Teaching with the Kritios Boy

Kritios Boy, 480  BC, Marble from the island of Paros, Height: 116.7 m, Acropolis Museum, Athens, Greece https://www.theacropolismuseum.gr/en/youth-statue-kritios-boy

Teaching with the Kritios Boy is a set of student activities and worksheets inspired by an awe-inspiring work of art created by a remarkable artist, a daring creator, and an amazing innovator! According to the Acropolis Museum experts, The statue’s torso was found in 1865-1866 southeast of the Parthenon, while the head in 1888 near the south walls of the Acropolis. It is one of the most important works of ancient Greek art and the most characteristic of the so-called “Severe Style”. Archaeologists have dubbed it the “Kritios Boy”, after the name of the sculptor believed to have created it. The “Kritios Boy” is depicted standing in the nude. He supports his weight on his left leg, while the right one remains loose, bent at the knee, in the characteristic posture of the “Severe Style”. His expression is solemn and his eyes, which were originally crafted from another material, have not survived. His hair follows the shape of his scalp and is tightly gathered around a ring with a few scattered strands falling on his temples and the nape of his neck. Traces of red dye are preserved on his hair. The attribution of this statue to the sculptor Kritios is based on the similarities it presents with the statue of Harmodios from the bronze group of the Tyrannicides, a work of Kritios in collaboration with Nesiotes. This group, known to us today through marble copies of the Roman period, was erected in the Ancient Agora of Athens. Who does this statue portrays, however, is not known. Some scholars believe he represents a young athlete, the winner of an event in the celebration of the Greater Panathenaia. Others claim he depicts a hero, most likely Theseus. Moreover, they link the dedication of the statue on the Acropolis with the activities of 476/5 BC, when Kimon transferred Theseus bones from the island of Skyros to Athens. https://www.theacropolismuseum.gr/en/youth-statue-kritios-boy

Kritios Boy – face detail, 480  BC, Marble from the island of Paros, Height: 116.7 m, Acropolis Museum, Athens, Greece http://ancientrome.ru/art/artworken/img.htm?id=5960

Teaching with the Kritios Boy References, PowerPoint, and Activities…

For a List of ONLINE References on the Kritios Boy TeacherCurator put together, please… Click HERE!

For my PowerPoint on the Kritios Boy, please… Click HERE!

I always feel confident discussing an artist with my students when I prepare my Steps to Success Lesson Plan Outline

For Student Activities (3 Activities), please… Click HERE!

Marble statue of a kouros (youth), ca. 590–580 BC, Marble from the island of Naxos, (194.6 × 480 BC51.6 × 63.2 cm, the MET, NY, USA https://www.metmuseum.org/art/collection/search/253370
Aristodikos Kouros, 510-500 BC, Marble from the island of Paros, Height: 1.9 m, National Archaeological Museum, Athens, Greece http://nam.culture.gr/portal/page/portal/deam/virtual_exhibitions/EAMS/EAMG3938
Kritios Boy, 480  BC, Marble from the island of Paros, Height: 116.7 m, Acropolis Museum, Athens, Greece https://www.theacropolismuseum.gr/en/youth-statue-kritios-boy  

I hope, Teaching with the Kritios Boy, will prove easy and helpful. Do you think it justifies my BLOG name Teacher Curator?

Marble statue of a kouros (face), ca. 590–580 BC, Marble from the island of Naxos, (194.6 × 480 BC51.6 × 63.2 cm, the MET, NY, USA
Aristodikos Kouros (face), 510-500 BC, Marble from the island of Paros, Height: 1.9 m, National Archaeological Museum, Athens, Greece https://arthistorykmg.omeka.net/items/show/106
Kritios Boy (face), 480  BC, Marble from the island of Paros, Height: 116.7 m, Acropolis Museum, Athens, Greece http://ancientrome.ru/art/artworken/img.htm?id=5960

Nofernoferuaton and Nofernoferure

PRINCESS FRESCO – The idyllic life of the daughters of Pharaoh, circa 1343-1335, painted plaster, 40×165, Ashmolean Museum

