Lesson 1: Japanese Watercolor Kimono (Part 1)
Duration:  2 class periods
Materials:
     
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of culture.  Produces art that has been influenced by aspects of history.
Enduring Understandings:  People and cultures communicate through visual arts. Visual arts tell stories with mood and emotion through images. Visual arts inform us about our culture, history and society. 
Essential Question:  What is art?
Assessment:  First Grade Grading RUBRIC
Materials: pencil, sketchbook, found object for the drawing ritual, large watercolor paper, oil pastels, watercolors, water container, paper towels, color wheel for reference 
Vocabulary: complimentary colors, contrast, kimono

Activities

1. Drawing Ritual in sketchbook- Look at Art Rituals in the Classroom. This is a 5 minute drawing time using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  DO NOT look down on paper while drawing.  Put the date in your sketchbook.
2. What is a Kimono and who wears one? What do the colors and patterns mean? Watch the video of the Kimono Fashion Show 3:48 and discuss how a Kimono is different from what American women and men wear.
3. Art of Japan - Watercolor Kimono Lesson Plans
4. Draw the contour of the kimono as large as possible onto the watercolor paper. Use a large rectangle for the bodice, then two smaller rectangles for the sleeves. Add details like patterns inside the kimono.
5. Use white or black oil pastels to trace over all the contour lines in the kimono. Press hard.
6. Use your watercolors to fill in all the spaces in the kimono and in the background. You may try to use Complimentary colors (or opposite colors) on the color wheel for the background. This will create a wonderful CONTRAST to your kimono colors. Contrast is a large difference between two things; for example, hot and cold, green and red. Here is a color wheel to view with information if you need: Color Wheel 
    
7. Listen to the Houston Children's Chorus recording of Sakura while you work. The words tell of the Cherry Blossom Trees.
    

   Sakura sakura Yayoi no sora wa Miwatasu kagiri Kasumi ka kumo ka. Nioi zo izuru Izaya izaya Mi ni yu kan Saita sakura.

   Cherry blossoms, cherry blossoms, On mountains, in villages, As far as you can see. Like a mist or floating cloud, They are fragrant in the morning sun. Cherry blossoms, cherry blossoms, In full bloom.

Differentiation
Support: Use a large rectangle and another smaller rectangle template to trace around to begin the kimono.
Extension:  

Lesson 2: Japanese Symbols-Koi Fish Art
Duration:  1 class period
     
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of culture.  Produces art that has been influenced by aspects of history.
Enduring Understandings:  People and cultures communicate through visual arts. Visual arts tell stories with mood and emotion through images. Visual arts inform us about our culture, history and society. 
Essential Question:  What is art?
Assessment:  First Grade Grading RUBRIC
Materials Needed:  Sketchbook and pencil or charcoal, found object for drawing ritual, two sheets for each student of 18"x24" white paper, Construction paper, Old magazines, catalogs, colored paper scraps, and aluminum foil scraps to cut up, glue, scissors, stapler, marker crayons Hole punch 2 to 3 Crepe paper streamers (a few inches long) Some string or yarn

 Activities

1. Drawing Ritual in sketchbook- Look at Art Rituals in the Classroom.  This is a 5 minute drawing time using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  DO NOT look down on paper while drawing. Put the date in your sketchbook.
2. The Koi fish is a symbol of prosperity in Japanese culture. A Koi fish in artwork means growth, wealth and power. The Japanese myths claimed that Koi fish could grow into powerful dragons. Before artists draw, they look for details in their chosen subject. Watch the following short video clips and discuss the details you see in the Koi fish.
   Koi Fish Pond :38   Koi Fish Farming in Japan 8:26   5 Foot Koi Pond 2:05
   What colors are they? What do their tails look like? What do their eyes, head and fins look like? What shape are their scales?
3. Hanging Koi Fish Lesson Plans
   TIP:  Have your students draw a few koi fish in their sketchbooks first.  Draw the body shape first, then add all details such as fins, eyes, scales...etc.  Use this drawing for the LARGE drawing of the koi fish using the 18x24 paper.  Tip of the nose and the  tip of the tail should bump into the edges of the paper lengthwise , while the fins should come close or even touch the width edges.

