Best Day Ever!
Theme: Narrative
Lesson Title: Best Day Ever!
Grade Level: Grades 5 - 8
Time: 2 ½ hours
Art Concept: Artists use visual narratives to tell sequential stories
Artmaking Processes and Techniques: Painting on fabric using dye resist, and stamping
Art Elements: Color, Line, and Space Principles of Design: Pattern and Unity
National Standards:
(5-8) 1b: Students describe how different materials, techniques, and processes cause different responses.
(5-8) 3a: Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks.
(5-8) 4a: Students know and compare the characteristics of artworks in various eras and cultures.
(5-8) 5b: Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry.
(5-8) 6b: Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts.
State Goals, Learning Standards and Benchmarks:
25.A.3d: Identify and describe the elements of value, perspective, and color schemes; the principles of contrast, emphasis, and unity; and the expressive qualities of thematic development and sequence.
26.B.3d: Demonstrate knowledge and skills to create 2-and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional, and decorative.
27.A.3a: Identify and describe careers and jobs in and among the arts and how they contribute to the world of work.
27.B.3: Know and describe how artists and their works shape culture and increase understanding of societies, past and present.
Comprehensive Components: Historical/Cultural Context, Aesthetics, Art Production,
Art Criticism
Domains: C4-Analysis, C5- Synthesis, C6-Evaluation, A1- Receiving: Awareness, willingness to hear, selected attention
Overview: The students will make fabric scrolls based on an event from their lives that they consider being one of their best days ever. They will learn about Chinese hand scrolls and how cultures represent landscapes in different ways. They will consider the value of handmade scrolls and mass produced books. They will make connections between the written story and the images that help to tell it. They will write a sequential narrative and illustrate it. Students will also create a chop as a signature for their artwork.
Rationale: By creating fabric scrolls, students will learn that the process of resist can be used to create a visual narrative. By comparing Eastern and Western texts, students will realize how the art of storytelling is universal. By participating in a debate about handmade versus mass-produced texts students will better understand that value.
Objectives
As a result of this unit, students will
Artmaking: make a 10” x 24” fabric scroll based on an event from their lives that tells the sequence as it is unfurled using a dye resist process inspired by Chinese hand scrolls.
(5-8)1b and 3a, 26.B.3d, C5Historical/Cultural Context: as a group, verbally identify at least two similarities or two differences between ancient Chinese scrolls and scribes and present day children’s books and illustrators.
(5-8) 4a, 27.A.3a, C4
Criticism: in writing, analyze the thematic development of a narrative by describing the way it translates into a visual language by giving at least one example of how line, color, space, pattern, and unity are used.
(5-8) 6b, 25.A.3d, C4
Aesthetics: in writing, determine whether or not Eastern scrolls and Western books are equally important, giving at least one reason for their opinion.
(5-8) 5b, 27.B.3, C6
Participation: demonstrate a willingness to learn about Chinese hand scrolls and other visual narratives by positively contributing to the discussion during the lesson and participating in the art making activities. (A1)
Vocabulary
ArtmakingSilk - a fine, strong, soft, lustrous fiber produced by silkworms in making cocoons and collected to make thread and fabric.
Resist - a resistant substance applied as a coating to protect a surface during some process; for example to prevent dye or glaze adhering.
Dye - a natural or synthetic substance used to add a color to or change the color of something.
Stretcher - a wooden frame over which a material such as canvas, cotton or silk is stretched and tautened ready for painting.
Taut - stretched or pulled tight; not slack.
Pattern - a repeated decorative design.
Unity - the state of forming a complete and pleasing whole; harmony.
Narrative - spoken or written account of connected events; a story.
Landscape - a picture representing an area of countryside.
Illustrator - a person who draws or creates pictures for books or magazines.
Historical/Cultural
Scribe - a person who created the words and images on documents before the printing process was invented.
Scroll - an ancient book or document.
