ANCIENT EGYPT - EARLY COSTUMES

Ancient Egypt

 

 

 

VALUES:

Tradition and Symbolism

•This is a society that was unchanging for hundreds of years - a strict hierarchy where everyone kept to their place, and tradition was key.

•The repeating cycles of flood, planting and harvest, and the endless turn of the sun and moon created a very stable, traditional and rule bound culture.

•Family and children were very important

•Women were respected, but subservient to fathers and husbands

•Motherhood was the greatest virtue

•Children apprenticed to learn a trade

•Children were expected to care for their parents

Society: 

Egyptian society was hierarchical, traditional, structured and authoritarian

 - people were born into a place in society, and there was little mobility. The King or Pharoah was seen as a god. Soldiers, nobility and craftspeople followed their family path. Tradition was very important. Slaves were born to slavery or captured in war.

Women:

Women were very respected but had few rights as individuals. Motherhood was revered and aspired to.
"Never forget your mother...remember you burdened her womb for a long time and when her time had passed, she gave birth to you. For three long years she carried you on her shoulders and offered her breast to your mouth. She reared you and was not offended by your dirty ways."

Resources:

Primarily linen, also some other vegetable fibers and limited use of leather and wool.

What they wore:

Silhouette:

White, simple and close to the body for both men and women. Accentuated with lavish jewelry, wigs and make-up

Men wore:

A loincloth or skirt made of linen, accentuating the hips. Sometimes an overpiece that brought attention to the groin area. Men were clean shaven, but wore make-up, jewelry and sometimes wigs.

Women wore:

A long tight sheath dress fastened beneath the breasts.  Jewelry, make-up and wigs.

Jewelry:

Collars and pectorals of gold and gemstones. Multiple bracelets and rings on fingers and in hair. Symbolism was important: eye of horus, scarabs, flowers etc.

Grooming:

Daily bathing and oiling of skin, exfoliating. Many beauty treatments. Make-up for both sexes: skin powders and kohl or malachite powder around the eyes.  Lip gloss and rouge. Nails reddened with henna.

Footwear:

Sandals, mostly of the thong type

Ancient Egypt - 1500-1300 B.C.

Egyptian Costume

The Egyptian clothed figure exhibits two typical figures. The first is an extreme scantiness of simple, undraped garments that reveal the figure even when the garment covers the whole body. Egyptians concentrated on draping material across the body and center the folds on the front of the body. When they did this it would show the outline of the back.

 
Egyptian garments are always simple in their construction and cut. The major changes that the garments went through as time passed on and the Empire took control was that they were more ample in their material. This gave the them more cloth to drape gracefully across the body. The clothes of men and women were fundamentally alike.

 
Men wore little clothes, however clothing in the Egyptian period was influenced by two things: the first the position of the wearer and then the second its adaptation to the convenience of the wearer. Men wore their hair in a bob, thick and abundant in a long style or shaved heads with wigs. They wore headdresses and fillets that wrapped around their curly locks of hair. Women wore fillets and headdresses too. Their tunics were like the men's but belted higher and the clothing was short-waisted with the material confined to the breast and radiated from them. 

Schenti - a loincloth; a rectangular piece tied in front in a knot and made of linen.
Shendoh—Loin cloth for the Pharaoh.
Kalisiris - Gown like wrap often from under the bust some-times transparent
Pectoral—A trapezoidal-shaped piece of decorative metal and gemstones worn about the neck by nobility.
Khat/klaft—A kerchief, usually striped horizontally, which wrapped around the front of the head and fastened at the back of the neck, usually striped horizontally. Later it was cut away so that it fit over the shoulders and was decorated heavily with beads.
Postiche—False beard, made of leather, felt, or metal. Reserved for the Pharaoh.
Fillet—A piece of metal,  leather or ribbon that wrapped around the head to hold the hair in place. It was worn as a headpiece by men and women.
Girdle—A piece of leather, ribbon or fabric that would wrap around the body at the waist or the hips to smooth out the clothing of the wearer and to create folds that were popular to wear.
Kohl—A black cosmetic substance, comprised of ground Galena (a black mineral) sulphur and animal fat ,used in Egyptian makeup for the eyes and eyebrows.  It was know to have alleviated eye inflammations and protected the eyes from the sun
Henna—Hand and nail dye, from a shrub or tree whose leaves gave a red-orange dye.
Pschent—The red crown of lower Egypt, worn on the white crown when the two kingdoms of Egypt were united. FUN FACTS ABOUT ANCIENT EGYPT! Homework - Using sources. BEST: Primary A primary source is a document or physical object which was written or created during the time under study OKAY: Secondary

A secondary source interprets and analyzes primary sources. These sources are one or more steps removed from the event. They are okay if they are reasonably accurate.