Differentiation
Support:  Have a koi fish template ready for the child to trace onto the 18x24 paper.  You may need to help your student cut out the two papers at one time.  Have the magazine and colored shapes all ready cut out and ready to glue onto the fish.
Extension:  

Lesson 3: Japanese Symbols-Koi Fish Art
Duration:  1 class period
     
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of culture.  Produces art that has been influenced by aspects of history.
Enduring Understandings:  People and cultures communicate through visual arts. Visual arts tell stories with mood and emotion through images. Visual arts inform us about our culture, history and society. 
Essential Question:  What is art?
Assessment:  First Grade Grading RUBRIC  
Materials Needed: Sketchbook and pencil or charcoal, found object for drawing ritual, two sheets for each student of 18"x24" white paper, Construction paper, Old magazines, catalogs, colored paper scraps, and aluminum foil scraps to cut up, glue, scissors, stapler, marker crayons Hole punch 2 to 3 Crepe paper streamers (a few inches long) Some string or yarn

 Activities

1. Drawing Ritual in sketchbook- Look at Art Rituals in the Classroom.  This is a 5 minute drawing time using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  DO NOT look down on paper while drawing.  Put the date in your sketchbook.
2. The Koi fish is a symbol of prosperity in Japanese culture. A Koi fish in artwork means growth, wealth and power. The Japanese myths claimed that Koi fish could grow into powerful dragons. Before artists draw, they look for details in their chosen subject. Watch the following short video clips and discuss the details you see in the Koi fish.
   Koi Fish Pond :38   Koi Fish Farming in Japan 8:26   5 Foot Koi Pond 2:05
   What colors are they? What do their tails look like? What do their eyes, head and fins look like? What shape are their scales?
3. Hanging Koi Fish Lesson Plans
4. Finish up your Hanging Koi Fish.
5. Write you name on a fin or tail of your fish in black marker. 
6. Hang up the  beautiful koi fish outside the art room for all to enjoy!!

Differentiation
Support: Have a koi fish template ready for the child to trace onto the 18x24 paper.  You may need to help your student cut out the two papers at one time.  Have the magazine and colored shapes all ready cut out and ready to glue onto the fish.
Extension:  

Lesson 4: Japanese Symbols-Flying Carp Kite
Duration:  1 class period
     
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of culture.  Produces art that has been influenced by aspects of history.
Enduring Understandings:  People and cultures communicate through visual arts. Visual arts tell stories with mood and emotion through images. Visual arts inform us about our culture, history and society. 
Essential Question:  What is art?
Assessment:  First Grade Grading RUBRIC
Materials Needed:  Sketchbook and pencil or charcoal, found object for drawing ritual, carp templates, 11"x17" colored construction paper or fabric, black permanent marker (or oil pastels may be substituted for a crayon resist effect with the watercolors), watercolors, brush, water containers, newspaper, paper towels,
Activities

1. Drawing Ritual in sketchbook- Look at Art Rituals in the Classroom.  This is a 5 minute drawing time using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  DO NOT look down on paper while drawing. Put the date in your sketchbook.
2. Here is another variation of the hanging kite. Look at the picture of Carp Kites from Japan. Use the Carp Kite Template to help you draw the main shape of your carp. Fold your fabric or your white drawing paper in half like a hot dog.
   Use the template to help draw your carp shape on one side of the paper or fabric. You may want to use crayon to draw with if you are using fabric.
3. Next, cut out your carp, leaving the bottom edge intact to hold your two sides together.
4. Now, separate the head from the body with a curvy line, and then using the side-ways “U” shape, draw scales on the body. Also draw fins and your tail.
5. Next, trace your lines with black permanent marker.
6. Repeat on the other side. Make sure your name is on your carp.
7. Finally, using watercolors, wet your brush and paint your carp kite whatever colors you would like. IF YOU ARE USING FABRIC, OPEN UP YOUR CARP TO PAINT IT SO THAT THE COLORS DO NOT BLEED ONTO THE OTHER SIDE.  Also, make sure your brush has plenty of water, so that it creates a “wash” over the surface of your kite and doesn’t cover over your scales and design.
8. Clean Up: Put your carp in a safe place to dry.  Rinse brushes and  water containers and put them away.  Put all other materials away and wipe up your table.  Throw away any used newspapers and paper towels.
9. We will continue our carp kites next time.

