A journey into Upper-Paleolithic Art

1. Reconstruct The cave of Lascaux: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A Web Quest for 12 th Grade Art Concepts Designed by Traci Anna Wilson [email_address] Based on a template from The WebQuest Page

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] During the Upper-Paleolithic, the earliest art was created coinciding with the appearance of culture. Paleolithic means old stone age, and “Upper” generally refers to the time period in Europe. It broadly dates between 40,000 and 10,000 years ago, before agriculture was invented. It wasn’t until the Neanderthals became extinct approximately 36,000 b.p. that visual systems emerged. Creative achievements throughout this time period fall into two broad categories: Parietal art, and Mobiliary art . Parietal art refers to paintings and engravings found on cave walls and ceilings. It is believed that these caves were not for inhabitants, but a place to facilitate ceremonial practices. Mobiliary art refers to sculptural objects found buried in habitation sites. The earliest unequivocal evidence of human beings having the capacity to interpret and give meaning to our surroundings are found in caves in western Europe, primarily in France and Spain. From these paintings, we see mastery of the environment and development of intellectual accomplishments. Lascaux, France has a series of caves that are some of the most impressive and well-known art created by Paleolithic humans. The cave of Lascaux (La grotte de Lascaux), discovered in 1940 , has over 1500 figures that date back 17,000 years! Among these pictures, there is only one picture of a human. It is rare to see humans depicted in cave paintings. Over 900 can be identified as animals that can be found in the surrounding landscape: horses, bison, mammoths , ibex , aurochs , deer, lions, bears, and wolves. The species of animals depicted were both animals that would have been eaten and animals that would have been predators. Geometric figures can also be found. There are six areas in the Cave of Lascaux all of which have particular themes. These sites are: Great Hall of Bulls , Lateral Passage , Shaft of the Dead Man , Painted Gallery , Chamber of Engravings , and Chamber of Felines . Since the discovery of the cave, it has suffered deterioration due to the high volume of human traffic. Controversy surrounds the cave with issues in regards to keeping it open to the public. This issue affects many people including art historians, anthropologists, scientists, travelers, and the French economy. What happens if it closes down? What happens if it stays open? Should we allow future generations to have an opportunity to experience it? Should it be closed to preserve one of the most valuable art galleries in human history? There are many sites on the web that people can go to explore this cave virtually, but if it is to be closed for good, how will generations to come know what it is like to experience the cave authentically? If it does close for good, the only solution is try and recreate parts of the cave as closely as possible to show in museums. If you strongly feel that it should stay open, you need to convince the curator to keep it open to the public. If you agree that it should be closed and you feel that you should be hired to recreate it, you need to convince the Curator you have the ability to do so. We need a writer, an artist, and a geologist to work together and figure this out. You are the perfect candidates! You may want to read the introduction, task, and process before you click on your links and begin your research

5. Evaluation for Both Teams Student Page Title Introduction Task Process Evaluation for Both Teams Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Spelling, Grammar, and Length of Essay The letter is very short and full of spelling and grammatical errors The letter is less than five pages and has some spelling and grammatical errors. The letter is between five and eight pages long. There are no spelling or grammatical errors. The letter is between five and eight pages long. It is concise, informative, and professional. There are no spelling or grammatical errors. Research and references Every hyperlink was not sited and the bibliography is incorrect or does not existent. Information from every hyperlink is included throughout the whole project. Links are not sited appropriately in the bibliography. Information from every hyperlink is included throughout the whole project. Every link is sited appropriately in a bibliography. Information from every hyperlink is included throughout the whole project including outside sources. Every source and link is sited appropriately in a bibliography. sketchbook There is hardly any variety in drawings, chapters are missing, and the pictures do not accurately represent the paintings. The variety of pictures are limited. There are six chapters representing each corridor. The pictures somewhat represent the cave paintings. The sketchbook has a variety of drawings representing the cave paintings. There are six chapters representing each corridor. The pictures represent the paintings well. The sketchbook has a variety of drawings representing the cave paintings. There are six chapters representing each corridor. Every picture is identical to the cave paintings. Outline An outline was not created prior to the letter A somewhat thorough outline is created prior to the letter. A thorough outline is created prior to the letter. A thorough outline is created in co-ordinance with a concept map or form of brainstorming tool prior to the letter. Teamwork and participation Did not get along with group members and did not do the research that was expected Got along with group members for the most part and did most of the work that was expected. Worked well with the other members in the group. Did the work that was expected and was knowledgeable about the subject after doing the research. Worked well with the other members in the group. Did more the work that was expected by furthering research and was knowledgeable about the subject after doing the research.

