Glossary Ancient Egyptian Art and Culture
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												How to Make an Egyptian Diorama
How to Make an Egyptian Diorama http://www.wikihow.com/Make‐a‐Diorama A diorama is a small model of a real‐life scene that has lifelike details and a realistic background. Since we are reading, “The Curse of the Pharaohs”, you will be creating an Egyptian themed tomb as though you were an ancient Egyptian King or Queen. Steps for creating your Egyptian Tomb 1. Choose a tomb scene to re‐create in a shoebox. 2. Make sketches of how you want your diorama to look. Plan the front, back, sides, and top. Make the inside of the diorama look as deep and 3 dimensional as you can. Make a list of the things you will need to make your diorama. Use a variety of materials. 3. Make a base for the model out of a shoebox. Make sure your box is sturdy. 4. Find small figures to go along with your scene or make them out of clay, printouts, pipe cleaners, plasticine or other materials. Use your imagination. 5. Be creative. Anything you can find (cotton balls, leaves, twigs, etc.) will work. 6. Hang flying objects with clear string such as monofilament used for fishing line, if you have it. 7. Write a caption for your diorama. In your caption include the book you read and author. 8. You will also put an Egyptian‐styled Curse to warn others not to disturb your tomb. Tips • Put bigger items in the back, leaving the scene easy to see. • The most important object of your diorama should be centered or just a bit off center to draw the viewers attention to it first. - 
												
												Egyptian Interest in the Oases in the New Kingdom and a New Stela for Seth from Mut El-Kharab
Egyptian Interest in the Oases in the New Kingdom and a New Stela for Seth from Mut el-Kharab Colin Hope and Olaf Kaper The study of ancient interaction between Egypt and the occupants of regions to the west has focused, quite understandably, upon the major confrontations with the groups now regularly referred to as Liby- ans from the time of Seti I to Ramesses III, and the impact these had upon Egyptian society.1 The situ- ation in the oases of the Western Desert and the role they might have played during these conflicts has not received, until recently, much attention, largely because of the paucity of information either from the Nile Valley or the oases themselves. Yet, given their strategic location, it is not unrealistic to imagine that their control would have been of importance to Egypt both during the confrontations and in the period thereafter. In this short study we present a summary of recently discovered material that contributes sig- nificantly to this question, with a focus upon discoveries made at Mut el-Kharab since excavations com- menced there in 001,3 and a more detailed discussion of one object, a new stela with a hymn dedicated to Seth, which is the earliest attestation of his veneration at the site. We hope that the comments will be of interest to the scholar to whom this volume is dedicated; they are offered with respect, in light of the major contribution he has made to Ramesside studies, and with thanks for his dedication as a teacher and generosity as a colleague. - 
												
												Temples and Tombs Treasures of Egyptian Art from the British Museum
Temples and Tombs Treasures of Egyptian Art from The British Museum Resource for Educators this is max size of image at 200 dpi; the sil is low res and for the comp only. if approved, needs to be redone carefully American Federation of Arts Temples and Tombs Treasures of Egyptian Art from The British Museum Resource for Educators American Federation of Arts © 2006 American Federation of Arts Temples and Tombs: Treasures of Egyptian Art from the British Museum is organized by the American Federation of Arts and The British Museum. All materials included in this resource may be reproduced for educational American Federation of Arts purposes. 212.988.7700 800.232.0270 The AFA is a nonprofit institution that organizes art exhibitions for presen- www.afaweb.org tation in museums around the world, publishes exhibition catalogues, and interim address: develops education programs. 122 East 42nd Street, Suite 1514 New York, NY 10168 after April 1, 2007: 305 East 47th Street New York, NY 10017 Please direct questions about this resource to: Suzanne Elder Burke Director of Education American Federation of Arts 212.988.7700 x26 [email protected] Exhibition Itinerary to Date Oklahoma City Museum of Art Oklahoma City, Oklahoma September 7–November 26, 2006 The Cummer Museum of Art and Gardens Jacksonville, Florida December 22, 2006–March 18, 2007 North Carolina Museum of Art Raleigh, North Carolina April 15–July 8, 2007 Albuquerque Museum of Art and History Albuquerque, New Mexico November 16, 2007–February 10, 2008 Fresno Metropolitan Museum of Art, History and Science Fresno, California March 7–June 1, 2008 Design/Production: Susan E. - 
												
