EDUCATORS’ FLASHCARDS

Stem Identity Writing Nature The Educators’ Flashcards can be THEMES used by an educator to help enhance students’ experience and engagement with the museum collection and architecture.

• Use the Self-LedStem Guide toIdentity prepare for Writing NATURENature Stem IDENTITYIdentity WritingStemSURROUNDINGSSurroundingsNatureIdentityImaginationWRITINGWriting Civilisation Nature Senses your visit. Animals, Plants, Relationships, Landscapes, Rural, Literature, Poetry, Seasons, The Elements: Beliefs, Opinions Urban, Architecture Calligraphy, Symbols • Select theStem Flashcards thatIdentity have themes andWriting Air,Stem Water,Nature Fire, EarthIdentity Writing Stem Nature Identity Writing Nature subject areas that fit your learning objectives.

• Refer to the symbols and colours to identify themesSurroundings and subject areas.Imagination You can use theseCivilisation Senses Surroundings Imagination CivilisationSurroundings SensesImagination Civilisation Senses to link the selected artworks with your classroom needs. Surroundings Imagination CivilisationSurroundingsSENSESSenses Imagination CIVILIZATIONCivilisationSurroundingsSenses FICTIONImagination CivilisationSTEMStem (Science-Technology-Senses Identity Writing Nature • Each flashcard includes symbols, key facts, Feelings and moods, Cultures, Ancient Mythology, Fantasy, Engineering-Mathematics) thinking questions, in-gallery and classroom Music, Illusion Civilizations, Surrealism, Dreams, Technology, Film, Tools activities, as well as links to practices and Communities Imagination Innovation, Engineering, artists in the UAE and the region. Geometry

SUBJECT AREAS Surroundings Imagination Civilisation Senses

SOCIAL MUSIC & VISUAL SCIENCE SCIENCE/ MATH LITERACY DRAMA ARTS HISTORY

The Educators’ Flashcards are suitable for all cycles/grades. PERMANENT COLLECTION

CHIRISEI KYUBIKI Stem Identity WritingTHEMES Nature SUBJECT AREAS

MUSIC & DRAMA

Surroundings Imagination Civilisation Senses

VISUAL ARTS

LITERACY

CHIRISEI KYUBIKI Kazuo Shiraga Japan 1960 PERMANENT COLLECTION Oil on canvas CHAPTER 11 © 1960 Kazuo Shiraga ©Department of Culture and Tourism – Abu Dhabi/ Photo by APF KEY FACTS CLASSROOM/HOME ACTIVITY • Kazuo Shiraga created this painting with his feet. GET MESSY • His method involved dangling from a rope attached to the ceiling and making swift, rhythmical movements on the canvas. •You will need Acrylic paint and • The painting technique was not limited to the hand or wrist but involved the body as a whole. large pieces of paper. •Play a piece of music and have students dance while painting with their feet on the canvas, THINKING QUESTIONS IN – GALLERY ACTIVITY following the rhythm of the 1. DESCRIPTION FEEL THE MOVEMENT HOW IS IT MADE? music, just as Shiraga did. • What do you see in •Ask the students to imagine the •In the same gallery, ask students the painting? movement of Kazuo Shiraga while to find the works of another artist: PAINT LIKE THE MASTERS • What are the making his work and act it out. Yves Klein. •Ask your students to research Then ask them what they think Then ask them to imagine Klein’s action painting artists, dominant colours? • • he felt while painting it. tools and working methods such as Jackson Pollock, and compare them with that Yves Klein and their unique 2. ANALYSIS of Shiraga’s. methods of working. Students • What technique did the should also learn about local artist use to achieve the and regional artists that use final effect? UAE & REGIONAL CONNECTIONS similar techniques. • What makes you say that? • Performance Art: Did you know that back in the 80’s Emirati artists such •Discuss with the students how as Hassan Sharif were creating performative art pieces as well? Pollock and Klein’s approach 3. INTERPRETATION • Abstract Expressionism: The Lebanese artist Shafic Abboud also made is similar to that of Shiraga. •  How do you feel when you abstract works in a free and spontaneous way to express his emotions. •Ask your students to make look at Shiraga’s work? • To find out more about the artists, please visit: an artwork with action and • What words would you use Hassan Sharif: https://bit.ly/2pf2m3v gestural movements using to describe your feelings? Shafic Abboud: https://bit.ly/2O1sI3R different tools to paint, and to experiment with a range 4. OPINION of techniques. • Do you think this work is impor tant? SEE ALSO • Why do you think that? • Untitled Anthropometry (ANT 110) by Yves Klein in Chapter 11 • Untitled I-IX, series of 9 panels by Cy Twombly in the Main Hall of the galleries PERMANENT COLLECTION

WOMAN DRESSED IN A WOOLLEN GARMENT: PROTECTIVE DEITY (?) Stem Identity WritingTHEMES Nature SUBJECT AREAS

SCIENCE

Surroundings Imagination Civilisation Senses

SOCIAL SCIENCE/ Stem Identity Writing Nature HISTORY Stem Identity Writing Nature

VISUAL ARTS Surroundings Imagination Civilisation Senses Surroundings Imagination Civilisation Senses

