Sumi-E Lesson Plan

Stephanie Murnane

Student Teaching Internship

November 2, 2003

Lesson: Japanese Sumi-e Paintings School: Walnut Springs Middle School

Media: Ink (Westerville City Schools)

Grade Level: 6^th Cooperating Teacher: Jancy Cossin

Time Frame: 6 – 42 minute classes

Lesson Overview

Students will participate in a cultural critique of various artworks from across the globe and determine the similarities and differences between Asian and other cultural artworks. The student will design and plan his/her Sumi-e painting using the Japanese philosophy of tranquility and landscapes. The student will create an original Sumi-e style Japanese ink painting and will learn about brushstrokes, paper, and painting styles and techniques.

Goals

Students will learn the cultural history of Japanese art through visual references, and discussion on artwork from around the world.
Students will learn the about the traditional style of Japanese ink painting and the development of the Sumi-e style.
Students will learn about the process of Japanese painting and the specific tools used in the creation of the artwork.
Students will develop an appreciation for nature and simplicity through the experience of visually thinking about painting.

Evaluation/Assessment

Students will complete a worksheet identifying artworks from around the world.
Students will plan and design their painting and practice painting techniques (worksheet)
Students will create a Sumi-e painting using the Japanese technique.

Modifications

Gifted students –

Allow students to complete more than one painting, allowing them to become more expressive and use Chinese characters in their paintings. Allow students to complete more research on the computer to obtain pictures of Chinese characters and study artist Andy Lee. When students are finished they can work on the large collaborative painting in the back of the room.

Special Needs - Autism/Aspergers/ADHD –

Keep a close eye on all special needs students. Aspergers/Autistic students may have trouble with feel of brushes, may want to only touch brushes and not work. Reiterate instructions multiple times for special needs students. When carving erasers remember to help them outline the area and repeat instructions. Show demonstrations personally to each table of students. This will allow special needs students to see the demo two times and hopefully explain it to them thoroughly enough so that they may work on their own. Check with special needs students frequently to make sure they are following directions. Make sure to ask all students to help their neighbor at all times.

During demonstrations – Ask Alex (Aspergers) to stand beside you, ask him to hold the bamboo brush and show it to the class (Alex has trouble in social situations; allowing him to feel the brush before everyone else will help him deal with the different textures associated with bamboo and sheep/horse hair brushes).

Vocabulary

Lesson Terms:

Sumi-e – monochromatic ink painting style from 14^thcentury Japan

developed by Zen Buddhist monks. The philosophy of painting deals

with expressing the artist’s perception.

Bamboo Brush –weasel/horse/deer hair brush with bamboo handle

Hake – flat brush made of sheep hair

India Ink – black liquid used for calligraphy and ink painting.

Rice Paper – Asian style paper, very thin and made from rice pulp

Wash – style of brushstroke where a large surface area is covered seamlessly

with a coat of watered-down ink

Dry-brush – style of brushstroke where the brush is used vertically (almost

calligraphically) to create various lines (darker than a wash).

Monochromatic- single color usage / one color

Principles:

Rhythm - repeated movement in regular or irregular succession of one or

more elements to make a work seem active or to suggest repetition.

Repetition - one or more of the elements in a work of art being repeated

again.

Balance - arrangement of one or more elements in a work of art so that they

appear symmetrical or asymmetrical in design and proportion.

Unity - arrangement of one or more of the elements used to create a

coherence of parts

Harmony - blending of one or more of the elements in a work of art to create

a pleasing effect, balance, symmetry, and a composed appearance.

Movement - creating a distinctive structure that shows a feeling of action or a

series of actions and guides a viewer's eye through a work of art.

Elements:

Tone - lightness and darkness in relation to one or more parts of a work of

art.

Line - narrow mark or path of a moving point on a surface.

Value - degree of lightness and darkness, attributed to color and related to

one or more

Visual Art Examples

Books:

- Any Japanese or Sumi-E books from the local library

- Photocopies, enlarged in color from the internet and books

- Sumi-E Kit with grinding stone, ink stick, paper, and brush

- Calligraphy pen and liquid ink

- Various Artwork posters/prints from around the world, numbered 1-22

Supplies

Teacher: Student:

Visuals (listed above) 25 Newsprint Sheets (for practice)

Japanese Utensils/Tools: 15 Sheets Rice Paper

- Brushes (bamboo/hake) Watered down Tempera/India Ink

- India ink 12-15 Watercolor #10 Brushes (large)

- Paper Smaller brushes for details

Worksheet on cultural identification Water bowls

Worksheet for planning & vocabulary Smocks/Painting Shirts

Japanese Alphabet

Assessment Chart (See Attached)

Reflection (See Attached)

Organizational Overview and Time Frame

Day 1 – Identifying Artwork from around the world, focus on Asian art

Time Frame: 42 minutes

Objectives: 1. Students will observe artwork from over 10 different

countries.