												Mechanical Engineering in Ancient Egypt, Part 45: Birds Statues (Falcon and Vulture)
International Journal of Emerging Engineering Research and Technology Volume 5, Issue 3, March 2017, PP 39-48 ISSN 2349-4395 (Print) & ISSN 2349-4409 (Online) http://dx.doi.org/10.22259/ijeert.0503004 Mechanical Engineering in Ancient Egypt, Part 45: Birds Statues (Falcon and Vulture) Galal Ali Hassaan (Emeritus Professor), Department of Mechanical Design & Production, Faculty of Engineering, Cairo University, Giza, Egypt ABSTRACT The evolution of mechanical engineering in ancient Egypt is investigated in this research paper through studying the production of statues and figurines of falcons and vultures. Examples from historical eras between Predynastic and Late Periods are presented, analysed and aspects of quality and innovation are outlined in each one. Material, dynasty, main dimension (if known) and present location are also outlined to complete the information about each statue or figurine. Keywords: Mechanical engineering, ancient Egypt, falcon statues, vulture statues INTRODUCTION This is the 45th paper in a scientific research aiming at presenting a deep insight into the history of mechanical engineering during the ancient Egyptian civilization. The paper handles the production of falcon and vulture statues and figurines during the Predynastic and Dynastic Periods of the ancient Egypt history. This work depicts the insight of ancient Egyptians to birds lived among them and how they authorized its existence through statuettes and figurines. Smith (1960) in his book about ancient Egypt as represented in the Museum of Fine Arts at Boston presented a number of bird figurines including ducks from the Middle Kingdom, gold ibis from the New Kingdom and a wooden spoon in the shape of a duck and lady from the New Kingdom [1]. - 
												
												CLEAR II Egyptian Mythology and Religion Packet by Jeremy Hixson 1. According to Chapter 112 of the 
CLEAR II Egyptian Mythology and Religion Packet by Jeremy Hixson 1. According to Chapter 112 of the Book of the Dead, two of these deities were charged with ending a storm at the   city of Pe, and the next chapter assigns the other two of these deities to the city of Nekhen. The Pyramid Texts describe these gods as bearing Osiris's body to the heavens and, in the Middle Kingdom, the names of these deities were placed on the corner pillars of coffins. Maarten Raven has argued that the association of these gods with the intestines developed later from their original function, as gods of the four quarters of the world. Isis was both their mother and grandmother. For 10 points, consisting of Qebehsenuef, Imsety, Duamutef, and Hapi, the protectors of the organs stored in the canopic jars which bear their heads, these are what group of deities, the progeny of a certain falconheaded god? ANSWER: Sons of Horus [or Children of Horus; accept logical equivalents]         2. According to Plutarch, the proSpartan Kimon sent a delegation with a secret mission to this deity, though he died before its completion, prompting the priest to inform his men that Kimon was already with this deity. Pausanias says that Pindar offered a statue of this god carved by Kalamis in Thebes and Pythian IV includes Medea's prediction that "the daughter of Epaphus will one day be planted... amid the foundations" of this god in Libya. Every ten days a cult statue of this god was transported to Medinet Habu in western Thebes, where he had first created the world by fertilizing the world egg. - 
												
												Raising of the Djed-Pillar
RAISING THE DJED PILLAR, THE RAMESSEUM DRAMATIC PAPYRUS Adapted by Stuart Tyson Smith from the translation & commentary of Kurt Sethe (1964, German translation by Jessika Akmenkalns), Henri Frankfort (1948), & Edward Wente (1980). Amenhotep III raises the Djed during his Heb-Sed in the tomb of Kheruef at Thebes. The annual ritual of “Raising the Djed” was the culmination of the larger “Mysteries of Osiris,” which commemorated the resurrection of Osiris after his murder by Seth and the restoration of the throne to Osiris’s son Horus. During the Coronation and Heb-Sed festival, Pharaoh took the place of Horus in the ritual, emphasizing the stability of his rule and his connection with the Osiris myth. Its phallic overtones alluded to the renewal of Pharaoh’s potency as ruler like Osiris in the myth. The Djed appears already in Predynastic art and was probably originally a fetish consisting of a pole with sheaves of grain attached. The Djed is described later on as the “Backbone of Osiris” in the Book of the Dead, but the original harvest and renewal symbolism was retained in the ritual. Although probably originally part of Ptah’s cult, the two gods were associated through a syncretism with Sokar, and the ceremony resonated with Osiris’s role as a god of the agricultural cycle. Cast: Lector Priest, Thoth, Geb, Horus/the King, Children of Horus, Osiris (as the Djed), Seth, Isis, Nephthys, Descendants of the King/Followers of Horus/Great Ones of Lower Egypt (royal princes and princesses), Musicians, Dancers and Singers, Followers of Seth/Great Ones of Upper Egypt, Spirit Seekers and the Keeper of the Two Feathers. - 
												