LITERACY

WOMAN DRESSED IN A WOOLLEN GARMENT: PROTECTIVE DEITY (?) Oxus civilisation Central Asia, Bactria 2300 - 1700 BCE PERMANENT COLLECTION Chlorite, calcite CHAPTER 1 ©Department of Culture and Tourism – Abu Dhabi/ Photo by Thierry Ollivier KEY FACTS CLASSROOM/HOME ACTIVITY • This fascinating statuette stands in front of us in a very powerful way. Her face has been fashioned very carefully. Her REPRESENT YOUR large eyes and eyebrows were probably inlaid with other materials such as lapis lazuli (a semi-precious deep blue stone) to OWN FIGURE enhance her gaze. •Create a three-dimensional • She wears a large and ample garment with puffed sleeved that was probably enriched with a large necklace. royal figure using crumpled • This statuette probably represents a major and powerful deity of Central Asia at that time. It could have been placed in a paper to model. grave to offer protection to the deceased in the afterlife. •Add visual elements to make it • This showcase represents the birth of figures in sculptures as man settled in villages for the very first time in history. possible to recognize a figure. •Cut and paste colored paper THINKING QUESTIONS IN – GALLERY ACTIVITY of these different visual elements. 1. DESCRIPTION EXCHANGING WORDS UNCOVERING THE IDENTITY •Use a marker to add details • What do you see ? •Divide the students into groups. •Discuss the identity of the person: to your model. •Take turns in describing the artwork Who do they think this person may • Describe the sculpture. using one adjective. be? What makes them say that? CREATE A ROBE •Encourage students to use words •Explain that the statuette is likely •Show the image of the artwork 2. ANALYSIS that describe emotions, texture, a representation of an important to your students. Try and focus •  What type of materials were colors, shapes etc. deity from Bactria, Central Asia. on the detailed costume of used to create the artwork? •Make it more fun by timing it for •Compare and contrast their list the figure. • How do you think the 2-3 minutes for each game session. of attributes to that of the •Discuss the costume (form ad different materials were Bactrian figure. shape) and detailed line that placed and secured together? create a pattern. • How were the materials used •Ask students to draw the design manipulated to create texture of their own robe, including form within the artwork? UAE & REGIONAL CONNECTIONS and detailed texture. • Weaving: Emirati artists such as Khalid Shafar are influenced by the traditional •Model the costume with clay 3. INTERPRETATION Talli embroidery weaving. Khalid Shafar: https://bit.ly/2kl6nSO based on the drawing of their • Who do you think is • Representational Art: Kuwaiti Artist Munira Al-Kazi is one of the first female robe by using modeling tools represented in this figure? artists from the Gulf region who focuses on representations of femininity in to help create texture and design. her artwork. Munira Al-Kazi: https://bit.ly/2ZiGumz • How do you think this statuette was used ? SEE ALSO

4. OPINION • Two–headed monumental statue from Jordan in Chapter 1 • Plank Idol with two heads from Cyprus in Chapter 1 • Do you think this work is Tapestry of Daniel and Nebuchadnezzar from Flanders in Chapter 6 important? Why do you • think that? PERMANENT COLLECTION

FUNERARY PORTRAIT OF A MAN WITH A CUP THEMES SUBJECT AREAS

SCIENCE

Stem Identity Writing Nature

SOCIAL SCIENCE/ Stem Identity Writing Nature HISTORY Stem Identity Writing Nature

Surroundings Imagination Civilisation Senses

VISUAL ARTS Surroundings Imagination Civilisation Senses Surroundings Imagination Civilisation Senses

LITERACY

FUNERARY PORTRAIT OF A MAN WITH A CUP Egypt, Antinopolis (?) 225 – 250 CE PERMANENT COLLECTION Wax, paint on wood Louvre Abu Dhabi CHAPTER 3 ©Department of Culture and Tourism – Abu Dhabi / Photo by APF KEY FACTS CLASSROOM/HOME ACTIVITY • The man represented in the portrait is of high status, which is indicated through the white tunic with COLLABORATIVE PORTRAIT purple stripes on his shoulders. •Students create a collaborative • It was probably painted during the lifetime of the deceased and later attached on the mummy. portrait of an important • This portrait is a part of a distinctive series known as Fayum Mummy Portrait. The name refers to Fayum oasis historical figure. in Egypt where many works similar to this portrait were found. •Divide the classroom into • The word ‘funerary’ is defined as an adjective relating to a funeral or the commemoration of the dead. groups of threes. •Provide each group with a thin THINKING QUESTIONS IN – GALLERY ACTIVITY A3 sized sheet of paper and 1. DESCRIPTION BEYOND THE BORDERS WHO IS HE? acrylic paint. • What do you see in this artwork? •Ask students to imagine where •Ask students to write a character •Encourage the students to work the man might have lived. description with the help of the collaboratively by sharing the • Describe all the details •Provide each student with a small following questions: tasks equally amongst themselves. 2. ANALYSIS A5 sized image of the artwork. •How old is the man in the portrait? For example, one student would • What materials were used to •Ask them to place it on a blank What can you tell about his mood? work on the facial features create this artwork? A4 paper. Do you think this makes him happy while the others handle cultural Explain that the objective is to or sad? Do you think he has a family? representation such as objects, • How did the artist use lines, • shapes, textures and colors? extend the image by drawing •Ask students to write their clothes and accessories from their around it. responses and support their own individual cultures. • Where are they used in •After drawing, students can share character analysis with evidence the painting? their drawings with a partner. from the artwork. DEAR DIARY 3. INTERPRETATION •Facilitate an open dialogue UAE & REGIONAL CONNECTIONS • Who do you think the figure is? classroom discussion about the • Where do you think he is from? • Cross cultural influences: Several representations of Phoenician sarcophagi portrait and its subject. were influenced by multiple cultures, such as Greek and Egyptian. •Ask students to imagine • Where do you think this work For more information: https://bit.ly/2jNVb0C themselves as the subject in was found/used? • Ancient Funerary Sites: The Umm an-Nar tomb, is one of many ancient this portrait. • What do you notice about the funeral sites found in Mleiha, . Archaeologists were able to discover •Inform students that they will objects in the artwork? human skeletons and their personal adornments such as necklaces, bracelets, write a Dear Diary entry as the beads, etc. For more information: https://bit.ly/33AaDiC subject using a first person voice. 4. OPINION

• Is this artwork important? Why? SEE ALSO • Would you hang this artwork • Funerary masks from Northern China, Lebanon, and Peru in the Grand Vestibule. up in your home? Why or • Palmyra relief: the deceased Taime and his mother Hadira from Palmyra, Syria why not? in Chapter 3 PERMANENT COLLECTION

YOUNG EMIR STUDYING THEMES SUBJECT AREAS

SOCIAL SCIENCE/ HISTORY

Stem Identity Writing Nature

VISUAL Stem Identity Writing Nature ARTS Stem Identity Writing Nature

Surroundings Imagination Civilisation Senses

LITERACY Surroundings Imagination Civilisation Senses Surroundings Imagination Civilisation Senses

YOUNG EMIR STUDYING Osman Hamdy Bey Turkey 1878 Oil on canvas Louvre Abu Dhabi ©Department of Culture and Tourism – Abu Dhabi/Photo by APF

