Level 3: ART 309 & Student Teaching

Decoding Symbols: Art of Egypt

Central Focus
Grade Level
Class Size
Time
Class Demographics

Symbols and their meanings

K
5-10
1 hour and 50 minutes
Middle Urban

National Visual Arts Standards Addressed

VA:Cn10.1.Ka Create art that tells a story about a life experience.
VA:Cr1.1.Ka Engage in exploration and imaginative play with materials.
VA:Re.7.2.Ka Describe what an image represents.

Common Core State Standards Addressed

CCSS.ELA-Literacy.RL.K.4 Ask and answer questions about unknown words in a text.
CCSS.ELA-Literacy.RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the
same topic (e.g., in illustrations, descriptions, or procedures).
CCSS.ELA-Literacy.RI.K.10 Actively engage in group reading activities with purpose and understanding.
CCSS.ELA-Literacy.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely
linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Forms
Frames
Conceptual
Framework

2D
Cultural
Artwork

Subjective

3D
Structural

4D
Postmodern

Artist

Audience

World

LEARNING OBJECTIVES
As a result of this lesson, students will be able to:
1. As a group, describe the at least 2 qualities in a work of ancient Egyptian art a work of present Egyptian art.
VA:Re.7.2.Ka, C1
2. As a group, find 2 similarities and 2 differences between ancient and present Egyptian Art. VA:Re.7.2.Ka, C2
3. On a 12x6 piece of paper, students will create a story that is personal to them, and utilize at least 5 symbols in order to tell
it. VA:Cn10.1.Ka, C5
4. On a 12x6 clay tablet , students will draw out and carve at least 5 symbols which represent a story they created.
VA:Cr1.1.Ka., C5

name cards for students

Egyptian inspired decorations
Egyptian story book
set of clay tools
reading blanket

TEACHER MATERIALS
time sheet
powerpoint
dowel rods
rolling pin
ware boards

clay slab (12x6)

Butcher Paper
Pencils
copy paper
crayons

STUDENT MATERIALS
set of clay tools
practice clay
ware boards
dowel rods
rolling pins

EE = Early Elementary grades K-3

black trash bags

video camera

Level 3: ART 309 & Student Teaching

ARTISTS IN CONTEXT
Key Artists
Key Artworks

Key Critical Questions

Vocabulary

Language Functions
Language Demands
Language Tasks and
Activities
Language Supports

Hazem Taha Hussein, Ancient Artwork,Tarek El-Komi

Hussein, Ideology and ME, 1995-1999
Hussein, Fundus, 1990-1994
Tarek El-Komi, Untitled 2014
Tarek El-Komi, Untitled 2015
1. Can you point out any symbols in this art work?
2. What do you think the symbols mean or represent?
3. Are there stories that can be told with these paintings?
4. What is the importance of storytelling? What tools can you use to help you tell a story?
VOCABULARY AND LANGUAGE ACQUISITION
Hieroglyphics- This is a form of picture writing. The word means sacred carving in ancient
Greek.
Phonograms: glyphs that represent sound
Ideograms: glyphs that represent objects or ideas
Symbols- A simplified sign, shape, or object that represents something else.
Scribes- Ancient writers and artists.
Inscriptions- These are words carved or marked on a monument or stone.
analyze ancient and modern Egyptian artwork, compare/contrast these artworks, describe,
interpret the meaning and question the meaning of their story.
Syntax
Discourse
1. Find their name written out in Hieroglyphs
2. Identify symbols in art works and create their own
1. Hieroglyphic alphabet next to English alphabet
2. powerpoint slides that include photos to explain vocabulary.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

Launch
Instruction Methods
Upon entering the classroom, Students will attempt to find their name
hands on student involvement (5
card. Their name will be written with the ancient Egyptian alphabet
min)
(glyphs). On a powerpoint slide, there will be a layout of the Egyptian
alphabet next to ours, and students will decode their name.
Instruction
Teachers will explain that students were just working with hieroglyphics an ancient form of picture writing that originated in Egypt.
Via globe,, teachers will show students the location of Egypt. Look how far
away it is from us!
Via powerpoint, teachers will go through the vocabulary by asking
students if they know what symbols are, and to give examples. They will
then show examples of phonograms and ideograms.
Teachers will begin to show students artwork from ancient Egypt
including: Tomb of Sarenput II, Wall painting of Nefertari, and multiple
stone carvings. What symbols do you see? Can you point out hieroglyphs
that were in your name? What colors? Do you think there is a story?
Compare the act of painting to stone carving.
Teachers will then show contemporary egyptian artists in order to explain
that ancient art is still prevalent today. Can you find any similarities with
EE = Early Elementary grades K-3

