Broadcast 16
Class objective: to introduce the elements of music, and consider the relationship between music and culture. This class is written in compliance with the Kentucky Core Content for Arts and Humanities.

Part 1: Elements of Music

Some of these questions can be answered as you watch the class. Others may require an opinion and little more thought.

1. John Williams' Star Wars!
   The particular sequence of notes…
   the tune that you go home humming…
   Which of element of music is this??__________________________
2. We fill out a composition musically by sounding two or more notes together.
   The relationship of two notes sounded together is called ________________________
   
   Note: Dissonance is the name discordant notes. Strike two side-by-side notes on the piano and that less-than-pleasing sound is dissonance.



3. "He's so fine, Shoo-lang, Shoo-Lang…."
   Now name a type of 60's music that used vocal harmony as its main foundation. _______________________________
4. Tempo is the time, or the beat of music.
   Name two types of music that have different tempos, and be ready to hum a few bars for the class. Don't get mad if they laugh.
5. Define SYNCOPATION. What type of music did we use as a great example of syncopated Sound? Hint: (Visual Bob Marley)
6. Form is the plan or organization of music.
   Explain A-B form. Explain A-B-A form.
   What type of music has this form? Verse-Chorus/ Verse-Bridge
7. What's the word for levels of loud and soft in a song?
8. Choose a musical instrument or a famous voice that you believe you can describe, in terms of timbre. See if others in the class can identify the instrument/person you're describing.

Part 2: Music and Culture

Identify these famous musicians from the sound track.

1. This famous blues singer of the '30's was said to have made a deal with the Devil. He recorded in a makeshift studio.
2. He wrote "This Land is Your Land," and spoke out for oppressed workers, prisoners, immigrants.
3. This legendary musician has been writing songs for 40 years, and is credited with bringing poetry to popular music.
4. He combined world music influences with familiar rock sounds.
5. She represented the rock-blues of the 60's in "Piece of My Heart."
6. This girl just wants to have fun…and she shows plenty of attitude, too.

Part 3: In Your Opinion

Who's your favorite singer or group? What musical elements do they lean on? How do they fit into the cultural picture?

Broadcast 17 -   Field Trip to the Kentucky Opera

Full print packet at www.ket.org/trips.

Broadcast 18
Class objective: to get a feel for the way our way of thinking was shaped by the ancient Greeks. To see how early Greek culture was shaped by the civilizations of Crete and Mycenae. To view specific works of art and architecture from Crete and Mycenae.

1. Our Western way of looking at the world was shaped, in part, by the ancient Greeks. How is a Greek Temple a good example of "nothing in excess?"
2. Define HUMANISM.
3. Located in the Mediterranean Sea, Crete was an important link between mainland Greece and what other country?
4. What are some of the "modern" aspects of the temple of Minos on the island of Crete?
5. Name some things we learn about the people of the island of Crete through their art and architecture?
6. Define
   • frieze
   • fresco
7. What are some of the most famous, most recognizable pieces of art at the Palace of Minos?
8. How was life in Mycenae drastically different from life on the Island of Crete?
9. Where was the Lion Gate located in ancient Mycenae? What do you think was the reason for its placement here?
10. Within the walls of Mycenae, where were the great warriors buried?
11. What is another name for a jeweled crown or headband?

Broadcast 19
Class objective: to hear a Greek creation myth and to review the names and job descriptions of major Greek gods and goddesses in preparation for reading a section of the Iliad.

1. Match the following gods or goddesses with their descriptions

2. Write a definition for:
   • Polytheistic
   • Pantheon
3. In Greek mythology, Paris was asked to choose the most beautiful goddess at a wedding feast.
   What was his prize, or bribe for picking Aphrodite?

Broadcast 20
Class objective: pre-and post-reading exercises to accompany "The Death of Hektor," from The Iliad.

1. As you are reading The Death of Hektor, underline one example of an epic simile, one example of a stock phrase
2. American funerals may, like Greek funerals, have many stages. What are some of the usual parts of a funeral in America? Do you believe funeral customs are changing or broadening in America? If your answer is yes, can you give an example?

Broadcast 21
Class objective: to give students a background to The Iliad and The Odyssey, by Homer. To get students up and moving... engaged in a performance project based on an excerpt from The Iliad. This class is written in compliance with the Kentucky Core Content for Arts and Humanities assessment.

Before Class: Reading assignment excerpts from The Iliad by Homer, and (optional) plot diagram of The Iliad. (both located in Literary Works on the Web)

During Class: Students will be divided into three groups, handouts as follows:

The ILIAD on STAGE

ACTORS
There are 8 of you! Parts are as follows: Hektor, Narrator, Zeus, Athene, Achilleus, Peleus (father of Hektor), Hekabe (mother of Hektor); Andromache (wife of Hektor)

Here are some guidelines for working in your group.

