Students Will Learn About Landscape and Artistic Style from Asian Art

Lesson Title/Grade
Chinese landscape scroll/ 2-3 / Projected Time
2-3 Days
Essential Standards met in each grade:
2nd grade
2.V.1.1 Use appropriate art vocabulary when discussing media, processes, or images in art.
2.V.1.4 Understand characteristics of the Elements of Art, including lines, shapes, colors, textures, form, space, and value.
2.V.1.5 Understand characteristics of the Principles of Design, including repetition, movement, emphasis, contrast, balance, and proportion
2. V.2.3 Create art from real and imaginary sources of inspiration.
2.V.3.3 Use the processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, and ceramics to create art.
2.CX.1.1 Exemplify visual arts representing the heritage, customs, and traditions of various cultures.
3rd grade
3.V.1.1 Use art vocabulary, including specific artistic terms
3.V.1.4 Understand characteristics of the Elements of Art, including lines, shapes, colors, textures, form, space, and value.
3.V.1.5 Understand characteristics of the Principles of Design, including repetition, movement, emphasis, contrast, balance, proportion, harmony, and unity.
3.V.3.2 Use a variety of media with refined skills.
3.V.3.3 Create art using the processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, ceramics, and current technology.
3.CX.1.4 Compare purposes of art in different cultures, time periods, and societies.
3.CX.1.5 Use local, natural, or recycled resources to create art.
3.CX.2.1 Understand how artists fit or function within a society.
3.CR.1.1 Analyze art in terms of the Elements of Art and Principles of Design.
Elements and/or Principles of Art Used
Values, Space, Size, Balance, Movements
ART OBJECTIVES:

• Students will learn about Chinese scroll(distinguished difference between hand scroll and hanging scroll.
• Students will learn about landscape and artistic style from Asian Art.
• Students will create art from everyday materials(newspaper and coffee filter)
• Students will learn to create a visually balance image.

/ ESSENTIAL QUESTION(S):
What is the difference between hand and hanging scroll?
What is a vertical line?
What is a horizontal line?
Have Arts from China changed much? What are the purposes of a scroll?
VOCABULARY:
Charcoal, Landscape, Scroll, / MATERIALS:

• 9x 24 white paper
• Pencil
• Eraser
• Charcoal
• India ink or water down black paint
• Paint brushes yarns
• Hole puncher
• Glue
• Newspaper

MOTIVATIONAL RESOURCES:
COGNITIVE TEACHING STRATEGIES (THE LESSON): Students will create a landscape scroll. Students will learn about the history of Chinese scroll and how it was created.
Scroll painting,art form practiced primarily in East Asia. The two dominant types may be illustrated by the Chinese landscape scroll, which is that culture’s greatest contribution to the history of painting, and the Japanese narrative scroll, which developed the storytelling potential of painting.
The earliest “illustrative” Chinese scrolls, forerunners of the narrative type, date from the late 4th century ad and teach Buddhist moral lessons. The continuous scroll form was fully developed by the 7th century. Such a scroll is opened from right to left and viewed on a table. The landscape hand scroll (makimono), a pictorial rather than narrative form, reached its greatest period in the 10th and 11th centuries with masters such as Xu Daoning and Fan Kuan. The viewer becomes a traveler in these paintings, which offer the experience of moving through space and time. There is frequent depiction of roads or paths that seem to lead the viewer’s eye into the work.
Only about 2 feet (0.6 metre) of such a scroll should be viewed at one time or the spirit of the work is violated. One problem faced by the artists was a need for multiple vanishing points in generating a sense of perspective, since the imaginary viewer was assumed not to be stationary. They solved this in a variety of ways, causing one perspective point to fade unnoticed into the next.
Nearly contemporary with the Chinese panoramic landscapes are the Japanese emakimono, scroll paintings of the 12th and 13th centuries. These are long horizontal scrolls, 10–15 inches (25–38 cm) wide and up to 30 feet (9 metres) long. This painting tradition is called Yamato-e, or Japanese painting, to distinguish it from Japanese work in the Chinese manner. In the earliest example of this form, The Tale of Genji, Japan’s great literary masterpiece, is shown in pictures alternating with text. Eventually the illustration in such works stood nearly alone, and typical subjects were the stories and biographies popular during Japan’s Middle Ages. The Japanese taste for sensation and drama finds vivid expression in these scrolls. The buildings pictured in them are frequently without roofs, so that intimate interior scenes can be shown, and backgrounds are tilted forward so as to pack more incidents into a smaller space.
During the renaissance of Chinese tradition that followed this period, an alcove intended for a picture or flower arrangement, the tokonoma, was introduced. Paintings were made vertical instead of horizontal in order to fit this space. These hanging kakemono, with their static compositions and contemplative themes, are more in the nature of Western paintings.
ACTIVATING STRATEGY (MOTIVATION):Students can vote on the best scroll to display in classroom. Bring in example of a scroll which can be found in most oriental stores.
MODELED (DEMONSTRATION):Instructor will demonstrate how to rip up newspaper to create a “mountain” outline. Instructor will demonstrate how to rub the charcoal long the edge of the newspaper to create an outline of the “mountain”. Instructor will also demonstrate how to add detail such as trees and animals such as birds, and flowers.
SHARED, GUIDED PRACTICE, AND INDEPENDENT PRACTICE (PROJECT PROCEDURE):

1. Rip newspaper to create a mountainous outline. Encourage students to have more than 2 examples. Students can also share their “mountain” within the table.
2. Lay the torn “mountain” on paper, use charcoal to run along the edge of the “mountain. Encourage students to use their fingers to smudge along the line to create a hazy effect.
3. Repeat until student creates desire effect. Students should overlap to create depth within the scenery.
4. Use black Indian ink or water down black acrylic paint to paint along 2 or three of the mountain to create definition. Include detail like trees and animals.
5. Glue cardboard strip along the top of the paper. Roll paper, remind students to not roll the paper so tight to avoid lines on paper.

CLASSROOM CLEANUP PROCEDURE:Students will place materials at proper location. Scrap newspaper will be saved for other projects. / SUMMARIZING STRATEGY (CLOSING ACTIVITY): Display art work and allow students to share have a ‘show-and-tell’ with their scroll.
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ASSESSMENT:Students will be assess on the creativity and craftsmanship of the scroll. Students will be assess on how well the image on the scroll are balance and if they demonstrate knowledge of a visually balance image.