2. Students will complete a worksheet matching countries with

artwork.

3. Students will focus on Asian artworks comparing and

contrasting paintings.

8:05 – 8:07 Target Time – Students have to be seated with pencils

sharpened and all outside materials put away (2

minutes)

8:07 – 8:10 Introduction for the day – Explain artworks on tables

and numbers.

Pass out worksheets, every student will complete the

worksheet.

8:10 – 8:25 Students work on worksheet. Matching countries with

artworks, they are not allowed to look anywhere on the

picture for hints.

8:25 – 8:40 Have students stop the worksheet- read off correct

answers. Have students pick out the ones they feel

have an “Asian Influence” in their minds. The pile

should be about 5-6 artworks. Have students openly

discuss the similarities and differences between the

artworks.

- Use higher thinking skills – ask Why? About

5 times

- Terms to think about – Landscapes,

Mountains, and Color

- Emotions – Tranquility, Serenity, Peaceful

8:40 – 8:47 Review what they learned today:

- Cultural Identification

- The differences between Asian art and all

other artworks.

- The similarities between all Asian paintings

Review what will go on the rest of the week:

- Students will learn Sumi-e painting using ink

and brush

8:47 Dismiss class

Organizational Overview and Time Frame

Day 2 & 3 – Introduction and planning of Sumi-e Project

Time Frame: 42 minutes

Objectives: 1. Students will learn the traditional tools, techniques, and terms

2. Students will practice various brush stroke techniques

3. Students will begin planning their project using

worksheet

8:05 – 8:07 Target Time

8:07 – 8:09 Introduction for today:

- Demonstration on Sumi-e painting (day 2)

- Worksheet on planning your landscape, visual thinking (day 2/3)

- Practice Brushstrokes (day 2/3)

8:09 – 8:25 Demo on Traditional Japanese Sumi-e Painting

Layout of supplies = everything in it’s place

The four treasures:

- Brushes – Bamboo, Hake (3)

- Inks – India (black, red) (1)

- Paper – Rice (4)

- Grinding Stone/Inkstone (2)

- Water

- Posture/Proper brush holding – Meditation

- Visual Thinking – Idea of tranquility, sounds

and mental images create the painting. The

Japanese believe that you have to truly believe

in what you are thinking, and it will transform

itself on the paper.

- Monochromatic

8:25 – 8:45 Work on planning worksheet, once completed and

checked by teacher, the student may move on to

practicing brushstrokes. Students must complete the

following techniques: dry-brush, wash, thick, thin, and a

bamboo shoot. This will be turned in for a grade.

8:47 Dismiss Class

Organizational Overview and Time Frame

Day 4 & 5 – Studio Work Day I & II

Time Frame – 42 Minutes ( 8:05 – 8:47am )

Objectives: 1. Students will begin the major landscape painting

2. Students will review vocabulary

3. Students will use all materials properly

8:05 – 8:07 Target Time

8:07 – 8:12 5 minute review of what we have already done.

- Use the plan sheet you worked on as a guide

for your painting.

- What do we know about posture?

- What do we know about how to hold the

brush?

- What do we do with the brushes when we

are finished?

- Clean them thoroughly!

- Point them downwards in the water

- Pat them dry once they are clean

- Put the covered tip back on them so that the

brushes aren’t ruined or bent.

8:12 – 8:42 Studio Work Time I

- Teacher will circulate the room if you have

any questions.

- Remember to use the vocabulary we have

learned!

Harmony

Repetition

Rhythm

Balance – Asymmetrical / Symmetrical

8:42 Cleanup

8:47 Dismiss

Organizational Overview and Time Frame

Day 6 – Rubber Stamps

Time Frame – 42 Minutes ( 8:05 – 8:47am )

Objectives: 1. Students will learn to carve symbols out of erasers.

2. Students will learn to stamp the symbols in red ink

onto their work.

8:05 – 8:07 Target Time

8:07 – 8:15 Introduction to stamping – We will be using erasers to

carve symbols. The symbols should represent nature or

yourself.

Demonstration on Carving:

- Once you choose your symbol, you have to

reverse it in order to put it on the eraser.

- Draw out the symbol on the eraser

- Use an exacto knife to cut away the outside

edges of what is not needed. Be very careful

when using the exacto knife. NO EXACTO

KNIVES LEAVE THE ROOM! We will

count all the knives at the end of the period to

make sure they are all present.

Stamping:

We will be using red ink pads to stamp our

designs.

- Make sure you get enough ink on the stamp

and carefully choose a place to put it on your

work. Most stamping is done at the bottom

right hand corner, but can also be done in the

top right hand corner.

8:15 – 8:40 Stamp Carving and Stamping

8:40 Cleanup

8:47 Dismiss