Sumi-e Painting and Haiku Poems

The fifth graders are beyond excited by their assignment. We are learning about Samurai, and how they created Sumi-e paintings and Haiku poems as forms of mental training while not in combat. They think the samurai are like the coolest thing ever and I think it’s hilarious. The girls are more interested in the sumi-e brush strokes but the boys thought it was pretty awesome when I talked about the Bushido (code of honor) and even discussed the seppuku (hari-kari). When I explained it in the class yesterday, one of the boys asked how exactly they did it. I showed him on my stomach how they cut and then would cut up so everything would spill out. Some of the girls looked like they were going to be sick. So I decided not to demonstrate again if someone asked. Live and learn I guess. I’m excited to see what they come up with next week for their assignments. 


Below is the lesson plan and examples: 

Grade Level: 5th
PROJECT OBJECTIVES/GOALS: Students will: Learn about the art of Sumi-e and its history in Japan. They will also explore the art of Haiku which is often paired with Sumi-e paintings. They will discuss the folklore of the Japanese culture and the stories that often associate with these arts. The students will be expected to create their own Sumi-e painting and a Haiku to accompany it. They will be expected to mimic the Japanese folklore discussed.
STUDENT PERFORMANCE OBJECTIVES: Perceiving/Knowing: Identify and communicate how historical and cultural contexts influence ideas that inform artists. Identify and describe cultural symbols, image and contexts of works of art.
Producing/Performing: Envision what cannot be observed directly and depict it visually. Identify, select and use art and design elements and principles to express emotions and produce a variety of visual effects (e.g., nuances of surface, contour, pattern and tone).
INTERDISCIPLINARY INFORMATION/ CONNECTION: History – Learning about the Japanese culture and folklore. Language Arts – Using skills to create a haiku poem about their own artwork.
DESCRIPTION OF LEARNERS IN CLASS: With learners at the Dawning Realism stage of artistic development it is important to remind them that trying to make an object look realistic is the goal. They are concerned about producing a more realistic looking product at this stage rather than just producing work for the sake of production. Learners are capable of using more advanced principles of design in order to create a fluid piece. Some learners in the class have IEP’s that the lesson can be worked around.
MATERIALS:
Each child will need:

• 1 small jar of watered down ink
• 1 sumi-e brush
• Scrap pieces of paper to practice strokes
• Handouts with brushstrokes and Haiku examples
• Paper towels
• Palettes to blot ink on

Teacher will need:

• Same materials as students for demonstration
• Projector for presentation
• Elmo for projecting demonstration
• Pre-test and post-test materials

PRE CLASS PREPARATIONS
For First Day:

• Create example work of sumi-e painting and haiku poem
• Create handouts of basic brush strokes and haiku examples
• Create Prezi presentation for introduction
• Create pre-test over information to show growth

For Second Day:

• Have ink, paper, brushes and paper towels set up on counter
• Have copies of brush stroke and haiku papers on counter

Third Day:

• Have ink, paper, brushes and paper towels set up on counter
• Have copies of brush stroke and haiku papers on counter

VOCABULARY:

• Sumi-e – Japanese adapted Chinese ink and calligraphy paintings
• Fude – round sumi-e brush
• Hake – Flat sumi-e brush
• Haiku – 17 syllable poems
• Shodo – Japanese word for calligraphy
• Samurai – Japanese warriors from the Edo (or feudal) period of Japan
• Bushido – Code of conduct Samurai lived by
• Shogun – Leaders of feudal Japan
• Daimyo – Leaders of the Samurai, like generals in the military
• Edo Period – Also called, Tokugawa. Last era of Japan to be closed off to the western world
• Zen Buddism – The primary religion of the Samurai, used sumi-e as a meditation exercise

STIMULATION PRESENTED: On the first day of the lesson, the students will be given a pre-test to show growth. They then will watch a Prezi, help read off the information given, and watch a short video about the code of conduct, or Bushido, of the Samurai. They will then be shown an example project of a sumi-e painting and haiku. We will discuss the Four Gentlemen shown in the Prezi and how they will be used to chose their subject for their sumi-e painting. We will also discuss the information given in the Prezi of the Haiku and how they are expected to use it to relate to their sumi-e painting.
OUTLINE OF CLASS ACTIVITIES:
First Day:

1. Students will be given a pre-test about Sumi-e and Haiku
2. Students are shown the Prezi and asked to read aloud. The class will discuss different aspects of the Japanese culture and the arts of Sumi-e and Haiku.
3. Students will then be shown the example project, with a sumi-e painting and haiku to accompany it. They will discuss how to write the haiku to relate to what they are painting. They will also be told they are expected to use one of the “Four Gentlemen” of haiku.

