Art - Teaching Ideas

Thanks for the thread Clay!
Scholastic books puts out a great magazine known as Scholastic Art. It encompasses many different art movements, but they seem to do a good job incorporating Asian art as part of their issues. I have come across two issues in the past: November 2003 is an issue on Japanese Prints and then there was an issue of art & man based on Japan. Each issue focuses on a particular art style and they give the history of the movement, focus on certain artist and then it gives a few lesson plans. Although this is an older issue, they did a wonderful job with it. The magazines are $8.95 per student for a year and I believe it is for 6 issues. If your interested you can check out the web site: http://teacher.scholastic.com/products/classmags/art.htm

I will be doing this lesson with my Advanced Art Class. It may be used with grades 8-12, however, prior art knowledge would be very helpful.

SPECIFIC LEARNING IN THIS LESSON:
Students will learn a brief history of Ukiyo-e. They will understand the social and political concept behind this art making technique. They will understand the style of Ukiyo-e and be able to identify visual examples of that particular style. Students will create a drawing using one of the components that makes up a Japanese print.

LESSON TIMETABLE
Probably 2-4 days

LESSON OBJECTIVE
1. All students will learn brief history behind Ukiyo-e – Japanese Woodblock printing.
2. All students will understand time period and social context to which prints were being produced and distributed.
3. All students will learn basic vocabulary words that incorporate style of Ukiyo-e prints.
4. All students will be able to identify visual examples of key vocabulary words.


MATERIALS NEEDED
Art Text Book-I use “The Visual Experience”
Scholastic Art Article-Japanese Prints November 2003 (may find history information on internet)

PRIOR KNOWLEDGE NEEDED
Understanding of:
Point of view, Composition, Positive and negative space, Color Theory, Printmaking skills.

STUDENT GROUPING
Groups of 6

STANDARDS MEANT:
Visual art standards 1,2,3,4,5

INTO (INTRO)
1. Teacher will give a brief intro of Ukiyo-e and then pass out Scholastic article.
2. Students will read the article “Visions from the East” in their groups.
3. Students will take notes for future reference and to use to recall ideas.

THROUGH
1. Class discussion of article and of the components of Japanese Prints: Point of view, Composition, Positive and negative space, Color Theory, Printmaking skills.
2. Teacher will give visual examples of these components.
3. Students will look through textbook looking for examples of these components.


BEYOND
1. Students in groups will locate visual examples for each component and prepare to
share out in class.
2. Teacher will help students as they work in groups
3. Students will share their examples, class will discuss why a good/bad example.

HOMEWORK
Students will create 1 sketch using one of the components we went over: Point of view, Composition, Positive and negative space, Color Theory, Printmaking skills.

TRANSITION TO NEXT LESSON
The next lesson will involve a power point depicting various Japanese artist and their work as well as brief instructions for their final project.
[Edit by="abergman on Sep 13, 7:21:46 PM"][/Edit]

LESSON TIMETABLE
1 day

LESSON OBJECTIVE
1. All students will learn a brief history and understanding behind Japanese Woodblock printing.
2. All students will understand the Sosaku Hangu movement in the beginning of the 20th century. (This movement is when Japanese Woodblock printing changed dramatically. Up until this time, each part of the process was done by different artist: 1 artist would design the artwork, 1 artist would cut the wood, and a different artist would print it. The artist Sosaku Hangu, decided to do everything, therefore changing how woodblock printing was done in the future.)
3. All students will create a stylized woodblock print.


MATERIAL NEEDED
Laptop, projector, power point presentation, Woodblocks, carving tools, printmaking ink, paper, printing press.
(Can be done with Styrofoam instead of wood, and, therefore a printing press will not be needed.)

PRIOR KNOWLEDGE NEEDED
It might help if students had prior printmaking experience, but not necessary.

