educational program

Transcription

educational program

INTERNATIONAL
EXHIBITION
EDUCATIONAL PROGRAM
EXPOSITION
INTERNATIONALE
1. The Basics of Lascaux .................................................... 3
2. Visit of the Exhibition.................................................... 4-8
3. Educational Activities
Activity 1 ...................................................................... 9
The School of Cro-M’Artists
Activity 2 .................................................................... 11
Small Candles
Activity 3 .................................................................... 13
Doing Everything with…Nothing?
Activity 4 .................................................................... 16
A Hunting We Go
Activity 5 .................................................................... 18
Cro-Magnon, Who Are You?
Activity 6 .................................................................... 20
ChronologiK!
Activity 7 .................................................................... 22
The Archaeologist’s Work
Activity 8 .................................................................... 24
My Prehisto-teepee
Activity 9 .................................................................... 26
Stories of Water and Rocks
4. Selected Bibliography .............................................. 28-29
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EDUCATIONAL PROGRAM
Lascaux – International Exhibition
THE 9 THEMES PROPOSED:
This package aims to offer a complete educational program related to
the Lascaux exhibition and the different themes proposed during the
visit. Nine themes are developed in the following pages. For each one,
we have collated and synthesized the essential scientific information to
be conveyed. According to the intended audience, we suggest ideas for
educational activities and list the materials needed to implement them.
Some activities have already been tested by the first museums that
hosted the exhibition and are described in detail, others are presented
as options to consider, or suggestions for implementing an activity to
be adapted to your museum with your visitors, your mediators, and
your own equipment. Our objective was not to create a ready-to-use
educational product, but to provide elements allowing each hosting
structure to imagine and carry out its own activities according to its
particular interests and educational approach.
5 aimed at understanding the daily life of men and women living at the time of Lascaux
Themes developed around the life of prehistoric people:
Small Candles
A Hunting We Go
My Prehisto-tepee
Who is Cro-Magnon?
ChronologiK !
The Work of the Archeologist
zones.
on Lascaux.
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EDUCATIONAL PROGRAM
1. The Basics of Lascaux
Where is Lascaux?
France, in a region called the Perigord, in a small town
called Montignac.
The area where Paleolithic cave art is mostly found is
in the southwestern Europe, especially the south of
What is Lascaux?
Lascaux is one of the most famous sites of Paleolithic
cave art. Cave art includes all the engraved, sculpted,
or painted representations on the walls of caves and
rock shelters.
When was Lascaux?
The Lascaux cave was used and decorated in the
centuries ago. Paleolithic cave art covered a period
of 20,000 to 25,000 years at least. The deep caves
long period. These events are unique in the history of
humanity.
Who made Lascaux?
Prehistoric men and women created all these works.
We call them “Cro-Magnons.”
They were modern men, called Homo sapiens, and
like us in every way. Did you know that prehistoric men
were exactly like us?
Then who were the Neanderthals?
Neanderthal is Cro-Magnon’s cousin. He was not
exactly the same, he was a little smaller, his skull was
more elongated, and he did not have the same chin
poles. And when they could, they sheltered under the
Cro-Magnon arrived Neanderthal disappeared. We do
not know why.
Were there dinosaurs then?
How did they light Lascaux?
prehistoric men, 65 million years ago. They never
encountered each other.
Was it cold at Lascaux?
In prehistoric times, the climate changed. It alternated
interglacial periods. In the period when prehistoric men
used Lascaux, the climate was mostly temperate, a little
and some animals from cold countries still lived in the
region, like reindeer, for example.
And how did they dress?
Like us, they had clothes and shoes to protect them
from the cold. They made them from fur or leather using
the skins of animals they hunted. Some researches
even think they had already invented weaving and that
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Did they live at Lascaux?
Like us today, prehistoric men could not live in the dark
in caves. They preferred to live outside in the daylight.
What did they eat?
Prehistoric men were hunter-gatherers. They hunted
Why did they paint in caves?
