Objectives (5 - 10 minutes)

1. Understand the historical context of Ancient Mesopotamia, identifying its cultural and social characteristics that influenced the artistic production of the period.

2. Analyze the main forms of Mesopotamian art, being able to recognize the elements and techniques used.

3. Develop critical skills to interpret Mesopotamian art, relating it to its historical context and to other contemporary or later art forms.

Secondary Objectives:

• Stimulate students' critical thinking and analytical skills, encouraging active participation and debate in the classroom.
• Foster students' curiosity and interest in art and ancient history, promoting learning in a playful and meaningful way.

Introduction (10 - 15 minutes)

1. Review of Previous Content

   • The teacher starts the lesson by reminding students about the concepts of art and different historical periods already studied, emphasizing the importance of understanding the context for the analysis of artworks.

2. Problem-Solving Scenarios

   • The teacher proposes two problem-solving scenarios to stimulate students' critical thinking and arouse their interest in the lesson topic:
     • "Imagine you are archaeologists discovering an ancient Mesopotamian city. How do you believe the art found can help you understand the culture and society of that people?"
     • "You have seen images of sculptures of gods and kings from antiquity. Now, think about how these sculptures could have been different in Ancient Mesopotamia. What elements do you think they could find in these sculptures?"

3. Contextualization

   • The teacher contextualizes the importance of studying Mesopotamian art, explaining that it is one of the earliest known forms of art in human history and significantly influenced the art of later civilizations, such as Greek and Roman.
   • Additionally, the teacher may mention that Mesopotamian art also reflects the complexity and cultural richness of this people, allowing us to better understand their beliefs, values, and forms of organization.

4. Engaging Students' Attention

   • The teacher shares curiosities about Mesopotamian art to capture students' attention and spark their interest:
     • "Did you know that Mesopotamian artists were often anonymous, and that most of their artworks were created for religious or political purposes, rather than for personal expression?"
     • "And about the Ziggurats, did you know they were pyramid-shaped structures used as temples, astronomical observatories, and administrative centers? How do you think art was present in these locations?"

By the end of the Introduction, students should be familiar with the lesson topic, motivated to learn more about Mesopotamian art, and prepared for the practical and discussion activities that will follow.

Development (20 - 25 minutes)

Activity 1: Recreating Mesopotamian Art (10 - 15 minutes)

1. Group Division

   • The teacher divides the class into groups of up to 5 students. Each group will be responsible for recreating, in a three-dimensional way, one of the main forms of Mesopotamian art: bas-relief sculptures.

2. Materials

   • The teacher provides clay and modeling tools, such as wooden sticks, plastic spoons, etc., for each group.

3. Instructions

   • The teacher explains that bas-relief sculptures were one of the most common forms of art in Ancient Mesopotamia, often used to decorate palace and temple walls.
   • Students should research images of Mesopotamian bas-reliefs and choose one to recreate. They should pay attention to details such as the depicted characters, clothing, accessories, symbols, etc.
   • The teacher guides students to mold the clay to create a relief surface, on which they can sculpt their scene. They can use the modeling tools to sculpt the characters and details.
   • After completing the sculptures, students must present them to the class, explaining the scene represented, the elements used, and how they relate this art to the historical context of Ancient Mesopotamia.

Activity 2: Art in the Ziggurats (10 - 15 minutes)

1. Contextualization

   • The teacher contextualizes the activity by explaining that ziggurats were very important architectural structures in Ancient Mesopotamia. They were used as temples, astronomical observatories, and administrative centers. Art played a fundamental role in these locations, being used to represent the worshiped gods, ritual scenes, and the king's achievements.

2. Simulation

   • The teacher proposes that groups simulate the construction of a ziggurat in the classroom, using materials such as cardboard, paper, colored pencils, etc.
   • Each group will receive a specific task: one group will be responsible for the structure's construction, another for creating the sculptures and reliefs that decorate it, another for painting the walls, and so on.
   • The teacher guides students to research images and information about ziggurats so they can create a representation as faithful as possible.
   • At the end of the activity, students must present their constructions to the class, explaining the choices they made and how they relate to the art and historical context of Ancient Mesopotamia.

These activities allow students not only to study Mesopotamian art in more depth but also to develop skills in teamwork, creativity, problem-solving, and communication. Furthermore, the practical nature of the activities helps make learning more meaningful and enjoyable.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher gathers all students in a circle and starts a discussion about the solutions or conclusions found by each group during the activities.
   • Each group will have up to 3 minutes to share their sculptures and briefly present the choices they made and how they relate to the art and historical context of Ancient Mesopotamia.
   • During the presentations, the teacher should encourage other students to ask questions and make comments, promoting interaction and debate.
   • The teacher can also take this opportunity to make connections between the different presentations and to reinforce the most important concepts and information about Mesopotamian art.

2. Learning Verification (3 - 5 minutes)

   • After the presentations, the teacher should ask students questions to verify their understanding of the lesson content. The questions can be open-ended or closed-ended, covering historical, technical, and interpretative aspects of Mesopotamian art.
   • Examples of questions: "What have you learned about Mesopotamian art that you didn't know before?", "How does Mesopotamian art help us understand the society of that period?", "What are the characteristic elements of Mesopotamian art that you identified in the sculptures you recreated?"
   • The teacher should listen carefully to students' answers and, if necessary, provide clarifications or feedback.

3. Individual Reflection (2 - 3 minutes)

   • The teacher suggests that students reflect individually on what they learned during the lesson. They should think about the following questions:
     1. "What was the most important concept I learned today?"
     2. "What questions have not been answered yet?"
   • This reflection concludes the lesson in a way that consolidates learning and allows students to identify possible doubts or difficulties, which can be addressed in future classes.

By the end of this stage, students will have had the opportunity to reflect on what they learned, share their discoveries with their peers, and receive feedback from the teacher. This will help consolidate learning and clarify any doubts or misunderstandings that may have arisen during the lesson.

Conclusion (5 - 10 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher starts the Conclusion by summarizing the main points covered in the lesson: the historical context of Ancient Mesopotamia, the main forms of Mesopotamian art, and the techniques and characteristic elements of these works.
   • He also highlights the skills developed by students during the practical activities, such as analytical ability, creativity, and teamwork.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes)

   • The teacher explains how the lesson connected theory, practice, and applications. He emphasizes how understanding Mesopotamian art requires not only theoretical knowledge about the period but also the ability to analyze and create art.
   • Additionally, the teacher mentions how Mesopotamian art had practical applications in the society of the time, such as in the decoration of palaces and temples and in the representation of beliefs and rituals.

3. Additional Materials (1 - 2 minutes)

   • The teacher suggests additional study materials for students who wish to deepen their knowledge of Mesopotamian art. These materials may include books, documentaries, museum websites, and online art galleries.
   • The teacher may also indicate extra activities, such as virtual visits to museums with collections of Mesopotamian art, or art projects at home that students can carry out to further explore the topic.

4. Importance of the Topic for Everyday Life (1 - 2 minutes)

   • To conclude the lesson, the teacher explains the importance of studying Mesopotamian art for students' daily lives. He may mention, for example, how Mesopotamian art influenced the art of later civilizations, such as Greek and Roman, which are widely studied in basic education.
   • Additionally, the teacher can highlight how art, in general, is an important form of expression and communication that allows us to understand and appreciate different cultures and historical periods.

The Conclusion is a crucial stage to consolidate learning, reinforce the relevance of the topic, and motivate students to continue studying the subject. The teacher must ensure that all key points are addressed and that students feel encouraged to explore more about Mesopotamian art.