Instruction Methods
group discussion (10 - 15 min)

Level 3: ART 309 & Student Teaching

the ancient paintings? What symbols can you point out now? Is it easier or
harder to form a story out of this work?
Teachers will hand out a ball of clay to each student so they can begin
experimenting with that medium. While the kids are exploring, teachers
will read a story on Egyptian art.
Teachers will put the students clay experiments on a separate table and
then pass out pencils.
Teachers will reference back to all the artwork they showed. Stories come
in many different forms and can be told with different symbols! They can
be very figural or abstract. What kind of stories do you like to tell?
Teachers will show their own clay tablets with their stories.
They will introduce the project of creating your own story and students can
begin planning on the butcher paper in front of them. Teachers will remind
students to keep their stories simple - they will be carving it onto a clay
tablet in the future.
Teachers will go around to each student and have them verbally explain
their story while the teacher writes it down. What symbols can help you tell
your story?
Once the students have planned their story, they will receive a 12x6 sheet
of butcher paper to draw out a final copy of their story. Multiple sheets of
paper should be available in case of mess ups.
The 12x6 slabs will be pre-made by the teachers, but they will still go
through a demonstration of how to make a slab. This practice slab will
also serve as a piece to practice carving on. (using nettling knives,
needles, dowels, etc.)
Once students go through a couple practice rounds of making a slab, they
will be handed one of the pre-made slabs in order to begin carving their
story. If a student is insistent on making their own slab and not using a
premade one, that is also fine. *students should carve their names on
the back of their slab before they begin working
Teachers will consistently check in with each student to help with any uhohs and use of tools.
Clean up: students will return their clay tools to bins on the table, and
check their floor area for any dropped clay. Teachers will set the slabs on
a separate table to be prepared for firing. Students will wash their hands
and wipe down their chair/table if needed.

medium exploration (10 min)

group discussion (5 min)

independent student work (10 min)

teacher demonstration (15 min)

independent student work (20 min)

Clean up (5 min)
Closure
the students will share their stories with their neighbors. This should be a
signal for them that the carving of their story should be finished.

Instruction Methods
share (5 - 10 min)

ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS

Adaptations and Accommodations
For students who may have trouble coming up with a story, the teacher will ask the student additional questions to
prompt the students creativity.
After the demonstration, if a student is having trouble remembering how to roll a slab the teacher will walk the student
EE = Early Elementary grades K-3

Level 3: ART 309 & Student Teaching

through one step at a time.

Enrichment and Extensions
Students can add decorations or patterns around the borders of their tablet
Students can use additive methods or relief methods to embellish their symbols on their tablet
Activity for Early Finishers
The student will color in their symbol story drawings and when they are finished and the teacher will hold onto it until
the glazing lesson.
The student can contribute to the class loom project (ancient Egypt included a lot of textile work)
If this is an activity students enjoyed, it can be finished on the 3rd Saturday class!

1.
2.
3.
4.

OBJECTIVE-DRIVEN ASSESSMENTS
As a group, the students described at least 2 qualities in a work of ancient Egyptian art a work of present Egyptian
art.
As a group, the students found 2 similarities and 2 differences between ancient Egyptian art and present Egyptian
art.
On a 12x6 piece of paper, the students created a personal story, and utilized at least 5 symbols in order to tell it.
On a 12x6 clay tablet , students drew and carved at least 5 symbols which represented their personal story.

INTERDISCIPLINARY CONNECTIONS
Language Arts: reading and storytelling
History: geography and learning about other cultures
REFERENCES
Hodge, S. (1998). Ancient Egyptian art. Des Plaines, IL: Heinemann Interactive Library.
Hazem Taha Hussien - intro. (n.d.). Retrieved September 07, 2016, from http://hazemtahahussein.com/

* Developed and written by Alexandria Harris and Stephanie Jarrett, Art Education, Illinois State University, 2016 *

EE = Early Elementary grades K-3