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
- Same materials as students for demonstration
- Projector for presentation
- Elmo for projecting demonstration
- Pre-test and post-test materials
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
- Have ink, paper, brushes and paper towels set up on counter
- Have copies of brush stroke and haiku papers on counter
- Have ink, paper, brushes and paper towels set up on counter
- Have copies of brush stroke and haiku papers on counter
- 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
OUTLINE OF CLASS ACTIVITIES:
First Day:
- Students will be given a pre-test about Sumi-e and Haiku
- 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.
- 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.
- Students will be given handouts with the brushstrokes of the four gentlemen and notes about writing Haiku.
- 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.
- They will then be expected to practice their brushstrokes and decide which of the Four Gentlemen they will use for their own painting.
- 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.
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| This is my project example for the students. |
- 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.
- 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.
- 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.
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.
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