Year 5: Art

Year Level Theme

Japan The Cranes Gift Steve & Megumi Biddle

Duration of Unit
8 weeks Term 2, 2013

ACARA Objectives From Draft Arts Curriculum (2012)

6.3 Develop art- making skills and techniques utilising media, visual arts practises and viewpoints suitable to particular purposes: Creating and explaining a range of visual arts works considering and respecting cultural practices, ethical responsibilities and the sustainable use of resources. 6.4 Make visual arts works as representations of self and others across places, times, cultures and societies: Creating visual arts works that investigate how different personal, cultural and community ideas and processes coexist. 6.4 Share visual arts works and investigate and respond to ways their own and others visual arts works communicate to an audience: Selecting visual arts work for display, for example a school, community or online exhibition. Planning and arranging ways in which art work can effectively be displayed, for example identifying connections between each others work, such as themes, forms or other features and negotiating the layout of works in a real or virtual display space. 6.8 Identify and discuss a range of visual arts works and how they may be interpreted in different ways: Investigating traditions and conventions in visual arts works, such as genres and techniques, suited to the representation of different subject matter. Discussing how interpretation of visual arts works is affected by cultural, social and environmental factors and by the family. 6.9 Identify and analyse ways that societies, cultures and eras of Australia, the Asia region and the world are represented by artists and designers: Discussing the functions of a range of visual arts works in communities and environments.

Unit Overview
Japan has a rich Arts culture that is dramatically different from Australias. There are traditional styles of Japanese art that demonstrate the ability to create clean and detailed pieces. Displaying art works in an exhibition takes consideration of layout, choice of pieces and flow between exhibits. Reflecting on your own and others art works is an important step of the artistic process. Your opinions on art are heavily influenced by your context, background and experiences. Japanese art supports active learning in other curriculum areas such as Literacy (illustrations and the picture book genre) and Health (managing stress and practicing relaxation techniques). Exemplar text: The Cranes Gift Steve & Megumi Biddle

Cross Curriculum Priorities

Literacy Critical and creative thinking Intercultural Understanding Ethical Behaviour

Lesson number: 1

Lesson title: Introduction to Japanese Art Fan Making and Lantern Design 1

Selected Learning Outcomes (AC) English Health Visual Art

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline http://www.thecraftyclassroom.com/CraftJapanFan.html Group: Show the Japanese art powerpoint. Focus questions: 1. Which piece of art was your favourite? Why? 2. How did that piece make you feel? Why? 3. What do you think these pieces represent? Why? Group: Have the class identify differences between responses and offer suggestions as to why there may be differences in opinion when critiquing art. The Cranes Gift: Read this text to the class and discuss the illustrations and symbols in the text. Bring the childrens attention to Japanese fans and in particular, explain a brief history of fan art and their significance in Japanese culture. Ask students what uses they see for fans. Integration with Health. Independently: Each child needs a sheet of decorative paper and some craft glue. Students have the option of making a shorter wider fan, or a longer fan and each process will be demonstrated. Children can decorate their paper with collage or pen designs based on the crane or any other symbol from the text. Then they are to fold the piece of paper in a concertina style. They are to then pinch one end of the concertina and bind it with raffia. A bead may be attached as decoration. Group: Once all fans have been made, children can come back together as a group and view the second half of the powerpoint dedicated to lanterns. Arashiyama light festival photos will be displayed and the children will be asked similar questions about how the lanterns and light make them feel. Independently: Children are to design a four panel lantern based on the events and images from The Cranes Gift. The book will be available for the children to look through and favourite images may be used as a reference. This is purely a planning session as the lantern construction will continue during the next Art lesson. Observations.

Assessment

Students will: 1. Be exposed to a range of exemplar Japanese art forms. 2. Comment and reflect on Japanese techniques, styles and pieces, making judgments based on personal context and backgrounds. 3. Create a traditional Japanese fan using recyclable and natural materials (paper and raffia) based on the folktale of The Cranes Gift. 4. Research traditional Japanese icons, symbols and scenes. 5. Brainstorm a repeating pattern or scene design for their Lanterns.

Raffia and beads. Card for fans. Glue. Scrap paper for brainstorming design. The Cranes Gift Steve & Megumi Biddle. Japanese Art powerpoint. Japanese fan (from home). List of questions about Japanese art. Exemplar fan (ready made).

Digital photography of art works created. Checklist.