Why go hundreds of feet underground to make
paintings that no one could even see? Is this art
practices? What does this art mean? Since the 19th
EDUCATIONAL PROGRAM
2. Visit of the Exhibition
than 200 centuries ago. A time not so far off when men,
known as Cro-Magnons, in every way like us, except
for their culture, transformed a small cave in southwest
France into a prehistoric sanctuary.
—
Zones 1 to 3 recount the worldwide impact of the discovery
of Lascaux and the successive attempts to reproduce
the cave.
—
5
2
6
2
4
5
of 5 life-size reconstitutions—the stone veils—of a part
8
the Shaft.
—
Zones 5 to 8 concentrate on man: you will encounter
1
3
extraordinary dermoplastic sculptures. Here you will
Zone 1. From Discovery to Closing
Zone 2. The Adventure of the Copy
Zone 3. Such a Small Cave for Such Great Art
Zone 4. Lascaux as Never Seen Before!
Zone 5. Seeing and Learning
Zone 6. Views
Zone 7. We Are Cro-Magnon
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EDUCATIONAL PROGRAM
ZONE 1
ZONE 2
ZONE 3
From Discovery to Closing
Theme
The Adventure of the Copy
Theme
Such a Small Cave for Such Great Art
Theme
the exterior physical geography of Lascaux. It goes
the attraction was so great that Lascaux’s health
Objective
question of how to reproduce the cave. In 1983, after
more than 20 years of effort, the Lascaux II replica
opened, just a few meters from the original site. Later
reproduction techniques evolved, gaining in technology
and precision; and it is in the Dordogne region of
France that a unique revolutionary technique was
developed: the stone veil.
Objectives: Discover the monumental work of researchers
and artists in reproducing Lascaux’s artworks: analog
years following discovery until it was closed in 1963.
Iess than 10 meters / 33 feet underground. A narrow
several occasions during the last millennia of the
Upper Paleolithic. Except for the entrance, the physical
geography of Lascaux has not changed in the 20,000
years since the Cro-Magnons’ passage. There are
painting and engraving.
Objective: Discovery of the cave and its passages in 3
dimensions with an extraordinarily precise 1:10 scalemodel. It provides information on the geology and
mineralogy of Lascaux.
successive steps of fashioning a stone veil.
2
1
2
3
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EDUCATIONAL PROGRAM
ZONE 4
ZONE 5
Lascaux as Never Seen Before
Theme
Seeing and Learning
Theme
engraved and painted, making the animals less easily
the Shaft alone. These are known as the Panel of the
Imprint, Panel of the Black Cow, Panel of the Crossed
Bison, Frieze of the Stags, and Shaft Scene. They were
reproduction techniques for Lascaux. These are unique
You will see them nowhere else.
Objective: Contemplate Lascaux in a monumental setting
How were they created? What story do they tell? The
4
5
techniques. We discover an accomplished artist with a
mastery of graphic conventions expressing a uniform
style in the whole of the cave.
Objectives
Using them, you will understand how to read the lines
of the engravings, how the artists expressed movement
relation to the others, scale).
walls to present the animals. You will discover the
technique used all over the cave to represent a horse, a
Focus on the Panel of the Black Cow with a projection
on a screen taking the shape of the cave’s wall
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EDUCATIONAL PROGRAM
ZONE 6
ZONE 7
Views
Theme: Since its discovery Lascaux has exerted a great
We Are Cro-Magnon
Theme: Here we discover that Cro-Magnon was a semi-
the entire history of decorated Paleolithic caves. It has
also impressed other kinds of visitors, who have seen
it from their own particular viewpoint. The prehistorian
André Glory had little time and space to study Lascaux.
group followed the annual migration of the animals
they hunted. Did he return to Lascaux? Did other
generations occupy the same site some thousands
6
of tracings of the engravings as well as some one
occurrence for a decorated cave. Three dozen of these
their disappearance, we also unearthed the reels of the
remains of meals, etc.
Objective
7
that makes Cro-Magnon unique: lifestyle, social
in the Lascaux cave, and never aired until now!
which we have learned more and more. Here the
the hunter-gatherer who stayed at Lascaux and left
greatest secrets.
