Manchester, NH based fine arts program for homeschool students
Tuesday, October 13, 2015
Wednesday, October 7, 2015
Art- Navigators/Pathfinders
October 6, 2015
Class Overview
Today in class we looked at stonework and engraving, focusing most of the study on the Ten Commandments. Most of us have a set image in our minds of what the Ten Commandment tablets looked like, but we learned that image is probably not too accurate:
-The traditional "tombstone" look of the tablets with a rounded top was actually attributed to medieval artists. In reality, the stones would have been rectangle, with sharp edges. Also, they weren't as massive as sometimes seen in pictures of Moses carrying them- they were stone and he had to carry them down the mountain!
-The writing was likely in Hebrew, and was on both front and back of the stones. It was likely small print - Though we call them the the Ten Commandments, the Bible refers to the them as the Tablets of the Covenant Law; this means there is the possibility they not only contained the commandments from Exodus 20, but also the entire law as laid out in the following chapters.
-Here was the big surprise: based on other Scripture references and history, some scholars believe the stone the tablets were made of were Sapphire! They could have been blue!
-The tablets are believe to be similar in design to the ancient peace treaties. These were stone tablets engraved with the terms and agreements between two nations/tribes; a copy was made for each of the two parties. Some believe the two tablets of the Covenant Law were exactly the same- one for God, and one for Israel.
Project
After looking briefly at the stone engraving process, we took the simpler route of "engraving" the bricks we had made in last week's class. Talking about the importance of the ancient art of storytelling, students engraved their bricks with designs to create "Story Stones". At the end of class, we went around the room, telling a group story by having each student contribute a part with one of their story stones.
Assignments
-Using the StoryStones they made in class, students need to tell a story to a family member or friend.
-Read Exodus 31:1-11; Be prepared to name some of the parts of the Tabernacle in next week's class.
October 6, 2015
Class Overview
Today in class we looked at stonework and engraving, focusing most of the study on the Ten Commandments. Most of us have a set image in our minds of what the Ten Commandment tablets looked like, but we learned that image is probably not too accurate:
-The traditional "tombstone" look of the tablets with a rounded top was actually attributed to medieval artists. In reality, the stones would have been rectangle, with sharp edges. Also, they weren't as massive as sometimes seen in pictures of Moses carrying them- they were stone and he had to carry them down the mountain!
-The writing was likely in Hebrew, and was on both front and back of the stones. It was likely small print - Though we call them the the Ten Commandments, the Bible refers to the them as the Tablets of the Covenant Law; this means there is the possibility they not only contained the commandments from Exodus 20, but also the entire law as laid out in the following chapters.
-Here was the big surprise: based on other Scripture references and history, some scholars believe the stone the tablets were made of were Sapphire! They could have been blue!
-The tablets are believe to be similar in design to the ancient peace treaties. These were stone tablets engraved with the terms and agreements between two nations/tribes; a copy was made for each of the two parties. Some believe the two tablets of the Covenant Law were exactly the same- one for God, and one for Israel.
Project
After looking briefly at the stone engraving process, we took the simpler route of "engraving" the bricks we had made in last week's class. Talking about the importance of the ancient art of storytelling, students engraved their bricks with designs to create "Story Stones". At the end of class, we went around the room, telling a group story by having each student contribute a part with one of their story stones.
Assignments
-Using the StoryStones they made in class, students need to tell a story to a family member or friend.
-Read Exodus 31:1-11; Be prepared to name some of the parts of the Tabernacle in next week's class.
Tuesday, October 6, 2015
Music - Explorers/Trailblazers - 10/6/15
Today we started our official study on - Music in the Beginning. Students started a take-home booklet, to keep track of all the activities and information from our classes.
Today's theme - All for God's Glory. All that God created, He created to bring Himself glory.. to worship Him. And so, in the beginning, what were the first musical sounds? Be sure to ask your kids, and see what they come up with. :) Wind, water, birds, etc all lift up a joyful noise. We also talked about the fact that the things we find in nature (sticks, rocks, grass) are the things people used in the beginning to create instruments.
We also did some more rhythm and singing practice.
And then, we started working on our own natural instrument, the Sistrum (found in 2 Samuel 6:5). The Sistrum is a percussion instrument, that originated in Ancient Egypt. It was an important instrument for both the Egyptians and the Isrealites. Originally they were made from materials like gold, bronze, clay and stone. We made ours from y-shaped sticks and bottle caps. The kids will be able to take them home next week.
Today's theme - All for God's Glory. All that God created, He created to bring Himself glory.. to worship Him. And so, in the beginning, what were the first musical sounds? Be sure to ask your kids, and see what they come up with. :) Wind, water, birds, etc all lift up a joyful noise. We also talked about the fact that the things we find in nature (sticks, rocks, grass) are the things people used in the beginning to create instruments.
We also did some more rhythm and singing practice.
And then, we started working on our own natural instrument, the Sistrum (found in 2 Samuel 6:5). The Sistrum is a percussion instrument, that originated in Ancient Egypt. It was an important instrument for both the Egyptians and the Isrealites. Originally they were made from materials like gold, bronze, clay and stone. We made ours from y-shaped sticks and bottle caps. The kids will be able to take them home next week.
