Rebecca Brittain Student Teaching

Japanese Printmaking Unit Grade level: Elementary school 3-4 Materials: Laptop and projector for presentation, visuals, gyotaku books, gyotaku fish replicas, tempera paint, tempera paint varnish, paint brushes, block ink, sumi ink, brayers, droppers, colored paper, stones/rocks, straws, trays, colored pencils, wood blocks, Styrofoam printing sheets, pencils. Vocabulary: printmaking, gyotaku, habitat, woodblock prints, nostalgia, relief, edition Essential Questions: How do people document things that they are proud of? Why do people hang deer antlers on the wall? What is gyotaku? What is printmaking? What are some different types of printmaking? What is gyotaku? What is woodblock printing? What is nostalgia? What place is nostalgic for you? What is a woodblock print? How is a woodblock print similar to a temporary tattoo? What is a relief? What is an edition? Supporting standards: Objective 1: 9.1.A Elements and Principles in each Art Form 9.1.B Demonstration of Dance, Music, Theatre and Visual Arts 9.1.C Vocabulary Within each Art Form 9.1.H Safety Issues in the Arts 9.1.J Technologies in the Arts 9.1.K Technologies in the Humanities 9.2.A Context of Works in the Arts 9.2.D Historical and Cultural Perspectives 9.2.F Vocabulary for Historical and Cultural Context 9.2.G Geographic regions in the arts 9.2.K Traditions within works in the arts 9.3.B Criteria Objective 2: 9.1.A Elements and Principles in each Art Form 9.1.B Demonstration of Dance, Music, Theatre and Visual Arts 9.1.C Vocabulary Within each Art Form 9.1.E Themes in Art Forms 9.1.H Safety Issues in the Arts 9.1.J Technologies in the Arts 9.1.K Technologies in the Humanities

9.2.A Context of Works in the Arts 9.2.D Historical and Cultural Perspectives 9.2.F Vocabulary for Historical and Cultural Context 9.2.G Geographic regions in the arts 9.2.K Traditions within works in the arts 9.3.B Criteria 9.4.D Artistic Choices Objective 3: 9.1.A Elements and Principles in each Art Form 9.1.B Demonstration of Dance, Music, Theatre and Visual Arts 9.1.C Vocabulary Within each Art Form 9.1.E Themes in Art Forms 9.1.G Function and Analysis of Rehearsals and Practice Sessions 9.1.H Safety Issues in the Arts 9.1.J Technologies in the Arts 9.1.K Technologies in the Humanities 9.2.A Context of Works in the Arts 9.2.F Vocabulary for Historical and Cultural Context 9.2.G Geographic regions in the arts 9.2.K Traditions within works in the arts 9.3.B Criteria 9.4.D Artistic Choices Objective 4: 9.1.A Elements and Principles in each Art Form 9.1.B Demonstration of Dance, Music, Theatre and Visual Arts 9.1.C Vocabulary Within each Art Form 9.1.E Themes in Art Forms 9.1.G Function and Analysis of Rehearsals and Practice Sessions 9.1.H Safety Issues in the Arts 9.1.J Technologies in the Arts 9.1.K Technologies in the Humanities 9.4.D Artistic Choices Where- Third and fourth grade students are studying Japan in their regular classrooms. This is a unit about the history of Japanese printmaking. Student will explore two aspects of Japanese printmaking, gyotaku and woodblock prints. Objective 1: Students will be able to learn about gyotaku and make the habitat for their fish print. Standards: 9.1.A Elements and Principles in each Art Form 9.1.B Demonstration of Dance, Music, Theatre and Visual Arts 9.1.C Vocabulary Within each Art Form