Objective: Discover with low-tech games how to copy,
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EDUCATIONAL PROGRAM
ZONE 8
Thinking about Cro-Magnon
Theme: We are all Cro-Magnons! Even if the term
Cro-Magnon refers to the discovery in 1868 of a
skeleton in a deposit known as Cro-Magnon in the
century. Except for his culture, clothing, and personal
ornaments, we may conclude that his way of thinking
Bushmen). The Cro-Magnon men and women quit the
Lascaux cave 20,000 years ago, leaving us a sanctuary
whose meaning escapes us today. What did they wish
to represent? Why Lascaux?
Objectives: Listen to the explanations of 8 Lascaux
specialists coming from different disciplines on the
meaning of this art. Discover the hyper-realistic
anatomical sculptures of an old man, a woman, an
8
Daynes, a sculptor specializing in the representation of
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EDUCATIONAL PROGRAM
ACTIVITY 1
Lascaux and Its Spectacular Paintings: How Did They Do It?
This activity will provide the opportunity to examine the techniques, styles, and tools
pictorial works.
Examples of reconstituted walls using wire netting covered with plaster
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EDUCATIONAL PROGRAM
ACTIVITY 1
Intended audience and
prerequisites
Learning objectives
All audiences, detail of the
simplest to the most complex
notions
Recognize the various characteristics of the
art of Lascaux
Activity suggestions
Knowledge
- Separate/superimposed
- Complete/incomplete
triangular heads, semi-twisted perspective
- Use of relief
Recognize the different themes:
For older children and adults:
- Evolution of styles during the periods of the
Upper Paleolithic
replicas. The mediator
directs remarks on the
various characteristics of
the representations.
Using a paper document
created to direct questions,
look for examples of these
characteristics, note their
art’s sake, magic of the hunt, structuralism,
magical-religious interpretations such as
shamanism)
- Importance of the execution in relation to
panel), draw them on the
paper document.
Use the techniques of
prehistoric representations
among themselves.
equivalent).
- Geometric signs: alone/associated with
Cow
- Humans: rare, unrealistic
Knowing-how-to-be
Discover the various techniques used
- Adding medium: drawing, painting with a
- Removal of medium: engraving
Know which tools and raw materials were used:
Knowhow
appropriate examples
together, compose a drawing following the rules
what is or is not represented, and the fact of
sometimes going very deep underground to
make paintings far from where they lived.
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Materials
Paper document synthesizing
the various characteristics
of cave art for each child
Black, red, yellow, purple, light
and erasers to copy the
drawings on the paper
document
Demonstration handling
materials: pieces of
ochre and manganese,
leather stencils
Painting activity:
- Wall replica, natural pigment
paints, water, towels,
aprons
- Large piece of paper placed
vertically, relief imitated with
EDUCATIONAL PROGRAM
ACTIVITY 2
Small Candles
“But how did they manage without light in the cave?”
How did they light the depths of the cave? How did they carry lamps there?
Paleolithic times.
Lascaux grease lamp
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EDUCATIONAL PROGRAM
Small Candles
ACTIVITY 2
prerequisites
simplest to most complex
notions
Learning objectives
Knowledge
Discover the various lighting techniques
Understand the technical implications related
For older children and adults: technology
of lighting methods
- Fixed hearths used as “relays” for lighting,
also used to cook food
- Lamps found more often in shelters or cave
entrances since they were needed to leave
Materials
Question and answer
presentation of lighting
Making a grease lamp using
the prehistoric method
Illustrations of Lascaux grease
lamps and torches
Film “Les Gestes de la
Préhistoire”
Materials for making a grease
lamp: animal fat, dried
a ceremonial character?), other much more
OR any recipient, lighter to
light the lamp
of light, especially on the ground. Easily relit
Knowhow
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EDUCATIONAL PROGRAM
ACTIVITY 3
There were no supermarkets in prehistoric times! So where did the paint come
from? What about string, and clothes, and tools?
