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Lessons Inspired by Japan
The following lessons were developed by Ms. Walkup after her experiences in Japan last summer as a participant in the Japan Fulbright Memorial Fund Teacher Program.
Kindergarten: Mosaic Fans
{fan}
Cade
{fan 2}
Sierra
{fan}
Heidy
{fan}
Sydney
Mosaic Fans
Grade Level: Kindergarten Lesson Objectives 1) Students will learn what a fan is and how people use them in Japan. 2) Students will learn how to create a 2D mosaic of a fan using different colors of construction paper. 3) Students will learn different geometric shapes and how to compose those shapes into a fan. 4) Students will develop motor skills by cutting 2D objects and gluing them into a mosaic. Motivation: 1) Show a PowerPoint with examples of different kinds of Japanese fans. 2) Ask students what they see in the pictures and what types of shapes they see. 3) Show them an example of a Japanese fan mosaic is and discuss how different shapes create the fan. Instruction Introduction 1) Introduce what a fan is and how people use them in Japan. 2) Explain to the students that they will create a 2D mosaic of a fan using different colors of construction paper. 3) Explain to the students that they will cut and paste different shapes of construction paper in different colors to form the shape of a fan. Activity 1) Pass out paper and art materials. 2) Start off by showing them how to cut different shapes and paste them on the paper to create a mosaic. 3) Have students start creating their shapes and forming their fan mosaic with different colors. 4) Walk around the class and help students. Vocabulary 1) Mosaic 2) Geometric shapes (Square, circle, rectangle) 3) Colors 4) Shape Materials for Students 1) 9 x 12 piece of black construction paper 2) Various pieces of colored construction paper 3) Glue 4) Scissors Closure 1) Review the project and discuss any questions or concerns. 2) Collect work and put away all materials. Assessment 1) To what extent did students learn what a fan is and how people use them in Japan? 2) To what extent did students learn how to create a 2D mosaic of a fan using different colors of construction paper? 3) To what extent did students learn different geometric shapes and how to compose those shapes into a fan? 4) To what extent did students develop motor skills by cutting 2D objects and gluing them into a mosaic? TEKS: Formative Evaluation: Grade K: Historical/cultural heritage: Compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions. Perception: Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks. First Grade: Kimono Collages
{girl}
Tiffanie
{isaac}
Issac
Kimono Collages
Lesson Objectives: 1) Students will learn what a kimono is and how it is worn by children in Japan. 2) Students will learn how to create a 2D collage of a kimono using colorful patterned origami paper. 3) Students will learn how to create geometric shapes of a kimono and the face of a Japanese boy or girl. Motivation 1) Show a PowerPoint with examples of what a kimono is and show pictures of different children wearing them. 2) Ask students what they see in the pictures and what types of shapes and objects are in them. 3) Discuss the different patterns and colors of a kimono and the differences between a girl kimono and a boy kimono. Instruction Introduction 1) Introduce what a kimono is and the different accessories that a girl kimono and a boy kimono may have. 2) Explain to the students that they will create a 2D collage using construction paper and a face of a Japanese boy or girl. 3) Explain to the students that they will add different accessories that a girl kimono and a boy kimono may have into the collage. Activity 1) Pass out paper and art materials. 2) Start off by showing examples of a kimono collage of a girl and a kimono collage of a boy. 3) Have students start creating their shapes and forms with construction paper and patterned origami paper. 4) Allow students to add details to the face and add accessories such as Japanese umbrellas, fans, belts, hair in their collages. 6) Walk around the class and help students. Vocabulary 1) Pattern 2) Collage 3) Geometric shapes (Square, circle, rectangle) Materials for Students 1) 9 x 12 piece of dark colored construction paper 2) Various pieces of colorful patterned origami paper 3) Glue 4) Scissors 5) Markers Closure 1) Review the project and discuss any questions or concerns. 2) Collect work and put away all materials. Assessment 1) To what extent did students learn what a kimono is and how it is worn by children in Japan? 2) To what extent did students learn how to create a 2D collage of a kimono using colorful patterned origami paper? 3) To what extent did students demonstrate how to create different shapes from construction paper? 4) To what extent did students learn how to create geometric shapes of a kimono and the face of a Japanese boy or girl? TEKS: Formative Evaluation Grade 1: Historical/cultural heritage: Compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions. Perception: Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks. Second Grade: Bento Boxes
{bento}
Tristan
{bento}
Anieska
{bento}
Caiden
{bento}
Elizabeth
Bento Boxes
Grade Level: 2-5
Objectives Students will: · experiment with Asian-style painting methods · paint a simple scene of bamboo Materials · 12" x 18" manila or white drawing paper · black tempera cakes or black paint · bamboo or other paint brushes · pencils · 9"-12" circle template, teacher-made · watercolors or tempera paint · Japanese or Chinese stamp, red stamp pad Motivation With students, look at and discuss images of Japanese and Chinese painting. Demonstrate how to make short strokes with a brush and paint. Have students practice making short paint strokes to make individual cylinders (the bamboo segments) on manila paper, starting at the bottom of the page and working to the top. Procedures Have students paint their bamboo in individual segments with black paint. Then have them paint a shadow along the same side on each stem with colored paint. They can use a different, lighter color paint for the other side of the stem. When the paint is dry, have students trace a circle pattern behind the bamboo to represent the sun or the moon and leave it unpainted. Finally, have students paint the sky. Add a red stamp with a chop if possible. Assessment To what extent did students: · experiment with Asian-style painting methods? · paint a simple scene of bamboo?