“With the move to Amarna the art becomes less exaggerated, but while it is often described as ‘naturalistic’ it remains highly stylised in its portrayal of the human figure. The royal family are shown with elongated skulls and pear-shaped bodies with skinny torsos and arms but fuller hips, stomachs and thighs. The subject matter of royal art also changes. Although formal scenes of the king worshipping remain important there is an increasing emphasis on ordinary, day-to-day activities which include intimate portrayals of Akhenaten and Nefertiti playing with their daughters beneath the rays of the Aten… While traditional Egyptian art tends to emphasise the eternal, Amarna art focuses on the minutiae of life which only occur because of the light – and life-giving power of the sun.” writes Dr Kate Spence for BBC History and I use this quote as an introduction to Nofernoferuaton and Nofernoferure, my new POST on Egyptian Art.     http://www.bbc.co.uk/history/ancient/egyptians/akhenaten_01.shtml

I would like to continue with another short quote by Dr Kate Spence “Akhenaten is a source of endless fascination and speculation – this often masks the fact that we actually know very little about him.” This quote marks the beginning of my Grade 7 Unit on the Art of the Amarna Period. I have been teaching this Unit for years and I can only testify to the fact that the Amarna Period allure attracts my student’s attention and captivates their imagination. They like to read and listen to their teacher describe the genesis of an almost “monotheistic” religion, the dynamics within a powerful royal family, the building of a new capital city, and how Egyptian Art of the period moved towards naturalism and informality.

The Amarna Idiom is an artistic style that captivates human reaction. My students are “hypnotized” by the unique Amarna pictorial beauty of deformation. They are charmed, yet question how in the depiction of faces, thin, long necks, hold greatly elongated skulls… facial folds are the norm, narrow, slitted eyes are prominent and jaws seem to be “hanging” low. The Amarna style body rendering amazes my students as well, particularly the discrepancy between the upper, lower and middle parts of the human body… the dropped, thin shoulders, heavy potbelly, large hips and thighs, and the rather thin, almost frail, legs.

PRINCESS FRESCO – The idyllic life of the daughters of Pharaoh, circa 1343-1335, painted plaster, 40×165, Ashmolean Museum

At some point, towards the end of my Amarna Unit, I ran a survey, titled “My Favourite Amarna Work of Art,” as I am always interested to understand what artistic qualities attract the admiration of my students. Among the finalists in my survey is the fresco painting of Nofernoferuaton and Nofernoferure, coming from Akhenaton’s capital city Akhetaten, known today as Tell el- Amarna, and exhibited in the Ashmolean Museum. Students love the bright, warm, terracotta-coloured palette, the casual, relaxed composition theme, the depicted stylistic exaggerations, and the overall sense of family affection that embraces the pictorial arrangement.

This fresco, fragile and precious, was discovered in the early 1890s by William Flinders Petrie, the renown archaeologist, at Akhetaten, “The horizon of the Aten,” where the visionary Pharaoh Akhenaton lived with his queen, Nefertiti, their six daughters, Nofernoferuaton and Nofernoferure among them, and the rest of the royal family. “The painting was made on a thin layer of gesso – powdered gypsum mixed with a glue – applied to mud plaster on a brick wall… (Petrie) discovered that the wall had been much damaged by ants and its preservation is a tribute to Petrie’s remarkable skills as an archaeologist.” https://www.ashmolean.org/princess-fresco     and     https://www.amarnaproject.com/pages/amarna_the_place/central_city/index.shtml

Plans of the King’s House in Amarna and the area where the fresco of the two Princesses was located. The discussed fresco, with the figure of the discoverer (F. Petrie), added to give scale. The scene of princesses (Ashmolean Museum) as it was originally located on a wall in the King’s House, with the painted dado restored

