Древна Гърция

FROM PREHISTORIC TO CLASSICAL
A RESOURCE FOR EDUCATORS
the metropolitan museum of art
by Michael Norris
GREEKART
The Metropolitan Museum of Art’s teacher training programs and
accompanying materials are made possible through a generous grant
from Mr. and Mrs. Frederick P. Rose.

Copyright © 2000 by The Metropolitan Museum of Art, New York
Written by Michael Norris
Designed by Tsang Seymour Design
Production by Masha Turchinsky
Edited by Philomena Mariani and Alexandra Bonfante-Warren
Color Separations by Professional Graphics Inc., Rockford, Illinois
Printed by Galvanic Printing and Plate Co, Inc., Moonachie, New
Jersey and Elwood Packaging, Chicago, Illinois
Photographs of works of art in the Museum’s collection are by
The Photograph Studio of The Metropolitan Museum of Art.
Illustration of Greek Orders of Architecture from Blue Guide Greece
reproduced with permission of A&C Black (Publishers) Limited.
Robin Barber, author. John Flower, illustrator.
Illustrations of Hollow Lost-Wax Casting:The Direct Methodand
Hollow Lost-Wax Casting:The Indirect Method printed with permis-
sion of Seán Hemingway.
Illustration of Model of the Parthenonby John Kerschbaum.
Silver dekadrachm reproduced with permission by The American
Numismatic Society.
Library of Congress Cataloguing-in-Publication Data
Norris, Michael (Michael Byron)
Greek art : from prehistoric to classical : a resource for
educators/ by Michael Norris.
p. cm.
Includes bibliographical references.
ISBN 0-87099-972-9
1. Art, Greek–Study and teaching. 2. Art, Classical–Greece–
Study and teaching. 3. Metropolitan Museum of Art (New York,
N.Y.)–Guidebooks. I.Title.
N5630.N67 2000
700'.938'0747471–dc21 00-049017

1
Although I organized and wrote or rewrote much of the text, this resource
is truly a group effort.
First, many thanks go to the curators in the Department of Greek and
Roman Art for their comments on the contents, much of which was mater-
ial already written by them: Carlos Picón, Joan Mertens, Elizabeth Milleker,
Christopher Lightfoot, and Seán Hemingway, who was my kind and patient
liaison to the department.
A debt of gratitude is also owed to Rebecca Arkenberg, who created the
lesson plans; to graduate intern Iris Plaitakis, who created the Web site sec-
tion and the “hunts” outside the Greek art galleries; to Emily Roth and
Naomi Niles of the Uris Library, who, together with their interns Nicholas
Gershberg and Avi Springer, compiled the bibliography and videography;
to Alex Zlotnikov, who designed the time line; to Paul Caro, who designed
the maps for the hunts; and to high school interns Melissa Barroso and
Allison Dizzine, who checked and rechecked label copy against the text.
Felicia Blum, Rika Burnham, Colette Czapski Hemingway, Nick Ruocco,
Jean Sorabella (who also wrote the Greek architecture section), and espe-
cially Edie Watts, read the manuscript and gave suggestions that greatly
improved it, as did its copyeditors Alexandra Bonfante-Warren and
Philomena Mariani.
Further thanks go to the dozens of teachers who examined the earlier draft
of this teachers’ resource and gave us valuable insights on how to improve it,
and once again to Seán Hemingway, who provided the illustrations of
bronze casting.
Finally, thanks to Masha Turchinsky, Education’s creative manager, for her
enthusiastic hard work and good-natured shepherding on this resource.
Mike Norris
ACKNOWLEDGMENTS