												Teacher's Guide for Calliope
Teacher’s Guide for Calliope Majestic Karnak, Egypt’s Home of the Gods September 2009 Teacher’s Guide prepared by: Nancy Attebury, B.S. Elementary Ed., M.A. Children’s Literature. She is a children’s author from Oregon. In the Beginning pg. 4 (Drawing conclusions) Use pgs. 3 and 4 and the facts below to get answers. FACT: Karnak structures are north of Luxor today, but were inside the city of Thebes long ago. QUESTION 1: How would the area of Thebes compare in size to the city of Luxor? FACT: Karnak was the site of local festivals. QUESTION 2: What good would it do to have Karnak in the middle of Thebes instead of on the edge? FACT: King Montuhotep II, a 11th Dynasty king, conquered many centers of power. QUESTION 3: Why could Montuhotep II unify Egypt? FACT: Set and Horus poured “the waters of life” over the pharaoh Seti I. QUESTION 4: Why were the “waters of life” important to a ruler? Karnak Grows pg. 5 (Gathering information) Place Hatshepsut, Senwosret, Amenhotep III, Thurmose III, and Amenhotep I in the correct blanks. Ruler’s name What the ruler did Added a new temple to honor Mut, Amun’s wife. Added a building that became the Holy of Holies. It was called Akh-Menu Remodeled a temple that had been damaged by floodwaters. Made a temple four times larger than it was before. Destroyed the front of Senwosret’s old temple. A Beehive of Activity pg. 8 (Deducing) Use the article from p. 8 and the map plans on p. - 
												
												Hellenistic and Pharaonic Influences on the Formation of Coptic Identity
Scriptura 85 (2004), pp. 292-301 HELLENISTIC AND PHARAONIC INFLUENCES ON THE FORMATION OF COPTIC IDENTITY Annette Evans Department of Ancient Studies Stellenbosch University Abstract Conflicting descriptions of Coptic identity still exist today. The Copts regard themselves as those descendents of Pharaonic Egyptians who have retained their identity because of their Christian faith, in spite of Egypt having become a predominantly Islamic, Arab country. They claim to have “caught a glimpse of the Light of Christianity” before the birth of Christ. This article offers iconographical evidence to supplement an explanation of how the ancient Egyptian mythopoeic thinking, in combination with the syncretistic cultural environment of Hellenism, mediated this phenomenon. Today the Coptic Orthodox Church of Egypt represents “a return to the apostolic father type leading of the church”. Although pharaonic and gnostic influences appear to have contributed to their remarkable eusebeia, the Copts perceive themselves as having abided by the decisions of the first three Church Councils and have respected and upheld the canon. 1. Introduction The word Copt originated from the ancient Egyptian word for Memphis, Hah-ka-Ptah – the house or temple of the spirit of Ptah. With the suppression of the prefix and the suffix the stem kaPt or gypt remained, which was then corrupted to the Arabic Qibt (Atiya 1968:16). The Hellenes used Aiguptos for both Egypt and the Nile, and Aiguptoi was used by Origen to distinguish Egyptian Christians from Hellenes (Van der Vliet and Zonhoven 1998:117). The Copts have a unique identity: inseparable from their pharaonic past, yet intimately associated with the beginning of Christianity. - 
												
												Uncovering Egypt
Pre- and Post-Program Activities Uncovering Egypt Grade Level: 4 - 8 Time: 60 minutes Program objectives: Students will learn basic components and procedures of an archaeological excavation and its lab work. Students will explore the time period and lifestyles of ancient Egypt. Students will identify and classify findings and form a hypothesis from the site evidence. Program description: Archaeology is a science that allows us to unlock the secrets of past civilizations. Participate in a hands-on demonstration of archaeological techniques as students explore a mock excavation site from Egypt and learn to identify a culture based on the artifacts discovered. Major vocabulary and concepts: Amulet Ankh Archaeology Artifact Cartouche Classify Crook and Flail Djed Pillar Egypt Excavate Hieroglyphs Hypothesis Mummification Papyrus Pharaoh Pyramid Sarcophagus Scarab Scribe Symbol Wedjat Suggested pre-visit activities: The ancient Egyptians believed that their Gods and Goddesses were responsible for everything that occurred in their daily lives. Imagine that you were one of the ancient Egyptian Gods or Goddesses. What God or Goddess would you prefer to be and what special abilities would you have? Pretend that you are an archeologist making an exciting new discovery of an artifact that was believed to be lost to history. Write a journal entry describing the artifact and its discovery. Make sure to record a clear description of the artifact itself for your research notes! Make a 3-dimensional model of a pyramid. Introduce the math topics of how to make a triangle and square to construct the pyramid. Draw or cut out pictures to represent examples of your favorite food, sport, TV show, clothing, pet, books, recreational activity, etc. - 
												