PERMANENT COLLECTION

CHAPTER 10 KEY FACTS CLASSROOM/HOME ACTIVITY • The scene in the painting was composed in a way that showed an ideal and timeless image of the ISLAMIC ART AND East which corresponded to the vision that many Europeans had of the region at the time. GEOMETRIC DESIGN • This painting draws on the Parisian masters while recalling the centuries old tradition of Mughal miniatures •Ask your students to research which highlights a mixture of Eastern and Western art techniques. geometric patterns found in Islamic art online, to gain an THINKING QUESTIONS IN – GALLERY ACTIVITY understanding of geometric 1. DESCRIPTION 30 SECOND OF LOOKING BEFORE, NOW AND AFTER principles used by Islamic artists. • What do you notice about the •Have students turn around and •Get students to talk about what is •Students then pick a complex activities taking place in this painting? face the artwork and find five new currently happening in the artwork. geometric pattern of their choice, • What is the young man doing? things that they did not notice •Then ask them about what might separate its parts and replicate about the artwork the first time. have happened before and what it as accurately as possible using • What information can you get •Instruct students to look at the could happen after the current scene. a compass and a straightedge from the title of the artwork? artwork for 30 seconds. •This activity can be led as a whole ruler. 2. ANALYSIS •After the 30 seconds, have your group discussion or as an individual • Try and find examples of students turn around, with their activity where students can create a PAINT LIKE THE MASTERS repetition within the painting. backs facing the artwork. visual storyboard of the before and •Ask students to reflect and list •Ask them to list everything that after scenes using a blank A4 sized items that characterize their • Ask students to identity the they remember from the painting. paper and pencils. own cultures. foreground. midground and background of the artwork. •Then students can search online, in magazines and books 3. INTERPRETATION for visuals of their items. UAE & REGIONAL CONNECTIONS • What is this painting asking us •Encourage your students to to do as viewers? • Islamic Art influences on the minaret of the Zayed Grand Mosque. seek elements that do not • What qualities ( i.e. clothes or For more information: https://bit.ly/2X67inW reflect a stereotypical view. posture ) does the figure of • Faisal Laibi Sahi: The Iraqi contemporary artist painting The Coffee House •Next, students arrange these the young Emir convey? which was displayed in 2018 at the museum, shows the true essence of visuals so as to recreate an ideal everyday life in Iraq. Faisal Laibi Sahi: https://bit.ly/2m6znOB image of their society. •Discuss the artworks collectively. 4. OPINION Look at the origin of the • What should other people SEE ALSO elements used in them, and notice about this painting? • A Chinese Scene by Jean-Babtiste Pillement in Chapter 8 how the final artworks reflect • What would you do with this • Calligraphed love poem on the back of illustration no. 5 their cultures. artwork if you owned it? by Muhammad Ali in Chapter 9 PERMANENT COLLECTION

FOR THE LOUVRE ABU DHABI THEMES SUBJECT AREAS

SCIENCE

Stem Identity Writing Nature

SOCIAL SCIENCE/ Stem Identity Writing Nature HISTORY Stem Identity Writing Nature

Surroundings Imagination Civilisation Senses

Stem Identity WritingVISUAL Nature ARTS Surroundings Imagination Civilisation Senses Surroundings Imagination Civilisation Senses

Surroundings Imagination CivilisationLITERACY Senses

FOR THE LOUVRE ABU DHABI Relief of cuneiform text Jenny Holzer 2017

Marble UNDER Louvre Abu Dhabi THE DOME ©2017 Jenny Holzer, member Artists Rights Society (ARS) ©Department of Culture and Tourism – Abu Dhabi/Photo by Musthafa Aboobacker/Seeing Things KEY FACTS CLASSROOM/HOME ACTIVITY • Jenny Holzer worked for nearly 40 years on the subject of writing and language as represented through her work. CREATE A TABLET • This artwork is part of 3 walls that echo one another. It is an enlarged recreation of one of the earliest known •Prepare white paper, pencils, Mesopotamian tablets, written in cuneiform. erasers, clay, cup with water, • Cuneiform, is one of the oldest written languages. The artwork speaks about the first human beings, who were created sculpting materials and gloves. from the blood of a deity and clay. Such ancient texts were carved onto tablets by a tool called "stylus". •Ask students to imagine that they are rulers in Mesopotamia, writing THINKING QUESTIONS IN – GALLERY ACTIVITY a few words of wisdom to their 1. DESCRIPTION CUNEIFORM ONCE UPON A TIME IN HISTORY people in cuneiform. • Describe what shapes you see •Inform the students that Cuneiform •Explain to students how trade, social •Students can alternatively on the wall? evolved from pictorial representations hierarchy and laws contributed to the use Egyptian hieroglyphs and to symbols. birth of writing. Phoenician alphabets. • What do the shapes look like? •Explain to the students that Cuneiform •Ask students to try and decipher what •Use the tools to create a tablet 2. ANALYSIS was written using a tool called “stylus” is written on these two enlarged and write on it in symbols. • How do you think the artist made of reed referred to as “Kalamos” tablets. Might they be laws? Stories? created this artwork ? to carve onto the clay tablet. Trade agreement? GAME OF TRADE Answer (using technology to enlarge and •Ask them to draw a symbol of •Ask the students to explain their •Create a set of cards representing engrave the ancient texts on Marble) something important to them. answers, with the birth of written materials that were imported in • What do you notice about •Hand the students a sheet with language in mind. Mesopotamia like gold, silver, shells, the details? cuneiform alphabets. and Lapis Lazuli. •Ask them to write their names in •Identify a value for each card. For 3. INTERPRETATION cuneiform and symbols. example shell=1, gold=5 and so on. • Why were languages created •Hand out 6 random cards to each UAE & REGIONAL CONNECTIONS by man? group of students and ask them • What do you think this written • Navigation in the Gulf: The oldest set of vessels discovered in the Neolithic not to reveal their cards. piece talks about? settlements of , imported from Mesopotamia are indications •Ask students to write a trade offer of the earliest Gulf navigation. in Cuneiform specifying the cards • How do you think the cuneiform evolved to symbols? • Trade: Ancient Mesopotamians had great demand for Copper and diorite, they want to trade. which they had imported from ancient kingdom of Dilmun centered in •Each group translates and Bahrain located on the Arabian gulf, as well as from Magan identified across responds back by agreeing, 4. OPINION the UAE and Oman. rejecting or modifying the offer. • Why do you think written •After 4 rounds of card exchange, language is important? SEE ALSO the group with the highest value of • How do you think it influenced • Tablet inscribed with pictograms from Iraq, Mesopotamia in Chapter 2 cards wins. humanity? • Oracle bone inscribed with Chinese characters, China in Chapter 2 PERMANENT COLLECTION

