The document discusses the evolution of representations of the human figure in ancient Greek art from the 8th century BCE to the 1st century CE. It examines how Greek religion, mythology and cultural influences were expressed through artistic depictions of figures in sculptures and reliefs. Key developments included the earliest kouroi statues becoming more naturalistic over time, the refinement of depicting the human form in Classical Greek art, and Hellenistic sculpture capturing more emotion and movement. The document contains over 70 labeled images as examples.
I remember well of my visit to the National Archaeological Museum in Athens. I stood in front of one of the Kouros (Archaic Youth) statue, feeling a bit small when confronted with thousands of years of history before me. I was captivated by his mesmerising and charming smile. I could see that the statue can be quite easily mistaken as a real person. I never quite understand what really drove the Greek to create these wonderful sculptures. They were simply thousands of year ahead of other civilisations, in sculpture.
This Powerpoint slideshow presentation briefly sketches the development of sculpture in ancient Greece, from its humble beginning in the Greek islands to its zenith in the Hellenistic age. It maps out the milestones and advances made in stages, with the help of images of Greek masterpieces, like the Sulky Kore, the Kritios Boy, the Artemision Bronze, the Riace Bronzes etc. The Ancient Greece is unique amongst the ancient civilizations to develop such very level high of naturalism, with its expressive and life-like sculptures. According to some art historians they were driven largely by the spirit rooted in the belief that man is a free, indeed an exalted, being or simply their idea and love of beauty.
This Powerpoint slideshow presentation briefly sketches the development of sculpture in ancient Greece, from its humble beginning in the Greek islands to its zenith in the Hellenistic age. It maps out the milestones and advances made in stages, with the help of images of Greek masterpieces, like the Sulky Kore, the Kritios Boy, the Artemision Bronze, the Riace Bronzes etc. The Ancient Greece is unique amongst the ancient civilizations to develop such very level high of naturalism, with its expressive and life-like sculptures. According to some art historians they were driven largely by the spirit rooted in the belief that man is a free, indeed an exalted, being or simply their idea and love of beauty.
"Future ages will wonder at us, as the present age wonders at us now“
A slideshow connected to a lecture of Greek Art available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Alexis Culotta.
I remember well of my visit to the National Archaeological Museum in Athens. I stood in front of one of the Kouros (Archaic Youth) statue, feeling a bit small when confronted with thousands of years of history before me. I was captivated by his mesmerising and charming smile. I could see that the statue can be quite easily mistaken as a real person. I never quite understand what really drove the Greek to create these wonderful sculptures. They were simply thousands of year ahead of other civilisations, in sculpture.
This Powerpoint slideshow presentation briefly sketches the development of sculpture in ancient Greece, from its humble beginning in the Greek islands to its zenith in the Hellenistic age. It maps out the milestones and advances made in stages, with the help of images of Greek masterpieces, like the Sulky Kore, the Kritios Boy, the Artemision Bronze, the Riace Bronzes etc. The Ancient Greece is unique amongst the ancient civilizations to develop such very level high of naturalism, with its expressive and life-like sculptures. According to some art historians they were driven largely by the spirit rooted in the belief that man is a free, indeed an exalted, being or simply their idea and love of beauty.
This Powerpoint slideshow presentation briefly sketches the development of sculpture in ancient Greece, from its humble beginning in the Greek islands to its zenith in the Hellenistic age. It maps out the milestones and advances made in stages, with the help of images of Greek masterpieces, like the Sulky Kore, the Kritios Boy, the Artemision Bronze, the Riace Bronzes etc. The Ancient Greece is unique amongst the ancient civilizations to develop such very level high of naturalism, with its expressive and life-like sculptures. According to some art historians they were driven largely by the spirit rooted in the belief that man is a free, indeed an exalted, being or simply their idea and love of beauty.
"Future ages will wonder at us, as the present age wonders at us now“
A slideshow connected to a lecture of Greek Art available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Alexis Culotta.
‘8 Sentence Body Paragraph’ Essay Template (22-sentence)Introducti.docxanhlodge
‘8 Sentence Body Paragraph’ Essay Template (22-sentence)
Introduction ¶(Includes thesis)
Body ¶ #1
Topic Sentence
Concrete Detail #1 (fact) (For example)
Commentary (explain or comment) (This shows that)
Commentary (explain or comment) (This is because)
Concrete Detail #2 (fact )(In addition,)
Commentary (explain or comment) (This shows that)
Commentary (explain or comment) (This is because)
Concluding Sentence (As a result,)
Body ¶ #2
Topic Sentence
Concrete Detail #1 (fact) (For example)
Commentary (explain or comment) (This shows that)
Commentary (explain or comment) (This is because)
Concrete Detail #2 (fact) (In addition,)
Commentary (explain or comment) (This shows that)
Commentary (explain or comment) (This is because)
Concluding Sentence (As a result,)
Conclusion ¶(Includes summary)
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Ancient Greek Art
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The Greek World
Map 5-1 The Greek world.