Middle Kingdom of Egypt - History 1&2
The Middle Kingdom of Egypt was the second peak of the Nile river civilization. It followed a time of weak leadership and political chaos called the First Intermediate Period during which the north and south had split. Around 2040, Mentuhotep II launched an attack on the north and eventually reunited Egypt under one government again.
In the Bible the land of Egypt is sometimes identified as Mizraim (the name of Ham's son) and it was the destination for the Jewish people fleeing the famine. Thanks to God's providence through Joseph, they were preserved.
Eventually, a group of kings in northern Egypt split from southern Egypt yet again. As the country fell into disarray, the Middle Kingdom collapsed and the Second Intermediate Period began, which is most famous for the rule of the Hyksos.
In class activities:
Optional lesson extension activities:
In the Bible the land of Egypt is sometimes identified as Mizraim (the name of Ham's son) and it was the destination for the Jewish people fleeing the famine. Thanks to God's providence through Joseph, they were preserved.
Eventually, a group of kings in northern Egypt split from southern Egypt yet again. As the country fell into disarray, the Middle Kingdom collapsed and the Second Intermediate Period began, which is most famous for the rule of the Hyksos.
In class activities:
- Experimented with hieroglyphics, and discussed the importance of the Rosetta Stone
- Reviewed the Biblical story of Joseph
- Learned about the brick pyramids that were being built during this time period, and compared that knowledge to Biblical accounts of Jewish slaves making bricks
- Made our own mummies, and discussed the mummification process including the ingredients in natron
- Learned about the differences between Egypt's kingdoms and intermediate periods
- Created an Egyptian mobile
Optional lesson extension activities:
- Online games and activities
- Watch Disney's "Prince of Egypt" or "Joseph and the Amazing Technicolor Dreamcoat" and compare it to the Biblical account of Joseph
- Explore a museum exhibition: Inside King Tut's Tomb
- Print: Pharaoh Maze
- Find the hidden pictures:Tomb Magic Eye
Ask your child:
What does the word cartouche mean in French? How did this label come to be what we call written Egyptian names?
During which period were the biggest pyramids built?
Assignment:
Read history cards OT19-25
Practice your timeline
Friday, October 2, 2015
DRAMA - 9/15/15-9/29/15
Posting for Mrs. Dillion
Hi Parents!
To answer a question I'm sure you have asked your child, no they have not had any homework, at least not written, from drama. We have been learning about "ensemble" or how to work as a team, as well as beginning to learn what drama or theatre is, and why we use it. (Ask them about the spelling of theater/theatre)
I am very excited about working with your students this year and know we will have fun as we learn. On 9/29, I gave each student a card with my contact information on it. Please ask them for it and feel free to contact me with any questions.
Blessings,
Sandie Dillion
Posting for Mrs. Dillion
Hi Parents!
To answer a question I'm sure you have asked your child, no they have not had any homework, at least not written, from drama. We have been learning about "ensemble" or how to work as a team, as well as beginning to learn what drama or theatre is, and why we use it. (Ask them about the spelling of theater/theatre)
I am very excited about working with your students this year and know we will have fun as we learn. On 9/29, I gave each student a card with my contact information on it. Please ask them for it and feel free to contact me with any questions.
Blessings,
Sandie Dillion
Wednesday, September 30, 2015
Art-Pathfinders&Navigators
Tuesday, September 29, 2015
Class Overview
We continued Part 2 of looking at architecture by sharing some of our favorite architectural structures. We then reviewed the basic principles of architecture - Durability, Utility, and Design- before jumping into a bit of Egyptian architecture; we marveled at how they were able to build such impressive structures without our modern engineering and tools!
Jumping into the Biblical perspective, we read in Exodus 1 how the Israelites played a role in some of this Egyptian architecture. Verse 14 reads, "They made their lives bitter with harsh labor in brick and mortar..." This led us to a more in depth study of what the mundane task of brick making involves.
Project
Each student made a set of bricks out of plaster - we took the easier, less-messy route for our bricks!
Assignments
-Research and read about the ancient art of Storytelling; be prepared to share some of your findings in class.
-Read Exodus 19:20-25, 20:1-21, 31:18, 32:15,16
Tuesday, September 29, 2015
Class Overview
We continued Part 2 of looking at architecture by sharing some of our favorite architectural structures. We then reviewed the basic principles of architecture - Durability, Utility, and Design- before jumping into a bit of Egyptian architecture; we marveled at how they were able to build such impressive structures without our modern engineering and tools!
Jumping into the Biblical perspective, we read in Exodus 1 how the Israelites played a role in some of this Egyptian architecture. Verse 14 reads, "They made their lives bitter with harsh labor in brick and mortar..." This led us to a more in depth study of what the mundane task of brick making involves.
Project
Each student made a set of bricks out of plaster - we took the easier, less-messy route for our bricks!
Assignments
-Research and read about the ancient art of Storytelling; be prepared to share some of your findings in class.
-Read Exodus 19:20-25, 20:1-21, 31:18, 32:15,16
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