PROPAGATION THEMES SUBJECT AREAS

SCIENCE

Stem Identity Writing Nature

SOCIAL SCIENCE/ HISTORY Stem Identity Writing Nature

Surroundings Imagination Civilisation Senses

Stem Identity Writing Nature VISUAL Stem Identity Writing NatureARTS

Surroundings Imagination Civilisation Senses

Stem Identity Writing Nature

Surroundings Imagination Civilisation Senses LITERACY Surroundings Imagination Civilisation Senses

Stem Identity Writing Nature

Surroundings Imagination Civilisation Senses

Surroundings Imagination Civilisation Senses

PROPAGATION Guiseppe Penone 2016

Drawing on porcelain tiles UNDER Louvre Abu Dhabi THE DOME ©2019, Giuseppe Penone ©Department of Culture and Tourism – Abu Dhabi/Photo by Greg Garay KEY FACTS CLASSROOM/HOME ACTIVITY • Artwork has the copy of the thumbprint of His Highness Sheikh Zayed Bin Sultan Al Nahyan, the founder of the STAMP YOUR IDENTITY . •Ask the students to create an • The fingerprint is symbolic to the ripple effect caused through a single action, in this case how a great Nation was artwork connected to their created through the unification of the UAE by his highness Sheikh Zayed Bin Sultan Al Nahyan. identity. • The lines extend out from the fingerprint are similar to that of the rings in the trunk of a tree, ever growing. •Ask them to use paint on their fingers as a medium of painting, THINKING QUESTIONS IN – GALLERY ACTIVITY to create an artwork with their 1. DESCRIPTION DANCE & MOVEMENT – WAVES •Encourage them to create a simple fingerprints. • What shapes do you see? (COLLABORATIVE) shape with the Dominos (line, heart, Ask students to use their body to circle), placing each chip close to the CHAIN REACTION CONTRAPTION • How are the lines connected? • create the movement of the artwork one behind it, to make sure they will •Note that the following activity 2. ANALYSIS in front of them, for example by fall on one another. is an extension to the energy • What technique did the artist moving their arms in circular motion •Ask them to push the first standing transference in-gallery activity. use to create the artwork? while they all hold hands, dancing or Domino, which will push down all •Divide the classroom into three • What do you think about even going in circles. the other pieces, revealing the groups, and hand each group his technique (drawing on overall shape or design. several classroom items and porcelain tiles) ? CHAIN REACTION •Explain to students the concept of materials such as Dominos, strings, •Hand the students Dominos and ask energy transference, and how the duct tape, white cardboard paper, 3. INTERPRETATION them to place them standing on the energy transfers from one object cups, spoons etc. • How do you think the floor in front of the artwork. to the rest, resulting in the overall •Explain that they will be working artwork reflects the legacy shape. collaboratively, using these items of His Highness Sheikh Zayed to create a chain reaction, in Bin Sultan Al Nahayan? UAE & REGIONAL CONNECTIONS which the movement of one • How does it make you feel? • Science and Faith: Saudi Artist and physician, Ahmad Mater reflects object affects the rest. connections between culture, modernization, religion and globalization •Clarify that the objective is to 4. OPINION within his work. Ahmad Mater: https://bit.ly/2k0xNxb see how energy transference • What do you think about the • Identity and Change: Hassan Sharif was one of the most influential artists affected the end result. artwork? in UAE; represented concepts of identity and change within the UAE. Hassan Sharif: https://bit.ly/2lY7Y1f • Do you think the message

of the artwork is clearly SEE ALSO represented? • Earth of the World- Lump of Clay by Giuseppe Penone - Under the Dome • Leaves of Light – Tree by Giuseppe Penone - Under the Dome SPECIAL EXHIBITION: RENDEZVOUS IN

CHILD WITH A HOOP Stem Identity WritingTHEMES Nature SUBJECT AREAS

SCIENCE

Surroundings Imagination Civilisation Senses

SOCIAL SCIENCE/ HISTORY Stem Identity Writing Nature

VISUAL ARTS

Surroundings Imagination Civilisation Senses

LITERACY

MATH

CHILD WITH A HOOP Maria Blanchard France 1917 SPECIAL Oil on canvas EXHIBITION

Centre Georges RENDEZVOUS Pompidou IN PARIS © Jacqueline Hyde - , MNAM-CCI /Dist. RMN-GP KEY FACTS CLASSROOM/HOME ACTIVITY • Maria Blanchard was a Spanish artist who explored cubism between 1916 to 1920. She created a decorative DRAW, COLOR, CUT AND arrangement of interlocking flat shapes in her paintings. ASSEMBLE • The circles represented a child’s hoop inscribed with the words ‘Sois sage’ translating to ‘Keep calm’ in English. •Ask students to draw a colorful self portrait of themselves and then divide it into shapes and lines. THINKING QUESTIONS IN – GALLERY ACTIVITY •Students should then cut it 1. DESCRIPTION SOUNDSCAPES COLLAGING WITHOUT SCISSORS up into different geometric • What do you see? •After discussing the artwork, ask AND GLUE shapes and reassemble the students to find a particular shape, This activity involves a bit of cut-outs in a new way. • How does colors and shapes in • the artwork make you feel? color or line and create a unique preparation before visiting the sound that they think represents it. museum. 3D CARDBOARD SCULPTURES 2. ANALYSIS For instance, what would a square •Fill small paper bags with a variety •Ask students to select a • What shapes did the artist use? sound like? of colorful precut geometric shapes. painting by one of the •After every student has created a Make sure that each bag has the cubist artists displayed in • What do you notice about the unique sound, the teacher same type and amount of shapes. our International Exhibition composition of the shapes? can then take the role of the •During your visit, provide each Rendezvous in Paris. • What shapes do you think are conductor to orchestrate an original student with a bag. They can •Ask your students to create a part of the subject of the soundscape with the sounds created increase the number of shapes 3D cardboard model sculpture artwork? by the students. by folding or tearing it if needed. based on it. 3. INTERPRETATION •After they complete their designs •After completing the artwork, • Is there a subject portrayed it can be shared with each other. ask them to write an artist in this painting? If so, who statement about how their might it be ? UAE & REGIONAL CONNECTIONS artwork represents the • Why do you think the artist • Saudi Artist Abdulrahman Al Soliman’s artwork Worshippers Leaving the painting selected. painted this subject ? Mosque is a prime example of his affinity for local architecture and nature and the influence of cubism in his early body of works. 4. OPINION Abdulrahman Al Soliman: https://bit.ly/2lIrdvC • If you were asked to fight for SEE ALSO a cause, what symbol would represent you? Why? • Young girl with a hoop by Pablo Picasso in Rendezvous in Paris exhibition • Constructif avec boussole by Joaquin Torres Garcia in Chapter 11 SPECIAL EXHIBITION: 10,000 YEARS OF LUXURY

