A Canopic Jar Lid (W159)
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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. -
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. -
Death in the City of Light
DEATH IN THE CITY OF LIGHT The Conception of the Netherworld during the Amarna Period Master Thesis Classics and Ancient Civilizations Faculty of Humanities, Leiden University Name: Aikaterini Sofianou Email: [email protected] Student Number: s2573903 Supervisor: Prof. Olaf Kaper Second Reader: Dr. Miriam Müller Date: 14/08/2020 Table of contents Introduction .................................................................................................................. 3 Chapter 1: Historical Context..................................................................................... 6 1.1 Chronology of the Amarna Period. ...................................................................... 6 1.2 Amenhotep IV: The Innovative Early Years of His Reign. ................................. 7 1.3 Akhenaten: The Radical Changes After the Fifth Year of His Reign and the End of the Amarna Period. .............................................................................................. 10 Chapter 2: Religion and Funerary Ideology ........................................................... 14 2.1 Traditional Religion and the Afterlife................................................................ 14 2.2 Atenism: Its Roots and Development. ............................................................... 17 Chapter 3: Tombs and Non-elite Burials of the Amarna Period .......................... 22 3.1 Tombs: Their Significance and Characteristics. ................................................ 22 3.2 The Royal Tomb of Amarna ............................................................................. -
Ancient Egyptians Believed in an Afterlife
Note To the Teacher This kit is designed to help your students learn more about Ancient Egypt by viewing images from the Walters Art Museum collection. The scope ranges from the Middle Kingdom (Dynasties ca. 2061-1640 BCE) through the Ptolemaic Period (332-30 BCE). You will find ten images of objects from Ancient Egypt. In addition to the images, there is a timeline, essays about the museum objects; lesson plans for elementary, middle grades and high school, and bibliographies with resources to assist you in your class presentation. Resources include: a vocabulary list, books for you and your students, websites, videos and other art tools. TRK Borrowing Policy Please… 1. Return this kit in person or by mail on or by its due date. A valid credit card number is required to borrow Teacher Resource Kits. A $25.00 fee will be charged for kits that are returned up to one month late. Borrowers will be assessed the pur- chase cost of kits borrowed if materials are returned more than one month late. The box the TRK was sent in can be reused for its return. 2. Keep your TRK intact and in working order. You are responsible for the contents of this kit while it is in your possession. If any item is miss- ing or damaged, please contact the Department of School Programs at 410.547.9000, ext. 298, as soon as possible. 3. Fill out the TRK Evaluation so that kits can be improved with your input and student feedback. Please return the Teacher Resource Kit to: Department of School Programs Division of Education and Public Programs The Walters Art Museum 600 North Charles Street Baltimore, MD 21201-5185 Copyright Statement Materials contained in this Education kit are not to be reproduced or transmitted in any format, other than for educational use, without specific advance written permission from the Walters Art Museum. -
LO: to Learn the Different Stages of the Mummification Process
LO: To learn the different stages of the mummification process Photo courtesy of Shriram Rajagopalan (@flickr.com) - granted under creative commons licence -attribution Watch • https://vimeo.com/51094296 Find someone to act out each stage of the mummification process on. 1. What was the process? The body was taken to a place called the Beautiful House. It wasn’t as beautiful as the name suggests! The body was cleansed with palm wine and rinsed with water from the River Nile. Sometimes they would use a slatted bed on a slant. This would let fluids drain off and out of the body, and allow them to wrap the strips of linen around the body. 2. Organs A cut was made on the left side of the body and the organs removed to stop the body decomposing. The liver, lungs, intestines and stomach were washed, dried in natron and either wrapped in cloth to place in the body later or stored in canopic jars. The heart, responsible for intelligence and emotion, was left in the body as it was needed in the afterlife. Natron is a natural salt. 3. Canopic Jars The canopic jars had four different heads representing the four sons of Horus. Hapi Imsety Duamutee Qebehsenuef Baboon headed Huma headed Jackal headed Falcon headed God. Looked God. Looked God. Looked God. Looked after the after the after the after lungs. liver. stomach. the intestines. 4. The Brain The brain wasn’t thought to be important! A long hook was pushed up through the nose to smash the brain to pieces, then either pull it out or lift the body so the liquefied brain would drain out through the nose. -