Unearthed in the King’s House, “an enclosure measuring 123 by 140 meters, inside of which the building took the form of a U around a garden, with the actual residence of the king at the rear,” the Princess’s fresco depicts “Akhenaten and Nefertiti relaxing with their daughters, two of which are sitting casually on floor cushions in the foreground. The red sash of Nefertiti’s dress falls behind them, and to the right are Akhenaten’s sandaled feet. Between them stand three more daughters; the sixth daughter was probably shown seated on her mother’s lap, as suggested by a surviving fragment depicting a baby’s hand. The style and subject of this painting are in direct contrast to conventional Egyptian art and reflects the revolutionary character of the period.” Simply but beautifully said…     http://www.touregypt.net/featurestories/royalestate.htm     and     https://www.ashmolean.org/princess-fresco

For a PowerPoint on Nofernoferuaton and Nofernoferure, please… Check HERE!

For a Student Activity, please… Check HERE!

If interested in smart Amarna period Resources and Activities, please… Check https://www.arch.cam.ac.uk/research/projects/current-projects/life-ancient-egypt-amarna-resources-schools/ancient-amarna  

Pilastri Acritani and European 19th century Art

Spoils of War…
Pilastri Acritani (piers from the 6th century Church of the Holy Martyr Polyeuktos in Constantinople) and the Tetrarchs (from Constantinople, c. 305, porphyry) on the South-West side of the Basilica of San Marco, in Venice     https://venicewiki.org/wiki/Colonne_d%27Acri

“In December 1826, the German merchant and art collector Johannes David Weber (1773–1847) wrote to the younger Venetian jurist and local antiquarian Emanuel Antonio Cicogna (1789–1869) about two stone pillars on the south side of the Church of San Marco in Venice… With Weber’s letter begins the modern study of what came to be known as the PilastrιAcritni, the pillars of Acre, because Weber and many before him regarded them as trophies of the Venetian defeat of the Genoese at Acre in the mid-thirteenth century. Decorated with vine ornament, crosses, and Greek monograms, the piers are simple, if imposing, monoliths that have few overt clues to their origin; hence, the problem that Weber’s letter sought to solve. In 1960, the Venetian historiographic tradition that Weber represents was overturned by the discovery of the sixth-century Church of Hagios Polyeuktos in Istanbul. Its subsequent excavation proved that the piers came from this site, most likely in the aftermath of the Venetian-led Fourth Crusade that sacked Constantinople in 1204…” A straightforward introduction by Robert Nelson, I humbly borrow, for my new POST, Pilastri Acritani and European 19th century Art.     https://www.academia.edu/3585135/_The_History_of_Legends_and_the_Legends_of_History_The_Pilastri_Acritani_in_Venice_in_H_Maguire_and_R_Nelson_eds_San_Marco_Byzantium_and_the_Myths_of_Venice_Washington_D_C_Dumbarton_Oaks_Research_Library_and_Collection_63_90

John Ruskin, 1819 – 1900
St. Jean d’Acre pillar on the southern side of the Basilica di San Marco, 1879, British Museum, London     https://www.apollo-magazine.com/john-ruskins-visions-of-venice/

“The Pilastri Acritani (‘Pillars of Acre’) are two elaborately decorated pillars,” writes David Hendrix in Byzantine Legacynear the southern side of the Basilica of San Marco in Venice. The pillars are among the many spoils looted in the sack of Constantinople in 1204. They were also considered by John Ruskin to be the two most noble pillars in Venice. As their name suggests, they were long regarded as trophies of the Venetian defeat of the Genoese in Acre. In 1960, excavations in Istanbul proved that they originated from the Church of Hagios Polyeuktos. Decorated with vine ornament, crosses, and Greek monograms, the pillars share features of other architectural remains found in the excavation which can now be found at the Istanbul Archaeological Museums. Most likely they were brought back to Venice after the sack of Constantinople in 1204. The area around the Church of Hagios Polyeuktos became of the Venetian sector of Constantinople, which was centered at the nearby Pantokrator Monastery…”     https://www.thebyzantinelegacy.com/pilastri-acritani

I enjoyed reading…     “The History of Legends and the Legends of History: The ‘Pilastri Acritani’ in Venice,” in H. Maguire and R. Nelson, eds., San Marco, Byzantium and the Myths of Venice, Washington, D.C.: Dumbarton Oaks Research Library and Collection, 63-90 and “Pilastri Acritani” in Byzantine Legacy. Both articles/presentations intrigued my curiosity to find 19th-century European artworks inspired by the amazing Constantinopolian treasures in the Basilica of San Marco in Venice. I searched the Internet and here is what I discovered… I am sure there is more, maybe another time another day… 

For a PowerPoint on the Pilastri Acritani and European 19th century Art, please… Check HERE!