2
Issued 10/00 © The Metropolitan Museum of Art, New York
F oreword to Teachers
The Metropolitan Museum of Art is very pleased to provide you with some
of our newest educational materials,Greek Art from Prehistoric to Classical:
A Resource for Educators.These lesson plans, slides, posters, texts, and other
materials provide many tools and approaches for creative use in your class-
room and have been greatly improved by your colleagues’ ideas and sugges-
tions.These materials have also been adapted for use on the Museum’s
Internet site,www.metmuseum.org, where teachers will already find
much educational material.
Michael Norris,Associate Museum Educator at the Metropolitan, has
assembled this resource with the assistance of Museum colleagues, particu-
larly Carlos Picón, Joan Mertens, Elizabeth Milleker, Seán Hemingway, and
Christopher Lightfoot in the Department of Greek and Roman Art.We
thank them for their support.Greek Art from Prehistoric to Classical:A Resource
for Educatorsis made possible by a generous grant from Mr. and Mrs.
Frederick P. Rose, whose vision of excellence is transforming education
in New York.
Philippe de Montebello
Director
Kent Lydecker
Associate Director for Education
FOREWORD TO TEACHERS

3Contents
HOW TO USE THESE MATERIALS 
MAP OF THE ANCIENT GREEK WORLD 
A BRIEF HISTORY OF ATHENS FROM THE SIXTH
TO THE FOURTH CENTURIES B.C.

KEY ASPECTS OF FIFTH-CENTURY GREEK LIFE 
Greek Beliefs 
Myth and Religion 
Ideas about Death and the Afterlife 
Philosophy and Science 
Music 
Poetry 
Sports 
The Symposium 
Warfare 
GREEK ART 
Prehistoric and Early Greek Art (. ‒.  ..) 
The Cycladic Islands 
Minoan Crete (. ‒.  ..) 
Mycenaean Greece (. ‒.  ..) 
Geometric Greece (. ‒.  ..) 
Greek Art of the Seventh and Sixth Centuries .. 
Greek Art of the Sixth Century .. 
Greek Art of the Fifth Century .. 
Greek Art of the Later Fifth and Fourth Centuries .. 
CONTENTS

4
Issued 10/00 © The Metropolitan Museum of Art, New York
ARTISTS AND MATERIALS 
Architecture in Ancient Greece 
Bronze Statues of Ancient Greece and Their Roman Copies
Ceramics 
Black- and Red-Figure Techniques of Athenian Vase Painting
Athenian Vases of the Sixth and Fifth Centuries ..:
Styles, Subjects, and Some Artists 
Tanagra Figurines of the Fourth Century .. 
Coins of Ancient Greece 
Origin and Technique 
Weight Standards and Denominations 
Images on Coins (Types) 
Gems of Ancient Greece 
Glass of the Greek Archaic and Classical Periods 
Marble Sculpture of Ancient Greece 
QUICK LIST OF SLIDES 
SLIDE AND POSTER DESCRIPTIONS 
“HUNTS” INSIDE THE MUSEUM 
The Greek Art Galleries 
Lore about the Trojan War 
A Hunt for the Trojan War 
A Hunt for Homer’s Odyssey 
Lore about Perseus 
A Hunt for Perseus 
Lore about Herakles 
A Hunt for Herakles 
Lore about Theseus 
A Hunt for Theseus 
Contents

5
Outside the Greek Art Galleries 
Greek Mythological and Historical Subjects 
A Hunt for Perseus 
A Hunt for Herakles 
A Hunt for Theseus 
A Hunt for Myths and Fables 
A Hunt for the Trojan War 
A Hunt for Historical Subjects 
A Hunt for a Kouros 
CLASS ACTIVITIES 
Become an Ancient Greek in Name Only 
Ancient Greek Gods, Goddesses, and Heroes in
Your Neighborhood 
A Coin for Your Country 
Something for Your Favorite Beverage 
LESSON PLANS 
Commemoration and Memorial in Ancient Greece 
Ancient Greek Games 
Ancient Greek Vases 
RESOURCES 
Timeline 
The Greek Alphabet 
Bibliography: Selected Sources for Further Information 
Videography 
Web Resources 
Contents