The Routledge Dictionary of Egyptian Gods and Goddesses
The Routledge Dictionary of Egyptian Gods and Goddesses The Routledge Dictionary of Egyptian Gods and Goddesses provides one of the most comprehensive listings and descriptions of Egyptian deities. Now in its second edition, it contains: ● A new introduction ● Updated entries and four new entries on deities ● Names of the deities as hieroglyphs ● A survey of gods and goddesses as they appear in Classical literature ● An expanded chronology and updated bibliography ● Illustrations of the gods and emblems of each district ● A map of ancient Egypt and a Time Chart. Presenting a vivid picture of the complexity and richness of imagery of Egyptian mythology, students studying Ancient Egypt, travellers, visitors to museums and all those interested in mythology will find this an invaluable resource. George Hart was staff lecturer and educator on the Ancient Egyptian collections in the Education Department of the British Museum. He is now a freelance lecturer and writer. You may also be interested in the following Routledge Student Reference titles: Archaeology: The Key Concepts Edited by Colin Renfrew and Paul Bahn Ancient History: Key Themes and Approaches Neville Morley Fifty Key Classical Authors Alison Sharrock and Rhiannon Ash Who’s Who in Classical Mythology Michael Grant and John Hazel Who’s Who in Non-Classical Mythology Egerton Sykes, revised by Allen Kendall Who’s Who in the Greek World John Hazel Who’s Who in the Roman World John Hazel The Routledge Dictionary of Egyptian Gods and Goddesses George Hart Second edition First published 2005 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Simultaneously published in the USA and Canada by Routledge 270 Madison Ave, New York, NY 10016 Routledge is an imprint of the Taylor & Francis Group This edition published in the Taylor & Francis e-Library, 2005. -
Ancient Egypt Handling Box
Ancient Egypt Handling Box Ancient Egypt handling collection Teacher Notes Welcome to the National Museum of Scotland. This box contains handling objects and resources designed to support learning about ancient Egypt. It contains 33 real and replica objects relating to the ancient Egyptian collections of National Museums Scotland. The objects are grouped into four themes: 1. Life 2. Mummification 3. Afterlife 4. Egyptology This Teachers Resource Pack for the Ancient Egypt handling collection is also available to download from our website: www.nms.ac.uk/nmosvisit#handlingbox National Museums Scotland Teachers’ Resource Pack Ancient Egypt handling collection Introduction The ancient Egyptian collections of National Our ancient Egyptian collections were begun Museums Scotland comprises around in 1819, and many of the objects derive from 6,000 items, including many unique and archaeological excavations by Alexander Henry internationally significant objects, such as Rhind (Fellow of the Society of Antiquaries royal statuary, reliefs, mummies, coffins, papyri, Scotland), the Egypt Exploration Society, British furniture, jewellery and textiles. School of Archaeology in Egypt, and Oxford Ancient Egypt was one of the earliest and and Liverpool Universities. The museum also longest-lived civilisations, spanning almost has the only intact ancient Egyptian royal burial 4000 years of history. The River Nile and the group outside of Egypt. surrounding desert shaped ancient Egyptian The ancient Egyptian collections of National culture and how they saw the world. Egypt’s Museums Scotland are represented in this success derived from its natural resources, such informative and interactive learning resource. as fertile agriculture from the annual flood, Use the handling objects to create an exciting stone for building monuments, and precious and educational experience for your group and gold. -
Glossary Ancient Egyptian Art and Culture
Ancient Egyptian Art and Culture Glossary Africa Africa is the world's second-largest and second most-populous continent, after Asia. At about 12 million square miles it covers 20% of the Earth's total land area. Egypt is located on the Northeast corner of the African continent. Amphora A large pottery or stone vessel, usually with one or more handles and used as storage or transport container for liquids or solids. Amulet A small token, such as a hieroglyphic symbol or figurine of a god, believed to provide magical protection or other benefits to its wearer. Ankh The ankh is a hieroglyphic symbol meaning “life” and “to live.” lt was worn by many ancient Egyptians as an amulet, and is frequently depicted in art being extended by the gods. Apis Bull The Apis bull was a sacred oracle housed in the temple of Ptah at Memphis. The bulls were well treated throughout their lifetimes, given divine status as the embodiment of the god Ptah, and were mummified upon death. The Apis bulls, and later the mothers of the Apis bulls (sacred to Isis) were buried at Saqqara. Artistic perspective Egyptians used variations in size to indicate importance in their art. Viewpoints also changed within images to show the strongest characteristics of objects and people. Faces were always shown in profile, eyes were large, and legs were often shown in exaggerated poses. Artifact An artifact is something that was made by a person in the distant past. Clothing, pottery, furniture, tools, and art are all artifacts. Atef The atef is a crown with an ostrich plume on each side and horizontal ram’s horns underneath. -