Joseph Mallord William Turner, 1775–1851
The Campanile and Piazza of San Marco (St Mark’s Square), Venice, with the Pilastri Acritani beside the Basilica, from the Porta della Carta of the Palazzo Ducale (Doge’s Palace), 1840, Gouache, pencil and watercolour on grey wove paper, 282 x 191 mm, TATE, London     https://www.tate.org.uk/art/research-publications/jmw-turner/joseph-mallord-william-turner-the-campanile-and-piazza-of-san-marco-st-marks-square-venice-r1197042
Francesco Zanin, 1824-1884
Venice, St. Mark’s Square with the Acritani Pillars, oil on canvas, 65,5 x 45,5 cm, Salamon Gallery, Milan     https://www.salamongallery.com/dipinti_opera.php?codice=66

The Artist’s Psyche

Nikolaos Gyzis, 1842 – 1901
The Artist’s Psyche, 1893, coloured drawing on paper, 31×23,5 cm, G. Maillis Collection

The Artist’s Psyche… What sort of draining challenge is an artist’s lifelong struggle to retain individuality and independence? …How badly do criticism and rejection hurt an artist’s morale? What exactly are the traits of the creative personality (more than 75 traits have been identified) and what is the shadow side of each trait?” questions Eric Maisel, and I think of Nikolaos Gyzis, one of the eminent Greek artists of the 19th century and his painting The Artist’s Psyche… aethereal and fragile, winged but motionless, lost in thought…     https://medium.com/@RoweCenter/the-psyche-of-the-artist-seven-tips-for-living-the-artists-life-9331c650e722

In her monograph on the artist, N. Misirli notes: Gyzis, a visionary by nature, was distinguished by an idealistic outlook on life, which was evident throughout his oeuvre and especially in his allegorical compositions, which were further fuelled by the idealistic and symbolist trends already introduced in the second half of the 19th century. His idealistic output receives fresh impetus following his first trip to Greece. 4 (This trip, his first after seven years in Germany, was made in 1872 and was a life-changing experience for Gyzis.) For Gyzis, life had two aspects. The one the artist observed and perceived with his senses, such as daily events and genre episodes, and, at the same time, the one he envisioned, the intangible, eternal aspect that only a few sensitive souls can detect.     Nellie Misirli, Gyzis [in Greek], Adam ed., Athens 1996, p. 212     and     http://www.nikias.gr/view_artist_additional.php?newsid=993&page=1&prod_id=166&ptid=8491&mtag=&mode=painting_comments&paintspage=

The Artist’s Psyche belongs to the second category, a visionary work, an allegory of the artist’s soul, compared to the adventures taken by Psyche, the mythological wife of Aphrodite’s son Eros, for her husband’s eternal love. The coloured drawing was created by Nikolaos Gyzis in 1893, as a cover-page decoration to a biographical note written by Gyzis and addressed to a large European Museum. It is a work instilled with elegance, harmony and qualities of grace, refinement and pure loveliness…

Nikolaos Gyzis, one of Greece’s most important 19th-century painters, is a distinguished representative of the so-called “Munich School”, the major 19th-century Greek Art Movement. He was born in the Cycladic Island of Tinos, a great artistic center of Greece, raised in Athens and educated, as a young man, at the Athens School of Fine Arts. In 1865, on scholarship, Gyzis continued his studies at the Academy of Fine Arts in Munich, where he settled for the rest of his life. In 1868, Nikolaos Gyzis entered Karl von Piloty’s class where his artistic idiom was formed. Trips to Greece and the Middle East “formed his perception of rendering colour and light.” In 1886, he was elected professor at the Academy of Fine Arts in Munich, serving in this post faithfully and diligently as an ever-evolving academician and creative artist. His style, gradually turned from detailed genre realistic depictions, to creations of idealistic-allegorical character, to compositions of impressionistic inspiration, and finally works of early Jugendstil.     https://www.nationalgallery.gr/en/painting-permanent-exhibition/painter/gyzis-nikolaos.html

For a Student Activity, please… Check HERE!