• KNOW the STORY and have some ideas about how you might develop your own character. Remember that you are not just reading a part...you are becoming a character.
• PRACTICE your part... work on the pronunciation of difficult words so you won't stumble. If there is another actor whose lines are intercut with yours (such as Zeus and Athene), pair with that actor to work on your delivery.
• WORK on BREATHING and timing. Don't be afraid to mark on your script. Be aware of places where your lines should flow, and also of places where a strategically placed pause will make your lines more powerful.

STAGING TEAM

• Work with what you have in the classroom. Don't be afraid to completely rearrange the classroom or move the production outside, it that works. Just make sure there is logic behind your choices.
• Create a clear division between spectator and performer. This could be a circle, with chairs arranged around it, a half-circle, a raised rectangle, or some original combination of these elements.
• Be aware of SYMBOLISM as you work with design and color. Could you use a symbol or a design to distinguish between Hektor and Achilles? How could you symbolically separate the gods from the mortals?

LIGHTING DESIGNERS

• Work with what you have -- lamps, spotlights, flashlights from home.
• Know the text so you can make informed choices about the way you use light.

Some possibilities:

• A small group of spotlights directed from the floor to center stage
• Hanging lights suspended from the ceiling
• Backlighting

See the Dunsi Dai page on the web for examples.

Broadcast 22
Class objective: To introduce students to the principal musical instruments of the early Greeks, and to discuss the importance of music in Greek culture. To introduce Pythagoras as an early philosopher who was interested in musical relationships. To trace the development of early Greek kouros figure, as a bridge to a study of Classical Greece.

1. In ancient Greece what were the two principal musical instruments? For what occasions were they used? Sketch each of the instruments.
2. Identify:
   1. Orpheus
   2. Pythagoras
   3. Sappho
3. What was a common use for kouros figures?
4. Define "kore"
5. How do different versions of the kouros figures represent "progress" in sculpture?
6. Discussion: many non-western societies do not value a move forward (such as a move toward naturalism in sculpture) but instead prefer to reinforce past values. Can you give an example of a culture which we've studied which contrasts with the Greek society in this way?

Broadcast 23 - Classical Architecture
Class objective: to become acquainted with the values associated with the classical world, and to see how these values are reflected in architecture and sculpture.

1. Name some key words that define the values of the 5th century in Greece.
2. List 1-2 adjectives that describe Doric columns.
3. What is the architectural term for the triangular spaces at the end of a Greek Temple?
4. What is the term for the decorative band along the sides of the Parthenon?
5. In your own words: Why is the Parthenon such an important architectural monument?
6. How is the Kritios Boy a move forward in terms of sculpture?

BLOCK SEGMENT:

7. Discuss the Discus Thrower in terms of
   1. Subject:
   2. Form:

Broadcast 24 - The Philosophers
Class objective: (PART ONE) to delve into the origins of philosophy, and to be introduced to Socrates, Plato, and Aristotle. (PART TWO) to prepare for a reading of Oedipus and to consider the origins of Greek drama.

1. From the second half of the broadcast: Intro to Oedipus the Greeks staged the first dramas in honor of what God?
2. What was the setting of the earliest Greek Plays?
3. Define these parts of the Greek theater? Orchestra; Theatron; Skene
4. How was the chorus used in early Greek drama?
5. Describe the typical setting of a Greek drama?
6. What does the Latin term in medias res mean?

Oedipus Tyrannos Third Episode

Broadcast 25 - No study questions.

Broadcast 26 - Icarus and Daedalus
Class objective: (PART ONE) to involve students in the study of a Greek myth through a writing exercise, and to acquaint students with the idea that a work of literature may be interpreted in multiple ways by artists in another media. (PART TWO) to draw compare and contrast Greek and Roman drama.

1. Writing Prompt for The Story of Icarus and Daedalus.
   1. A passage with strong visual appeal...
   2. The most important line/passage in the poem...
   3. This poem reminds me of...
2. How was Roman drama the intellectual opposite of Greek Drama?
3. Name some features that Romans added to Greek theaters.
4. Describe typical music at the Colosseum.
5. List some ways that Roman dance contrasted sharply with Greek dance.
6. The Romans gave us pantomime. Define or describe pantomime.

Broadcast 27 - Roman Sculpture and Architecture
Class objective: to broaden students' understanding of the difference between Greek and Roman portraiture, to view two major architectural works of Rome.

1. Greek sculpture was often idealized, or created to look more perfect then life. How does this contrast with Roman portrait sculpture?
2. What marks The Spear Carrier as a Roman work?
3. One architectural contribution of the Romans was their development of the arch. How is the arch used in the following structures?
   1. Barrel Vault
   2. Cross Vault
   3. Dome
4. The Colosseum is a great example of Roman construction methods. List some of the architectural features of The Colosseum.
5. The Pantheon also has a number of important architectural features. Describe some significant features of The Pantheon, in architectural terms.

Broadcast 28 - Electronic Field Trip to JB Speed Museum

Broadcast 29 - The Silk Road Notesheet and Key

Broadcast 30 - Judaism
Class objective: Students begin a study of world religions in order to better understand people and the relationships among individuals and among groups.

