Standards-based Planned Instruction Template

Specify

PA STANDARD AREA: ARTS AND HUMANITIES

Standard Statement: (write out from grade 4 or 7 or 10 or advanced column in standards document): (example: 7.3.10.E) Interpret and use various types of critical analysis in the arts and humanities.

9.3.4.F Know how to recognize and identify similar and different characteristics among works in the arts.

Lesson Topic/Theme:                                                                           The similarities and differences of Western Clown and Japanese Kabuki faces.

Overview:                                                                                     Students, using visual arts, will recognize the similar and different characteristics of Western Clown and Japanese Kabuki faces. In learning about clowns and Kabuki artists, and in the making of either a clown face or Kabuki face, students will deepen their appreciation of the place of the clown in Western culture and the place of the Kabuki actor/artist in Japanese society.

Keywords: clown, emotion, Mie, kabuki, expressive

Learning Objective(s): (What will all students do to demonstrate they have reached the standard?): (type in 17 lines or less .)Students will appreciate the capacity of emotion conveyed by a clown and by the Kabuki faces. The students will also be able to design a clown or a Kabuki face which displays a recognizable emotion. Students will learn about an important aspect of Japanese culture, the art of Kabuki.

Assessment-Task Criteria: How will you judge below basic, basic, proficient and advanced? Do you have a model/exemplar of your expectations?: (type in twenty lines or less)

Below Basic  

Oral Task: Is unable to describe artwork using any art vocabulary.

Visual Task: Is unable to draw facial features which convey an emotion.

Basic   

Oral Task: Uses at least one art vocabulary word appropriately.

Visual Task: Is able to draw facial features which convey an emotion.

Proficient

Oral Task: Uses two art words appropriately.

Visual Task: Is able to draw facial features which clearly convey an emotion recognized by the majority of students.

Advanced

Oral Task:       Uses several art vocabulary words appropriately.

Visual Task:         Is able to not only draw facial features which represent an emotion, but uses color and design to elaborate in ways which enhance the emotional expression.

Materials: (type in 8 lines or less)

"Living Treasures of Japan" (video) The National Geographic Society, written and produced by Miriam Birch. Available from the National Geographic Society, National Geographic Video Store at 1-800-627-5162.

Books about Japanese culture and history.

Markers, crayons, pencils, paper.

Vocabulary list.

Teacher produced models.

Copies of photos from resource books.

Books about clowns.

Warm-Up: (type in four lines or less) The students and the teacher will play a face game in which the students will guess the emotion.

Procedure: (type in 43 lines or less)

The teacher will play a 'recognize my emotion when I uncover my face' game so that students can see how the eyes, eyebrows and mouth all work together to convey emotion.

The students will follow the procedure which the clown uses to erase his natural face and paint on his clown face, which is illustrated in a clown book.

View the Kabuki portion of the video "Living Treasures of Japan".

List and clarify vocabulary words.

Discuss the similarities and differences of Kabuki faces and clown faces.

Describe the visual art objective, the choices involved, and how it will be assessed. Show examples of satisfactory work, good work and excellent work. (basic, proficient, and advanced).

Display the basic oval on which a dot has been placed to denote placement of the eyes, halfway down the head.

Complete Kabuki or clown faces.

The students will their display their faces and allow their peers to guess the  emotion. Then the students will then describe their expressive faces using art vocabulary.

Correctives: (Remedial activities for students who have not met the standard at proficient or advanced level): (type in 11 lines or less)

The students who are having difficulty their drawing features which convey emotion may practice on the board using chalk and eraser, or draw simplified happy and sad faces and then place clear plastic over photos of Kabuki artists and clowns so that they can trace the features and practice their lines.

The students will design a full body costume to go with the facial design.