STUDENT GROUPING
Whole class for lecture and power point
Individual work when creating prints

STANDARDS MENT
Visual art standards 1,2,3,4,and 5

INTO (INTRO)
1. Teacher will show Ukiyo-e power point
2. Students will be involved in class discussion bringing prior knowledge from their previous readings and notes
3. Brief review of the history and stylized components that they learned about from their scholastic art readings.
4. Students will learn about the various artists who make this technique famous.

THROUGH
1. Demonstrate how to take a drawing and turn it into a print.
2. Take drawing and transfer to woodblock
3. Demonstrate making the first print, then use that print to specify where the colors will go.
4. Demonstrate making register marks, and show how to print the various color on top of the print.
BEYOND
Students will create prints.
Final critique following students completed prints.

HOMEWORK
Students will look up information about the Hanko. They may use this website:
http://www.japan-101.com/culture/culture_hanko_stamp.htm

TRANSITION TO NEXT LESSON
The students will create a signature stamp (hanko) to be used to stamp on their prints.


ATTACHED IS THE UKIYO-E POWERPOINT

Very cool lesson! This takes me back. On a long-term subbing assignment at Toll Middle School in Glendale students made "potato stamps". Each student get half of a potato and a plastic knife. They carve their stamp and dip or paint with food coloring and they love it.

In the past I've taught Soc.Studies.. and while the students are studying China, I'd do art to enhance the unit. I'd introduce Chinese porcelain vases, calligraphy, (and dragons mostly in February for Chinese New Year)

Having recently returned from China this past summer, I took plenty of pictures at the Shanghai Museum to show history of Chinese seals/Stamps.. the carved kind that signify a person's signature. Perhaps I'll make a lesson out of the seals for my art class this year.. using clay, and Chinese symbols. I will need to look for authentic Chinese calligraphy to use.

Additionally the photos of the ceramics in the museum will help build upon the vase art project...... and lastly the terracotta warriors in Xian might inspire another art project.

I was happy to share with both my french and world history classes the origin of this french word.
Cloisonee' is used to identify both the process and the finished product. It means to be compartmentalized with cells or partitions.
The art form was introduced into China from Persia. During the Qing Dynasty (1644-1911), cloisonee' improved and reached the height of its artistic form.
The process involved bending of wire strips into decorative designs, soldering onto a copper base, and hand painting with various colors of enamel before firing at high temperature. Typical objects include snuff boxes, incense burners and screens.
Examples of oriental cloisonee' are found in the Smithsonian collections at the National museum of natural history.

I will be incorporating dragons, lanterns and cooking won tons as part of my lessons of Asia.

We will be beginning our unit on CHina Around March 1. I will incorporate art into at least two lessons per week. We will draw maps of CHina, copy traditional paintings, draw artifacts and SHag tombs, draw the great wall and enjoy some calligraphy.

How fun! This takes me back to when I taught middle school for 1 1/2 years! We had more time/less pressure back then and we could do more with art in the classroom. Don't get me wrong; I do many projects, individual and group, but not so much artsy-craftsy stuff (which was really fun!). When I taught Ancient China in 7th grade World History, we did calligraphy; I observed a teacher who made paper! What a process! But the kids loved it and were thrilled with their handmade paper. I did origami when teaching Japan, and thankfully, some students were good at it and could teach the class to make the more involved things--not my strong suit!

I took an Art in the Classroom course at CSUN and oh my, our instructor had us making all kinds of things! Most of it was for elementary teachers. The only lesson I have used in high school, is the Autobiographical Box, where you make the outer box and 9 cubes that fit perfectly in the box. Apparently, this stemmed from either or both Chinese and Japanese cultures as they make boxes to put gifts inside. The cubes are all different aspects of who you are...I've used it when teaching Psychology and Sociology and they project came out great. I've thought of modifying it to do a biography on a historical figure--each student could do a different historical figure, say in WWII, or whatever unit you're on.

Intersting history of an art form. Is it possible that the word "cloisonee" looks like the word "chinese" or a corruption of "chinese"?

I am talking to my students about different cultures and I wanted to do something fun like decorate chopsticks with my classes. This would also go with the Nutrition lesson I will be teaching them.