BOSCOREALE TREASURE THEMES SUBJECT AREAS

SCIENCE

Stem Identity Writing Nature

SOCIAL SCIENCE/ Stem Identity Writing Nature HISTORY Stem Identity Writing Nature

Surroundings Imagination Civilisation Senses

VISUAL ARTS Surroundings Imagination Civilisation Senses Surroundings Imagination Civilisation Senses

LITERACY

BOSCOREALE TREASURE Italy, Boscoreale SPECIAL 1st century BCE - 1st century EXHIBITION Silver and gold 10,000 YEARS Musée du Louvre OF LUXURY © RMN- (Musée du Louvre) / Stéphane Maréchalle KEY FACTS CLASSROOM/HOME ACTIVITY • This dish which was part of a treasure from Boscoreale, Italy, where it was part of a table service used in banquets. WHO IS WHO? • Such items would be displayed to reflect their high economic or political status. •Explain to the students who • This luxurious item includes many attributes linked to Roman and Egyptian representations and symbols. Alexander The Great and • There are several animals which surround the bust of the woman; the elephant reflects the campaigns of Alexander Cleopatra VII were, as they are the great in India, while the lion and panther represent an allegory of Africa or Alexandria. both represented in this dish. • The Bust of the woman could represent the Egyptian Queen Cleopatra VII, while the snake on her head reflects •Elaborate on how the symbols royalty and divine power. on the dish represent these rulers’ history. •Ask students to then choose THINKING QUESTIONS IN – GALLERY ACTIVITY a ruler and create a portrait 1. DESCRIPTION ONCE UPON A TIME REENACTMENT of him/her with symbols • Describe what you see in •Ask the students to observe the •Ask students to imagine a Roman representing his/her story. the dish. details in the dish and the other banquet which displayed such items. items from the Boscoreale treasure. •Ask them to reenact a roman IF I WERE A RULER! • What details can you identify? •Ask the students to imagine and banquet: what kind of food would •Ask students to imagine that 2. ANALYSIS write a story about the different be served? What topics would you they are rulers inviting important • What technique do you think representations they find on the dish. discuss? individuals to a banquet. the artist used to create this •Encourage them to plan the artwork? details: location, purpose, food, Answer: (Repousse is the technique of UAE & REGIONAL CONNECTIONS objects to be displayed, etc. hammering metalwork from the • Bowl with decoration of dotted circles - Chapter 2: Reproductions of •Students can also brings opposite side to create a relief). such bowls are from the period of Umm Al Nar, extending between the UAE personal objects from home

3. INTERPRETATION and Northern Oman. For more information: https://bit.ly/2lEZdJa to perform a real classroom • What do you think was the • Pendant with addorsed animals - Chapter 2: This pendant was found banquet. function of the dish? within communal tombs of some individuals who were given special treatment, indicating their status throughout the 2nd millennium BCE. • What purpose do you think it For more information: https://bit.ly/2gOC92K served to its owner?

SEE ALSO 4. OPINION Set of luxury tableware from France in Chapter 3 • Do you think its role reflects • the status of the individual ? • Drinking cup 1 and 2 from China in Chapter 3 • Dish adorned with a tiger from Iran in Chapter 3 • Do you think it is important to have such an item? PERMANENT COLLECTION

“MARI-CHA” LION THEMES SUBJECT AREAS

SCIENCE

Stem Identity Writing Nature

SOCIAL SCIENCE/ Stem Identity Writing Nature HISTORY Stem Identity Writing Nature

Surroundings Imagination Civilisation Senses

Stem Identity Writing NatureVISUAL ARTS Surroundings Imagination Civilisation Senses Surroundings Imagination Civilisation Senses