9.1.H Safety Issues in the Arts 9.1.J Technologies in the Arts 9.1.K Technologies in the Humanities 9.2.A Context of Works in the Arts 9.2.D Historical and Cultural Perspectives 9.2.F Vocabulary for Historical and Cultural Context 9.2.G Geographic regions in the arts 9.2.K Traditions within works in the arts 9.3.B Criteria Essential Questions: How do people document things that they are proud of? Why do people hang deer antlers on the wall? What is gyotaku? What is printmaking? What are some different types of printmaking? Hook: How can art document something that you are proud of? Explore: Teacher will introduce the history of printmaking in Japan and gyotaku fish prints. Teacher and students will discuss printmaking and the functions of gyotaku fish. Teacher will show a short video example of gyotaku made with a real fish. Teacher will explain the printmaking project and how today we will start with the habitat for our fish. Teacher will demonstrate how to blow ink with a straw and make prints with rocks and stones. Students will then choose a paper color and make the habitat for their fish prints by blowing sumi ink with a straw to make seaweed and making rock prints with two different colors of tempera paint. Reflect: Students will think about how making rock prints was similar to using a stamp, but that gyotaku printmaking uses a different technique. Assessment: Teacher observation of student understanding, participation in discussion, listening carefully to instructions and demonstration, creation of fish habitat through blowing ink and rock prints. Objective 2: Students will be able to make a gyotaku fish print and begin to brainstorm for their woodblock/Styrofoam nostalgia print. Standards: 9.1.A Elements and Principles in each Art Form 9.1.B Demonstration of Dance, Music, Theatre and Visual Arts 9.1.C Vocabulary Within each Art Form 9.1.E Themes in Art Forms 9.1.H Safety Issues in the Arts 9.1.J Technologies in the Arts 9.1.K Technologies in the Humanities 9.2.A Context of Works in the Arts

9.2.D Historical and Cultural Perspectives 9.2.F Vocabulary for Historical and Cultural Context 9.2.G Geographic regions in the arts 9.2.K Traditions within works in the arts 9.3.B Criteria 9.4.D Artistic Choices Essential Questions: What is gyotaku? What is woodblock printing? What is nostalgia? What place is nostalgic for you? Hook: You can document your own “catch” of a rubber fish today! What place is nostalgic for you? Explore: Teacher will review gyotaku printing with students. Teacher will introduce woodblock printing and its history in Japan. Teacher will discuss with students how one of the most common subjects was the Japanese countryside since Japan was becoming increasingly urban and people were nostalgic for their rural roots. Teacher will ask students to start brainstorming and sketching out ideas of a place that makes them nostalgic when they are not working on their gyotaku prints. Teacher will give gyotaku instructions and demonstrate at the printing center how to make a fish print with tempera paint. Teacher will then show how to add detail with colored pencil, add more blown ink if desired, and add gloss varnish. Students will then take turns making their fish print at the printing center while the others brainstorm ideas for their woodblock prints. Students will then make more seaweed by blowing ink with a straw to create some overlapping with the fish. When their art is dry, students will go back into their piece with colored pencil to add any additional details they desire. Students will then go over areas of their piece with tempera paint clear gloss varnish to add shine and shimmer where desired. When finished with their gyotaku project they will sketch out ideas for their woodblock print. Reflect: Teacher will ask students to think about what place is nostalgic for them and how would they represent that visually? Assessment: Teacher observation of student understanding, participation in discussion, listening carefully to instructions and demonstration, and creation of gyotaku print. Objective 3: Students will be able learn and apply the basic techniques and process of a woodblock print. Standards: 9.1.A Elements and Principles in each Art Form 9.1.B Demonstration of Dance, Music, Theatre and Visual Arts 9.1.C Vocabulary Within each Art Form 9.1.E Themes in Art Forms 9.1.G Function and Analysis of Rehearsals and Practice Sessions

9.1.H Safety Issues in the Arts 9.1.J Technologies in the Arts 9.1.K Technologies in the Humanities 9.2.A Context of Works in the Arts 9.2.F Vocabulary for Historical and Cultural Context 9.2.G Geographic regions in the arts 9.2.K Traditions within works in the arts 9.3.B Criteria 9.4.D Artistic Choices Essential Questions: What is a woodblock print? How is a woodblock print similar to a temporary tattoo? What is a relief? Hook: How is a woodblock print similar to a temporary tattoo? Explore: Teacher will discuss the techniques and process of a woodblock print, including the fact that it is prepared as a relief and that the image will be reversed. Teacher will show visuals and explain that the black lines were not drawn, but that everything else was cut away. Teacher will explain how we will use Styrofoam sheets mounted to wood blocks with pencils for a safer version. Teacher will demonstrate how to make the printing block, print, and how to use the same block for two different colors. Teacher will give each table one practice block and block ink. Students will take turns and be able to practice making a print and understand how the image is reversed. Students will sketch out their ideas on the correct size paper for their own block for two ink color choices, plus their paper color choice. Reflect: Students will think about all the different ways to make a print. Assessment: Teacher observation of student understanding, participation in discussion, listening carefully to instructions and demonstration, and participation in practice of woodblock/Styrofoam printing. Objective 4: Students will be able to make a woodblock/Styrofoam print with an edition of four. Standards: 9.1.A Elements and Principles in each Art Form 9.1.B Demonstration of Dance, Music, Theatre and Visual Arts 9.1.C Vocabulary Within each Art Form 9.1.E Themes in Art Forms 9.1.G Function and Analysis of Rehearsals and Practice Sessions 9.1.H Safety Issues in the Arts 9.1.J Technologies in the Arts 9.1.K Technologies in the Humanities 9.4.D Artistic Choices

