Indiana Humanities Council

Smart Desktop Initiative

Instructional Plan Template

Submitted by

Susan Shull

and

Ann Alcorn

Summer 2003

Unit 2

Unit Description: Integrating math, social studies, language arts (writing and vocabulary) and art through the study of Greek architecture.

Instructional Plan Title: “Classic Columns”

This will be a PowerPoint presentation on Greek columns: definition of different types, as used in buildings in Greece, Europe, and the United States.

Author: Susan Shull and Ann Alcorn

Keywords: Greek columns, lesson plans, math, interdisiciplinary, fine arts, and social studies

Curriculum Area: social studies, art, language arts and math

Thematic or cross disciplinary/subject matter: integrating math, social studies, language arts and fine arts

Grade Level: 6^th grade

Appropriate Group Size: whole class, groups of 2-3

Time: 6 computer laboratory days plus additional days for reading and research

Instructional Objectives:

Students will:

· realize that Greek culture centered around religion

· study different temples which were constructed to honor their gods and goddesses

· view examples of the architectural Greek columns

· create a model of one of the columns

· will find examples of Greek architecture in major Greek cities

· will find examples of Greek influence in American architecture

· exhibit knowledge learned by constructing different types of columns found in numerous examples of architecture

· find images from databases

· create a PowerPoint or HyperStudio presentation demonstrating their findings.

Shull/Alcorn 9

Indiana State Standards:

· Language Arts: #4, #5, #6, #7

· Social Studies: #1, #5

· Math: #4, #5

· Visual Arts: #l, #2, #3, #8, #9, #10, #13, #14

Descriptive Text: Language Arts

• 6.4.1 Discuss ideas for writing, keep a list or notebook of ideas, use graphic organizers to plan writing
• 6.4.5 Use note-taking skills
• 6.4.6 Use organizational features of electronic text (on computers), such as bulletin boards, databases, keyword searches, and e-mail addresses, to locate information
• 6.4.7 Review, evaluate, revise writing for meaning and clarity
• 6.5.2 Write descriptions, explanations, comparison and contrast papers, and problem and solution essays that:…..
• 6.6.1 Sentence structure
• 6.6.2 Grammar
• 6.6.3 Punctuation
• 6.6.4 Capitalzation
• 6.6.5 Spelling
• 6.7.11 Deliver informative presentations

Descriptive Text: Social Studies

• 6.1.1 Describe development of the Greek city-based republics including the cultural achievements of Athens
• 6.5.6 Define the terms anthropology and the related field archeology, and explain how these fields contribute to our understandings of societies of the past and in the present
• 6.5.7 Examine art, music, literatures and architecture in Europe and Americas; explain their relationship to the societies that created them, and give examples of how artistic ideas have spread from one culture to another
• 6.5.9 Examine artifacts

Archeology: brand of anthropology which studies past cultures through the things that remain, such as buildings, tools or pottery.

Shull/Alcorn 10

Descriptive Text: Math

• 6.4.5 Identify and draw two-dimensional shapes that are similar
• 6.4.6 Draw the translation and reflection of shapes
• 6.4.7 Visualize and draw two-dimensional views of three-dimensional objects made from rectangular objects
• 6.5.2 Understand and use larger units for measuring length by comparing miles to yards
• 6.5.3 Understand and use larger units for measuring area
• 6.5.8 Construct a cube and rectangular box from 2-dimensional patterns
• 6.5.9 Use strategies to find surface area and volume of right prisms and cylinders using appropriate units

Descriptive Text: Visual Arts

• 6.1.3 Identify icons in contemporary work and analyze how icons relect the culture
• 6.3.3 Use appropriate art vocabulary
• 6.8.1 Apply elements
• 6.8.2 Identify and discriminate between types of shape, colors, lines, space, blalance and use of proportion
• 6.9.2 Sculpture/Architecture/Jewelry
• 6.10.2 Identify and apply criteria for assessment in their work, in peer critiques, and in self-assessment
• 6.10.3 Demonstrate respect for their work and the work of others
• 6.13.1 Compare similar themes, concepts or time periods through the multiple perspectives of art and other disciplines
• 6.14.2 Create an integrated product using 2 or more forms to communicate meaning