Surroundings Imagination Civilisation LITERACYSenses

“MARI-CHA” LION Spain or Southern Italy 1000 - 1200 PERMANENT COLLECTION Bronze Louvre Abu Dhabi GALLERY 6 ©Department of Culture and Tourism – Abu Dhabi/ Photo by Hervé Lewandowski KEY FACTS CLASSROOM/HOME ACTIVITY • This lion is a reflection of Islam in Spain or Italy, and was created at a meeting point between the East and the West. FOIL ART • The hypothetical functions of this lion include it being part of a fountain, a perfume burner, and a mechanical toy •Cut aluminum foil pieces in A4 that produced sounds similar to roars as wind went through it. size for your students. On an A4 • It displays an Arabic blessing written in flowery kufic script along its sides. paper, students draw an animal outline of their choice, and fill it THINKING QUESTIONS IN – GALLERY ACTIVITY with different drawings, motifs, 1. DESCRIPTION FIND ME! IN-GALLERY ROAR and scripts. Prepare a list of items for your Explain the latest theory about the Students place the paper on the • Which animal do you think this • • • sculpture features? students to find on the sculpture: lion’s function as a mechanical toy foil and trace the design down plant motifs, a griffin, a parrot, a bird designed to emit sounds. With the on the foil using a pencil. • Walk around it, take note of the of prey, and Arabic script. hollow body acting as a chamber, the Using bamboo skewers, they details you see, and describe them. • •Divide your students into groups, air escaping from the mouth tube then engrave the design with 2. ANALYSIS time them, and challenge each group would have produced a sound similar details before cutting the outline. • Aside from sculpting, which to find all the items. to the roaring of a wild beast. other artistic techniques were •Invite your students to look closely, WATER WHISTLE used in making this object? imagine, and act out the Mari-Cha •To explore the science of sound lion roar. with students, create a water • Consider the details you see around the lion, and think of whistle using a drinking straw. UAE & REGIONAL CONNECTIONS what it could have been used for. •In the top section (about 1/3 the • Sculpture: Emirati artist Matar bin Lahej’s calligraphic sculptures celebrate way down the straw) cut through 3. INTERPRETATION his surrounding environment and depict important scripts such as verses the straw partially using scissors, • Why do you think a lion was from the Holy Quran and Arabic poetry. while leaving a small piece to chosen for this particular Matar bin Lahej: https://bit.ly/2ZiXARr keep the two sections attached. sculpture? • Sound in Art: Saudi artist Daniah Al Saleh explores the sounds of Arabic •Bend the straw without separating • How does this lion make phonemes through her award-winning audio-visiual artwork “Sawtam”. the parts, and insert the longer you feel? Dania Al Saleh: https://bit.ly/2lV5Irv section into a glass of water. •Keep the straw at a 90 degree 4. OPINION angle, and blow lightly. Now • If you were to choose an animal SEE ALSO try lowering the straw in the for a sculpture, which one • Rooster-headed ewer from Iran in Chapter 5 water and notice the change would it be and why? • Lion-shaped aquamanile from Germany in Chapter 6 in the sound. • What is the importance of • Owl-shaped stirrup-spout bottle from Peru in Chapter 6 •How to make a water whistle: displaying this artwork in • Stirrup-spout bottle in the form of a man’s head from Peru in Chapter 6 https://bit.ly/2kt3Dmn your opinion? PERMANENT COLLECTION

MOSQUE LAMP INSCRIBED WITH THE NAME OF EMIR TANKIZBUGHA THEMES SUBJECT AREAS

SCIENCE

Stem Identity Writing Nature

SOCIAL SCIENCE/ Stem Identity Writing Nature HISTORY Stem Identity Writing Nature

Surroundings Imagination Civilisation Senses

VISUAL ARTS Surroundings Imagination Civilisation Senses Surroundings Imagination Civilisation Senses

LITERACY

MOSQUE LAMP INSCRIBED WITH THE NAME OF EMIR TANKIZBUGHA Egypt or Syria 1386 Blown, gilded, and PERMANENT COLLECTION enameled glass Musée du Louvre CHAPTER 4 © RMN-Grand Palais (Musée du Louvre) / Hervé Lewandowski KEY FACTS CLASSROOM/HOME ACTIVITY • The objects in this part of the gallery represent light as a reflection of divinity and godly presence. PAPER LANTERN • Enameled glass lamps were produced in great numbers 700 years ago during the Mamluk period to illuminate •Students use colors, and other religious complexes. light and shiny materials to • The text on the lamp is given form by the important cursive Arabic style of calligraphy known as Thuluth. decorate 4 square tracing/wax • The words were originally filled with gold dust. papers. •Stick 4 craft sticks around each THINKING QUESTIONS IN – GALLERY ACTIVITY tracing paper for support, then 1. DESCRIPTION CHOOSE YOUR WORDS THE WORLD THROUGH COLOURS glue the four parts together. • Describe this glass object. •Ask the students to look closely •For this activity, prepare a set •Place a small LED candle inside What could it be? at the calligraphy on the lamp and of coloured transparent sheets each paper lantern. how it is placed around it. to bring with you. •How to make a paper lantern: • Describe the words on it. Then ask them to attempt to read/ Divide your students into groups https://bit.ly/2kpGbGQ What colors do you see? • • guess the text chosen for this artwork. and distribute the coloured 2. ANALYSIS •Ask your students what text they transparent sheets. CLASSROOM WINDOW ART • What materials were used to would want to highlight in a lamp •Ask you students to walk around •Using colored tissue papers, make this lamp? like this one. while looking through the coloured each student cuts a number of sheet as a lens. different geometric shapes. • How was the text included? •Discuss the effect that the lamp •Place different tissue cutouts • How do colors play a role in and the glass window produced inside the lamination sheet to the final artwork? inside mosques and churches. create a design, then seal it. 3. INTERPRETATION •Outline the shapes with a black UAE & REGIONAL CONNECTIONS • Why do you think lamps were permanent marker. decorated for a place of religion? • Rise of Islamic Glass Making: Did you know that glassmaking flourished •Choose a window in your • What does light symbolize to you? in the Islamic world 1300 years ago? Muslim glassmakers in Syria and Egypt classroom to create a large glass • What do you think the text says? inherited the Roman craft and brought it to a new artistic height. window art by combining and • Arabic Calligraphy: Emirati artists like Mohammed Mandi and Abdul hanging the students laminated 4. OPINION Qader Al Rais are internationally recognized for their individual styles and transparencies together. • When you have such lamps in use of Arabic letters and words in their artworks. •Stained Glass with Tissue paper: a place of religion, what does https://bit.ly/2kpDmFI SEE ALSO it add to it? • If you were to choose a few • Scenes from the life of St. Nicasius from France in Chapter 4 words for this lamp, what • Maitreya, a Buddha in a time yet to come from Nepal in Chapter 4 would they be? • Bowl with inscription in kufik style from Iraq in Chapter 5 PERMANENT COLLECTION

FRIEZE FROM A CHRISTIAN MONASTERY THEMES SUBJECT AREAS

VISUAL ARTS

Stem Identity Writing Nature

SOCIAL SCIENCE/ Stem Identity HISTORYWriting Nature Stem Identity Writing Nature

Surroundings Imagination Civilisation Senses

LITERACY

Surroundings Imagination Civilisation Senses Surroundings Imagination Civilisation Senses

FRIEZE FROM A CHRISTIAN MONASTERY United Arab Emirates, Abu Dhabi, Sir Bani Yas 500 – 800 PERMANENT COLLECTION Department of Culture and Tourism, Abu Dhabi CHAPTER 4 © Department of Culture and Tourism - Abu Dhabi w