Differentiation
Support: 
Extension:  

Lesson 5: Japanese Symbols-Flying Carp Kite
Duration: 1 class period
     
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of culture.  Produces art that has been influenced by aspects of history.
Enduring Understandings:  People and cultures communicate through visual arts. Visual arts tell stories with mood and emotion through images. Visual arts inform us about our culture, history and society. 
Essential Question:  What is art?
Assessment:  First Grade Grading RUBRIC  
Materials Needed:  Sketchbook and pencil or charcoal, found object for drawing ritual, carp templates, 11"x17" colored construction paper or fabric, black permanent marker (or oil pastels may be substituted for a crayon resist effect with the watercolors), watercolors, brush, water containers, newspaper, paper towels, hole punch, ribbon, streamers, glue, stapler, yarn or string for hanging.
Activities

1. Drawing Ritual in sketchbook- Look at Art Rituals in the Classroom.  This is a 5 minute drawing time using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  DO NOT look down on paper while drawing.  Put the date in your sketchbook.
2. Finish up the lesson: Carp Kites from Japan.
3. Cut a small hole in the mouth to hang your kite, and glue ribbon or streamers onto the end of the kite for flying!  Great job!

Differentiation
Support: 
Extension:  

Lesson 6: Japanese Symbols-Drawing the Japanese Cherry Blossoms
Duration: 1 class period
     
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of culture.  Produces art that has been influenced by aspects of history.
Enduring Understandings:  People and cultures communicate through visual arts. Visual arts tell stories with mood and emotion through images. Visual arts inform us about our culture, history and society. 
Essential Question:  What is art?
Assessment:  First Grade Grading RUBRIC
Materials Needed:  Sketchbook and pencil or charcoal, found object for drawing ritual, 
Activities

1. Drawing Ritual in sketchbook- Look at Art Rituals in the Classroom.  This is a 5 minute drawing time using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  DO NOT look down on paper while drawing.  Put the date in your sketchbook.
2. The Cherry Blossom is the national flower of Japan.  Samurai warriors were fond of cherry blossoms. The short life of the cherry blossom mirrored their duty to die for their master at a moment's notice.  In 1910 the Japanese sent cherry trees to Washington, D.C. as a token of goodwill and friendship.  In 1952 America sent cherry trees back to Japan to replenish their collection following World War II.  The song Sakura means cherry blossom or cherry tree.
3. Students will draw trees in their sketchbooks.  Have the kids go outdoors and draw a tree from real life.  Choose a tree without many leaves, if possible. 
   If it is impossible to go outdoors, then use photographs of bare trees or this link of cherry blossoms with lots of branches showing. Begin at the trunk and carefully observe the direction and flow of the tree.  The trunk is the largest part of the tree and as the tree splits to form branches, the tree may become thinner.  Where is the main trunk?  Does it remain fairly straight with branches that shoot from it?  Do you see the branches splitting from the main trunk, and branches that split off from other branches?  Is the tree leaning to one side?  Take time observing how organic the trunk and branches are.  They flow more like water than stand rigid like stairs. 
4. If students remain indoors to draw cherry blossoms they may listen to Sakura, Sakura again.
   Listen to the Houston Children's Chorus recording of Sakura while you work. The words tell of the Cherry Blossom Trees.
    

   Sakura sakura Yayoi no sora wa Miwatasu kagiri Kasumi ka kumo ka. Nioi zo izuru Izaya izaya Mi ni yu kan Saita sakura.

   Cherry blossoms, cherry blossoms, On mountains, in villages, As far as you can see. Like a mist or floating cloud, They are fragrant in the morning sun. Cherry blossoms, cherry blossoms, In full bloom.

   Take the rest of the class period drawing your trees. You may zoom in on a branch, leaf, or flower as well. Use as many pages of your sketchbook as possible. You will need these sketches for the next art class.

Differentiation
Support: 
Extension: Take a modern day Tokyo City Tour.

