Chapter 2: Mesopotamia & Persia Lesson 2: Sumer & Babylon

Warm-up Ch.2 Mesopotamia Obj: SWBAT apply knowledge of ancient Mesopotamia to describe the context of the people on an exit slip. Please respond in complete sentences: 1.Describe 3 new developments of the Mesopotamian world. 2.Why was Mesopotamia known as the “fertile crescent”? 3.Take out the info you gathered for your group’s Sumerian work of art. Chapter Warm-up : Homework Due Friday Read Chapter 2, Pg. Cue Cards (8) Due: Chapter 2 Refer to Chapter sheet

Intro to Ancient Mesopotamian Art Humanity had settled in farms The use of plows and irrigation canals This area was known as the “Fertile Crescent” Area between Iraq and Iran, around the Tigris and Euphrates rivers The first clear narrative in art appears Ancient Mesopotamia n Art Context

Sumerian Art Dates: 3500 BCE BCE Key Locations: southern Iraq Contextual Information: Composed of city-states— independent self- governing city Sumerian rulers were viewed as the god’s representatives on earth & keepers of earthly treasures Food and resources were readily available so many people could do other jobs— manufacture, trade, administration Institutionalized defense—armies formed by the government Sumerian

Sumerian Art Writing appeared—scratching of pictographs in soft clay Simple pictures standing for words Cuneiforms– wedge shapes signs pressed into clay—beginnings of writing Appearance of literature: The Epic of Gilgamesh Story of Gilagmesh, a Uruk king who slayed the monster Huwana Sumerian

Class Expectations 1. Students are respectful of everyone and all belongings 2. Students are prepared and on time with all materials 3. Students follow directions the first time given 4. Students keep food and drinks away during class (water only) 5. Students keep personal electronics off and out of sight (explicit permission will be given to use electronics). Hoods off Food Away Backpacks, purses, bags, etc. on back of chair or under desk

Announcements: Quiz grades are in the grade book Make up/re-take quiz today or Thursday after school Make sure you have your text book Announcements: Quiz grades are in the grade book Make up/re-take quiz today or Thursday after school Make sure you have your text book Agenda: Warm-up Announcements and Reminders Grade printouts Text Book Distribution Intro to Mesopotamia Group activity: Sumerian art Agenda: Warm-up Announcements and Reminders Grade printouts Text Book Distribution Intro to Mesopotamia Group activity: Sumerian art Office Hours Tuesday 3:00-4:00 Thursday 3:00-4:00 Office Hours Tuesday 3:00-4:00 Thursday 3:00-4:00

C UE C ARD G ROUPS people to one group 2. Exchange phone numbers and s 3. All works of art to be covered in this course WILL NOT be addressed during class. 4. It will be your responsibility to research those not covered. 5. You will create “Cue Cards,” like flash cards, of all artworks for homework. 6. Divide the list of artworks for each chapter among your group and complete your part then share info with your group--combine your efforts to complete all cue cards.

Daily Notes/Warm-ups (Cornell Notes) Chapter Warm-up : Chapter 1 Pre-Historic art Chapter Chapter 1 Summary Key Terms & Questi ons Notes Lecture summary or end of lesson question & Answer

Intro to Mesopotamia

Intro to Ancient Mesopotamian Art Humanity had settled in farms The use of plows and irrigation canals This area was known as the “Fertile Crescent” Area between Iraq and Iran, around the Tigris and Euphrates rivers The first clear narrative in art appears Ancient Mesopotamia n Art Context

Sumerian Art Dates: 3500 BCE BCE Key Locations: southern Iraq Contextual Information: Composed of city-states— independent self- governing city Sumerian rulers were viewed as the god’s representatives on earth & keepers of earthly treasures Food and resources were readily available so many people could do other jobs— manufacture, trade, administration Institutionalized defense—armies formed by the government Sumerian

Sumerian Art Writing appeared—scratching of pictographs in soft clay Simple pictures standing for words Cuneiforms– wedge shapes signs pressed into clay—beginnings of writing Appearance of literature: The Epic of Gilgamesh Story of Gilagmesh, a Uruk king who slayed the monster Huwana Sumerian

Stylistic Characteristics Style – The manner of doing something A distinctive appearance Think of different fonts: Font Example: Prehistoric art Pictures horses and bison in profile Animal drawn in composite view or ‘twisted perspective’—head in profile but horns from the front.