Third Grade: Kimono Design
Objectives Students will: · become familiar with the Japanese tradition of the kimono. · create a design of a colorful kimono. Materials · White drawing paper or watercolor paper , 12" x 18" · Black Ultra Fine Sharpie Markers · Glue and scissors · oil pastels · Watercolor sets and brushes or bleedable tissue paper · Pencils · Kimono templates (teacher-made) Motivation Show images and real examples of Japanese kimonos. Have student volunteers try some on, if possible. Discuss the fact that men, women, and children all still wear kimonos in Japan, although generally just for special occasions such as weddings and celebrations. Procedures Distribute white paper and templates and have students trace the kimonos. Then they can design patterns for them, first in pencil. Color options can include markers, oil pastel resist, bleedable tissue paper, or a combination of media. You can have students cut out the kimonos or draw around them to add a head and hands. Assessment To what extent did students: · become familiar with the Japanese tradition of the kimono? · create a design of a colorful kimono? Web Link http://www.japanesekimono.com/ Third Grade: Japanese Fish Kites
{group}
The fish kites were carried by performers in our school Japanese festival.
{fish}
{fish}
{fish}
{fish}
Japanese Fish Kites Objectives Students will effectively: · recognize the form and meaning of a traditional Japanese fish kite. · create a celebratory fish kite using black paper and metallic paint. Materials · examples of Japanese fish kites · black construction paper, 9” x 24” · black crayons or oil pastels · metallic tempera paint · brushes · water containers · paper towels Motivation Show examples of Japanese fish kites and explain that the Japanese carp kite symbolizes strength and courage. On May 5th, Children's Day, which used to be called Boy's Day, every family erects a bamboo pole in their garden and flies a carp kite for every member of the family. The oldest son has the largest kite. (The carp is an especially strong fish known to battle against incredible odds in order to move upstream to its spawning grounds. The carp symbolizes courage, strength, and the struggles each boy must encounter and overcome in order to experience success in his own life.) Procedures Give students long strips of black paper and black crayons or oil pastels. Have students draw a fish shape to fill the paper and then draw eyes, gills, and scales, using heavy lines of black crayon or oil pastel. Have students paint inside their black lines with different colors of metallic tempera paint. When painting is complete and dry, have students cut out the fish kites and display. Assessment To what extent did students effectively: · recognize the form and meaning of a Japanese fish kite? · create a celebratory fish kite using black paper and metallic paint? Extension/Alternative Use different colors of paint on white paper. Fourth Grade: Japanese Fans
{fan}
{fan}
Japanese Fans
Objectives
Students will effectively: · recognize the form of the fan in Japanese art. · create a design or drawing to fit the format of the fan. Materials · teacher-made PowerPoint of Japanese fans and designs · teacher-made fan template, one for each table to share · reference images of dragons, eagles, and other creatures found in Japanese art · 12" x 18" black construction paper · pencils · erasers · metallic tempera paints · water containers · brushes · paper towels · 12" x 18" colored construction paper · scissors · glue Motivation Show and discuss the forms and use of Japanese fans. Explain to students that they will create a fan design using images of dragons, eagles, or other creatures and paint them with gold, silver, and copper paint. Procedures Have students trace the fan pattern on black paper and then draw in pencil. Provide reference images of dragons, eagles, and other creatures if possible. When pencil drawings are complete, have students go over their pencil lines with just one color of metallic paint. Then they can fill in the design using the other colors. Encourage students to leave black spaces between the metallic colors. When the painting is complete, have students cut out their fans and glue them on a colored background paper, paint the background a metallic color, or leave the background black. Assessment To what extend did students effectively: · recognize the form of the fan in Japanese art? · create a design or drawing to fit the format of the fan” {scroll} {scroll} {scroll}
Andrew Mireya Stephanie
Using Line in Foamboard Prints
For these, students made patterned paste paper and foamboard prints on Japanese newspaper. These were put together into scrolls with black-painted dowels glued to both ends. The scrolls were then hung with black cord.
Objectives · use line to develop and organize ideas from the environment. · compare printmaking as used in works of art. · correctly produce an edition of prints that use line. Resources and Materials · reproductions of artworks that are prints · foamboard, cut into 6" x 9" pieces · newsprint paper, cut into 6" x 9" pieces · pencils · masking tape · printing trays · brayers · printing ink · newspaper cut into half sheets, stacked · paper for printing (various kinds) Motivation Display and discuss examples of line in printmaking. Demonstrate procedures for making a foamboard print. Assign subject for print using line. Make the initial drawing: · On newsprint, in pencil, draw a simple line drawing of assigned subject. · Tape the drawing over a piece of foamboard. Carefully trace over the drawing to transfer the image to the foamboard. Remove and discard the drawing. · Go over the lines on the foamboard with a dull pencil to make them wider and deeper. · Roll printing ink with a brayer on a printing tray. Lay the foamboard on a stack of newspapers and roll the ink on it with the brayer, covering evenly. Remove the underlying piece of newspaper and throw it away. Center a piece of paper over the foamboard and lay it carefully in place. Rub all over with the flat of the hands. Pull off the print and hang it up to dry overnight. Repeat entire process to make three more prints. When finished, wash and dry foamboard. · When all prints are dry, number and sign them in the bottom right hand corner. Assessment/Evaluation Did students: · use line to develop and organize ideas from the environment? · compare printmaking as used in works of art? · correctly produce an edition of prints that use line? |
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