Motivation: Milner’s China Artifact Box to decorate room, Chinese artifacts, Children’s picture books and comic books, teacher examples
Instructional Methods: Lecture, Demonstration, Individual Work, Group Activities, Discussion
Learning Activities
Artmaking, Historical/Cultural Context, Art Criticism, Aesthetics
Materials: 10”x24” hemmed strips of Peach Skin Silky Solid Fabric (JoAnn’s Fabric # 0400-8918), 1 set Tumble Dye, watercolor brushes 1@, water containers 1@, paper towels 3@., wooden frames 1@, push pins 4@, clear liquid soap, pencils 1@, erasers .5 @, gum eraser cubes 1@, linoleum tools with blade 1@, white sulphite paper (18”x24”) 1@, fabric markers , hairdryers 4@, extension cords 2, Sharpie Fine Tip Black markers 1@, assorted colors Sharpies, wooden dowels 2@, glue guns 3 with sticks, newspaper 10 sets, masking tape 2, irons 4, labels for name tags (if needed), 2 three foot lengths of butcher block paper
(Teacher Directed)
1. Set Induction (5 minutes) Have the room decorated with the various artifacts from Milner’s China kit and with personal China collection.
2. Show the students the silkworms in the Milner China artifacts kit. “Does anyone know what this is? What is it used for? How does it relate to art?” Wait for student response for each question. Explain that this is a silkworm cocoon and show them the silk that is included in the Milner artifact box.
(Teacher Directed/Discussion) (15 minutes):
1. Introductions: Everyone share their name and favorite ice cream flavor. Make name tags, if they don’t already have them.
2. Show students some examples of silk. “Do you know how silk is gathered?” Discuss how silk is gathered and used in art. Discuss how silk was used prior to paper as something to paint or draw on. Show appropriate examples.
3. Show examples of Chinese hand scrolls (images). Have the students talk about how a narrative is formed through the images. Discuss specific examples and the story they might tell. -
4. Ask: “What do we have in American culture that relates to Chinese hand scrolls?” Wait for student response. Show some examples of children’s books that tell stories through the visual language. Show examples that combine it with written language along with others which do not. (Chris Allsberg’s “The Polar Express”, picture books: “Anno’s Journey”, “Good Dog, Carl”, Calvin & Hobbs Comic Books)
5. The Chinese and other ancient cultures had scribes. “Who knows what a scribe is and what they do?” Discuss the use of scribes to write and illustrate the Chinese scrolls.
6. “Who has a favorite book from your childhood? Do you remember who the illustrator is? Do you have a favorite illustrator?”
7. Discuss the use of illustrators to create the visual images in books, focusing on children’s picture books. Refer to the previously shown books.
8. As a group, have the students verbally identify at least two similarities of and two differences between ancient Chinese scrolls and scribes and present day children’s books and illustrators. (AH) Ask a student to volunteer to write these down on the board (or on large poster paper).
9. Show the students the teacher examples of the hand scrolls inspired by the Chinese hand scrolls. Briefly have each teacher share their “Best Day Ever” story as they unroll the scroll. Show the various options for creating the scroll from right to left, left to right, or up to down. Talk about how the process of dyeing involves the seeping of color and show them examples of seeping on the teacher examples.
10. Share the sketches that inspired the teacher examples. Discuss how the personal memory was transformed to a visual language to tell the story. Discuss how line, color, space, unity, and pattern were used in the images to tell the story. Describe how words can be used to add to the meaning.
(Guided Practice) (15 minutes) Students will:
1. Begin sketching their “Best Day Ever” stories onto the white sulphite paper. Have them fold their paper in half to use as a template for their fabric.
2. As they think their sketches are complete, have them share with one of the teachers.
3. If they finish early, they can begin to consider the unifying colors they will use. They can also go over their pencil lines darker or with Sharpies to aid with tracing.
(Demonstration) (10 minutes):
1. Demonstrate how the sketches can be traced onto the silk fabric by outlining with a Sharpie marker. Offer the use of colored Sharpies, if desired. Show differences in teacher examples.