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EDUCATIONAL PROGRAM
ACTIVITY 3
prerequisites
Learning objectives
Materials
Knowledge
Demonstration materials to
Young audience
Realize that prehistoric men, who were huntergatherers, were very well acquainted with
their natural environment
Using natural resources to make everyday
Game: matched pairs
Game of matched pairs,
pencils
succession of steps resulting in the
- Some complex processes in the production
of prehistoric tools are the result of
deeply rooted in an earlier age, proof of the
transmission of knowledge over time.
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EDUCATIONAL PROGRAM
ACTIVITY 3
WHAT I CAN FIND IN NATURE
Nettles
Reindeer antler
Bone
Ochre
Flint
Animal teeth
Seashell
Animal skin
Animal fat
Reindeer tendon
Fur
Bead
Sewing thread
Tools
Grease lamps
String
Paint
Spear-thrower hook
Clothing
Jewelry
Tent
Sewing needle
THE OBJECTS I CAN MAKE WITH IT
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EDUCATIONAL PROGRAM
ACTIVITY 4
A Hunting We Go
of acquiring it vary according to the period in time, the people, and the culture. This
went looking for it. It will also give the opportunity to discuss hunting weapons and
introduce the notion of the food chain.
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EDUCATIONAL PROGRAM
A Hunting We Go
ACTIVITY 4
prerequisites
Learning objectives
simplest to most complex
notions
Hunting weapons:
Knowledge of the various
levels of the food chain
Capacity to interpret the
vestiges found at the
sites—understand the
archeological approach
Knowledge
wooden shaft, with a tip made from deer
antler. At Lascaux, many spear tips made
from reindeer antler were found. The rest of
the weapons were not preserved.
acting like an additional lever arm. Made of
an arm length wooden handle with a deer
hook exposed in the display case. Spearthrower hooks were found on sites close to
Lascaux dating from the same period.
Animal photos, spear-thrower
of any other animal, they are not the most
Préhistoire”
Ideas, question and answer
with the children
Presentation of the
“Prehisto-Yum” game
most represented is the horse).
- Cards with prehistoric
represented:
Remark on the fact that although more reindeer
meat than a reindeer.
for food.
Knowing-how-to-be
antlers, and jaws.
Development of interactions with others during
the game
prehistoric men ate mostly reindeer meat.
Point out that they could eat other animals,
Food chains:
- Introduce the “Prehisto-Yum” game.
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carnivores, omnivores, and
prehistoric plants
used for food. It is generally little represented
for steps in making a spear.
Animals hunted:
Materials
- Instructions: each child is
dealt 3 cards. All the players
put down a card at the
same time. See who eats
whom depending on what
turns up on the cards.
more cards and prolong the
game.
Film “Les gestes de la
Préhistoire”
“Prehisto-Yum” game
EDUCATIONAL PROGRAM
ACTIVITY 5
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EDUCATIONAL PROGRAM
ACTIVITY 5
Intended audience
and prerequisites
Learning Objectives
Preteens, teenagers.
Evolution of the human species:
- Man does not descend from the ape! We share a common
evolution of species
Knowledge
Mankind in Europe:
oldest are not well known.
of question and answer with
young people
in Europe. Homo sapiens was already living elsewhere in the
our ancestors.
- Three great developments in human evolution:
Classify them according to
Neanderthal progressively disappeared.
million years ago, and the genus Homo starting 2.5 millions
years ago.
- Bush evolution: the various human species do not all
descend from each other. Some species disappeared leaving
no descendants. Roots of the genus Homo among the
Australopithecus.
- Genus Homo divided into several species present at different
Cultural evolution:
our environment, etc. We can conceive of things that happen
outside our immediate environment according to our level of
knowledge, and act in consequence. We can imagine things
cultural elements progressively appeared during our evolution.
- Learn that the last Australopithecus manufactured the
Neanderthal, sapiens.
species:
- Major characteristics considered in human evolution: skull size,
whereas Homo sapiens alone created artworks.
Knowhow
- Identify the characteristics of Homo sapiens: round skull,
characteristics.