1. How was the Hebrew God different from the god of the Mesopotamians or Greeks?
2. Why is there little visual art in the Hebrew culture?
3. What are the Hebrew "mitzvot?"
4. Describe the following holy days, or holidays:
   1. Shibbat
   2. Rosh Hashanah
   3. Yom Kippur
   4. Hanukkah
5. Describe a menorah. What is its use?
6. Following are some of the most important life-events in a Jewish family. Briefly explain each.
   1. Bar Mitzvah
   2. Bat Mitzvah
   3. Brit Milah
   4. Brit Hayyim
7. The Passover Seder (or order of celebration) contains all sorts of symbols. What are a few of these?

Broadcast 31 - Judaism
Class objective: Students continue a study of world religions in order to better understand people and the relationship among individuals and among groups.

1. Name some of the famous stories found in the Book of Genesis.
2. Short Writing: Writing Prompt: David is an archetypal hero that wins over great odds. Write about a current hero in a novel or film that also overcomes a great obstacle.

BLOCK SEGMENT

3. Identify the following by artist
   1. This David was sculpted between 1501 and 1504 and is noble, calm, reasonable, and intense. The sculpture is larger then life.
   2. This David is done in the Baroque style. His face is a mass of emotion.
   3. This David is the youngest depiction, and represented the first freestanding figure since classical times.

Broadcast 32 - Christianity
Class Objective: Students continue a study of world religions in order to better understand people and the relationships among individuals and among groups.

1. What was the attitude of the followers of Christianity toward Judaism?
2. Describe the role of Paul in the early Christian world.
3. The distinctively Christian part of the Bible is...
4. What is the significance or importance of the teachings presented in the sermon on the Mount?
5. Define these terms
   • Catacomb--
   • Sarcophagus--
6. How did Constantine further the spread of Christianity?
7. Augustine also had a role in spreading Christianity. Discuss one way in which Augustine made Christianity more appealing.

Finish class by reading the Hagia Sophia transcript.

Broadcast 33 - Islam
Class objective: Students continue a study of world religions in order to better understand people and the relationships among individuals and among groups.

1. ICONS were used in the Christian churches of the Byzantine (Eastern) Empire, but not often in the western European churches. What was the central point of disagreement (in terms of icons) between these two branches of Christianity? What were some of the other differences that separated the two churches?
2. Differences in philosophy and the controversy over icons caused the Catholic church to split in the 600's. Besides these two divisions, there is a third religious power coming into play. What is the name of this religion?
3. "In the name of God, the Merciful, the Compassionate. Praise belongs to God, the Lord of all being..." What holy text is this passage taken from? What is the name of the passage?
4. Fill in the blanks. Muslims believe that Islam is a reform of ______________....Just as Christianity is a reform of ___________.
5. In the Islamic faith, visual art is prohibited. What is the most common form of decoration in the Moslem culture?
6. Define the following:
   • Mihrab--
   • Minaret--
   • Quaran--
   • Calligraphy--

Broadcast 34 - Scheherezade
Class Objective: Students consider Islamic literature in order to broaden their understanding of other cultures.

1. Recount the story of Scheherezade.
2. Identify and tell the significance of Nicolai Rimsky-Korsakov

Notes from documentary: Scheherezade: a Revolution in Dance

Broadcast 35 - Scheherezade Ballet
Class Objective: Students consider dance elements through Scheherezade Performance

Broadcast 36 - Intro to the Middle Ages
Class Objective:

1. Each era has its own reality. Discuss or describe some specific aspects of the reality or worldview of the people of the Middle ages.
2. Forum Assignment: If you could make a modern pilgrimage, where would you go?
3. Briefly describe the social structure of the Middle Ages.

Broadcast 37 - Romanesque Sculpture and Architecture
Class Objective: This class sets the stage for a study of the Gothic Cathedral.

1. What's "Roman" about Romanesque architecture?
2. Define:
   1. Nave--
   2. Transept--
   3. Apse--
3. Describe a typical Romanesque portal.
4. The monastery of Cluny had a large atelier. What notable sculptor is associated with Cluny's workshop, or atelier?
5. The terms mandorla and nimbus can easily be illustrated in the sculpture of Gislebertus. Define mandorla and nimbus.
6. Pope Gregory's name is associated with chants of the Middle Ages. Why is he an important figure in musical history?
7. List some of the characteristics of medieval chants.

Broadcast 38 - Origins of Gothic Art
Class objective: Students learn how Abbot Suger began the Gothic style.

1. What are some of the changes that Abbot Suger felt were necessary in the original church of St. Denis?
2. Suger wanted to add light to the church, and he was inspired by philosophers and theologians of the past. Who were some of Suger's sources of inspiration?
3. Which end or side of the cathedral are you seeing in this drawing? What are some of the architectural features you can identify?

Broadcast 39 - Chartres and Cult of the Virgin
Class objective: A study of Chartres as the High Gothic style; students consider importance of Virgin Mary in Medieval Culture.

There are no study questions for this broadcast. Explore Chartres Cathedral.