												LESSON PLAN Egyptian Mummies: the Myth Unwrapped
LESSON PLAN 4th – 8th Egyptian Mummies Grade Level: The Myth Unwrapped Duration: 50 minutes BACKGROUND Wisconsin Standards: 5000 years ago, Ancient Egyptians by their mummification process. Social Studies - Geography perfected the art of mummification, While learning about the gods and A.4.4; History B.4.1,3; creating not only lasting preservation goddesses of ancient Egypt, students Behavioral Sciences of their dead, but also intimate will know where in the world they E.4.8,11; snapshots of their lifestyle and can find mummies. By the end of the E.12.10; spiritual beliefs. Through a dynamic program, students will understand Language Arts - Oral 50 minute interactive program, the significance of mummification C.4-12.3 students will witness the step-by-step to ancient Egyptians as well as mummification process and find out understand the role mummies played National Standards: why, though Egyptians were not the in cultures of the past and present. Technology - Technology first to mummify, we are fascinated Communication Skills NT.K-12.4 Common Core State Standards: FOCUS QUESTION English Language Arts Standards • What is a mummy? And what can we learn from them? - Speaking & Listening: CCSS.ELA - Literacy - SL.4-8.1-3 STUDENT OBJECTIVES MATERIALS Students will be able to: • Pens/Pencils • List 3 countries in the world where • Paper for notes mummies have been found. • Learn what makes a mummy unique. TEACHER PREPARATION • Discuss why ancient Egyptians • Gather materials mummified their dead. • Name three ways mummies were used for non-scientific purposes. • Explain the step-by-step mummification process. • Identify Egyptian gods and goddesses and explain how ancient Egyptian spiritual beliefs relate to the mummification process. - 
												
												Two Semi Erased Kushite Cartouches in the Precinct of Mut at South Karnak
two semi-erased kushite cartouches in the precinct of mut 95 TWO SEMIERASED KUSHITE CARTOUCHES IN THE PRECINCT OF MUT AT SOUTH KARNAK Richard A. Fazzini Brooklyn Museum William Murnane is perhaps best known for his of his theory: Claude Traunecker and Françoise work in New Kingdom Egypt, but his interests Le Saout of the Centre Franco-Égyptien d’Étude were more far ranging than that. For example, des Temples de Karnak arranged for a latex cast in the 1990s he became involved with the ques- to be made of the cartouche on the stela, and both tion of the name of Taharqa in the entrance way they and Bill agreed that the traces must belong of the Second Pylon of the Temple of Amun at to Nefertumkhure, the prenomen of Taharqa.5 Karnak.1 The same prenomen exists in a crypt in the Mut Much earlier, soon after I began work in the Temple (Fig. 2). Precinct of Mut at South Karnak in 1976, I ben- Margaret Benson and Janet Gourlay reported efited from conversations with Bill concerning that they uncovered crypts in “Room f,” which is Ptolemaic inscriptions at the site. At the time, Bill the Mut Temple’s central bark shrine (Fig. 3) and was also engaged in attempting to establish the another chamber which they did not specify. They date of a much damaged stela in the first court described these as “small stone-lined vaults, too of the Amun Temple before the south wing of low to stand upright in, and had probably been the Second Pylon (Fig. - 
												
												Congressional Record- Senate. January 13, -
700 CONGRESSIONAL RECORD- SENATE. JANUARY 13, - -- . By Mr. EVANS: Petition of Central Woman's Christian Tem Mich., urging the passage of House bill178, for the reduction o.f perance Union, of Johnstown, Pa., for the passage of a bill to for the tax on alcohol-to the Committee on Ways and Means. -' bid the sale of intoxicating liquors in all Government buildings By Mr. SNOOK: Paper to accompany House bill granting an to the Committee on Alcoholic Liquor Traffic. increase of pension to Ethelbert Crouse-to the Committee on · By Mr. FOSTER of Vermont: MemorialoftheReunionSociety Invalid Pensions. · of Vermont Officers, asking for action in recogi:rition of the serv Also, paper to accompany House· bill granting an increase of · ice of Gen. William F. Smith-to the Committee on Military Af pensi9n to Aaron Taylor-to the Committee on Invalid Pensions. i fairs. Also, resolution of Buckeye Lodge, No. 35, Railroad Trainmen, By Mr. GARDNER: Papers to accompany House bill 9456, to in favor of Senate bill 3560, to promote the safety of employees · correct the naval record of Charles Amos-to the Committee on and travelers upon railroads-to the Committee on Interstate and  Naval Affairs. Foreign Commerce. By Mr. GRAHAM: Resolutions of the Allegheny County Grand By Mr. STARK: Petition of M. E. Schultz and others, of Army Association, and of the National Fremont Association of Beatrice, Nebr., urging the reduction of the tax on alcohol-to · Pittsburg, Pa., favoring the- erection of a monument to the the Committee on Ways and Means. memory of Maj. Gen. John C.