White Temple and ziggurat, Uruk 2-2 Reconstruction drawing of the White Temple and ziggurat Bent Axis Temple (cella) Ziggurat

Sumerian Art Dates: BCE Materials: mud brick Orientation/Plan: “Ziggurat”—high platform, temple sits on top Bent Axis—2 or more angular changes (in the stairway). White Temple and ziggurat, Uruk

Sumerian Art Function/Significance: Center for administration (gov’t), business and religion. Place to worship deities Large scale = impressive power of ruler/admin/religion White Temple and ziggurat, Uruk

Sumerian Art Description: “Ziggurat”—high platform, temple sits on top Bent Axis—2 or more angular changes (in the stairway). “Cella”—central hall where deities appear to priests, the room of the divine Restored view of the White Temple and ziggurat, Bent Axis

Statuettes of Worshipers Votive Figures Flashcard

Sumerian Art Style Characteristics: Simple forms—cones & cylinder Tiny hands, Large eyes, stiff/rigid Use of Hierarchical scale Function/Significance: Surrogate that prays for the person Placed in temple “waiting room” Statuettes of two worshipers, from the Square Temple at Eshnunna

Sumerian Art Dates: ca BCE Materials: gypsum, shell inlay, black limestone Size: 12”-30” Figures/Narrative Represented: Mortals/people of Ur In constant prayer Hold beakers—for liquid used in rituals Statuettes of two worshipers, from the Square Temple at Eshnunna

Standard of Ur Flashcard Narrative Registers

Sumerian Art Dates: ca BCE Materials: Wood box inlaid w/shell, red limestone, lapis lazuli (blue stone) Size: 8”x 1’7” Standard of Ur

Sumerian Art Figures/Narrative Represented: War side & Peace side Shows the roles of the ruler War side = chariots with bodies on the ground, captives brought to the king Standard of Ur

Sumerian Art Style: Use of “registers”— successive bands (like a comic book) Use of ground line—painted baseline on which figures stand Use of hierarchical scale– size of figures indicate importance and status Composite view--Figures heads in profile, shoulders face forward Standard of Ur

Sumerian Art Function: Shows the roles of the ruler Shows the power and authority of ruler and his army Standard of Ur How does this work represent the new developments in the Mesopotamian/Sumerian world?

Standard of Ur (war side) from Tomb 779, Royal Cemetery Ur (modern Tell Muqayyar) Iraq ca. 2,600 B.C.E. wood, shell, lapis lazuli, red limestone approximately 8 x 19 in.

Standard of Ur (peace side) from Tomb 779, Royal Cemetery Ur (modern Tell Muqayyar) Iraq ca. 2,600 B.C.E. wood, shell, lapis lazuli, red limestone approximately 8 x 19 in.

Stele with code of Hammurabi from Susa, Iran ca. 1,780 B.C.E. basalt 88 in. high

Babylonian Art Dates: Materials: Size: Figures/Narrative Represented: Style Characteristics: Function/Significance: Stele of Hammurabi How does this work represent the new developments in the Mesopotamian world?

Stele with law code of Hammurabi Flashcard Composite Views Hierarchy of Scale Predecessor to Foreshortening – Depth suggested by an object at an angle

Palace of Darius I and Xerxes I Persepolis, Iran ca B.C.E.

Persepolis (royal audience hall - apadana) Reconstruction of apadana with bull capitals faculty.evansville.edu/.../sum04/art html Bull Capitals

Palace of Darius I and Xerxes I Persepolis, Iran ca B.C.E.

Palace of Darius I and Xerxes I Persepolis, Iran ca B.C.E.

How to make Cue Cards Back

How to make Cue Cards

Exit Slip Answer the following in complete sentences: How has the context of the Mesopotamian people changed from that of the Paleolithic and Neolithic people? Describe the new developments in the world that occurred.