Renaissance Student Revisited

Vincenzo Foppa, 1427- 1515
The Young Cicero Reading, c.1464, fresco, 101.6×143.7 cm, Wallace Collection, London

Renaissance Student Revisited is my new post. It is inspired by the 15th century Italian Renaissance painting of The Young Cicero Reading, a wonderful example of a Renaissance Student engrossed in his studies!

BEST WISHES to all students, parents and teachers who are about to start a new and exciting academic adventure! May their trip be fruitful, productive and successful!

Some suggestions for Renaissance Student Revisited Activities

Discuss with students where and how Young Cicero is presented READING. Ask students to write a paragraph describing WHERE and HOW they like to READ a book.

This next Activity is for younger students. Use the provided Worksheet, and ask students to answer the recommended questions.

Ask students to pick up a favourite BOOK and then POSE like CICERO. Take their pictures and create a Renaissance Student Revisited Bulletin Board Presentation with your students READING!

This is a Grade 6 Social Studies Activity. Ask students to create an A3 size poster on CICERO. The Poster should include a well-thought title, pictures of artworks depicting CICERO, and information about his life and work.

For the teachercurator Worksheets… Click HERE!

My precious Grade 2 students


Hunting Scene, c 1350 BC, Wall Painting from the Tomb of Nebamun, British Museum

Among the many treasures exhibited in the British Museum is a set of 11 frescoes from the tomb of an Egyptian official called Nebamun who lived in the ancient city of Thebes during the 18th Dynasty circa 1325 BC. He was an educated man, a scribe, and an administrator in charge of grain collection for the Temple of Amun at Thebes. His Tomb, discovered in the Theban Necropolis, on the west bank of the Nile, present-day Luxor, was richly decorated with high-quality frescoes depicting scenes of Nebamun and his family engaging in everyday life activities like hunting, attending a banquet and overseeing a count of geese and cattle.

The British Museum frescoes of Nebamun’s Tomb were discovered back in 1820 by a young man called Yanni d’Athanasi, who was at the time working for Henry Salt, the British Consul-General and collector of Antiquities. The Tomb, its location unknown today, was probably badly destroyed by d’Athanasi’s team of tomb robbers. The frescoes, however, were sold to Henry Salt and then, in 1821, by Salt, to the British Museum. Since 2009, beautifully restored, the frescoes have been displayed in a new gallery at the British Museum.

https://www.britishmuseum.org/visiting/galleries/ancient_egypt/room_61_tomb-chapel_nebamun.aspx and https://www.khanacademy.org/humanities/ancient-art-civilizations/egypt-art/new-kingdom/a/paintings-from-the-tomb-chapel-of-nebamun and http://www.artinsociety.com/lost-masterpieces-of-ancient-egyptian-art-from-the-nebamun-tomb-chapel.html

For an interesting 3D interactive animation of the tomb-chapel of Nebamun check… https://www.britishmuseum.org/visiting/galleries/ancient_egypt/room_61_tomb-chapel_nebamun/nebamun_animation.aspx

Please check the PowerPoint on Nebamun’s frescoes “teachercurator” prepared… Here!

Student Activity on the Tomb of Nebamun frescoes can be found if you… Click HERE!

Still Life Paintings

This is the case with the Peale family of Philadelphia and the extraordinary Still Life Paintings they created during the early 18th century.

Food for thought: Why is Still Life painting so popular during periods of national growth and prosperity?