Lesson 7: Japanese Symbols-Wind Blown Japanese Cherry Blossoms
Duration: 1 class period
     
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of culture.  Produces art that has been influenced by aspects of history.
Enduring Understandings:  People and cultures communicate through visual arts. Visual arts tell stories with mood and emotion through images. Visual arts inform us about our culture, history and society. 
Essential Question:  What is art?
Assessment:  First Grade Grading RUBRIC
Materials Needed:  sketchbook, pencil or charcoal, found object for drawing ritual, two sheets for each student of 9"x12" manila paper, straws, cups to hold paint, diluted poster paint or tempera works great and is easier to clean up than traditional India ink. Put just a few drops of paint in a cup, and dilute with water to the consistency of whole milk. Black is elegant, but brown is nice too. You don't actually have to use a drinking straw. We prefer the tubes from cheap ball-point pens because they're shorter and heavier,  pink and white tempera paint in a tray, pencil eraser, your sketchbook opened to your favorite tree drawing from the last class, newspaper, paper towels,
Activities

1. Drawing Ritual in sketchbook- Look at Art Rituals in the Classroom. This is a 5 minute drawing time using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  DO NOT look down on paper while drawing.  Put the date in your sketchbook.
2. Follow the Blow Paint Lesson of a Cherry Blossom Tree.  (The children wrote Haikus for this lesson, but this is not necessary. Your children may add words or phrases later if you desire.)
3. Write your name on the back of you papers.Tape down whatever paper is used so both hands can hold the straw. Place the newspaper under the paint cup next to your painting. Have a paintbrush ready.
4. TIP: Look at your best tree picture from your sketchbook. Paint your trunk with your brush to begin your painting. Where do you want to place the trunk?  On the lower right, middle, or left side of the paper? Does the trunk lean to one side?  Dip you brush into the paint cup and paint the base of the trunk that leans. Is the base of the trunk irregular or straight?  Paint the base as you see it in your sketch, but you may vary it if you want to make your tree more interesting. Make sure the trunk is the thickest part of your tree, and the branches should appear thinner as you blow outward with your straw. Try to direct your paint when you blow, moving the straw in the direction of the tree limbs and thinner branches you want to create.  Don't worry about the extra drips on your paper. They will add elegance  to your painting.
5. Try another tree on a new piece of paper if there is time. Tape down whatever paper is used so both hands can hold the straw. Are you gaining more control of your paint lines?  Would you like to add a second tree on your paper?  Go for it!!
6. Choose your best tree from the two blow paintings. You need a tray of some white and pink paint and a pencil eraser to dip.
7. Dip the eraser into one color and dab near and on the branches. If the eraser comes in contact with the wet black paint when dabbing, just wipe the eraser on a paper towel and continue dipping and dabbing. 
8. Wipe the eraser on a paper towel and dip into the second color and dab on your paper. This will create the illusion of cherry blossoms.
9. You may add extra cherry blossoms on the bottom of your picture if you'd like.
10. To finish the painting you can  frame your picture by dipping your eraser into another color and dabbing along the edges of your paper. You don't need to go around the ENTIRE outside edge but here and there if you wish.  Very Nice Job!
11. Clean Up: Put your paintings in an area to dry. Rinse your paint tray and brush, dry them with paper towels and put them away. Put your black paint cups where your teacher tells you. Wipe your table of all paint drips.
12. Your teacher will mount your best painting on black paper when it dries. Good job!

Differentiation
Support: Help your student begin the painting:  Guide the first brush stroke of the trunk on the lower portion of the paper.  Help the child add more paint in the proper areas when necessary.
Extension: Words may be added to the pictures to describe the trees.  Write using a black marker and in the empty areas.
For a variation, use colored paper and add more than one tree.  Create a landscape of wind-blown cherry blossoms-larger trees in the foreground, and smaller ones in the background OR have them all in a row.  Add patterns of color around your border to finish.  Voila!