Lesson number: 2

Lesson title: Lantern Design 2

Selected Learning Outcomes (AC) English Health Visual Art

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline Independently: Children are to work independently on finishing their draft panels and going over them in black marker. Once they have finished drawing they are to cut out their rectangles and sticky tape them onto the underside of their black template. Once this is done, the black template can be folded and taped together at the joining ends. Students have the option of creating a string hook at the top of their lantern for display purposes. For early finishers, they can help others, add to their design, create a second set of four panels or catch up on other work. Group: When all the lanterns are constructed children will be given the opportunity to view the lanterns in a gallery walk experience. Children will then be asked to share their lantern and why they chose to depict the four scenes. Focus questions: How do you feel when you look at these pieces? Why? What could you use these pieces for? Why? Where could you display them? Why? Integration with Health unit relaxation. Observations.

Assessment

Students will: 1. Finish drafting their Lantern designs. 2. Transfer their designs onto tracing paper. 3. Construct their lanterns. 4. Share their design and meaning with the group focusing on why they chose specific moments from the text.

Tracing paper. Black permanent markers. Pre-cut black card templates. Sticky tape. The Cranes Gift Steve & Megumi Biddle. Pre-made exemplar lantern for reference. Japanese art powerpoint for reference.

Digital photography of art works created. Checklist.

Lesson number: 3

Lesson title: Manga Self-Portrait

Selected Learning Outcomes (AC) English Health Visual Art

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline Group: Explain to the children that there are multiple styles for drawing people in Japanese art, as with Western art. Show examples of the popular manga style that perpetuates many Japanese animes and comics. Discuss the main features of manga and what makes it so starkly contrasting from other painting styles. Focus Questions: How do these images differ from the other examples? What do you feel when you look at manga portraits? Why? What is positive about this style? What does it do well? Independently: Children are to design a self-portrait of themselves using the manga pieces provided and source material as a reference point. They can reimagine their features as simplified and stark, cartoonish versions of what they really are. Observations.

Assessment

Students will: 1. Be exposed to the manga style of Japanese art and be able to list the three main characteristics: emphasis on line, impressionistic backgrounds and exaggerated depiction of emotions.

A3 paper. Pens and pencils. Printed manga features for each child to choose from or use as a reference.

Digital photography of art works created. Checklist.

2. Create a self-portrait in the style of Glue. manga art. The Cranes Gift Steve & 3. Reflect on the limitations and benefits Megumi Biddle. of the manga style and its applications in Japanese culture. Pre-made exemplar manga self portrait. 4. Reflect and comment on others selfportraits and scenes. Colour chart for reference.

The focus should be on exaggerated depictions of emotion, impressionistic Japanese art powerpoint for backgrounds and stark lines. Children can colour in their pictures based on the colour reference. symbolism of Japan.

Group: Once all children have finished their portraits, they can come together and explain why they chose the symbols used in their pictures.

Lesson number: 4

Lesson title: Kimono/Samurai Dolls

Selected Learning Outcomes (AC) English Health Visual Art

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline http://kimonoreincarnate.blogspot.com.au/2009/10/how-to-make-japanese-paperdolls.html Group: Introduce the students to origami art and its many uses through the Japanese art powerpoint. Focus Questions: Have you ever made origami? What were your experiences? Why do you think making origami is important? Group: Look through The Cranes Gift again, this time focusing on the costumes of the main characters the mother, father and the crane in its human form. Independently: Children are to use decorative papers to fold origami kimono and samurai dolls. Observations.

Assessment

Students will: 1. Research the costumes of the main characters in The Cranes Gift. 2. Create kimono and samurai dolls using the templates from the Incredible Art website and The Cranes Gift as inspiration. 3. Reflect on their own art creations and the creations of others. 4. Critique the Japanese art styles and consider their benefits and limitations.

A4 paper various colours. Pens and pencils. Decorative paper. Glue. Templates. The Cranes Gift Steve & Megumi Biddle. Pre-made exemplar kimono and samurai doll.

Digital photography of art works created. Checklist.

Group: Once all dolls are made, children are to collect their art pieces from the past Japanese art powerpoint for Art lessons and reflect on the process of using traditional Japanese art styles to reference. recreate imagery from The Cranes Gift. Focus Questions: Which activity was your favourite? Why? Has your opinion of the book changed since creating these art pieces? Why? Why not? Which style do you think shows the book in a new and imaginative way? Why? Why style do you think suits the story the most? Why? Have the children complete a gallery walk of everyones art pieces as a conclusion to the Art unit.