenced by in our 21 st century world. VA:Cr2.1.6a
(Demonstrate openness in trying new ideas, materials, methods, and approaches in
Assessment
Formative and summative assessment will both be used to check in for the
students understanding of the assignment. As students are working I plan on setting
aside time to sit with each student to discuss their artwork and talk through the
process that they plan on using. The discussion between myself and the artist will be
used as a form of assessing their thought process and potential actions for the
project it will also be a way to do some preventative problem solving with issues that
they may encounter.
As they are working on their project they will be filling out a rubric that I have
created to assess their overall knowledge that has been accumulated over the
duration of the project. At the end of the project we will be combining our rubrics to
see the progress that we have made collectively as a class. (Please refer to my
rubric creation at the end of the lesson for further understanding)
Using my assessment as a form of ongoing assessment has been proven to be
beneficial for a variety of reasons. According to Chapter 29 Seven Practices for
Effective Learning written by Jay McTighe and Ken OConnor out of the book
Kaleidoscope: Contemporary and classic readings in education: they state that
ongoing assessments and continual adjustments on the part of both teacher and
student as the means to achieve maximum performance. The authors later go on to
state that well-designed ongoing assessment has the ability to provide the kind of
specific, personalized, and timely information needed to guide both the learning and
teaching (Ryan 174).
V.
Presenting
Students will present their creations to the class by the use of a gallery walk.
They will receive verbal feedback from their peers. Students will also be asked to
create a write-up describing the famous figure they decided on and the
characteristics it entails. With the written portion and on their rubric I will provide
written feedback about their art project. We will display our projects in the display
case outside of my room with the potential of displaying somewhere within the
community.
Teacher Reflection:
Through the lesson students will educate themselves about Greek mythology
and their understanding of modern society. As artist students they will learn about
idolizing in our culture and how it pertains to generations past. When using the iPads
they will further their understanding that iPads are tools for research and
investigation, not just a social media device. Overall, this art experience will be
relevant and meaningful to students in the 21 st century through the use of iPads,
meaningful art making, and their ability to adapt their figurines loosely based off of
Greek mythology.
Resources (Books/Articles)
Egan, K. (1989). Teaching as story telling: An alternative approach to teaching and
Curriculum in the elementary school. Chicago: University of Chicago Press.
Pennebaker, J., & Seagal, J. (n.d.). Forming A Story: The Health Benefits Of Narrative.
Journal of Clinical Psychology, 1243-1254.
Pink, D. (2006). A whole new mind: Why right-brainers will rule the future. New York:
Riverhead Books.
Ryan, K. (2010). Kaleidoscope: Contemporary and classic readings in education (12th
ed.). Belmont, Calif.: Wadsworth Cengage Learning.
Thomas, D., & Brown, J. (2011). A new culture of learning: Cultivating the imagination
for a World of constant change. Lexington, Ky.