Lesson: "Don't Peak Pandora!"

Teacher: Lauren Norcross
Grade Level: 4th
Title: Don’t Peek Pandora!

Brief History: Many Greek myths are stories that explain the phenomenon of everyday life. One very famous story is about Pandora and a wedding gift from Zeus, Prometheus, and Epithetheus. In Greek mythology, Pandora was the first female mortal character, made by Zeus, Prometheus, and Epithetheus to marry the only man. She was given many gifts when they created her. She was beautiful, she spoke well, and she was a talented musician.

However, the most important gift that she received was a wedding gift from Zeus, Prometheus, and Epithetheus. It came with instructions that it was to remain inside the box, never to be opened, under any circumstances. Pandora was unable to tame her curiosity and opened the box, releasing all of the things inside. Cruelty, sickness, jealousy, war, and all of the terrible things in the world, were released. However, there was one thing left in the box, hope. Hope came out of the box and went forth into the world so that the people of the world can bear all of the terrible things that live among us.

PA Standards:

9.1.5. A. Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.5. B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.5. C. Know and use fundamental vocabulary
9.1.5. E. Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts.
9.1.5. H. Use and maintain materials, equipment and tools safely at work and performance spaces.

9.2.5 A. Explain the historical, cultural and social context of an individual work in the arts.
9.2.5 G. Relate works in the arts to geographic regions
9.2.5. I. Identify, explain and analyze philosophical beliefs as they relate to works in the arts

9.3.5. E. Describe and use types of critical analysis in the arts and humanities.
9.3.5. F. Know how to recognize the process of criticism in identifying and analyzing characteristics among works in the arts.

9.4.5 A. Identify uses of expressive symbols that show philosophical meanings in works in the arts and humanities
9.4.5 C. Identify the attributes of various audiences’ environments as they influence individual aesthetic response
9.4.5 D. Explain choices made regarding media, technique, form, subject matter and themes that communicate the artist’s philosophy within a work in the arts and humanities.

Goal: Students will create a Pandora-style box filled with all the things they think are terrible.

Objectives
Students will:
1. interpret experiences of a Greek mythological figure to their own life experiences.
2. improve math skills.
3. learn how the use of symbolism can be used to convey information in artworks.
4. express individuality through the contents of their box.
5. create a Pandora-style box filled with all the things they think are terrible.

Resource materials/Visual Aids:
Lesson Board or Power Point with images of Pandora and her box, and possibly its contents. Also have books and other resources for students to explore.

Supplies/Materials:
• Drawing paper
• Crayons
• Magazines
• Glue
• Scissors
• Markers
• Construction paper
• Metallic paper or foil

Teacher Preparation: At least one week before the lesson, ask students to bring in a box (shoebox or smaller) on the day of the lesson. The teacher may need to bring in a few extra boxes in the case that a student may have forgotten.

Teaching
Introduction: Have students individually make a list of things that they wish would disappear. Explain Pandora’s box.

Directions:
1. Think about what a box would look like that held all of life’s terrible things
2. Take out your box and cover it with paper by measuring the dimensions of each surface of the box and lid, cutting the paper to fit each side.
3. Glue pieces onto box
4. Decorate the box.
5. Create symbols that represent the things that you wish Pandora would have kept in the box. Example: Brussels sprouts, homework, etc. Remember: Don’t use words!
6. Place symbols inside the box and close the lid.
7. Consider: does the box have a lock? Why did you choose the symbols that you did? What do they mean to you? Would anyone disagree with you?

Closure: Students will volunteer to participate in a discussion of their own Pandora-style box. Students can explain why they chose the style and elements that make up their piece.

Critique/Evaluation/Assessment: Students should have created symbols to place inside of their version of Pandora’s box that depict things that the student doesn’t like. No words should be used in the making of their symbols. Students will be evaluated on their effort and their display of craftsmanship.

Time Budget:
1 45-minute class period
10 minutes- introduction
20 minutes- studio
10 minutes- critique
5 minutes- clean up

Vocabulary:
Myth- A traditional, typically ancient story dealing with supernatural beings, ancestors, or heroes that serves as a fundamental type in the worldview of a people, as by explaining aspects of the natural world
Moral- teaching or exhibiting goodness or correctness of character and behavior

Safety Concerns: Always use caution when handling scissors.

References:
Greek Myths, “In the Beginning Pandora’s Box” p.9-14

Pandora Myth
http://www.geocities.com/una_sorella/stories/pandora.htm

Definitions
www.thefreedictonary.com