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Geometric krater, from the Dipylon cemetery, Athens, Greece, ca. 740 BCE. 3’ 4 1/2” high. Metropolitan Museum of Art, New York.
Geometric Period
(9th – 8th centuries BCE)
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DIPYLON PAINTER, Geometric amphora with mourning scene, from the Dipylon cemetery, Athens, Greece, ca. 750 BCE. 5’ 1” high. National Archaeological Museum, Athens.
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Hero and centaur (Herakles and Nessos?), from Olympia,Greece, ca. 750–730 BCE. Bronze, 4 1/2” high. Metropolitan Museum of Art, New York (gift of J. Pierpont).
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Mantiklos Apollo, statuette of a youth dedicated by Mantiklos to Apollo, from Thebes, Greece, ca. 700–680 BCE. Bronze, 8” high. Museum of Fine Arts, Boston.
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Eleusis Amphora – front, 675-650 BCE
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Corinthian black-figure amphora with animal friezes, from Rhodes, Greece, ca. 625–600 BCE. 1’ 2” high. British Museum, London.
Observe the creatures on this black-figure amphora. Are there any precedents for such composite creatures?
Orientalizing Period (7th century BCE)
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Lady of Auxerre, from Crete, probably Eleutherna, Greece, ca. 650–625 BCE. Limestone, 2’ 1 1/2” high. Musée du Louvre, Paris.
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kouros (male youth)/kouroi (pl.)
kore (maiden)/korai (pl.).
Archaic Period (6th century BCE)
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Kouros, from Attica, possibly Anavysos, Greece, ca. 600 BCE. Marble, 6’ 1/2” high. Metropolitan Museum of Art, New York.
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Kroisos, from Anavysos, Greece, ca. 530 BCE. Marble, 6’ 4” high. National Archaeological Museum, Athens.
Why did Greek artists render the male form in the nude?
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Calf Bearer, dedicated by Rhonbos on the Acropolis, Athens, Greece, ca. 560 BCE. Marble, restored height 5’ 5”; fragment 3’ 11 1/2” high. Acropolis Museum, Athens.
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Peplos Kore, from the Acropolis, Athens, Greece, ca. 530 BCE. Marble, 4’ high. Acropolis Museum, Athens.
Notice traces of encaustic paint on the Peplos Kore. Most Greek stone statues were painted.
Notice also that the Peplos Kore is clothed.
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Kore in Ionian dress, from the Acropolis, Athens, Greece, ca. 520–510 BCE. Marble, 1’ 9” high. Acr.
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Ancient Egyptian Art
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Ancient Egypt
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People, boats, and animals, detail of a watercolor copy of a wall painting from tomb 100 at Hierakonpolis, Egypt, Predynastic, ca. 3500–3200 BCE. Paint on plaster, entire painting 16’ 4” X 3’ 7 3/8”. Egyptian Museum, Cairo.
Predynastic, Early Dynasties, and the Old Kingdom
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Stylistic Conventions of Egyptian Art
Palette of Narmer: a blueprint for a formula for figure representation and other conventions seen in Egyptian art for nearly 3000 years.
Palette of King Narmer (left, back; right, front), from Hierakonpolis, Egypt, Predynastic, ca. 3000–2920 BCE. Slate, 2’ 1” high. Egyptian Museum, Cairo.
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Early Funerary Architectural Forms
Section (top), plan (center),and restored view (bottom) of typical Egyptian mastaba tombs.
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IMHOTEP, Stepped Pyramid and mortuary precinct of Djoser, Saqqara, Egypt, Third Dynasty, ca. 2630–2611 BCE.
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Restored view (top) and plan (bottom) of the mortuary precinct of Djoser, Saqqara, Egypt, Third Dynasty, ca. 2630–2611 BCE.
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Columnar entrance corridor to the mortuary precinct of Djoser, Saqqara, Egypt, Third Dynasty, ca. 2630–2611 BCE.
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Detail of the facade of the north palace of the mortuary precinct of Djoser, Saqqara, Egypt, Third Dynasty, ca. 2630–2611 BCE.
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Aerial view of the Fourth Dynasty pyramids (looking north), Gizeh, Egypt. From bottom: Pyramids of Menkaure, ca. 2490–2472 BCE; Khafre, ca. 2520–2494 BCE; and Khufu, ca. 2551–2528 BCE.
The Pyramids
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Section of the Pyramid of Khufu, Gizeh, Egypt, Fourth Dynasty, ca. 2551–2528 BCE.
