Paper Mache Virginia Architecture s1

Japanese Edo-Inspired Paper Sculpture Animals

A Multi-day Lesson Plan for Art I

I.  Purpose

·  Drawing on previous experiments with different media, and basic drawing lessons, this lesson combines skills to make a bas-relief sculpture. Students view prints and paintings from the Japanese Edo period (specifically animals with feathers or scales), focusing on history of the era, patronage by merchants and samurai, and master craftsmanship. Students will discuss textures and structure of the animals in prints, and make sketches to brainstorm ideas. Creating a base for their animal, as well as hand-decorating paper, students have multiple opportunities to practice craftsmanship and creativity. Focusing on paper sculpture techniques, students must consider detail, volume, and how their relief sculpture casts shadows. Emphasis on creating three-dimensional artwork from a two-dimensional material is a key concept. Students focus on content (textured animals), concepts (master craftsmanship, animal symbols), and skills (paper sculpture techniques, hand-decoration of paper), working toward original representations of bas-relief animals showing high-levels of craftsmanship.

II.  Virginia SOL’s

o  AI.1 The student will maintain a sketchbook/journal of ideas and writings to use as a resource and planning tool.

o  AI.6 The student will produce works of art that demonstrate an understanding of . . . three-dimensional art media with emphases on . . . sculpture.

o  AI.8 The student will create works of art that represent originality, personal expression, and craftsmanship.

o  AI.12 The student will describe connections between media, elements of art, principles of design, themes, and concepts through historical and contemporary art.

o  AI.13 The student will describe works of art using appropriate art vocabulary.

o  AI.14 The student will identify major art movements and influential artists according to locations, cultures, and historical periods.

o  AI.20 The student will critique works of art with reference to the elements of art and the principles of design.

o  AI.24 The student will describe criteria affecting quality in a work of art, including concept, composition, technical skills, realization of perceived intentions, and the work of art as a whole.

o  AI.31 The student will speculate on the intentions and choices of those who created a work of art.

III.  Objectives

·  The student will participate in and take notes from a discussion about Japanese Edo-era prints and painting of animals.

·  The student will draw four sketches of possible animals for their sculpture (planning colors as well), then choose one and make a large drawing of it to cut and trace on their base paper.

·  The student will participate in and take notes from a discussion about paper sculpture techniques and artists, and art terms relating to sculpture, paper decoration, and sculpting skills.

·  The student will create a base for their paper sculpture (tracing their large sketch) using poster board and tab-supports, and drawing areas where appendages will attach.

·  The student will create a variety of hand-decorated papers for making relief textures on their animal sculpture, corresponding to the colors they planned in their sketch.

·  The student will use paper sculpture techniques to create feathers/scales/etc. for their animal, gluing in demonstrated orders and focusing on creating three-dimensions from two-dimensions and casting shadows.

·  The student will keep sketches and art term lists in their notebook, studying these for a test on the art history and terms covered for the project.

·  The student will answer a self-assessment rubric based on their final product and their performance during the entirety of the project, and take a test on art history and art terms covered during unit.

IV.  Procedure

DAY 1

1. Introduction
2. The teacher will introduce students to the overall concept of the lesson, showing examples of their eventual final products and sketches to be completed along the way.
3. She will show students a powerpoint on Japanese Edo-era prints and paintings of animals, asking questions regarding the composition of artworks, textures and structures of animals, and speculation on the intentions of the artists. She will emphasize keeping notes and terms lists in notebooks.
4. The teacher will give an overview of the procedures for the day:

·  Four sketches of animals with color

·  Choose one and redraw sketch larger for creating base next time

1. Development
2. The teacher will demonstrate sketching potential animals for sculpture, choosing one and planning colors. She will ask for detail about feathers/scales/etc. She will emphasize that this sheet, once finished, should go in students’notebooks.
3. Students will make four sketches of potential animals for their sculpture, choosing one and planning its colors.
4. The teacher will demonstrate how to re-draw chosen animal on large sheet of paper, planning layout of details. She will emphasize drawing large and that this will function as a tracer for their base made of posterboard.
5. Students will re-draw chosen animal on large sheet of paper, planning layout of details. They will use this drawing to trace onto their posterboard.
6. The teacher will remind students of clean-up procedures, and give a warning for time remaining to work. She will instruct students in clean-up procedures.
7. Students will clean-up and wait for dismissal.

DAY 2

1. Prior to class, the teacher will have tempera out, papers cut, paste-grain colors mixed.
2. The teacher will show students a powerpoint on paper sculpture techniques and artist examples, asking questions regarding the composition of artworks, textures and structures of animals, and emphasizing craftsmanship. She will emphasize keeping notes and terms lists in notebooks.
3. She will give an overview of the procedures for the day:

·  Demonstration creating base from posterboard using drawing as template—create bases

·  Demo on hand-decorating papers—make papers

1. The teacher will call students around one table to watch her demonstration of making a base for their sculptures using their drawing as a template for tracing. She will show how to make tab supports, and emphasize craftsmanship.
2. Students will use drawings as templates for making bases from posterboard, using tabbed supports to round the shapes of the animals.
3. The teacher will demonstrate different methods for making hand-decorated papers to use in making sculptures. She will remind students to choose colors based on the colors they planned in their sketches, estimating how much of a color they need and using either 9x12 paper or 12x18 paper.
4. Students will make hand-decorated papers for use in their sculptures, using any of the following methods: tempera paint, watercolor wash, splatter-paint, paste-graining, or sponging. They will estimate their color needs based on their sketches.
5. The teacher will remind students of clean-up procedures, and give a warning for time remaining to work. She will instruct students in clean-up procedures.
6. Students will clean-up and wait for dismissal.

