Introduction:

Geometry is often thought of as a formal system of logic involving shapes, lines, and planes. Students, however, rarely consider where and how the discipline originated, why it was created, or how it extends to other areas of human interest.

The word geometry is derived from Greek roots that mean "earth measure," a term that links the physical world ("earth") to an intellectual concept ("measure"). Thinking about the geometric properties of works of art–such as the triangular shape of a face or square shape of a building–can lead to increased understanding of the physical objects as well as the cultures in which they were made.

For example, to Mesoamericans, a spiral on a stone relief, pottery vessel, or tapestry often represented a long ritual journey. When fashioned as a snake, the geometric shape of a spiral could also refer to water. This lesson is designed to help students learn geometric properties by looking at how ancient American artists utilized them.

Lesson Objectives:

• Explore the relationship between geometry and ancient American art
• Learn to recognize geometric properties in specific works and understand how these properties contribute to their meaning and artistic merit

Key Terms:

• Geometry
• ballgame
• Chimú
• Moche
• tumi

Instructional Materials:

• Slides, postcards, posters, and other examples of Ancient Indian Art of the Americas available in the Elizabeth Stone Robson Teacher Resource Center.
• Chalkboard

Procedures:

• Ask students to think about which geometric properties they have seen in art (for example: shape, horizontal, vertical, and diagonal lines, abstraction, rhythm, symmetry). Have students discuss these concepts in depth. Write their ideas on the chalkboard.
• Encourage students to look at reproductions of ancient American works, such as the Portrait Vessel, and Ceremonial Knife (Tumi), and Stone of the Five Suns, discussing them in relation to the list of geometric properties on the chalkboard. Encourage students to think of additional characteristics while they are looking at the works.
• Ask students to pick an art object illustrated on this Web site. Ask them to sketch the object and analyze it in terms of its geometric properties, relating the properties to the meaning and function of the object as described in the accompanying interpretive text.

Evaluation:

Base evaluation on students’ participation in class discussion and quality of their drawing assignments.

Follow-Up at The Art Institute of Chicago:

• On a visit to the Art Institute, ask students to bring their lists of geometric properties to the African and Amerindian Art galleries.
• Ask students to look at the ancient American works and analyze them according to these properties.

Illinois Learning Standards:
English Language Arts: 1, 4
Math: 9
Fine Arts: 25-27