Second Day:

1. Students will be given handouts with the brushstrokes of the four gentlemen and notes about writing Haiku.
2. Table captains will then be asked to pass out ink, brushes and practice paper. We will discuss the different brushstroke techniques, the minimal look of sumi-e paintings and neatness.
3. They will then be expected to practice their brushstrokes and decide which of the Four Gentlemen they will use for their own painting.
4. They will be given a study sheet at the end of class with a narrative of the history of sumi-e, haiku, and the samurai and told they will have a test next class period.

Third Day:

This is my project example for the students.

1. Students will be given handouts and table captains will pass out supplies. We will then discuss as a class again the ideas of minimalism, neatness and the four gentlemen.
2. Students will be expected to paint a picture based on the four gentlemen on a final sheet of paper and write a haiku based on their drawing.
3. The last 10 minutes of class they will take the final test, which will be the same as the pre-test, in order to show growth and what knowledge they gained about Japanese art and culture.

EVALUATION: Students are given both a pre-test and a post-test, of the same information, in order to measure growth and learning from the lesson. They will also be evaluated based on performance of their piece. Does their sumi-e painting have minimal lines? Is it neat and clean? Does their haiku have 17 syllables? Is it formed properly, with lines of 5 syllables, 7 syllables and 5 syllables? A rubric grade will accompany their test grades.
BIBLIOGRAPHY
information from:

• http://www.history.com/topics/samurai-and-bushido
• http://www.writing.com/main/view_item/item_id/1412261-BASIC-FACTS-ABOUT-HAIKU-editors-pick
• http://www.history.com/topics/samurai-and-bushido/videos#samurai
• Mayhall, Yolanda. The Sumi-e Book. Watson-Guptill Publications. New York. 1998.

Chihuly! Oh the excitement!

The fourth graders love the Chihuly assignment so far. They are amazed by the video, watching the blown glass in action and seeing the huge pieces of Chihuly’s work, and they are excited about getting to melt plastic pieces. Demonstrating the cut cups in the toaster oven has gotten a great response each time. They get all excited about the pieces melting and bending and turning and they love it they get to color the plastic cups. I'm excited to see the results. This was the video they got excited about:  http://youtu.be/Gv3eObQTJn4   It's really great.
Here are some pictures and the lesson!

Written with Ohio's 4th grade standards. 

PROJECT OBJECTIVES/GOALS: Students will:

Learn about glass blowing and specifically the sculptural process and history of Dale Chihuly. They will create three dimensional sculptures to mimic a glass sculpture. Focus on form building and layering techniques in order to obtain the form. Students will use basic color theory in order to apply color to obtain the look of textured glass.

STUDENT PERFORMANCE OBJECTIVES:
Perceiving/Knowing - Notice and describe different visual effects resulting from art making techniques. Link ideas in a design of works of art to the emotions and moods expressed in them.

Producing/Performing - Experiment with art materials by using them in unexpected and creative ways to express ideas and convey meaning. Combine the elements and principles of art and design to create visually effective compositions in original works of art.

INTERDISCIPLINARY INFORMATION/ CONNECTION: Math - Using basic geometry to create visually interesting patterns with color.

   
DESCRIPTION OF LEARNERS IN CLASS: With learners at the Dawning Realism stage of artistic development it is important to remind them that trying to make an object look realistic is the goal. They are concerned about producing a more realistic looking product at this stage rather than just producing work for the sake of production. Focus on 3-dimensional work is becoming an easier concept for them. Chihuly’s work consists of more abstracted forms, so it will be a challenge for them to create something similar. That will push them to think differently. Some learners in the class have IEP’s that the lesson can be worked around.