2. Demonstrate how to use the wooden frames to stretch the fabric. “Why do we need to do this?” Discuss.
3. Discuss the resist process using the liquid dish soap and what that means. “What other art making have you done using a resist process?” (Batik, Tie Dye, watercolor resist) “What will happen if I get dish soap in my brush as I am trying to paint on the dye?”
4. Demonstrate how to apply the liquid soap as the resist. Remind students that it comes out quickly and how the liquids will seep.
5. Demonstrate how to apply the dye by mixing on a plastic lid and applying with a brush. Share how the more colors are mixed, the less intense the colors will be. Remind them that the colors will seep. Also, share how water can be added to dilute the intensity.
6. “Why do I need to be careful not to get soap in my brush?”
(Guided Practice) (40 minutes) Students will:
1. trace their story onto the fabric with a Sharpie. (AP)
2. pin their fabric onto a wooden stretcher.
3. apply liquid dish soap using the applicator bottles.
4. mix colors and apply with a paintbrush.
(Demonstration) (10 minutes):
1. “Now that the fabric scroll has dried, we will heat set the fabric and then rinse out the soap. Why do we need to do this?” Wait for student response.
2. Show them how to iron the fabric, discussing safety issues with ironing.
3. Demonstrate how to rinse out the fabric. Use the blow dryers to dry the fabric.
(Guided Practice) (10 minutes) Students will:
1. Iron the fabric.
2. Rinse out the fabric.
3. Set aside to dry.
(Teacher Directed/Demonstration) (10 minutes):
1. “While the project is drying a bit, let’s discuss the chop. “Who knows what a chop is?” Wait for student response. Show them a chop on some of the Chinese artifacts.
2. Show them the teacher example chops on the back of their scroll. Show them the art gum eraser that was used to make the chops. Discuss how letters on the chops must be written backwards. “Why is that true?” It is a mirror image.
3. “We are going to use our first and last initials for our chops. Remind the students to draw thick letters, bubble-like letters.
4. Once the letters are drawn on paper, trace over the letters in a dark colored marker. Then line up the eraser with the image and press down on the marker to transfer the image.
5. “To make the stamp, you’ll need to incise what you want to be shown.” Show them how a rubber stamp has the letters removed. “Whatever you leave raised will be the image that is stamped.” Demonstrate how to use the linoleum tools safely, keeping your fingers away from the blade’s motion.
6. Once the image is carved, (show them a finished image) the students will use a fabric marker to stamp their initials onto the fabric. This will be done after the dye is heat set using the iron.
7. During demonstration students will individually place dowel rods in their hemmed fabric cloths
(Guided Practice) (15 minutes) Students will:
1. Begin by drawing their letters on the paper.
2. Have a teacher check to make sure their design will work. Receive an eraser.
3. Transfer the design onto the eraser and begin carving out the background.
4. Receive a check for safety by the teachers while using the linoleum tools.
5. Have a teacher check the eraser upon completion.
(Guided Practice) (10 minutes) Students will:
4. Practice stamping.
5. Demonstrate how to use the stamp with the fabric markers. Remind the students to blow a warm breath onto the stamp right before stamping to get the best image. Have them practice on their paper.
6. Stamp their chop onto the back of their fabric.
7. Complete a handout about hand scrolls. The handout will include questions about the process and their project. It will ask them to analyze the thematic development of a narrative by describing the way it translates into a visual language by giving at least one example of how use of line, color, space, pattern, and unity are used in their work. They will write a brief paragraph about their personal narrative. The handout will also include questions about whether Eastern scrolls and Western books are equally important, asking them for at least one reason for their opinion. (AE, AC)
(Teacher Directed) (5 minutes)
1. Students will share their stories
(Closure) (5 minutes) Student Centered
1. Have students fill out a Like ‘N’ Learn on large poster paper paper.
2. Have students share some of their responses.
Adaptations: Learning Disabilities: written directions for each step of the process
Physical Impairments: Assign a peer helper
Enrichment: Look closer at Chinese artifacts from Milner artifact kit
Activities for Early Finishers: Make a three-panel comic strip that tells a story without words
Assessment of Student Learning