James Peale, younger brother of portrait painter Charles Wilson Peale, is one of the best American miniaturists of the Federal Era, and a fine artist of Still Life painting. As a young man, he enlisted (1776) in the Continental Army and fought in the battles of Long Island, White Plains, Trenton, Brandywine, Germantown, Princeton, and Monmouth. Three years later, he resigned from his commission, and, in Philadelphia, he started a new career as an artist. James Peale is known for his large, oil portraits, his popularity, over 200, miniature portraits (watercolour on ivory) and his Still Life paintings. He was a popular and well-exhibited artist throughout his life. https://www.nga.gov/collection/artist-info.6676.html

Still Life Painting has been a popular genre since antiquity. To quote: “A still life (also known by its French title, nature morte) painting is a piece that features an arrangement of inanimate objects as its subject.” From ancient Egypt to Greece, Rome, the Renaissance, Impressionism, Cubism to the Present, Still Life painting evolved reflecting social conditions, changed from realism to abstraction, and never ceased to surprise us with its popularity. https://mymodernmet.com/what-is-still-life-painting-definition/

Post-Revolution… Still Life is a RWAP (Research Writing Art Project) for my Grade 8 class on American Art. For student work… click HERE!

Impressionism and Japonism

La Japonaise (Camille Monet in Japanese Costume), 1876, by Claude Monet, oil on canvas, 231.8 x 142.3 cm, MFA Boston
Student RAP Project on Impressionism and Japonism

How the West met the East and how Impressionism was influenced by Japanese Art!

My Summative Projects, I call them RWAP (Writing Research Art Project), ask students to focus on 4 parts: 1. Write a well thought Project Title 2. Provide colored copies of at least 2 artworks related to their Project, correctly identified. For the correct identification, I expect them to write the name of the artist (if known), the title of the work, date, medium, and current location, 3. Prepare the required Writing Assignment, 4. Do the Art Assignment which is open to student imagination and creativity.

For the Impressionism and Japonism RWAP Project students are asked to Investigate Impressionism and Japonism, and how the first was influenced by the second. Students are asked to focus on Monet’s painting La Japonaise exhibited in 1876, and attracting a lot of attention, of his wife Camille, dressed in a fine kimono, in front of a background of Japanese Uchiwe fans.

Japonism is the word used to describe the influence of Japanese art on European art and culture. Astounded by the great influence of Japanese art, the French journalist Philippe Burty wrote an article to describe strong European interest for Japanese artworks. The article was published in 1876 and the word Japonism became instantly popular. Students are asked to study the following articles:


La Japonaise (Camille Monet in Japanese Costume), 1876, by Claude Monet, oil on canvas, 231.8 x 142.3 cm, MFA Boston
Painted Fans Mounted on a Screen, Early 17th century, Tawaraya Sōtatsu , (Japanese, fl. ca. 1600-1643), Edo period, Color, gold, and silver over gold on paper
H: 170.2 W: 378.5 cm, Freer Gallery of Asian Art, Washington DC s

Impressionism and Japonism: the Activity

Students are further asked to read on Monet’s La Japonaise:


For Painted Fans Mounted on a Screen Read:


The Writing Assignment for this RWAP on Impressionism and Japonism is to write about: A. A paragraph on fans in Japanese culture and art, the folding fan or the Uchiwa type, B. Why were fans so popular then? Was their use simply practical? How else were fans used by both men and women? Students can write about the use of fans in Japanese or European culture.

For Japanese fans Read:


For student Art Assignment I can only suggest… decorate the pages of your RWAP Sketchbook, like Monet, with Uchiwa fans a or dazzle us with something glitzy like the Edo Screen. Most important… Be imaginative, Creative, Original!!!

For Student Project Worksheet… Click HERE!

For a PP on student Work (Grade 9 ESL students of different levels)… Click HERE!

June in Greece is so hot…, I use a Japanese Fan!!!

"Wildlife and the Pindos Mountain" Activity Bulletin Board Presentation

Wildlife and the Pindos Mountain

"Wildlife and the Pindos Mountain" Activity Bulletin Board Presentation
“Wildlife and the Pindos Mountain” Activity Bulletin Board Presentation

The end of the Academic year approaches fast and my wonderful Grade 5 students created an inspiring final Poster/Project on “Wildlife and the Pindos Mountain.”