DAY 3-END

1. The teacher will demonstrate how to create detailed parts for paper sculptures from hand-decorated paper made in the last class. She will show how to draw individual and rows of feathers/scales, how to score paper, how to bend edges to round them, and how to build up layers on the base, starting from the bottom layer up to the top (beak/nose area). She will emphasize that students need to cast shadows and make this a true bas-relief sculpture. She will also show how to accent edges of scales/feathers with paint, and how to clip feather “fringe” into feathers.
2. She will give an overview of procedures for the day:

·  Start drawing feathers/scales, cutting, scoring, layering on base. This will take multiple class sessions. Students may put scraps of papers into a communal scrap box, like a penny jar at a cash register.

1. Students will draw feathers/scales on hand-decorated papers, cut, score, and layer them onto their base, also rounding and building up layers as needed. They will work to make a true relief sculpture, focusing on casting shadows.
2. This work will take multiple days to finish, and the teacher will emphasize that this requires masterful craftsmanship to look “right.” She will troubleshoot as students need help during the duration of the project.

LAST DAY

1. Summary
2. Prior to class, the teacher will have self-evaluation forms for the project ready.
3. The teacher will remind students that when they finish their sculptures, they need to fill out a self-evaluation sheet and clip it to the tab support on the back of their sculpture.
4. TEST: The teacher will give students a test on the material covered during the unit on paper sculpture: Japanese Edo artwork and art history, paper sculpture techniques and processes and artists. Students notebooks will be worth extra credit on the test.
5. Students will take a test on material covered during the paper sculpture unit. They will turn in their notebooks for extra credit on the test.

V.  Materials needed for the lesson

1. DAY 1
2. Japanese Edo Powerpoint
3. Sketch examples
4. Edo terms sheets
5. Project examples
6. Paper and pencil to demonstrate
7. Colored pencils
8. Pencils, erasers
9. Sketch papers: 9x12 and 12x18
10. Animal visuals to draw from
11. DAY 2
12. Paper Sculpture Powerpoint
13. Base examples
14. Paper sculpture terms sheets
15. Project examples
16. Posterboard for bases
17. Scissors
18. Pencils, erasers
19. Glue, scotch tape
20. 9x12 & 12x18 paper for decorating
21. brushes, tempera paint, watercolors, toothbrushes. Sponges, paste-graining acrylic/paste paint, combs
22. Newspaper for table covers
23. Hand-decorated paper examples
24. DAY 3 – END
25. Hand-decorated paper examples
26. Project examples
27. Tempera paint
28. Scissors
29. Glue
30. Sketches
31. Self-evaluation sheets
32. Tests
33. Pencils

VI.  Evaluation Part A: (pre-lesson assessment)

·  Student self-evaluation rubric

·  Teacher General Grading Rubric (see attached)

o  Did student meet objectives:

§  Participate in and take notes from a discussion about Japanese Edo-era prints and painting of animals?

§  Draw four sketches of possible animals for their sculpture (planning colors as well), then choose one and make a large drawing of it to cut and trace on their base paper?

§  Participate in and take notes from a discussion about paper sculpture techniques and artists, and art terms relating to sculpture, paper decoration, and sculpting skills?

§  Create a base for their paper sculpture (tracing their large sketch) using poster board and tab-supports, and drawing areas where appendages will attach?

§  Create a variety of hand-decorated papers for making relief textures on their animal sculpture, corresponding to the colors they planned in their sketch?

§  Use paper sculpture techniques to create feathers/scales/etc. for their animal, gluing in demonstrated orders and focusing on creating three-dimensions from two-dimensions and casting shadows?

§  Keep sketches and art term lists in their notebook, studying these for a test on the art history and terms covered for the project?

§  Answer a self-assessment rubric based on their final product and their performance during the entirety of the project, and take a test on art history and terms?

VII.  Adaptations/Remediation (for challenged students you expect to have)

·  Difficulty understanding verbal directions: Give one-step directions. May need to be repeated several times. Physically demonstrate. Give one-on-one time if possible.

·  Difficulty understanding basic concepts: Demonstrate using real objects and movements. Repeat information using a variety of modalities.

·  Difficulty reading/writing: Provide many opportunities for oral and graphic responses. Use alternative assessments.

·  Short attention span: Give brief, specific directions. Use attention-getting transitions. Involve many learning modalities. During discussion and lecture have students response orally, sing, or move in relation to lesson.

·  Easily distracted: Limit visuals to essentials. Keep supplies away until ready to use. Allow sufficient room to sit during lesson and work. Provide “private” but not isolated work spaces.

·  Lack of self-control: Provide structure. Make rules clear, but allow options. Do not corner the student.

(Many of these strategies were found in Jean Bouza Koster’s Bringing Art into the Elementary Classroom.)

VIII.  Extensions

·  Gifted students:

o  Students may attempt to create an animal with a texture other than feathers or scales, or to create a more complex mythological creature. If they choose, they may research their animal and make notes with their sketches. Students may also research other animals in Asian art and religion, basing their animal choice on that research. Students may create animals in movement, a more complex method of sketching and sculpting.

·  Those who finish early:

o  See above. Also, students may work on previous projects not yet finished, on other classes’ work, they may clean the art room, or work in a sketchbook on personal artwork. They may NOT sit and do nothing.