Symbolism in Ancient Egypt

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LESSON 2: Symbols of Identity

Pharaohs had more than one name. In this lesson, students will analyze King Tut's birth name and throne name to understand how ancient Egyptians used symbols to communicate identity.

• Examine the hieroglyph for King Tut’s throne name to understand notions of power.  The symbol is read from bottom to top. (The placement of hieroglyphs tells the reader which direction to read the images. For example, the beetle faces up, so the hieroglyph is read upwards.) The bottom symbol (neb) represents a woven basket which also stands for “Lord” or “Master”. The middle symbol (kheperu) represents a scarab beetle which means “he who has come into being” and the top symbol (re) represents the Egyptian God Re. Put together, this cartouche means “Lord of the manifestations of Re.”
  
• Ask students to discuss the following questions in their groups and record their observations/responses to share with the class:
  
  
  • Initial Reaction
    • What puzzles you? What are your questions?
    • What does this work remind you of?
  • Visual Clues
    • What stands out for you?
    • What do you see when you examine the work closely?
    • What do these symbols resemble?
      
• Before moving on to the next section, ask each group to share their observations/responses to their Initial Reaction and Visual Clue questions with the larger class.

Understanding the Symbols

• Provide each group with a copy of the following information that explains the symbols found on the cartouche.
  
  
  • Why a scarab beetle?
  • Who was Re?
    
• Ask students to read the explanation of each symbol as a group and discuss the meanings of the symbols using the following questions:
  
  
  • How are the symbols organized or arranged?
  • What do you think is the meaning of the cartouche?
  • How are these symbols connected to King Tut's identity?
  • What information does this cartouche tell us about ancient Egypt?
  • What can we learn about the role/power of pharaohs?
  • Compare this with today's ideas about power

Follow up Discussion with Class

• Conclude the analysis with a follow up discussion with the class.
  
  
  • Why is this an important work to examine?
  • What new information do you now understand about ancient Egypt and/or King Tut?
  • Consider the way in which this cartouche represents the perspective of the ancient Egyptians.
  • What personal/cultural biases might we have as we examine artworks from ancient Egypt?
    
• Additional resources for students to explore can be found in More Links to King Tut

Create Your Own Cartouche

• Students can connect to this notion of visual communication by creating their own hieroglyph to stand in for their name. Reinforce the importance of using specific symbols and details that reveal their beliefs, self-image, and identity. Students can work individually or with a partner to create their cartouche.
  
  
  • This can be done through ink drawings, print making, clay reliefs, paintings, etc.
    
• After each student has developed their own individual cartouche, divide students into groups of 4-5 to share their cartouche with the group.
  
• Each group will select one cartouche from the group to share with the class. The class then must use the visual clues to identify which classmate the cartouche represents.