Lesson 8: Warm/Cool Landscape of Mt. Fuji in Chalk (Part 1)
Duration:  1 class period
Materials:
     
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of culture.  Produces art that has been influenced by aspects of history.
Enduring Understandings:  People and cultures communicate through visual arts. Visual arts tell stories with mood and emotion through images. Visual arts inform us about our culture, history and society. 
Essential Question:  What is art?
Assessment:  First Grade Grading RUBRIC
Materials Needed:  sketchbook and pencil or vine charcoal, still-life object for drawing ritual, color wheel, colored chalks or pastels, scrap drawing paper for chalk experimenting, 12"x18" white paper, black oil pastels, warm and cool colored chalks or pastels, scrap paper to lean on and another to tap dust onto while coloring with chalks
Vocabulary:  warm, cool colors

Activities

1. Drawing Ritual in sketchbook- Look at Art Rituals in the Classroom. This is a 5 minute drawing time using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  DO NOT look down on paper while drawing.  Put the date in your sketchbook.
2. Children will have an assortment of warm and cool colored chalks in front of them.  What colors do you think make you think of the warm sun and a sunny day?  Red, yellow, orange and any of those colors overlapped with each other.  The kids can experiment with the warm colors and overlap them as they like with their chalks. Which warm colors are primary colors?
3. Now which colors remind you of the cool ocean?  The students will pick ocean colors and begin experimenting with them on the drawing paper.  What colors did you choose?  Blue, green and sometimes violet.  Which cool color is a primary color? 
   Look at this Warm and Cool Color Wheel if you need to.
4. At this point, you may use a color wheel so the kids can look at the primary, secondary, and warm and cool colors.
5. You will need photos of present day Mt. Fuji for this lesson.  These are some wonderful photos to look at online.   
   The area around Mt. Fuji has been the inspiration for the works of many Japanese poets, writers, artists. It sweeps up from the Pacific Ocean to form a nearly perfect symmetrical cone 12,388 ft. above sea level. It lies dormant and hasn't erupted since 1708.
6. Use your sketchbook and draw a few pictures of Mt. Fuji. Use a contour line or outline. Include water, trees, clouds and whatever is in your favorite photos. Add birds and other details if you desire.
7. Choose your favorite drawing. Use this  Chalk Lesson  as a guide along with your picture of Mt. Fuji.
   TIP:  This lesson uses landscapes of rolling hills and a sun with concentric circles.  Instead, your students will use their pictures of Mt.Fuji in its landscape setting. The kids can either color the mountain with warm or cool colors and then the opposite in the sky.
8. Pass out black paper and oil pastels.  Put your name on the back of your paper with a pencil.  You can hold your paper horizontally or vertically.  Draw a larger Mt. Fuji picture onto your black paper using your pencil.  Add your details from your sketch. 
9. Go over your pencil lines with a black oil pastel and press HARD.
10. We will continue with warm and cool colors next art class.

Differentiation
Support: 
Extension: This website will give you more information on Mt. Fuji along with some additional photos.  Just for Fun, here are some pictures of our own Pikes Peak area. What are some similarities between Pikes Peak and Mt. Fuji?  Some differences?
Take a field trip to one of the many area attractions of Colorado Springs.  Bring your sketchbook along and spend the day exploring, journaling, and drawing.  Don't forget to date your pictures!
 Japanese landscape Lesson

Lesson 9: Warm/Cool Landscape of Mt. Fuji in Chalk (Part 2)
Duration:  1 class period
Materials:
     
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of culture.  Produces art that has been influenced by aspects of history.
Enduring Understandings:  People and cultures communicate through visual arts. Visual arts tell stories with mood and emotion through images. Visual arts inform us about our culture, history and society. 
Essential Question:  What is art?
Assessment:  First Grade Grading RUBRIC
Materials Needed:  sketchbook, vine charcoal or black chalk, still-life object for drawing ritual, color wheel, colored chalks or pastels, scrap drawing paper for chalk experimenting, 12"x18" white paper, black oil pastels, warm and cool colored chalks or pastels, scrap paper to lean on and another to tap dust onto while coloring with chalks
Activities

