Art History
Interdisciplinary Cultural Studies

SUBJECT: ART HISTORY, INTERDISCIPLINARY CULTURAL STUDIES

GRADE LEVEL: HIGH SCHOOL

TEKS:

Chapters 113.22

6.18 The student understands the relationship that exists between artistic, creative and literary expressions and the societies that produce them.
(A) Explain the relationships that exist between societies and their architecture, art, music, and literature.
(D) Identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes.
Chapter 113.33
(19) The student understands the history and relevance of major religious and philosophical traditions.
(A) Compare the historical origins, central ideas, and the spread of major religious and philosophical traditions including Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism.
(20) The student understands the relationship between the arts and the times during which they were created.
(A) Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures.
(B) Analyze examples of how art, architecture, literature, music, and drama reflect the history of cultures in which they are produced.
(C) Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes.
(22) The student understands how the development of ideas has influenced institutions and societies.
(A) Summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India.
Chapter 117.52
(B) Introduction
(2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.
(C) Knowledge and Skills
(1) Perception. The student develops and organizes ideas from the environment.
(A) Illustrate ideas for artworks from direct observation, experiences, and imagination.
(B) Compare and contrast the use of art elements and art principles in personal artworks and those of others, using vocabulary correctly.
(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill.
(A) Create visual solutions by elaborating on direct observation, experiences, and imagination.
(C) Demonstrate effective use of art media and tools in design, drawing, painting, printmaking, and sculpture.
(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as the records of human achievement.
(B) Describe general characteristics in artworks from a variety of cultures.

OBJECTIVES:

Students will learn about the architecture and decoration of Hindu temples, compare them with, and apply them to, a place of contemplation they will design for themselves.

MATERIALS:

Paper, pencil, eraser, colored pencil, ruler, (optional) T-square, triangle, French curves, image below.

DISCUSSION QUESTIONS:

1. This object is part of the permanent collection on display at the Amarillo Museum of Art. Is it better for this piece to be in the Museum or in the temple for which it was made? What arguments could be made for both positions?

2. How does decoration on a building make it function better as a piece of architecture? If decoration does not help the building function better, why do people spend extra time and money adding decorative elements to buildings?

3. What buildings in Amarillo have additional decorative devices? How do they change your experience with the building?

4. A lintel functions by supporting the wall above an open doorway. The piece at the Amarillo Museum of Art is a fragment of a lintel. Have students observe the image of the Seven Mother Goddesses lintel. Ask students how they think that the rest of the temple would have looked based on the appearance of this lintel fragment.

ASSIGNMENT:

Design a place that you would like to go for a time of quiet contemplation. How will the elements and principles of design be employed to evoke personal meaning and self-reflection? Time permitting, this assignment can be extended to building a three-dimensional model using cardboard and glue.

RESEARCH ACTIVITY:

Using the Internet and published sources, research Hindu temple architecture.

RESOURCES:

Hindu Temple Reference

Sackler Gallery, Puja: Expressions of Hindu Devotion

Ranchhodraiji Temple, Dakor

EXTENSION AND FOLLOW UP DISCUSSION:

What areas in your community are designed specifically for contemplation and self-reflection? What kinds of areas for contemplation are available in other countries? Why is such personal time so important that spaces are set aside for it in many communities and cultures? What could be the result if a community has no such area set aside for personal time and quiet contemplation?

EVALUATION:

Provide opportunity for group critique and self-evaluation of drawings and models produced.