Materials and Resources:

Web sites:

· http://www.ancientgreece.com/art/art.htm

· http://www.ustreas.gov/offices/management/curator/exhibitions/2002exhibit/greekrevival.html

· http://www.bc.edu/bc_org/avp/cas/fnart/fa267/greekrev.html

Books:

• Big Buildings of the Ancient World Joanne Jessop and David Salariya
• The World of Architectural Wonders Mike Corbishley
• Discover Americas’ Favorite Architects Patricia Brown Glenn
• Structures That Changed The Way the World Looked Donna Singer
• The Parthenon of Ancient Greece Don Nardo
• Sculpture Behind the Scenes Andrew Pekarik

Shull/Alcorn 11

Museum Resources:

• Indianapolis Museum of Art – http://www.ima-art.org

Preparation:

Teachers need to be prepared to teach various technology skills to the students during this lesson. Specifically, teachers should be proficient in Microsoft Word, PowerPoint or HyperStudio and Internet searching. In addition, teachers make sure students are familiar with the writing process and guidelines for creating a work cited. Also, teachers may want to gather prints of various buildings showing the different examples of Greek columns as used in architecture.

Strategies and Activities:

• Begin with handout explaining the three different Greek columns and the definitions of each
• Teach students how to use either PowerPoint or Hyperstudio
• Provide students time to go to web sites listed above and obtain pictures
• Students will construct a replica of a Greek column

• Students will create a PowerPoint or HyperStudio presentation on one of the following areas:

1. Demonstration of three different types of Greek columns
2. Demonstration showing one type of Greek column, listing examples of such
3. Demonstration of one building and show various geometric shapes comprised in that building
4. A glimpse of existing Greek buildings still standing and shown as to where they are located geographically
5. A demonstration of Greek architecture evident in the United States or on a specific area such as: Washington, D.C.

Shull/Alcorn 12

Student Assessment:

Greek Architecture

Teacher name: Mrs. Shull

Student Name ___________________

CATEGORY	4	3	2	1
Buttons and Links Work Correctly	All buttons and links work correctly.	Most (99-90%) buttons and links work correctly	Many (89-75%) of the buttons and links work correctly.	Fewer than 75% of the buttons work correctly.
Background Visual Arts 6.8.1	Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic.	Background does not detract from text or other graphics. Choice of background is consistent from card to card.	Background does not detract from text or other graphics.	Background makes it difficult to see text or competes with other graphics on the page.
Originality Visual Arts and Social Studies 6.9.2, 6.1.1, 6.5.6, 6.5.7, 6.5.9	Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.	Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.	Presentation shows an attempt at originality and inventiveness on 1-2 cards.	Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.
Text - Font Choice & Formatting Language Arts 6.7.11	Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content.	Font formats have been carefully planned to enhance readability.	Font formating has been carefully planned to complement the content. It may be a little hard to read.	Font formatting makes it very difficult to read the material.
Content – Accuracy Social Studies 6.5.7, 6.5.9 Visual Arts , 6.1.3	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate.	The content is generally accurate, but one piece of information is clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
Spelling and Grammar Language Arts 6.6.1, 6.6.2, 6.6.3, 6.6.4, 6.6.5	Presentation has no misspellings or grammatical errors.	Presentation has 1-2 misspellings, but no grammatical errors.	Presentation has 1-2 grammatical errors but no misspellings.	Presentation has more than 2 grammatical and/or spelling errors.

Shull/Alcorn 13

Describe how this Instructional Plan could be extended or expanded:

• Students could visit the Indianapolis Museum of Art
• Students could visit the various buildings in Indianapolis, Indiana depicting Greek architecture
• Students could take a filed trip to Madison, Indiana
• Students could take a filed trip to Boston, MA or Washington, D.C.
• Students could share their presentations with other students in the building
• Students could enter his/her project in the Media Fair competition