6. Evaluation for “Close it “Team Student Page Title Introduction Task Process Evaluation Pro-Team Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Clay Slabs Less than ten clay slabs with texture representing a rock wall. Each looks close to real cave art. Every corridor was represented. Less than ten clay slabs with texture representing a rock wall. Each looks close to real cave art. Every corridor was represented. Ten clay slabs with texture representing a rock wall. Each looks authentic and like real cave art. Every corridor was represented. More than ten clay slabs with texture representing a rock wall. Each looks authentic and like real cave art. Every corridor was represented Safety Did not follow safety precautions and created an unsafe environment. Followed safety precautions for the most part. Followed safety precautions and led by example. Checking more than once for a safe environment. Followed safety precautions and led by example. Went above and beyond by checking more than twice for a safe environment. Cave Didn’t work on the cave during most of its construction from beginning and end, and did not have any good material ideas. Didn’t collaborate well with group members. Didn’t work on the cave during as much of other group members during its construction from beginning and end, and did not have a lot of good material ideas. Could have collaborated better with group members. Worked on the cave during much of its construction from beginning and end, had good material ideas, and worked well collaborating with others as it was being built. Went over and beyond with creating the cave. Worked on the cave from beginning and end, had good material ideas, and worked well collaborating with others as it was being built. Attitude Bad attitude and did not do well working with others Attitude could have been more positive. Did not lead well Had a pretty attitude throughout the whole project and was a positive leader to group leaders Had a great attitude throughout the whole project and was a positive leader to group leaders Educated opinion Opinion was not clearly stated. Opinions made were not based on research. Opinions stated had little backing from research. Opinion is clearly stated and backed up with the research that has been done. Opinion is clearly stated and backed up with the research that has been done. Student was very persuasive and convincing.

7. Evaluation for “Keep it Open” Team Student Page Title Introduction Task Process Evaluation Con-Team Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Safety Did not follow safety precautions and created an unsafe environment. Followed safety precautions for the most part. Followed safety precautions and led by example. Checking more than once for a safe environment. Followed safety precautions and led by example. Went above and beyond by checking more than twice for a safe environment. Attitude Bad attitude and did not do well working with others Attitude could have been more positive. Did not lead well Had a pretty attitude throughout the whole project and was a positive leader to group leaders Had a great attitude throughout the whole project and was a positive leader to group leaders Keep it Open Team Power Point Did not contribute to the Power Point using personal materials. There were no opinions made based on research Contributed to the Power Point using sketches or references. There was no opinion formulated based on research. Contributed to the Power Point using sketches or references. Personal opinion is based on research. Contributed to the Power Point using both sketches, references and personal opinion based is on research. Educated opinion Opinion was not clearly stated. Opinions made were not based on research. Opinions stated had little backing from research. Opinion is clearly stated and backed up with the research that has been done. Opinion is clearly stated and backed up with the research that has been done. Student was very persuasive and convincing.

9. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The WebQuest Page The WebQuest Slideshare Group http://en.wikipedia.org/wiki/Upper_Paleolithic Earliest Art: http://www.jqjacobs.net/rock_art/dawn.html Parietal art, and Mobiliary: http://www.wynja.com/arch/entdiag.html Lascaux, France: http://www.mazzaroth.com/ChapterOne/LascauxCave.htm Discovered in 1940: http://www.eduplace.com/kids/socsci/ca/books/bkf3/writing/01_lascaux.pdf Mammoths: http://www.museum.state.il.us/exhibits/larson/mammuthus.html Ibex: http://www.americazoo.com/goto/index/mammals/421.htm Aurochs: http://users.aristotle.net/~swarmack/aurochs.html Six sites: http://www.frenchfriends.info/gallery/Aquitaine/Lascaux_Cave/lascaux_map.gif.html Great Hall of Bulls: http://www.culture.gouv.fr/culture/arcnat/lascaux/en/f-st.htm Lateral Passage: http://web.culture.fr/culture/arcnat/lascaux/en/ps.htm Shaft of the Dead Man: http://www.culture.gouv.fr/culture/arcnat/lascaux/en/pt.htm Painted Gallery: http://www.culture.gouv.fr/culture/arcnat/lascaux/en/f-da.htm Chamber of Engravings: http://www.culture.gouv.fr/culture/arcnat/lascaux/en/ab.htm Chamber of Felines: http://www.culture.gouv.fr/culture/arcnat/lascaux/en/f-df.htm Deterioration: http://www.savelascaux.org/TIMEMagazine.pdf Controversy: http://www.savelascaux.org/crisis_CoverUp.php Upper-Paleolithic technology, culture and art: http://bruceowen.com/worldprehist/3250s06.htm Curator: http://www.archeociel.com/Accueil_eng.htm Tools: http://www.handprint.com/LS/ANC/stones.html Culture: http://hoopermuseum.earthsci.carleton.ca/emily/thirteen.html Artist: http://www.columbia.edu/itc/anthropology/v1007/2002projects/artcreation_files/default.htm Theories: http://www.antiquityofman.com/Trance_Lewis-Williams.html Art during: http://www.erowid.org/library/review/review.php?p=220 Minerals: http://gwydir.demon.co.uk/jo/minerals/pigments.htm Processes: http://webexhibits.org/pigments/intro/early.html How old: http://radiocarbon.library.arizona.edu/radiocarbon/GetFileServlet?file=file:///data1/pdf/Radiocarbon/Volume43/Number2B/azu_radiocarbon_v43_n2B_977_986_v.pdf&type=application/pdf Artifacts: http://www.geocities.com/Athens/Acropolis/5645/upperpaleolithic.html Discoveries: http://www.cdc.gov/ncidod/eid/vol11no07/about_cover.htm The Cave of Lascaux official site: http://www.culture.gouv.fr/culture/arcnat/lascaux/en/ Website to hyperlinks are listed in order by link For additional information about WebQuest and Slideshare click the following links

10. Reconstruct The cave of Lascaux: For the teacher [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A Web Quest for 12 th Grade Designed by Traci Anna Wilson [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

12. Learners [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is anchored in a 12 th grade art concepts and history class. It involves geography, geology, art history, painting and drawing, and social sciences. This lesson is designed for students to integrate other schools of thought when dealing with issues that surround art. When students reach upper division high school art classes, they most likely would like to continue with art and/or art history after high school. Based on this assumption students need to explore the conceptual and historical aspects of art to know how to develop their own meaning and purpose of art. Previous to this lesson, students should have taken visual art classes and Art History 1 to have some understanding of cave art and the historical process the world of art and culture has taken. Because some of this lesson deals with legal and social issues, it is important that they have a background in World History and Social Studies. There are still many valuable things that students can learn without a background in any of these things, but because of the critical conceptual thinking, 12 th grade would be the most age appropriate population. Evaluation Teacher Script Conclusion

14. The Process [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Please see the “student” process slide . There are three phases to this project. Students will have the opportunity choose the direction their finished product will take. This will be in step three depending on if they feel that the cave should stay open or if it should stay closed. There are pros and cons for both. The “close it” team is for those who think it should be closed and the “keep it open” team is for those who think it should stay open. They will all research the same material and establish their own educated opinion based on the information they research. This project is set up as a whole unit. It should take about one month to complete. It meets all of the state content standards. This is an interdisciplinary lesson, drawing inferences from several curriculum based classes. The idea is have students think beyond the actual art process and consider how conclusions have been made based on discoveries. As this lesson is based on an era that the first art was created, it has taken many practices beyond the field of art to develop an understanding of where it all began. Phase one and phase two will eventually intertwine, but it is important that students begin their research and find what they are looking for before they take too many notes and drawings. Each student needs to identify their role and gather the appropriate information before really “dig in” to their research. Before the Web Quest is introduced, give an overview (with very little detail), of this issue at hand-should it remain open or should it be closed? Have students decide which stance they want to take based on little information. At the end of the Unit, students should understand the value of knowing all of the information before establishing a solid opinion. Split the class into two according to what stance they want to take. Split the students from each side into groups of three according on what role each student wants to play. If the outcome is uneven, have each group of three draw out of a bucket a role that they will be assigned. It does not matter if the weight of each team is uneven, If there are only tree students who feel it should remain open, they can still do the Power Point and vise versa. If there are less than three students in either team, they have the option to take the other stance and join the class for the final project. If they choose to do the project alone they may. You will have to make small alterations for the evaluation. When everyone is in their assigned groups, have each group come up with a “group constitution” to follow throughout this unit. Everyone will be held accountable to teach each other. Students should figure out how they are going to go through the process, when they are going to meet, and how Phase three will be executed. Students will sign their constitution and will be out for everyone to see when working on it in class. The teacher may have to research this subject before the unit is introduced. Pre-historic art was introduced through art history classes in college, but a lot of the information is more detailed than given in typical art history classes. Although this unit ultimately requires expression of opinion based on research, the teacher does not need to have experience with debate or role playing. The important thing for students is to own their opinions and know where they come from. Students will have to use the library computers when this unit begins. If the library does not have enough computers for all of the groups, split computer use time accordingly so everyone has an opportunity to use a computer during class. Hold class discussions for those who are not on the computer. This time can be to answer any questions, discuss issues revolving any part of the content being studied, and time for groups to brainstorm about their project. Students will also have the option to research using books from the library. Student s will be expected to work on this project outside of class. Help students figure out how to do this. Evaluation Teacher Script Conclusion

19. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Website to hyperlinks are listed in order by link http://en.wikipedia.org/wiki/Upper_Paleolithic Earliest Art: http://www.jqjacobs.net/rock_art/dawn.html Parietal art, and Mobiliary: http://www.wynja.com/arch/entdiag.html Lascaux, France: http://www.mazzaroth.com/ChapterOne/LascauxCave.htm Discovered in 1940: http://www.eduplace.com/kids/socsci/ca/books/bkf3/writing/01_lascaux.pdf Mammoths: http://www.museum.state.il.us/exhibits/larson/mammuthus.html Ibex: http://www.americazoo.com/goto/index/mammals/421.htm Aurochs: http://users.aristotle.net/~swarmack/aurochs.html Six sites: http://www.frenchfriends.info/gallery/Aquitaine/Lascaux_Cave/lascaux_map.gif.html Great Hall of Bulls: http://www.culture.gouv.fr/culture/arcnat/lascaux/en/f-st.htm Lateral Passage: http://web.culture.fr/culture/arcnat/lascaux/en/ps.htm Shaft of the Dead Man: http://www.culture.gouv.fr/culture/arcnat/lascaux/en/pt.htm Painted Gallery: http://www.culture.gouv.fr/culture/arcnat/lascaux/en/f-da.htm Chamber of Engravings: http://www.culture.gouv.fr/culture/arcnat/lascaux/en/ab.htm Chamber of Felines: http://www.culture.gouv.fr/culture/arcnat/lascaux/en/f-df.htm Deterioration: http://www.savelascaux.org/TIMEMagazine.pdf Controversy: http://www.savelascaux.org/crisis_CoverUp.php Upper-Paleolithic technology, culture and art: http://bruceowen.com/worldprehist/3250s06.htm Curator: http://www.archeociel.com/Accueil_eng.htm Tools: http://www.handprint.com/LS/ANC/stones.html Culture: http://hoopermuseum.earthsci.carleton.ca/emily/thirteen.html Artist: http://www.columbia.edu/itc/anthropology/v1007/2002projects/artcreation_files/default.htm Theories: http://www.antiquityofman.com/Trance_Lewis-Williams.html Art during: http://www.erowid.org/library/review/review.php?p=220 Minerals: http://gwydir.demon.co.uk/jo/minerals/pigments.htm Processes: http://webexhibits.org/pigments/intro/early.html How old: http://radiocarbon.library.arizona.edu/radiocarbon/GetFileServlet?file=file:///data1/pdf/Radiocarbon/Volume43/Number2B/azu_radiocarbon_v43_n2B_977_986_v.pdf&type=application/pdf Artifacts: http://www.geocities.com/Athens/Acropolis/5645/upperpaleolithic.html Discoveries: http://www.cdc.gov/ncidod/eid/vol11no07/about_cover.htm The Cave of Lascaux official site: http://www.culture.gouv.fr/culture/arcnat/lascaux/en/ Additional information about Web Quest and Slide Share can be found at the following links: The WebQuest Page The WebQuest Slideshare Group