- Take succinct notes on the information related to each of the
species presented.
periods and regions.
Draw the skulls and note their
characteristics.
Game for preteens: What does
your skull look like?
Using a sketch of a child in
each child to draw one of
another child in the group.
Compare them with the drawings of the various human
species, and mention that
the drawings are a close
match with the skull of
sapiens.
Materials
Images and/or skulls of the
human species presented
Summary sheets of the
various human species
Knowing-how-to-be
characteristics.
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in time and on the earth)
Paper, pencils, erasers
Sample drawing of a child’s
EDUCATIONAL PROGRAM
ACTIVITY 6
ChronologiK!
(A Cap-Sciences, Bordeaux activity)
Hundreds, thousands, millions of years… It’s not easy to see when things happened
in the past, especially when things happened so long ago. So, precisely, it’s time to
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EDUCATIONAL PROGRAM
ChronologiK!
ACTIVITY 6
Intended audience
and prerequisites
Preteens, teenagers,
adults.
Notions of time on the
scale of prehistory, even on
a geological time scale
Basic knowledge of history
and prehistory
Learning objectives
Knowledge
Situate the major steps of prehistory and history
Jesus Christ):
- 65 million years: disappearance of dinosaurs
- 10 millions years: cave formation
- 8,000 years BP: end of glaciers in Europe, a
landslide closes the Lascaux cave. Beginning
of the Neolithic Period
- 3,500 BC: invention of the wheel
- 3,300 BC: invention of writing. End of
prehistory
- 1,700 BC: disappearance of the last
humanity
- 3 millions years: Lucy the Australopithecus.
sapiens)
works on the entrance
- April 17, 1963: Lascaux closes due to
illnesses
- 1983: Lascaux 2 opens
in Europe. Beginning of Upper Paleolithic
cave)
- 18,000 years BP: Lascaux paintings
the Middle East
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Materials
Game consisting of as many
cards as there are dates
Purpose: in a group, place the
cards in chronological order
“ChronologiK!” game
EDUCATIONAL PROGRAM
ACTIVITY 7
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EDUCATIONAL PROGRAM
ACTIVITY 7
Intended audience
and prerequisites
Learning objectives
Knowledge
Preteens, teenagers,
adults
invention of writing. Archaeology is thus the
only source of information on prehistoric men.
Knowledge of prehistory
Procedure for archeological excavations:
locate each vestige;
- Horizontal excavation. Revealing
Importance of recording data
comprehensive understanding of the site
Comparison with other sites in order to
understanding of the site;
- Samplings of vestiges, and sediment;
structure of sediment), dating;
Question and answer for young
people
Using various documents from
archaeological excavations
Activity for small groups of
“archaeologists”
- Excavation documents
geographical area
during a discussion. Different
sequence of pre- or post-deposit events
the organization of a site).
position of vestiges on the site. May include
photographs, notes, measurements in
Materials
compile a list of “found
of archaeological layers). Sifting of sediments
in archaeological vestiges
Knowhow
depending on the different
types of sites:
- Hunting campsites: few
vestiges, small hearth, small
excavation surface, remains
to the encampment), etc.
- Seasonal encampment: large
hearths, traces of tents on
to do so.
data.
Interpret these results in relation to human
activity.
Divide work within the team and clearly
communicate results and interpretations.
holes for poles) numerous
vestiges, structural activity
zones, etc.
Knowing-how-to-be
Lascaux): few vestiges,
some hearths, remains of
meals, grease lamps, cups
for paint, pieces of pigment
and charcoal, etc.
Communicate one’s own ideas, listen to those
of others, and discuss them.
At the end of the activity:
share the interpretations given
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excavation notes, etc.)
- Documents to help analyze
the site
- Directed questionnaires for
researching information
EDUCATIONAL PROGRAM
ACTIVITY 8
My Prehisto-teepee
We wouldn’t live outdoors, nor did prehistoric people! We wouldn’t live in a dark cave
either. So where would we live?
outdoor encampments and tents:
Examples of reconstituted Paleolithic tents at the Parc Pyrénéen de l’Art Préhistorique.