MATERIALS:
Each child will need:

3 or 4 empty plastic bottles

Permanent Markers

Scissors

Teacher will need:

Same materials as students for demonstration

Heat gun for molding sculptures

Pre-Test for Chihuly

Power Point presentation

Computer and projector set-up

Post-Test for Chihuly

PRE CLASS PREPARATIONS

Power on computer and projector; load power point onto computer

Create example Chihuly sculpture

Have pre-test ready

Have materials for lesson plan set aside

VOCABULARY:

Texture

Balance

Rhythm

Contour

Unity

STIMULATION PRESENTED:

Students will be given a pre-test for assessment of their knowledge.

Once pre-test is finished will start Power Point presentation will be shown discussing Dale Chihuly and his artwork. A YouTube video will also be shown to show Chihuly in action in his studio.

Students are gathered around table and shown the finished Chihuly example, introduced to the materials and safety issues are discussed.    

Students are shown how to color their cups/bottles with markers.       

Students are then shown how to safely cut their cups/bottles into strips or with curves to create an interesting sculpture.

The heat gun is discussed with the students to explain how the form will melt and shape their plastics objects. They will also be told to take this into consideration for their sculptures shape and form.

OUTLINE OF CLASS ACTIVITIES:  

                First Class:

Give students pretest on Dale Chihuly

Show Power Point presentation on Chihuly and his work

90 minutes total allowed time, approximately two class meetings

Demonstrate how to color and cut the plastic cups

Second Class:

Go over previous discussion of Chihuly and the demonstration given.

Have table captains pass out supplies for each the table

Students will design and color their cups based on the work of Chihuly

Students will direct either Mrs. Clarry or I (we will both be wielding the heat guns) in

Students will create a sculpture with many pieces by cutting and layering plastics cups and bottles.

Students will take final test to show growth.

Students will be evaluated on use of form and shape in sculpture.

EVALUATION
Students were given pretest before and will be retested after the lesson to show growth. They will be evaluated on their use of color and form based off of what was learned from Chihuly’s artwork. They will also.

BIBLIOGRAPHY
test information:
http://gardenofpraise.com/ibdchihuly.htm
images:
http://gardenofpraise.com/chihuly1
http://gardenofpraise.com/chihuly2
http://gardenofpraise.com/chihuly3
http://gardenofpraise.com/chihuly4
http://gardenofpraise.com/chihuly5
http://gardenofpraise.com/chihuly6
http://gardenofpraise.com/chihuly7
http://gardenofpraise.com/chihuly8
http://gardenofpraise.com/chihuly9
http://gardenofpraise.com/chihuly10
http://gardenofpraise.com/chihuly11
http://gardenofpraise.com/chihuly12

The Reality is More Terrifying than Fiction

Today is September 11^th and we had an assembly outside around the flag pole. Members of the police and fire departments in West Elkton were all in attendance. They had a guest speaker who was one of the kids parents, come in and talk about the mood and feeling on that day in 2001. The marching band came down from the high school and played the national anthem and we all sang together. Then after the moment of silence the new band director, whom I went to high school with, played taps on his trumpet. A lot of these kids weren’t even born yet, or they were just babies. They have no memory at all of that happening. I had a couple of kids after the ceremony ask me how old I was and where I was when Sept 11 happened. I was a sophomore in high school, barely 15 and it was terrifying. I told them I remember feeling scared because the only other time there had been an attack on US soil was Pearl Harbor, and we only learned about that in history class. So thinking something like that could happen now was really scary. During the ceremony there is one little boy, who is severely ADHD and is in the adapted art class for the special education kids, who kept moving and talking and being inadvertently disrespectful. He was standing close enough that I put my hands on his shoulders and whispered in his ear that this was a sad time and he needed to be quiet and respectful. I stood like that with him for the rest of the ceremony to try and still him. He acted better then. I know he is too young to understand the weight of it. It definitely put my own school experience in perspective and it also made me feel old. I understand how my mother must feel when she talks about things from her teenage years, like Vietnam ending, or the blizzard of '77.