KEY FACTS CLASSROOM/HOME ACTIVITY • This fragment formed part of the architectural decoration of a Christian monastery that dates from the 6th to the 8th FRIEZE-MAKING centuries on Sir Bani , off the coast of Abu Dhabi. •Hand out pre-cut shapes of • The monastic complex included a church and lodgings. archways. It should be made • The monastery existed between the 6th century and the end of the 8th century, while Islam came to the region in the on white A3 or A2-size paper. 7th century, suggesting that for more than a century, the two religions co-existed. •Hand-out markers and color- pencils. • Ask the students to use the THINKING QUESTIONS IN – GALLERY ACTIVITY materials provided to create a 1. DESCRIPTION HANDS AND EYES •Hand-out a pencil and paper to each group. colorful frieze that will decorate • What patterns do you see on •Take students to the seating area between The “eyes” will describe the object and the the frame of their archway. They this object? Ch. 3 “Civilizations and Empires” and Ch. “hands” will draw it. This process should should think about the power of • Based on the patterns what 4 “Universal Religions”, after a discussion take roughly one minute. symbols for their frieze. do you think the object about the artwork. •Ask the “eyes” to describe the object to represents? •Ask students to pair up. One person will be the “hands” using shapes and colors without SPOT THE FRIEZE the “eyes” and the other will be the “hand”. mentioning details that give away the •Provide students with a pocket- 2. ANALYSIS •Inform the “eyes” that they will go inside artwork. sized notepad. • Where do you think Ch. 4 and look for an object that is part of •After the “eyes” are done describing, and •Ask students to look around they found this object? the architecture of a holy space. They should the “hands” have finished their drawing, the their school for friezes, that either take 10-20 seconds to observe the object educator should ask the “hands” to find the surround doors or found as part 3. INTERPRETATION •  and memorize as many details as they can. artwork based on the drawing. of buildings. What do you think is •Ask them to return to the vestibule, find •Ask students to keep a log of the importance of their partner, and sit back-to-back without the friezes they find by listing the discovering this object telling them anything about the object. location. in the UAE?

4. OPINION UAE & REGIONAL CONNECTIONS •  Do you think this • Decorated plaster panel from the monastery, Available at: https://bit.ly/2WFveRg work is important? • Archaeological site of Sir Bani Yas, Available at: https://bit.ly/3hbSrCq Why or why not? SEE ALSO • Reliquary cross containing a fragment of the True Cross; France, Limousin, 1250 – 75,Silver, copper gilt, gemstones; Musée National du Moyen Age – Thermes de Cluny. • Architectural frieze carved with Quranic verses; Northern India, Rajasthan (?), c. 1200,Sandstone; Louvre Abu Dhabi in Chapter 4. PERMANENT COLLECTION

FÜR DIE LUFT (FOR THE AIR) Stem Identity WritingTHEMES Nature SUBJECT AREAS

VISUAL ARTS

Surroundings Imagination Civilisation Senses

MATH Stem Identity Writing Nature Stem Identity Writing Nature

SOCIAL SCIENCE/ HISTORY Surroundings Imagination Civilisation Senses Surroundings Imagination Civilisation Senses

Stem Identity Writing Nature LITERACY

Surroundings Imagination Civilisation Senses

FÜR DIE LUFT (FOR THE AIR) Susanna Fritscher (Vienna, 1960) 2017, special edition for Louvre Abu Dhabi: September 2019 Installation made of silicone threads Centre Pompidou – Musée national FRENCH LOAN d’art moderne/Centre de création industrielle CHAPTER 12 © Susanne Fritscher ©Department of Culture and Tourism – Abu Dhabi/ Photo by Ismail Noor/ Seeing Things KEY FACTS CLASSROOM/HOME ACTIVITY • Susanna Fritscher created an immersive artwork that is in direct dialogue with the immense dome that crowns Louvre Abu Dhabi. CREATE YOUR OWN • The simple geometric design of the beams holding up the oval-shaped silicone threads was inspired by the dome’s Islamic IMMERSIVE ART PIECE geometrical patterns, which was designed by Jean Nouvel. •Discuss with your students • The artwork and its environment express lightness and fluidity. how Susanna Fritscher's work is considered immersive art. THINKING QUESTIONS IN – GALLERY ACTIVITY •Explain to your class that they 1. DESCRIPTION CAPTION THIS! FRITSCHER POETRY will collaborate in creating an •Ask your students to take a mental •Divide your students into groups immersive artwork by using • What do you see? •  picture of Susanna Fritscher’s work. of 4. themes inspired by Fritscher’s How would you describe this •Hand-out sheets of paper and •Ask your students to create a work, e.g. light, air, etc. installation? pencils to each student. poem inspired by “For the Air.” •Note that the material to be used 2. ANALYSIS •Ask the students to give the • Inform students that they can is up to the teachers discretion, • What is the key material used to artwork a title. The title should be choose to make their poems but it can be materials found in related to their experience with “For rhyme or free verse. nature and recyclables. create the artwork? the Air.” • Provide the groups with the • What is silicone? Why do you •Discuss the titles with the students opportunity to perform their work. ”FOR THE AIR” RIDDLE think the artist used silicone? and ask them what it was about the •Inform students that they • Do you think the open skylight installation that inspired them. will create a riddle about that shows the museum's dome “For the Air”. UAE & REGIONAL CONNECTIONS complements the artwork? •Ask them to then nominate a Do you think it is part of the • Zeinab Al Hashemi, Camouflage, 2014, Wood and camel hide. friend who has never been to Available at: https://bit.ly/2GJREeV Louvre Abu Dhabi to visit artwork? If so, why? • Mohamed Ahmed Ibrahim, Window I & Untitled, 2016, Mixed Media. the museum. The friend will use 3. INTERPRETATION Available at: https://bit.ly/38YKWMm their riddle to find the artwork. • What do you feel when you see •Ask your students to use this artwork? descriptive words that suggest • Why do you think the artist lets SEE ALSO emotion when creating their us walk through the installation? • Louvre Abu Dhabi Dome, Jean Nouvel. riddle. • Octagonal fountain and its flooring,1700-1800, marble, limestone, slate, •Remind students to avoid using 4. OPINION Syria, Damascus, Louvre Abu Dhabi under the dome. words that give away the work. • Do you think this installation would have the same effect in a darker room or a room with different lighting? If so, why? PERMANENT COLLECTION

GEORGE WASHINGTON, FIRST PRESIDENT OF THE UNITED STATES THEMES SUBJECT AREAS

LITERACY

Stem Identity Writing Nature

SOCIAL SCIENCE/ Stem Identity Writing Nature HISTORY Stem Identity Writing Nature