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Model of the pyramid complex, Gizeh, Egypt. Harvard University Semitic Museum, Cambridge. 1) Pyramid of Menkaure, 2) Pyramid of Khafre, 3) mortuary temple of Khafre, 4) causeway, 5) Great Sphinx, 6) valley temple of Khafre, 7) Pyramid of Khufu, 8) pyramids of the royal family and mastabas of nobles.
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Khafre enthroned, from Gizeh, Egypt, Fourth Dynasty, ca. 2520–2494 BCE. Diorite, 5’ 6” high. Egyptian Museum, Cairo.
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Sculptors at work, detail of the south wall of the main hall of the funerary chapel of Rekhmire, Thebes, Egypt, 18th Dynasty, ca. 1425 BCE.
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Great Sphinx (with Pyramid of Khafre in the background at left), Gizeh, Egypt, Fourth Dynasty, ca. 2520–2494 BCE. Sandstone, 65’ X 240’.
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Menkaure and Khamerernebty(?), from Gizeh, Egypt, Fourth Dynasty, ca. 2490–2472 BCE. Graywacke, 4’ 6 1/2” high. Museum of Fine Arts, Boston.
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Seated scribe, from Saqqara, Egypt, Fourth Dynasty, ca. 2500 BCE. Painted limestone, 1’ 9” high. Musée du Louvre, Paris.
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Ti watching a hippopotamus hunt, relief in the mastaba of Ti, Saqqara, Egypt, Fifth Dynasty, ca. 2450–2350 BCE. Painted limestone, 4’ high.
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Goats treading seed and cattle fording a canal, reliefs in the mastaba of Ti, Saqqara, Egypt, Fifth Dynasty, ca. 2450 – 2350 BCE. Painted limestone.
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Middle Kingdom
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
5. Figure 5.2 Hero and centaur (Herakles and Nessos?), ca. 750–730 BCE. Bronze, approx. 4 1/2” high. Metropolitan Museum of Art, New York.
6. Figure 5-3 Mantiklos Apollo, statuette of a youth dedicated by Mantiklos to Apollo, from Thebes, Greece, ca. 700–680 BCE. Bronze, approx. 8” high. Museum of Fine Arts, Boston.
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8. Figure 5-7 Lady of Auxerre, statue of a goddess or kore, ca. 650–625 BCE. Limestone, approx. 2’ 1 1/2” high. Louvre, Paris.
18. Figure 5-27 Dying warrior, from the west pediment of the Temple of Aphaia, Aegina, Greece, ca. 500–490 BCE. Marble, approx. 5’ 2 1/2” long. Glyptothek, Munich.
19. Figure 5-28 Dying warrior, from the east pediment of the Temple of Aphaia, Aegina, Greece, ca. 490–480 BCE. Marble, approx. 6’ 1” long. Glyptothek, Munich.
20. Figure 5-30 East pediment from the Temple of Zeus, Olympia, Greece, ca. 470–456 BCE. Marble, approx. 87’ wide. Archaeological Museum, Olympia.
21. Figure 5-31 Seer, from the east pediment of the Temple of Zeus, Olympia, Greece, ca. 470–456 BCE. Marble, approx. 4’ 6” high. Archaeological Museum, Olympia.
22. Figure 5-32 Athena, Herakles, and Atlas with the apples of the Hesperides, metope from the Temple of Zeus, Olympia, Greece, ca. 470–456 BCE. Marble, approx. 5’ 3” high. Archaeological Museum, Olympia.
23. Figure 5-33 Kritios Boy, from the Acropolis, Athens, Greece, ca. 480 BCE. Marble, approx. 2’ 10” high. Acropolis Museum, Athens.
25. Figure 5-34 Warrior, from the sea off Riace, Italy, ca. 460–450 BCE. Bronze, approx. 6’ 6” high. Archaeological Museum, Reggio Calabria.
26. Figure 5-35 Charioteer, from a group dedicated by Polyzalos of Gela in the Sanctuary of Apollo, Delphi, Greece, ca. 470 BCE. Bronze, approx. 5’ 11” high. Archaeological Museum, Delphi.
27. Figure 5-36 Zeus (or Poseidon?), from the sea off Cape Artemision, Greece, ca. 460–450 BCE. Bronze, approx. 6’ 10” high. National Archaeological Museum, Athens.
28. Figure 5-37 MYRON, Diskobolos (Discus Thrower). Roman marble copy after a bronze original of ca. 450 BCE, 5’ 1” high. Museo Nazionale Romano—Palazzo Massimo alle Terme.
29. Figure 5-38 POLYKLEITOS, Doryphoros (Spear Bearer). Roman marble copy from Pompeii, Italy, after a bronze original of ca. 450–440 BCE, 6’ 11” high. Museo Nazionale, Naples.
30. Figure 5-39 KRESILAS, Pericles. Roman marble herm copy after a bronze original of ca. 429 BCE, approx. 6’ high. Vatican Museums, Rome.
