Mythology and Interdisciplinary Learning

Over the years, southern California educator Dorothy Anderson has fortified her studio art instruction with art history, much of which has been gleaned by participation in several Teacher Institutes, including those on American art (1989), French impressionism (1990), and the Renaissance (1995). She has been equally active with the Getty Education Institute for the Arts, first as a participant and currently as a presenter of Discipline-Based Art Education, the Getty's four-pronged approach to art instruction, integrating history, criticism, aesthetics, and studio production. Recently, in her new role as Resource Coordinator for the California Consortium for Arts Education in Southern California, Anderson has begun helping K-12 teachers of various disciplines integrate these four facets of art education into their classroom teaching.

The Gallery's 1998 Institute on Mythology was the springboard for Anderson's most recent project for elementary students. Recognizing classical mythology as a subject rich with potential for teachers of almost any subject, she developed a lesson for sixth graders focused on the Greco-Roman goddess Diana.

Using her National Gallery teaching packet on mythology (part of The Inquiring Eye series), Anderson began by projecting the slide of American sculptor Paul Manship's bronze Diana and Hound (1925). While students studied the image, she told the story of Diana, who in Manship's sculpture is shown in her role as goddess of the hunt. Anderson made the artist come alive for them too, noting his preference for mythological subjects and the way Manship's sculptural interpretation of Diana translates classical forms into the sleek, streamlined style of 1920s' art deco.

The second phase of instruction emphasized language arts skills and critical thinking. After looking carefully at the sculpture, students discussed what they saw and shared their views of what Manship was trying to convey about the goddess. Next, using paper and colored markers, the sixth graders diagrammed 'word clusters.' They began with two key words -- 'statue' and 'woman' -- and proceeded to qualify these words with descriptive adjectives and phrases until they had explored all aspects of the sculpture, their response to it, and what they had learned about the work of art.

Students continued their study of Diana through selected readings in their social studies text, Message of Ancient Days, paying particular attention to the roles played by the gods and goddesses in religious practice and daily life.

Finally, students concluded with studio activities aimed at depicting the agility and speed of Diana's movement, along the lines of Manship's dynamic sculpture. Working with a variety of art materials, students took turns posing and drawing one another in attitudes suggesting movement. These motion studies were then integrated into a classroom display of Greek art and artifacts.

The Inquiring Eye: Classical Mythology in European Art

This teaching packet discusses Greek and Roman mythology as the source for themes in art from the Renaissance to the twentieth century. Two booklets provide content, discussion of objects, and stories of mythological figures and adventures. 20 slides, 5 study prints, and 2 text booklets. Order #TP314

Available free of charge for a nine-month loan period, permitting extended use in classroom or library settings. Visit NGA Loan Programs for ordering details.