1. Drawing Ritual in sketchbook- Look at Art Rituals in the Classroom.  This is a 5 minute drawing time using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  DO NOT look down on paper while drawing. Put the date in your sketchbook.
2. Finish your drawing with your black oil pastel if you haven't done so. Use contour lines or outlines only.
3. Continue this  Chalk Lesson using your black picture of Mt. Fuji.
   TIP: This lesson uses landscapes of rolling hills and a sun with concentric circles. Instead, your students will use their pictures of Mt.Fuji in its landscape setting. The kids can either color the mountain with warm or cool colors and then the opposite in the sky.
4. Use the color wheel to review the warm and cool colors. You will need warm and cool chalks and two scrap papers. 
   Separate your warm colors from your cool. 
5. As you are coloring with your chalks (you may overlap cool or warm colors together, but do not mix warm and cool colors) lean on a scrap paper so you do not smear your drawing.  Try not to touch your picture with your fingers. When dust collects on your picture, pick it up carefully and tap the dust onto another scrap paper.  Don't blow the dust into the air!
6. When you are finished with your chalks, redraw your picture with a black oil pastel. Remember to lean on a scrap paper.
7. Add white highlights-Use white chalk to add SMALL white sparkles on the edges of some of your shapes including water. Press hard! You don't need much so don't overdo it!
8. Spray the finished landscape and glue this onto larger black paper as a frame. Great job!
9. Look at the artwork of famous Japanese artist Hokusai. Do you see mostly warm colors or cool colors? Is there a lot of empty space or white background, or does he cover the whole page with paint? Look at the attached pictures of Mount Fuji created by the famous Japanese artist Katsushika Hokusai. These prints were made in the 1700’s, and represent different views of this sacred mountain.

Differentiation
Support: 
Extension: This website will give you more information on Mt. Fuji along with some additional photos: Mt. Fuji Information.   
Just for Fun, here are some pictures of our own Pikes Peak area.  What are some similarities between Pikes Peak and Mt. Fuji?  Some differences? Take a field trip to one of the many area attractions of Colorado Springs.  Bring your sketchbook along and spend the day exploring, journaling, and drawing.  Don't forget to date your pictures!
Japanese landscape Lesson

Lesson 10: Block Printing on a Scroll-Exploring Hokusai
Duration: 1 class period
Materials:
     
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of culture.  Produces art that has been influenced by aspects of history.
Enduring Understandings:  People and cultures communicate through visual arts. Visual arts tell stories with mood and emotion through images. Visual arts inform us about our culture, history and society. 
Essential Question:  What is art?
Assessment:  First Grade Grading RUBRIC
Materials Needed:  Sketchbook, vine charcoal or black chalk, still-life object for drawing ritual; For Scroll: 6 x 18 inch white construction paper, Black tempera paint, Styrofoam meat tray, Pencil, Red tempera for the stamp, Optional:  bamboo sticks for ends of scroll 

Activities

1. Drawing Ritual in sketchbook- Look at Art Rituals in the Classroom. This is a 5 minute drawing time using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  DO NOT look down on paper while drawing.  Put the date in your sketchbook.

2. Look at the attached pictures of Mount Fuji created by the famous artist Katsushika Hokusai. 
   These prints were made in the 1700’s, and represent different views of this sacred mountain. Hokusai used wood to create a print by carving his design into a flat block of wood, and rolling up the print with ink.  By running your print through a printing press, he was able to create as many images as he wanted.

3. Remember the photographs of our present day Mt. Fuji from our last art class?  Here they are  again: Mount Fuji Photos.
   Do Hokusia's Mt. Fuji images remind you of our present day Mt. Fuji?  Do you see any similarities?  There should be since it is the same mountain!
   Choose your favorite Hokusai print or combine your favorite prints.  Use these prints as inspiration to create your own “woodblock print” scroll.  A scroll is a type of Japanese art that usually has both writing and pictures, and is unrolled to tell a story, and hung on the wall.  Many times scrolls have haiku poems on them to accompany their paintings.  Scrolls range in size from one foot to fifteen feet long!  All Japanese painters and calligraphers (those who are skilled at writing the Japanese language) have their own signature stamp that they place on their artwork to show that it is theirs.

4. To create a print, practice a drawing of Mount Fuji first on a piece of paper.  When you get it the way you want it, it is time to transfer your image to a printing block. Looking at your image, carefully draw your image with a pencil that isn’t too sharp onto the back side of your Styrofoam meat tray.  (It may be helpful to trim off the outer raised edges of the tray before you print, creating a rectangle to work inside of.)
5. Be sure to draw very lightly at first, and when you have it the way you want it, press down hard on your lines to engrave the image into the plate.
6. Your drawing should have deep lines that will resist the paint when you print your image onto your scroll.
7. Placing your white scroll paper in front of you, carefully paint your printing block image with black tempera paint, trying not to “glob” the paint on, rather, painting it evenly onto your engraving.
8. Next, before it dries, center the plate in the middle of your white paper, and turn it over and press the image onto your paper.  Your picture of Mount Fuji should appear in reverse on your paper!
9. Finally, using a small 1 x 1 inch square of left-over Styrofoam, carve your initials backwards into the foam, pressing down hard to engrave it.
Write you letters backwards or it will come out in reverse when you print.
10. Pick a corner next to your printed picture and stamp your signature onto the scroll. Finally, glue bamboo skewer sticks to the ends of your scroll for rolling (optional).