Ancient Egyptians
Ancient Egyptians As the Learning Team are working from home and don’t have access to our actual handling artefacts, we have created a series of learning posts/pages based on our schools Egyptian loans box replicas and photographs of objects in our Ancient Lives Gallery. We’ve also put together a brief Ancient Egyptian history timeline. As well as the information here there is a short video to go with each object, available on the website and linked to our social media posts. Our information is short and easy to read - but remember this is about interesting you in the topic, it’s not the whole history of Ancient Egypt! Canopic Jars These are replica canopic jars. Canopic jars were used as part of the burial pro- cess, and held the internal organs of the mummified person. Each jar had a different head and held a different organ. Imsety had a human head and carried and protected the liver. Qebehsenuf had a falcon’s head and carried and protected the intestines. Hapy had the head of a baboon and carried and protected the lungs. Duamatef had the head of a jackal and carried and protected the stomach Replica mini canopic jars Canopic jar heads in the gallery Amulets In ancient Egypt amulets were created for a number of reasons. There were deities and symbols that transferred the powers that they represented. They were worn like modern charm bracelets, tucked into the bandages of a mum- mified person, or even woven into beaded burial nets. Ankh. Djed. Sekhmet. Eye of Horus. -
The Canopic Box of N%-Aa-Rw (BM EA 8539) *
THE CANOPIC BOX OF N%-aA-RW_ (BM EA 8539) * By AHMED M. MEKAWY OUDA Primary publication of the canopic box of Ns-aA-rwd, perhaps from Thebes dating to late Twenty- fifth/early Twenty-sixthD ynasties. No exact parallels exist for the texts on this box, which bears some unique epithets and unusual extensive formulations for the four protective goddesses, invoking a close relationship with Osiris and Horus, especially for Isis and Neith. The box’s owner, title, family, and status, as well as textual parallels for deities’ titles and epithets, are discussed. In the collections of the British Museum, there is a painted wooden canopic chest belonging to Ns-aA-rwd, in the form of a Pr-wr shrine with inclined roof (BM EA 8539; fig. 1).1 The museum acquired it as part of Henry Salt’s first collection, which arrived in London in 1821 and was accessioned in 1823. Each side displays a scene in which one of the four protective goddesses, Isis, Nephthys, Neith, and Selkis, are making a libation for one of the sons of Horus on the right, with four columns of hieroglyphic inscriptions on the left (fig. 2). The box (H. 44.5 cm, W. 45 cm, and D. 42 cm ) is in good condition apart from three fragmented lines on the sides of the box pertaining to Neith, Nephthys, and Isis, and a break in the sloping lid on the Nephthys side. Its provenance was not recorded, but the title of the owner (‘Singer in the interior (of the Temple) of Amun’) suggests it came from Thebes. -
Cwiek, Andrzej. Relief Decoration in the Royal
Andrzej Ćwiek RELIEF DECORATION IN THE ROYAL FUNERARY COMPLEXES OF THE OLD KINGDOM STUDIES IN THE DEVELOPMENT, SCENE CONTENT AND ICONOGRAPHY PhD THESIS WRITTEN UNDER THE SUPERVISION OF PROF. KAROL MYŚLIWIEC INSTITUTE OF ARCHAEOLOGY FACULTY OF HISTORY WARSAW UNIVERSITY 2003 ACKNOWLEDGMENTS This work would have never appeared without help, support, advice and kindness of many people. I would like to express my sincerest thanks to: Professor Karol Myśliwiec, the supervisor of this thesis, for his incredible patience. Professor Zbigniew Szafrański, my first teacher of Egyptian archaeology and subsequently my boss at Deir el-Bahari, colleague and friend. It was his attitude towards science that influenced my decision to become an Egyptologist. Professor Lech Krzyżaniak, who offered to me really enormous possibilities of work in Poznań and helped me to survive during difficult years. It is due to him I have finished my thesis at last; he asked me about it every time he saw me. Professor Dietrich Wildung who encouraged me and kindly opened for me the inventories and photographic archives of the Ägyptisches Museum und Papyrussammlung, and Dr. Karla Kroeper who enabled my work in Berlin in perfect conditions. Professors and colleagues who offered to me their knowledge, unpublished material, and helped me in various ways. Many scholars contributed to this work, sometimes unconsciously, and I owe to them much, albeit all the mistakes and misinterpretations are certainly by myself. Let me list them in an alphabetical order, pleno titulo: Hartwig