SUBJECT: Japan LEVEL: Kdg. - 8 TYPE: Appreciation/ Directied, Creative OBJECTIVES: As a result of this lesson the students will : 1. discuss prior knowledge of Japanese culture 2. locate Japan on map and compare with the United States 3. describe countryside of Japan after viewing slides or reproductions of Japanese woodblock prints 4. view slides of additional traditional Japanese art and note the importance of nature in their themes, relating Buddhism and Shintoism 5. manipulate materials expressing ideas imitating traditional Japanese art PROCEDURE: The teacher will: 1. Initiate discussion by asking who has seen “Mulan” or otherpopular movie or TV programs focusing on Japan or Japanese culture. 2. Have children relate prior knowledge, correcting cultural misconceptions or bigotry 3. Call child to map to locate Japan and U.S. noting Japan’s size as to that of California. 4. Show slides or reproductions of woodblock prints illustrating Japan’s countryside. Artist Katsushika Hokusai’s landscapes are a good choice. Ask students for descriptive words such as rainy, wet, mountainous, etc. I also integrate slides taken from an old social studies set which was being discarded from the library. While they are dated, the pictures of the landscape are wonderful. 5. Show additional slides or reproductions and describe more Japanese art such as sculpture, screens, scrolls, pottery, black lacquered items and sumii painting. 6. Compare artwork, symbolism, materials to other cultures artwork with which they are familiar 7. Create project imitating the Japanese style MATERIALS: Museum slides, reproductions, library books Japan- A Literature Based Multi-Cultural Unit by Betsy Franco, Evan-Moor Corp. 1993 Stencils- Ancient Japan by Mira Bartok, GoodYear Books 1993 Cultural Awareness for Children by Judy Allen, Earldene McNeill and Velma Schmidt,Addison-Wesley 1992 EVALUATION: Did students: Intentionally take advantage of the qualities and characteristics of art media, techniques and processes to enhance communication of their experiences and ideas? Use materials appropriately, complete steps in the forming process with understanding? Employ organizational structures and analyze what makes them effective or not in the communication of ideas? Compare the characteristics of 2 or more art forms that share similar matter, historical periods or cultural context? Compare multiple purposes for creating works of art? Reflect on and assess the characteristics and merits of their work? CURRICULUM EXTENSION: Language Arts: Poetry- haiku, tanka Math/Science: Abacus, origami, paper making, electronics,firing techniques (raku) Kdg. Watercolor Hand Scrolls Grade 1 Gyotaku: Students roll primary colors onto a Buffalo Head fish. They place 12x18 paper over the painted fish and rub gently. When dry either cut fish out, duplicate back with crayons, staple and stuff or use markers to add other under water sea creatures. Grade 2 Kimono: From medical supplier, purchase child size paper gowns. Students create printed nature themes using styrofoam cut into flowers, fish, etc., and tempra. Grade 3 Samuai Helmet: From tagboard students create helmets decorated with crayon symbols and washed with gray paint. Grade 4 Black Laquer Box: Using small cardboard boxes, students create traditional designs with acrylic paint after painting the box with a solid layer of black paint. Gold glitter is applied sparingly and the project is given a final coat with Mod Podge. Grade 5 Screens: After blowpainting with black tempra, boys and girls complete the nature scene with watercolor. Paintings are mounted onto construction paper and folded to stand like a screen. Grade 6 Sumi-e Painting: After practicing with the ink, students create traditional Japanese scenes using a brush, black ink and rice paper. End pieces are created with wall paper samples cut into strips. Grade 7 Stencil: Students study traditional designs and create own stencil using an x-acto knife and coating their piece with glue before use.