Title – Mesoamerican Glyphs

By – Roberta Reagan

Subject – Social Studies, Art

Grade Level – 3rd grade

Components:

• 
  Unit Overview
  
• 
  Lesson 1
  
• 
  Lesson 2
  
• 
  Lesson 3
  
• 
  Lesson 4
  
• 
  Lesson 5
  
• 
  Evaluation
  
• 
  Graph
  

Lesson 3



Unit Name

: Glyphs in Pre-Columbian Mesoamerica

Name of Art Lesson: 

Subtractive/Additive Elements of Sculpture

Name:

  Roberta Reagan

Grade Level:

  3rd Grade Art

1. Objectives:

Students will be able to:

· Discuss meaning of various glyphs, particularly their
glyphs that they designed

· Produce 3-4 different designs of glyphs

· Discuss elements of their design: linear, stylization, composition.

· Graph out 1 of their designs onto a 4″x3″graph

2. Looking at and Talking About Art:

1. Time: 

10 minutes reviewing pictures from last
2 lessons, reviewing terms, discussing various glyphs and their meanings,
answering questions about their own designs.


2. Teaching Method: 

Lecture, question and answer, and
viewing pictures.


3. Class Organization: 

Students will bring their chairs
close to the TV and Computer area.  That is where we will view the
pictures and have our discussion.  They will return to their tables
when we are ready to do their designs.


4. Terms (review from last lesson):

a. Glyph – picture symbols and pictographs, symbols in which
objects were represented by a miniature, often stylized, drawing.

b. Sculpture – a work of art that is meant to be viewed from all sides;
a work of art that is three-dimensional.  It can be carved in stone
or wood, modeled from clay or plaster or cast in metal.

c. Three-Dimensional – a work of art that is meant to be viewed from
all sides; having the dimensions of depth as well as width and height.

d. Two-Dimensional – a work of art that is flat and viewed from the
front, like a painting – having the dimensions of width and height only.

e. Realistic drawing – life-like

f. Stylized drawing – not life-like, but a form that represents something
real

g. Linear – dark, visible outlines in a “coloring book” style.  
The lines are consistently thin with the same thickness throughout a composition.  
In a codex, the objects are usually painted with dark visible outlines,
and filled in with solid colors.

              

New terms:

· Subtractive – as in carved sculpture, material is
“taken away” by using a tool

· Additive – as in clay sculpture, material is “added” in various
ways by using tools or hands.

· Discussion Questions:


1. Picture:  Stella.  Question:  How were these glyphs
carved?  What kinds of tools do you think they used?

2. Picture:  various glyphs, incl. Jaguar glyph, person glyph,
plant/corn glyph.  Question:  What kind of glyphs are these? 
What do they mean?  How are they carved?  Review linear and stylization
aspects.

3. Picture:  Sculpture of clay object.  Question:  How
do you think this was made?  Define Additive elements of sculpture.

4. Picture:  Sculpture of stone object.  Question: 
How do you think this was made?  Define Subtractive elements of sculpture.

5.  Discuss:  Why are we learning all of this?  Important
point:  Process is just as important as product.

3. Art Production Activities:

· Time: 

40 minutes design own animal glyphs
and graph final design.


· Teaching Method: 

Teacher instruction, followed
by individual tutoring as needed.


· Class Organization:

  Desk arrangement as is normal
for that classroom, and have 2 student helpers pass out new drawing paper,
graph paper, pencils, and papers from last week.


· Step-by-Step Procedures:

1. Draw 3-4 different glyphs of their own.

2. Pick 1 design they like the best

3. Use 4″x3″ graph paper and duplicate design onto graph paper

4. Clean-up Activities:

· Time:

5 minutes to put away supplies and get
ready to go.


· Class Organization: 

1 person from each table
put away supplies, finished drawings are gathered by 1 student helper and
given to me.

5. Evaluation Activities:

a. Time:

  5 minutes to ask questions to see if
they understand concepts covered.

· Questions:


a. What does “additive sculpture” mean.  Describe a piece of sculpture
that has used this.

b. What does “subtractive sculpture” mean.  Describe a piece of
sculpture that has used this.

c. Describe a “stylized” drawing.

d. Describe a “realistic” drawing.

b. Evaluation Method: 

Question/Answer format with them seated
at their tables.


c. Step-by-Step Procedures:

· Review terms

· Review glyphs viewed

6. Instructional Resources, Materials, Supplies, Tools, Visuals:

· Photos in visual file

· Large map

· TV hooked up to computer

· Floppy disc with Power Point Presentation

· 8 ½”x11 drawing paper (17), 3-4″x3″ graphs drawn on
1-8 ½”x11″ paper (17), pencils, papers from last week

7. A teacher-Made Sample:

· Show example of my glyph design on a 4″x3″ graph

E-Mail

Roberta Reagan

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