6
Issued 10/00 © The Metropolitan Museum of Art, New York

7
This resource is designed to introduce the Greek art galleries to teachers
and their students, and to provide them with a general understanding of
ancient Greek culture.The range of materials included here gives the
teacher greater flexibility in engaging students of any age with the art of
ancient Greece.
Context for the Museum’s collection of Greek art is provided in the follow-
ing: a Map of the Ancient Greek World; a section entitled Key Aspects of
Fifth-Century Greek Life; an overview of Greek Artfrom ca. ..
through the fourth century ..; a section entitled Artists and Materials; and
a Timelinethat focuses on major Greek historical and cultural achievements
of the fifth millennium through the fourth century B.C. Since so many
Greek works of art in The Metropolitan Museum of Art relate to Athens, a
brief history of that city-state is also included. Readers who skim these sec-
tions first will acquire rich associations to bring to the rest of the materials.
Twenty slides and one poster illustrate a cross section of objects in the
Museum’s collection.Teachers may want to show all of the slides as a
chronological synopsis of ancient Greek art, or they may prefer to present
only some of them within a thematic framework, a few ideas for which are
listed below. Students always find that a subsequent trip to the Museum to
see the actual works is a rewarding experience.
Each slide description provides information on the individual work of art
and includes a section entitled Questioning, which applies to most students
in the classroom or galleries. Sometimes sections called Activityand
Discussionappear as well.The Activitysequence offers techniques that
shed light on a specific work of art for use in the classroom or galleries.
The Discussionsegment is a conceptual exercise based on quotations from
ancient authors and modern scholars; it is intended for older, especially
high school, students in the classroom.
HOW TO USE THESE MATERIALS

8 How to Use These Materials
For further classroom preparation before a visit to the Museum, this
resource also includes four Class Activitiesand three additional, more
formal Lesson Plans.
For visits to the Museum, you may wish to use the information in the
section entitled “Hunts” Inside the Museum.These explorations of the
Greek art galleries and other collections in the Museum introduce the
students to works of art associated with the Trojan War, Homer’s Odyssey,
Greek heroes such as Perseus, Herakles, and Theseus, other Greek myths
and legends, and Greek historical subjects.
A section titled The Greek Alphabethelps students sound out
inscriptions that are still visible on many works of art in the Greek art
galleries. (The English translation of the ancient Greek text is provided
on most labels.) A note on spelling:whenever possible, the Greek form of
names (e.g., Patroklos) and terms (e.g., kithara) has been used here, unless
their English form is so common that it might be confusing to do so
(e.g.,Athens).
Finally, an annotated bibliography, videography, and list of Web resources
will help you gather the additional information you may need to make
your class’ exploration of the Greek art galleries a stimulating adventure
in learning.
BENEFITS TO STUDENTS STUDYING ANCIENT GREEK ART
•Students will encounter significant and beautiful, even inspirational,
works of Greek art and will be able to assemble a repertoire of visual
references that will serve them well when they study the art of later
periods, such as the Middle Ages and Renaissance, that were influenced
by Classical art. In fact, resonances of ancient Greek culture survive
even in modern society.
•Students will strengthen their critical thinking.Through close analysis
and inquiry, they will arrive at their own conclusions regarding the
importance of works of art.
Issued 10/00 © The Metropolitan Museum of Art, New York

9How to Use These Materials
•By encountering the layers of problem solving inherent in these
works, students will explore various analytical possibilities.
•As students consider the broader contexts of art, such as historical
events, philosophical movements, and literature, they will gain new
insights into the creation of specific works of art.
•Students will strengthen and refine their research skills by close
examination of the actual works of art.
THEMES
Animals:slides ,
Death:slides ,,,,,
Deities and myths:slides ,,,,,
The female form:slides -,,,,,,
The male form:slides -,,,-, ,,
Music:slides ,
Sports:slides ,, 
Warfare:slides ,,,,
MATERIALS
Bronze:slide 
Ceramics:slides ,,,–,
Gold:slide 
Sculpture
Freestanding:slides ,,,, , , 
Relief:slides ,,,

10
Issued 10/00 © The Metropolitan Mu