Essential Questions: What is an edition? Hook: Today you get to make your nostalgia prints! Explore: Teacher will review printmaking techniques with students. Students will use a pencil to lightly sketch and then “carve” their block. Students will then walk around to the different colored ink stations and print their four prints with their lighter color first. Students will then wipe off their block and carve away the additional areas needed for their second darker color. Students will add the second color to their four prints. Students will sign and add the edition numbers to their prints. Students will have used two different color inks on their choice of colored paper for a finished image of three colors with an edition of four. If the whole class finishes with time remaining, the students can take turns sharing their print and their nostalgic place. Reflect: Students will have been able to make a traditional Japanese printing technique their own. Assessment: Teacher observation of student understanding, participation in discussion and listening to instructions, creation of a three colored nostalgic print with an edition of four, and rubric for the two finished projects.

Japanese Printmaking Unit 0 1 2 Points

Gyotaku habitat (blown ink and rock prints)

Did not make or created an extremely poor habitat

Created a satisfactory habitat

Created an excellent thoughtful habitat

Gyotaku print and addition of colored pencil

Did not make or created an extremely poor fish print

Made a satisfactory print with good use of colored pencils

Made an excellent print with great use of colored pencils

Woodblock design

Did not make or created an extremely poor design

Design was adequate

Developed an excellent thoughtful design

Woodblock prints

Did not make or created extremely poor prints

Made satisfactory prints

Made excellent prints

Effort Did not put forth any effort

Displayed some effort

Excellent effort was displayed

TOTAL (Out of 10) ---------- ---------- ----------

Authentic Assessment Task Assessment Task 1- Students will be able to learn about gyotaku and make the habitat for their fish print

Teacher observation: -Check for understanding during discussion -Participation during discussion -Listening during demonstration and checking for understanding -Observation that each student is staying on task and working diligently

Task 2- Students will be able to make a gyotaku fish print and begin to brainstorm for their woodblock/Styrofoam nostalgia print

Teacher observation: -Check for understanding during discussion -Participation during discussion -Listening during demonstration and checking for understanding -Observation that each student is staying on task and working diligently

Task 3- Students will be able learn and apply the basic techniques and process of a woodblock print

Teacher observation: -Check for understanding during discussion -Participation during discussion -Listening during demonstration and checking for understanding -Observation that each student is staying on task and working diligently

Task 4- Students will be able to make a woodblock/Styrofoam print with an edition of four

Teacher observation: -Check for understanding during discussion -Participation during discussion -Observation that each student is staying on task and working diligently Rubric for their gyotaku and woodblock

Learning Center: Japanese Carp Kites If students are finished with the activity for the day’s lesson and there is still time left in the class, students will work on their carp kites. The students learned about Children’s Day in Japan in their regular classroom. They learned about how children fly fish kites in celebration. All of the carp kite materials are on a table in the corner of the room. The students design their kite, which is a pre-cut carp shape of diffusing paper, with markers. Students then go over their design with a paintbrush and water and the colors diffuse into each other. When dry, students then glue the edge together and tie with fishing line.

Japanese Printmaking Unit

My Examples

Gyotaku print

Woodblock print

Japanese Printmaking Unit: Gyotaku

Japanese Printmaking Unit: Gyotaku

Student Work

Exhibition of Student Work

3rd Grade Hallway Display

Japanese Printmaking Unit: Woodblock