Students compare and contrast the different ways in which people commemorate the passing of a year by interviewing their families, creating a tablescape, and sharing their traditions with their classmates.
Students will create a "Fresh Start" journal in which they will observe and record the progress on their sabze plant each day. They will then record their progress towards achieving their new year’s resolution.
40–45 min. The lesson can take 15 min. for the teacher to summarize and read the exhibition introduction and to give the worksheet for a homework assignment; or 40–45 min. of classroom discussion and group work.
Students will gain an appreciation of the great lengths the people of Afghanistan took to prevent theft and destruction of their national treasures while the country was under siege by the Soviets and by the Taliban.
This background information will help you prepare your students for their visit to Roads of Arabia: Archaeology and History of the Kingdom of Saudia Arabia (on view at the Asian Art Museum from October 24, 2014–January 18, 2015).
Elementary School (4-5),Middle School (6-8),High School (9-12)
Lesson or Activity
For centuries a process was followed to ensure that precious art objects would be secure in Afghanistan. A particular person, the “key holder”(tahilwidar), and appointed witnesses were responsible for the task of protecting national treasures. In the first part of the activity students will participate in acting out the roles of the key holder, and will discuss the efficacy of this system. In the second part of the activity students are introduced to the meticulous process that was followed in order to preserve the Afghan tahilwidar tradition while taking inventory of the treasure.
Elementary School (K-3),Elementary School (4-5),Middle School (6-8),High School (9-12)
Lesson or Activity
Two 45 minute sessions
Students examine how artifacts found at Tillya Tepe reflect artistic and cultural exchange along the Silk Road. Students will learn how a nomadic group in Central Asia incorporated motifs from the eastern Mediterranean to China with their own to create items with composite styles and function. They will learn how many of the objects were made with gold, engraved with patterns, modeled into geometric shapes and mythical creatures—composite animals and fish forms, and embellished with semi-precious stones. Students will combine the cultural and artistic symbols of ancient Afghanistan to create their own ornament or accessory.
Turkish calligraphers were masters of transforming words and phrases into the shapes of animals. Artists achieved these effects by elongating, wrapping, and rotating letters to create the contour (outline) as well as details of the animal. Students will create a zoomorphic drawing composed of an adjective that describes the animal.
Turkish calligraphers were skillful at transforming words and phrases into the shapes of animals. This was done by elongating, wrapping, and rotating letters to create the contour (outline) as well as details of the animal. Favorite animal shapes include the lion, peacock, and stork. Students will write a descriptive sentence about an animal that they believe has virtuous qualities. They will create a zoomorphic pen and ink drawing composed of this sentence.