Critique on a Lesson Plan

The lesson begin with revise on the previous lesson, to reinforce their learning on lines and patterns. Then display the beach illustration on the book’s front cover to the children, and assist the class to decompose the elements and principals of the illustration by asking questions,

This paragraph will be analysing a primary source from the time of ancient Egypt. The source in particular is a painting made for Ramose, an Egyptian state administrator. He had this job during the reigns of the pharaohs Amenophis III and Akhenaten. His job was regarded very highly amongst ancient Egyptian society. This painting was made from the white limestone fond in the Valley of the Kings. The fine-grained rock that was the limestone permitted attractive decorations in full colour. It was made to decorate Ramose’s tomb and was probably painted by tomb decorators. It was probably created between 1000 BCE-1500 BCE. His tomb was in the Valley of the Kings amongst those of pharaohs, this suggests that

My role as a teacher is to create stimulating classes giving the learners the opportunity to develop and achieve skills associated with ceramics practices. I start by firstly understanding the assesment criteria set out by the AS board,

In Fred Kleiner’s Gardner’s Art Through the Ages, he has listed some of the oldest and most ancient works of art discovered from different archeological site, which were later transferred to various museums. As we delve deeper into the chapters, we discover how art forms evolve across different time lines – from the art of the Paleolithic period to the arts of the near-East and Egypt. The works of art across the different timelines also indicate the kind of culture people have, because such culture can be seen in how they present their arts. Therefore, there is a clear development that is happening back then, because of the evolution of the arts and the presentation of the artists based on their culture. Taking everything into consideration, this project aims to discuss how arts develop throughout the different timelines – the Paleolithic period and the Ancient near-East and Egypt – and how such art forms present the cultural context of the artists.

Below is an analysis of a picture in a tomb named Daily life in Ancient Egypt. The source depicts daily peasant life of farming, which was created for an Egyptian official named Ramose, one of the State Administrators. The pharaohs of that time went by Amenophis III and Akhenaten. It was made on wall panel in the tomb of Ramose. The resting place was created out of exquisite fine white limestone from the area. His tomb was create in around 1500BC to 1000BC. The painting was fashioned to decorate the State Administrator Ramose’s tomb in the valley of kings where many other pharaohs and high nobles were laid to rest. This location may have been chosen because of its fine-grained rock that permitted extraordinary decorations in full colour. The

As a class we will go over the different situations and students will be sharing how they rated the situations. Students will then discuss why they rated the situation the way they did. I will ask questions during our discussion. I will then end the lesson with a discussion and explaining to students what we will be learning next.

As I like to choose an underlining theme to run throughout my activities, this activity also introduces several lessons within one in a fun and creative manner. Initially, the children are introduced to famous painters and their work before being encouraged to either, copy or be inspired to create their own works of art. The use of messy materials is fun and stimulating for the children and classical music should be played in the back ground to encourage creative inspiration. After they have finished, their artwork should be hung around the room at eye level to promote

I will introduce the lesson to the children and explain what is a collage. Then, I will show them the art supplies and will demonstrate how they are going to do the art activity. Also, I will explain that we will be tearing and cutting the paper, napkins, and that no one’s art will look the same. To be creative will be our goal. I will observe the children as they are working on their project. After children finish, I would them to share their collages like to ask the questions

The topic of ancient Egypt evoked a forgotten memory of passion for this topic and time period. Being the learner in this environment, I was eager to venture into the exhibit to learn of

I believe that every teacher should have well-strucuted lessons. The teacher should be able to adjust to practice while the lesson is being implemented. The teacher should be able to recognize if she students may be struggling and how to adapt the lesson to the needs of those students. The teacher should be able to reflect on the lesson after the lesson and learn how to change the lesson if needed.

There is much debate on how the Ancient Egyptian Pyramids in Giza were built. King Khufu’s pyramid, from the Old Kingdom, stands at 146 meters high, has a base of 230 meters, while using 2.4 million stone blocks; each block averaging between 2.5 to 15 tons (Van Der Mieroop). These extreme numbers force researchers to try and create hypotheses on how the Ancient Egyptians were able to construct such colossal monuments. Although we have an idea of where and how the Egyptians obtained the materials used for their creation, it is still unclear how they were able to take stone blocks that weighted several tons so high up, have such precision that not even a credit card could slip through the blocks, and was capable of pointing the pyramids

Ancient Egypt prospered, expanded and flourished during the reign of the pharaohs. Although their society is very different from ours, it is still found to be successful and is a large part of why we study Egypt and why we find it to be historically significant. Egyptian civilizations were so successful because of pharaohs, geography and social hierarchy. The secret to Egypt’s stability, consolidation and expansion is portrayed through its location and society, while also being influenced by social, economic and political structures. I displayed this idea within a digital art piece. It consists of a pyramid showcasing the different levels of social hierarchy, topped with the mask of a pharaoh. This pyramid is pictured in the desert with farmland running on one side next to the Nile and palm trees on the other.

I will see what the artworks mean to me, and I will make my own interpretations as to why their art is this way. Moreover, I expect look at many of their varying art forms and see how the use of animals differs between them. This is because I believe different kinds of art are able to impact people in different ways, and have an implication that is unlike the other. I plan to analyze the assorted characteristics and traits of the various art forms the ancient Egyptians practiced to see similarities and differences, and consider in what way this influences the meaning of the works.

At the end of the lesson the student will be able to (list each with the method of assessment): Students will be able to

a.) I designed my lesson plan to be used in first and second grade. This lesson plan was designed to be a cross curriculum lesson about spiders that incorporates the following subject areas: Science, Language Arts, and Visual/Performance Arts. This lesson will be taught during the month of October after students have gained prior knowledge through an insect unit that was taught the month before.