31. Figure 5-44 PHIDIAS, Athena Parthenos, in the cella of the Parthenon, Acropolis, Athens, Greece, ca. 438 BCE. Model of the lost statue, which was approx. 38’ tall. Royal Ontario Museum, Toronto.
32. Figure 5-46 Helios and his horses, and Dionysos (Herakles?), from the east pediment of the Parthenon, Acropolis, Athens, Greece, ca. 438–432 BCE. Marble, greatest height approx. 4’ 3”. British Museum, London.
33. Figure 5-54 Nike adjusting her sandal, from the south side of the parapet of the Temple of Athena Nike, Acropolis, Athens, Greece, ca. 410 BCE. Marble, approx. 3’ 6” high. Acropolis Museum, Athens.
35. Figure 5-55 Grave stele of Hegeso, from the Dipylon cemetery, Athens, Greece, ca. 400 BCE. Marble, 5’ 2” high. National Archaeological Museum, Athens.
36. Figure 5-60 PRAXITELES, Aphrodite of Knidos. Roman marble copy after an original of ca. 350–340 BCE. Approx. 6’ 8” high. Vatican Museums, Rome.
37. Figure 5-61 Head of a woman, from Chios, Greece, ca. 320–300 BCE. Marble, approx. 1’ 2” high. Museum of Fine Arts, Boston.
38. Figure 5-62 PRAXITELES, Hermes and the infant Dionysos, from the Temple of Hera, Olympia, Greece. Marble copy after an original of ca. 340 BCE, approx. 7’ 1” high. Archaeological Museum, Olympia.
39. Figure 5-63 Head of Herakles or Telephos, from the west pediment of the Temple of Athena Alea, Tegea, Greece, ca. 340 BCE. Marble, approx. 1’ 1/2” high. (Stolen from) Archaeological Museum, Tegea.
40. Figure 5-64 Grave stele of a young hunter, found near the Ilissos River, Athens, Greece, ca. 340–330 BCE. Marble, approx. 5’ 6” high. National Archaeological Museum, Athens.
42. Figure 5-65 LYSIPPOS, Apoxyomenos (Scraper). Roman marble copy after a bronze original of ca. 330 BCE, approx. 6’ 9” high. Vatican Museums, Rome.
43. Figure 5-66 LYSIPPOS, Weary Herakles (Farnese Herakles). Roman marble copy from Rome, Italy, signed by GLYKON OF ATHENS, after a bronze original of ca. 320 BCE. Approx. 10 ‘ 5” high. Museo Nazionale, Naples.
47. Figure 5-69 PHILOXENOS OF ERETRIA, Battle of Issus, ca. 310 BCE. Roman copy (Alexander Mosaic) from the House of the Faun, Pompeii, Italy, late second or early first century BCE. Tessera mosaic, approx. 8’ 10” X 16’ 9”. Museo Nazionale, Naples.
49. Figure 5-79 Athena battling Alkyoneos, detail of the gigantomachy frieze, from the Altar of Zeus, Pergamon, Turkey. Marble, approx. 7’ 6” high. Staatliche Museen, Berlin.
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51. Figure 5-80 EPIGONOS(?), Gallic chieftain killing himself and his wife. Roman marble copy after a bronze original from Pergamon, Turkey, ca. 230–220 BCE, approx. 6’ 11” high. Museo Nazionale Romano-Palazzo Altemps, Rome.
52. Figure 5-81 EPIGONOS(?), Dying Gaul. Roman marble copy after a bronze original from Pergamon, Turkey, ca. 230–220 BCE, approx. 3’ 1/2” high. Museo Capitolino, Rome.
53. Figure 5-82 Nike alighting on a warship (Nike of Samothrace), from Samothrace, Greece, ca. 190 BCE. Marble, figure approx. 8’ 1” high. Louvre, Paris.
61. Figure 5-87 Old market woman, ca. 150–100 BCE. Marble, approx. 4’ 1/2” high. Metropolitan Museum of Art, New York.
62. Figure 5-88 POLYEUKTOS, Demosthenes. Roman marble copy after a bronze original of ca. 280 BCE. 6’ 7 1/2” high. Ny Carlsberg Glyptotek, Copenhagen.
63. Figure 5-89 ATHANADOROS, HAGESANDROS, and POLYDOROS OF RHODES, Laocoön and his sons, from Rome, Italy, early first century CE Marble, approx. 7’ 10 1/2” high. Vatican Museums, Rome.
64. Figure 5-90 ATHANADOROS, HAGESANDROS, and POLYDOROS OF RHODES, Odysseus, from Sperlonga, Italy, early first century CE. Marble, approx. 2’ 1” high. Museo Archeologico, Sperlonga.