NOT EVEN A LITTLE OKAY:

The kind of b.s. that you get from doing a Google search for "Egyptian." These will often include Halloween costumes or video game characters. Do not use an image if you aren't sure that it's accurate.

NOT OKAY

NOT OKAY

NOT OKAY

NOT OKAY

HOMEWORK: Create a mood board/collage on the topic of Ancient Egyptian fashion. The piece should be 7 x 11. It should include images that are MOSTLY from primary sources. Consider the whole piece. It is a piece of art, and should be clean and attractive as well as informative.  MAKE IT WORK!

Reading:

Chapter One - pages 13 - 29.

THERE WILL BE A QUIZ ON TUESDAY 

NEW PREZI!

THE WHY OF CLOTHING PREZI

PLEASE CLICK THE ABOVE LINK TO ASSIST YOU ON YOUR ASSIGNMENTS - ANY QUESTIONS PLEASE COMMENT BELOW.

THANKS

WRITTEN RESPONSE TO MOVIES

DO NOT use the standard high school-level approach of just writing:"I liked this book (or article or document or movie) because it is so cool and the ending made me feel happy,"   or "I hated it because it was stupid, and had nothing at all to do with my life, and was too negative and boring." 

In writing a response you may assume the reader has already read the text. Thus, do NOT summarize the contents of the text at length.  




---First of all, be sure to mention the title of the work to which you are responding, the author, and the main thesis of the text, using correct English for the first sentence of your paper! 
Then, try to answer ANY TWO of the questions below.

a. What does the text have to do with you, personally, and with your life (past, present or future)?  It is not acceptable to write that the text has NOTHING to do with you, since just about everything humans can write has to do in some way with every other human. 
     
b. How much does the text agree or clash with your view of the world, and what you consider right and wrong? Use several quotes as examples of how it agrees with and supports what you think about the world, about right and wrong, and about what you think it is to be human.   Use quotes and examples to discuss how the text disagrees with what you think about the world and about right and wrong. 
    
c  How did you learn, and how much were your views and opinions challenged or changed by this text, if at all?  Did the text communicate with you? Why or why not?  Give examples of how your views might have changed or been strengthened (or perhaps, of why the text failed to convince you, the way it is). Please do not write "I agree with everything the author wrote," since everybody disagrees about something, even if it is a tiny point. Use quotes to illustrate your points of challenge, or where you were persuaded, or where it left you cold. 
    
d. How well does it address things that you, personally, care about and consider important to the world? How does it address things that are important to your family, your community, your ethnic group, to people of your economic or social class or background, or your faith tradition?  If not, who does or did the text serve? Did it pass the "Who cares?" test?  Use quotes to illustrate.
    

    
e. How well did you enjoy the text (or not) as entertainment or as a work of art? Use quotes or examples to illustrate the quality of the text as art or entertainment. Of course, be aware that some texts are not meant to be entertainment or art--a news report or textbook, for instance, may be neither entertaining or artistic, but may still be important and successful. 
    
f.  To sum up, what is your overall reaction to the text? Would you read something else like this, or by this author, in the future or not?  Why or why not?  To whom would you recommend this text?

WELCOME FASHION HISTORIANS!!!!

TO GET WHERE YOU ARE GOING - YOU HAVE TO KNOW WHERE YOU CAME FROM...

The history of design refers to the development of the fashion industry which designs clothing and accessories. The modern industry, based around firms or fashion houses run by individual designers, started in the 19th century with Charles Frederick Worth who was the first designer to have his label sewn into the garments that he created.

Dress designed by Charles Frederick Worth for Elisabeth of Austriapainted by Franz Xaver Winterhalter

Couture beginnings. Rose Bertin (July 2, 1747 – September 22, 1813) was the dressmaker named bill to Marie Antoinette, Queen of France, and a high public profile. Sometimes called sarcastically the "Minister of Fashion", she opened a shop in Paris and had a considerable influence on Parisian style, until this was drastically changed by the French Revolution, from which she fled into exile in London for some years.