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EDUCATIONAL PROGRAM
My Prehisto-teepee
ACTIVITY 8
Intended audience
and prerequisites
Learning objectives
Materials
Knowledge
Question and answer and
All audiences
Understand why prehistoric people did not live
Illustrations
Examples of reconstituted
Paleolithic tents at the
Parc Pyrénéen de l’Art
Préhistorique.
with the children
Préhistoire”
reconstituted from
archaeological data, or
modern nomadic peoples
rock shelters, or in outdoor sites
- Manufacture of usually circular tents, using
wooden poles on which animal hides were
In Eastern Europe: structures of mammoth
move regularly and quickly.
activity
- Occupied for varied periods of time, from
seasonal encampments to hunting campsites
occupied for a few nights
- Structuring of the territory: local area used
areas
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EDUCATIONAL PROGRAM
ACTIVITY 9
understand the geological process that leads to the formation of underground caverns,
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EDUCATIONAL PROGRAM
ACTIVITY 9
Intended audience
and prerequisites
Learning objectives
Activity suggestion
Materials
Knowledge
Question and answer and
All audiences
For younger children:
Illustrations, diagrams
Chemical reactions in the
formation of concretions
Physical reactions linked to the
phenomenon of cryoclasts
Knowledge of rocks
of rainwater, dissolving of limestone,
progressive formation of underground rivers
that hollow out small or larger caverns
stalactites and stalagmites made of calcite,
- Introduce the notion of a geological time
scale: all these formations happen over an
extremely long period of time
- Limestone: sedimentary rock. At Lascaux,
the geological strata correspond to the Upper
Coniacian and Lower Santonian periods
- Formation of caves and rock shelters result
from two different geological phenomena.
cryoclasts due to an alternation of freezing
/thawing leading to fragility of the porous
limestone gorged with water and resulting in
its progressive disintegration
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EDUCATIONAL PROGRAM
4. Selected Bibliography
In French
In French
In French
In French
In French
In French
Lascaux, le geste, l’espace et
le temps
Dictionnaire de Lascaux
Brigitte et Gilles Delluc
Editions Sud-Ouest, 2008
Les métamorphoses de Lascaux
Pedro Lima
Editions Synops, 2012
Lascaux
Jean-Michel Geneste
Gallimard, Hors-Série
Découvertes, 2012
Le secret des bois de Lascaux
Félix et Bigotto
Editions Dolmen, 1990
Noune, l’enfant de la préhistoire
Textes Michel Vaidis, illustrations
Gemma Sales
MSM, 2006
Seuil
Histoire illustrée pour enfant à
partir de 3-4 ans.
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EDUCATIONAL PROGRAM
4. Selected Bibliography
In French
In English
In English
In English
In English
Mahava
Christophe Vigerie
Editions Errance, 2013
Coédition Pôle International de la
Préhistoire
The Many Metamorphoses
of Lascaux
Pedro Lima
Editions Synops, 2012
Lascaux: Movement,
Space, And Time
Discovering Lascaux
Brigitte and Gilles Delluc
Editions Sud-Ouest, 2008
Noune, child of Prehistory
MSM Editions
Seuil, 2013
Prehistoric novel for young
people, a book designed to
answer questions that young
people of today ask about the life
of prehistoric men
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EDUCATIONAL PROGRAM
Websites
Exhibition website:
http://www.lascaux-expo.fr/fr/
Official website of the Lascaux cave:
http://www.lascaux.culture.fr
Prehistory with Ticayou, Cro-Magnon child (in French):
http://ticayou.canalblog.com
© SPL-Lascaux
Rédaction: Johanne Violleau, Nathalie Grenet
Traduction anglaise: Venetia Bell Valin
Merci à Cap Sciences qui a développé les jeux ChronologiK !
et Préhisto-Miam, et au Parc Pyrénéen de l’Art Préhistorique pour leurs
illustrations (droits réservés).
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educational program

Transcription

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