Surroundings Imagination Civilisation Senses

Surroundings Imagination Civilisation Senses Surroundings Imagination Civilisation Senses

GEORGE WASHINGTON, FIRST PRESIDENT OF THE UNITED STATES OF AMERICA Gilbert Stuart United States 1822 PERMANENT COLLECTION Oil on canvas Louvre Abu Dhabi CHAPTER 9 © Department of Culture and Tourism - Abu Dhabi / Photo APF KEY FACTS CLASSROOM/HOME ACTIVITY • General George Washington was commander in chief of the American army during the War of Independence against Great Britain. CREATE A ROYAL ROBE Leading the colonies to victory, he became a national hero and subsequently, the first president of the United States of America. •Discuss how George • Gilbert Stuart was Washington’s principal portrait painter. He painted a series of portraits of Washington. The most famous one is Washington was depicted portrayed on the U.S. one dollar bill. as a serious-minded man • The objects placed within the portrait of Washington represent his traits as an individual. For example, the books & documents of emotional strength, with symbolize knowledge, the rainbow is hope and the sword is strength and stability. power not only in his title but through his actions. THINKING QUESTIONS IN – GALLERY ACTIVITY • Ask the class to create 1. DESCRIPTION WORKS COME ALIVE President, Ambassador, Countess, a representation of • What do you see? AND POWER SPEAKS etc) in Wing 3 and to create a skit themselves, with the •Ask students to reflect on the where they act out the individual message of emotional • How would you describe the man attributes of power, strength, to the rest of the class. Encourage strength and internal represented? Do you think he is stability and any other traits they feel groups to think about the personality power. impor tant? are represented in Gilbert Stuart’s of the individual, their posture, their •Encourage them to think portrait of George Washington. dress, accessories, etc. The rest of about how they come 2. ANALYSIS •Group the students into pairs. the class can determine during the across to their audience. • What is George Washington doing •Ask each pair to find an artwork of performance what the personality of •Ask them to think about in this scene? an important individual (King, Prince, the important individual is like. their posture, body • Do you think the way he is dressed language and the symbols reflects his importance ? surrounding them. •Display everyone’s • Does he have any accessories? What is their UAE & REGIONAL CONNECTIONS creations of strength in the value? What do they tell us about him? • Representations of the founder of the UAE, Late Sheikh Zayed bin classroom! Sultan Al Nahyan, see: https://bit.ly/2ZNscfQ 3. INTERPRETATION • For examples of regalia and symbols of power, see case of Qaboos bin • Why do you think the artist has Said l Said Late Sultan of Oman, see: https://bit.ly/30vTeap painted George Washington looking straight out onto the viewer? What does this tell us about his character? SEE ALSO

4. OPINION • Napoleon Bonaparte, First Consul, Crossing the Alps on 20 May 1800, • How does the background of this Jacques - Louis David, in Chapter 9. painting make you feel? • Portrait of William and Penelope Welby Playing Chess, Francis Cotes, • Do you think this work is important? in Chapter 9. Why? PERMANENT COLLECTION

BARONESS KRÜDENER AND HER SON PAUL THEMES SUBJECT AREAS

SOCIAL SCIENCE/ HISTORY Stem Identity Writing Nature Stem Identity Writing Nature

VISUAL ARTS

Surroundings Imagination Civilisation Senses Surroundings Imagination Civilisation Senses

Stem Identity Writing Nature LITERACY Stem Identity Writing Nature

Surroundings Imagination Civilisation Senses Surroundings Imagination Civilisation Senses

BARONESS KRÜDENER AND HER SON PAUL Angelika Kauffmann Chur, 1740 – Rome, 1807 1786 PERMANENT COLLECTION Oil on canvas Musée du Louvre CHAPTER 9 © RMN - Grand Palais - Adrien Didierjean KEY FACTS CLASSROOM/HOME ACTIVITY • This mother and child portrait, was created by Angelica Kauffmann, a child prodigy and one of the first famous female portraitists of the REMEMBER WHEN… 18th century. •Ask the students to write • It shows that European artistic interests at the end of the 18th century were focused on nature, feelings and hairstyles of the period. a letter or short story of a • The scene shows Baroness Krüdener, in nature, playing with her son Paul, while the boy holds a child’s bow and she holds two arrows. childhood memory where • This mythological reference was common in portraits of the 17th and 18th centuries. In this scene however, sentimentality is key. they were with a loved one. Madame Krüdener entertaining her son's interest in archery can be compared to the mythological Venus and her son Cupid learning Where were they? What to draw his bow. did they do? How long ago was it? Why do they still remember this moment? THINKING QUESTIONS IN – GALLERY ACTIVITY •Ask the students to address 1. DESCRIPTION ACT IT OUT! SHARE A MEMORY the letter or short story to • What do you see? •Divide the students into groups of •Ask the students to pair up, so that the care-giver. three. every student has the opportunity to • How would you describe the individuals •Ask them to discuss amongst share and speak. PAINT THE MEMORY in the painting? What are they doing? themselves what they think is •Ask the students to share memories of (EXTENSION ACTIVITY) •  Can you describe the landscape? happening in the scene and what being taken care of by a loved one. •Ask the students to create is about to happen. a painting based off of the 2. ANALYSIS •Ask each group to act out the scene previous activity, (Remember • How would you describe the colors, they discussed. When). shading, and light of the painting? •Ask them to think about how that particular • What might it tell us about the scene or memory makes them the artistic interest of the people during feel, and to paint with the th t h e 18 century? colors connected to these UAE & REGIONAL CONNECTIONS emotions. 3. INTERPRETATION • Prominent Female Artist in the region: Munira Al Kazi, Mother and Child. C. •Encourage the students • What do you think is the relationship 1960, Available at: https://bit.ly/2OFrquQ to address It to someone like between the mother and her special. child? Why?

SEE ALSO 4. OPINION • If you were the artist, how would you • Countess Skavronskaia, Elisabeth-Louise Vigée-Le Brun, 1796, Oil on canvas, paint the Baroness and her child? in Chapter 9. What would you keep or change? • William and Penelope Welby, Francis Cotes, 1769, Oil on canvas, in Chapter 9.