As the Grade 5 Host Country Studies teacher, I thoroughly enjoy exploring, along with my students, various aspects of Greek Cultural Geography! During the last 8 Lessons, we focused on the region of Epirus and its rich cultural heritage. We talked about the region’s geography, history, art, culture, heritage, and mythology. The “Wildlife and the Pindos Mountain” Activity was the Unit’s culminating student challenge. I believe they all passed with flying colors!!!

Enjoy PowerPoints and Student Activity. Bear in mind that it can easily be adapted for whichever Mountain, wherever in the world, you choose to explore!!

The following quote and site will introduce you to the Pindos Mountain National Park. “The park is, for the most part, a large wooded valley encircled by peaks, all over 2000 meters. Almost eighty species of birds live in the Pindos area, including the Imperial, golden, and short-toed eagles, the lanner falcons, the Egyptian vulture, and quite a few species of breeding woodpeckers. This is also one of the areas where bears, wolves, and wild cats are found, as well as red squirrels, wild boar, roe deer, beech martens, and otters (along the streams). A large variety of reptiles, amphibians, and insects complete the picture.”

ARCTUROS is a non-profit, non-governmental, environmental organization (NGO) founded in 1992, focusing on the protection of wildlife fauna and natural habitat, in Greece and abroad. The ARCTUROS site greatly helped students find information so as to finish their project. Explore their site… it’s amazing, as amazing is the work they do!


“Wildlife and the Pindos Mountain” Activity 

For a PowerPoint on Epirus and Pindos Mountain… Click HERE!

For Instructions on the Project… Click HERE!

For a PowerPoint on Student Work… Click HERE!

For a DRONE experience over Pindos Mountain and its famous Vickos Gorge… Click HERE!

Enjoy… and think creatively!

Gilgamesh, the Sumerian Hero

Could “Gilgamesh, the Sumerian Hero” help you better understand… How do heroes accomplish such amazing feats? Or what turns an ordinary man into a hero? Have you ever wondered if we are all a little bit of a hero? What do great cities like Uruk look like?

The Sumerians, like many people of the Bronze Age (starts about the mid 4th millennium BC to about 1000 BC the latest), had a very spirited oral tradition. There were no books at the time, available for people to enjoy reading and get their imagination run uncontrolled and wild. Storytellers played an important role, getting people excited with stories about the great Heroes, fantastic achievements, strict morals and ethics. Gilgamesh, the Sumerian Hero, never failed to dazzle the Sumerians and he dazzles us today!

Gilgamesh was, the story tells us, one of the kings of the Sumerian city of Uruk.  His name is on the list of kings of Sumer recovered from the library at Nineveh.  Did he exist as a real person or was he just made up by the Sumerians?  We may never know.  Like many other Heroes around the world, he was a part god and part human. He was also endowed with divine powers, a great sense of duty and ethics. Could we call Gilgamesh the first superhero?

Imagine… the unimaginable, and Gilgamesh did it. Along with his faithful friend Enkidu (friendship is always important for a Hero) they traveled the world fighting terrible monsters, rescuing people in need, moving mountains and rivers… in other words, protecting and saving the people of Sumer from any imaginable calamity. How do we know all these amazing facts? Clay tablets, preserved at the Library of ancient Nineveh and written in cuneiform writing, inform us with interesting details!

“Gilgamesh, the Sumerian Hero,” Educational Videos and Interesting PowerPoints

Introduction to Mesopotamia and the Epic story of Gilgamesh
Based on a 4000 year old story the Epic of Gilgamesh, this is an animated comic created by Sean Goodison for his degree project for his final year of studying computer graphic design.



For the PP on “Gilgamesh,” the “teachercurator” prepared… Click HERE!

“Gilgamesh, the Sumerian Hero” and Interesting Student Activities

For Information on Student Activities… Click HERE!

For Student Worksheets… Click HERE!