Goals (5 - 7 minutes)

1. Understanding the historical-artistic context of Ancient Egypt: Students should be able to understand the role of art in ancient Egyptian society and how it reflected the culture and beliefs of that period. This includes understanding the importance of the pharaoh and religion in Egyptian art, as well as the influence of the natural environment on the choice of themes and artistic styles.

2. Identifying the main characteristics of Egyptian art: Students should be able to identify the distinctive characteristics of Egyptian art, such as the depiction of human figures in a combination of profile and frontal views, the use of size hierarchy to represent importance, and the symbolism of elements present in the works.

3. Analysis of Egyptian works of art: Students should be able to analyze and interpret Egyptian works of art, recognizing the visual and symbolic elements present and relating them to the historical and cultural context of ancient Egypt. This requires the ability to observe details, make connections, and formulate interpretations.

Secondary goals:

• Development of research and communication skills: By exploring the theme of Egyptian art, students will have the opportunity to develop their research skills, learning to find and evaluate relevant information. In addition, they will be encouraged to share their discoveries and interpretations in a clear and organized way, improving their communication skills.

• Encouragement of creativity and personal expression: Although the lesson focuses primarily on the appreciation and analysis of Egyptian art, students will also be encouraged to express their creativity, for example by creating their own works of art inspired by the Egyptian style.

Introduction (10 - 12 minutes)

1. Review of previous content: The teacher begins by reviewing previously studied art and history concepts, making connections to the new content. The teacher can, for example, ask students which ancient cultures have already been studied and how art was an important element in those societies. (2 - 3 minutes)

2. Problem situations: The teacher proposes two problem situations to arouse students' interest and prepare them for the topic of the class:

   • How can art help us understand the culture and society of a distant historical period?
   • Why is Egyptian art recognized for its human figures represented in a combination of profile and frontal views, with a size hierarchy representing importance? (3 - 4 minutes)

3. Contextualization: The teacher explains the importance of studying Egyptian art, highlighting its role in preserving the history and culture of Ancient Egypt. The teacher can mention how Egyptian art has influenced other cultures over time and how it is still relevant and appreciated today. (2 - 3 minutes)

4. Captivating students' attention: To capture the attention of students, the teacher can share curiosities about Egyptian art, such as:

   • The ancient Egyptians believed art had magical powers and could bring inanimate objects to life.
   • Egyptian art is one of the few ancient art forms that gives us a direct glimpse into everyday life, thanks to its rich iconography. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity "Creating an Egyptian Mural" (10 - 12 minutes)

   • Division into groups: Students are divided into groups of up to 5 people. Each group receives a large sheet of brown paper and drawing materials, such as colored pencils, markers, crayons, etc.
   • Task: The teacher explains that students' task is to create a mural representing life in Ancient Egypt, focusing on the characteristics of Egyptian art discussed in the Introduction of the class. Students should include elements such as pharaohs, gods and goddesses, hieroglyphs, and the natural environment of Egypt (Nile River, desert, etc.).
   • Guidance: The teacher guides students to research images of Egyptian art for inspiration and to discuss among themselves how to incorporate the elements of Egyptian art into their mural. The teacher also encourages students to be creative and to express their own ideas, while respecting the characteristics of Egyptian art.
   • Execution of the task: Students begin drawing and coloring their mural. The teacher circulates around the room, assisting groups as needed and observing discussions and the creative process.

2. Activity "The Egyptian Art Game" (10 - 12 minutes)

   • Preparation: The teacher prepares in advance cards with images of Egyptian art and cards with questions about Egyptian art and culture. The cards are shuffled and placed in two separate piles.
   • Division into groups: Students remain in the same groups as in the previous activity.
   • Task: The students' task is to play the Egyptian art game. In each round, one student from each group turns over a card from each pile. If the image and the question are related (for example, the image is a pyramid and the question is "What are pyramids and why were they built?"), the group wins a point. If they are not related, the cards are returned and the game continues. The group that accumulates the most points at the end of the game wins.
   • Execution of the task: Students play in their groups, discussing the questions and images, and learning more about Egyptian art and culture. The teacher circulates around the room, assisting groups as needed and observing the game.

These playful and collaborative activities help students to internalize the concepts and characteristics of Egyptian art in a fun and engaging way. In addition, they promote teamwork, creativity, and personal expression.

Conclusion (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher calls on each group to share their mural with the class. Each group has a maximum of 3 minutes to present, during which they should explain the elements they chose to include, the rationale behind their choices, and how they incorporated the characteristics of Egyptian art into their mural.
   • During the presentations, other groups are encouraged to ask questions and make comments, promoting interaction and the exchange of ideas among students. The teacher also participates in the discussion, reinforcing the concepts and characteristics of Egyptian art as needed.

2. Connection with the Theory (2 - 3 minutes)

   • After all the presentations, the teacher reviews the main points of the class, reinforcing the relationship between the theory (presented in the Introduction of the class) and the practical activities carried out by the students.
   • The teacher also highlights how the activities allowed students to explore and understand Egyptian art in greater depth, encouraging them to make connections between the visual elements of the artworks and the cultural and historical context of Ancient Egypt.

3. Individual Reflection (2 - 3 minutes)

   • The teacher proposes that students reflect for a minute in silence on the following questions:
     1. What was the most important concept you learned today?
     2. What questions remain unanswered?
   • After the minute of reflection, the teacher asks students to share their answers with the class, promoting an open and honest discussion. The teacher encourages students to express their doubts and concerns, and makes a commitment to clarify unresolved issues in the following classes.

4. Teacher Feedback (1 minute)

   • Finally, the teacher provides brief feedback on students' participation and performance during the class. The teacher praises valuable contributions, clarifies any common misunderstandings, and reinforces the importance of the topic studied for understanding the history and culture of Ancient Egypt. The teacher also highlights the relevance of the skills developed during the class, such as teamwork, creativity, personal expression, research, communication and critical analysis.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (1 - 2 minutes)

   • The teacher summarizes the main points covered during the class, reinforcing the key concepts of Egyptian art and how it reflects the culture and society of Ancient Egypt. The teacher also recalls the distinctive characteristics of Egyptian art, such as the depiction of human figures in a combination of profile and frontal views, the use of size hierarchy, and the symbolism of the elements present in the works.
   • In addition, the teacher highlights the main conclusions of the practical activities, highlighting how students were able to apply the theoretical knowledge to create their murals and play the "Egyptian Art Game".

2. Theory-Practice-Application Connection (1 - 2 minutes)

   • The teacher explains how the class connected theory (presented in the Introduction) with practical activities (creating the murals and playing the game) and the application (analysis and interpretation of Egyptian art). The teacher illustrates this connection by recalling the moments when students were able to apply the theoretical concepts in practice and to discuss their applications during the presentations and the group discussion.

3. Extra Materials (1 minute)

   • The teacher suggests additional materials for students who wish to approfondire their knowledge of Egyptian art. These materials can include documentaries, museum websites, art books, among others. The teacher guides students to use these materials to supplement what was studied in class and to prepare for the next class.

4. Relevance of the Subject (1 - 2 minutes)

   • Finally, the teacher highlights the importance of studying Egyptian art to understand not only the history and culture of Ancient Egypt, but also art and society in general. The teacher points out how Egyptian art influenced and continues to influence other art forms, and how it allows us to glimpse the daily life, beliefs, and values of an ancient society.
   • The teacher also emphasizes the relevance of the skills developed during the class (research, communication, teamwork, creativity, and critical analysis) for students' lives, both at school and beyond. The teacher encourages students to apply these skills in their future classes and projects, and to recognize the importance of art and culture in their lives.