Differentiation
Support: Keep the drawing very simple. Follow the next extension lesson using markers instead of tempera and damp paper. Help the student write initials backwards on the 1x1 piece of styrofoam. Use markers to color this and press onto the damp paper.
Extension:   You may paint more than one color onto the tray with tempera paints.
OR Try using thick watercolor markers to color on the styrofoam tray. Dampen your paper with a spray bottle (make sure it is not runny with water). Lay your tray color side up on the table and turn the damp paper onto the tray. Rub your fingers over the paper (or you may use a spoon). Lift the paper off and you should see a Mt. Fuji print in color!

Lesson 11: ABC's of Japan Class Book (Part 1)
Duration: 1 class period
Materials:
     
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of culture.  Produces art that has been influenced by aspects of history.
Enduring Understandings:  People and cultures communicate through visual arts. Visual arts tell stories with mood and emotion through images. Visual arts inform us about our culture, history and society. 
Essential Question:  What is art?
Assessment:  First Grade Grading RUBRIC
Materials Needed:  Sketchbook, vine charcoal or black chalk, still-life object for drawing ritual; Japanese culture references
Activities

1. Drawing Ritual in sketchbook- Look at Art Rituals in the Classroom.  This is a 5 minute drawing time using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing.  Put the date in your sketchbook.
2. Learn about Japanese culture in the ABC Book of Japanese Culture PowerPoint. We can create a class book showing what we have learned about Japan. To complete the book, each student will need to choose one subject to illustrate. Put them all together and make a class book for the school library. Use the Japanese ABC Book for suggestions. Each student can use Google to search for images of his or her chosen subject. You can finish your illustration in the next class.

Differentiation
Support: 
Extension: Watch an 8 minute video of modern day Tokyo. Listen to contemporary Japanese music while you view  architecture, restaurants, kimonos, cherry blossoms, palaces, parks, and more:   http://www.youtube.com  Type Best of Tokyo into the search.
Here is an interesting photo of Mt.Fuji overlooking Tokyo along with additional Tokyo Photos. 

Lesson 12: ABC's of Japan Class Book (Part 2)
Duration:  1 class period
Materials:
     
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of culture.  Produces art that has been influenced by aspects of history.
Enduring Understandings:  People and cultures communicate through visual arts. Visual arts tell stories with mood and emotion through images. Visual arts inform us about our culture, history and society. 
Essential Question:  What is art?
Assessment:  First Grade Grading RUBRIC
Materials Needed:  Sketchbook, vine charcoal or black chalk, still-life object for drawing ritual; Japanese culture references, white paper, assorted dry materials such as pencils, colored pencils, markers...
Activities

1. Drawing Ritual in sketchbook- Look at Art Rituals in the Classroom. This is a 5 minute drawing time using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing. Put the date in your sketchbook.
2. Finish your illustration for the class book.

Differentiation
Support: 
Extension:  

Lesson 14:
Duration:  1 class period
Materials:
     
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of culture.  Produces art that has been influenced by aspects of history.
Enduring Understandings:  People and cultures communicate through visual arts. Visual arts tell stories with mood and emotion through images. Visual arts inform us about our culture, history and society. 
Essential Question:  What is art?   
 
Activities

Differentiation
Support: 
Extension:  

Lesson 15:
Duration:  1 class period
Materials:
     
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of culture.  Produces art that has been influenced by aspects of history.
Enduring Understandings:  People and cultures communicate through visual arts. Visual arts tell stories with mood and emotion through images. Visual arts inform us about our culture, history and society. 
Essential Question:  What is art?   
 
Activities

Differentiation
Support: 
Extension: