Standards-based Planned Instruction Template

Name:Cathy Wilson

School District: Mount Union Area

Lesson Title: Kabuki Faces

Grade Level: Specify Primary Intermediate x Middle High School Other School Building:Mount Union Junior High School

Piloted with students in grade:

PA STANDARD AREA: ARTS AND HUMANITIES 9.1 Production, Performance and Exhibition 9.2 Historical and Cultural Contexts x 9.3 Critical Response 9.4 Aesthetic Response 9.5 Connections to Other Academic Subjects

Standard Statement: (write out from grade 4 or 7 or 10 or advanced column in standards document): (example: 9.3.10.E) Interpret and use various types of critical analysis in the arts and humanities. 9.3.7 C Classify works in the arts by the form in which they are found. 9.3.7.D Compare similar and contrasting important aspects of works in the arts and humanities based on a set of guidelines 9.3.7.E Describe and use types of critical analysis in the arts and humanities. Contextual criticism, formal criticism, intuitive criticism

Lesson Topic/Theme: Expressive qualities of line. Influence of Japanese traditional arts on western culture.

Overview:                                                                                                                                                                              As a class, the students will view and discuss several Japanese block prints in "okubi-e" style. The students will participate orally in a critical analysis of the prints. Students will view and discuss a series of kabuki faces paying special attention to the line quality, expressive quality and symmetry. Following instruction , once again students will complete a series of gesture drawings of the human face. The students will engage in a verbal critique of their drawings. Following instruction, the students will create mask like faces on the fold using brushes and India ink. The students will arrange three faces for display. The students will self critique their work using a scoring rubric. The students will compare/contrast their work with Japanese prints.

Keywords: critical analysis, contextual criticism, formal criticism, intuitive criticism, line, expression, symmetry, wood block, kabuki", "okubi-e",

Learning Objective(s) The student will recognize woodblock as a traditional Japanese art form. The student will describe and use contextual criticism in discussing art The student will describe and use formal criticism in discussing art. The student will describe and use intuitive criticism in discussing art. The student will compare and contrast personal art with historical art. The student will use line to create facial gesture drawings. The student will use brush and ink to create a face on the fold. The student will prepare and display their artwork.   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) see end: Rubric from www.kn.pacbell.cam.wired/art2/artsspeak/rubric.html

Materials: Reproductions of "okbui-e" prints Books on Japan--history and culture Japanese music, CD player Paper, pencils, brushes, India Ink Vocabulary chart with keywords Chart paper, markers www.fix.com.jp/kabuki/kabuki.html www.askasia.org/image/drawing/i000266.htm www.asiasociety.org/arts/japan/ www.kn.pacbell.com.wired/art2/artspeak/rubric.htm

Warm-Up:  Take an imaginary visit to the class museum which contains a number of reproductions of Japanese wood blocks. Prepare students for visit with key words, brief explanation of historical prints, review appropriate behavior for museum. Play Japanese music while visits take place. Display keywords in room.

Procedure:  After students have visited the museum, have class select a print to critique. Review purpose of critical analysis and criticism vocabulary. Using charts to record responses walk students through the critical analysis. Check orally for comprehension of the process. View kabuki faces, discuss in terms of expressive line quality and symmetry. Compare and contrast with wood blocks. Have class practice various facial expressions. The teacher will demonstrates how to create a facial gesture drawing using pencil, making sure to reinforce expressive line qualities. Working in pairs, students take turns being artist and model and create a series of facial gesture drawings. Pairs of students and the teacher review drawings using critical analysis. The teacher models the use of brush and ink to create one half of a face on the fold. Paper is then folded and opened to create a symmetrical mask like face. Then students are provided with an opportunity to create faces in a similar manner; they may use gesture drawings as a starting point, Japanese prints or develop new lines. The student will successfully complete three faces in this manner, mount them on paper joining the ends of the paper together. This will create a form for display. The students will then review critical analysis format and self critique work using a scoring rubric.

Correctives: Additional guided practice with the teacher in critical analysis in a small group setting or one on one. Prompts both visual and verbal for critical analysis Tape record responses Type responses into computer Learning games Additional guided practice for drawing Draw line before use of ink. Peer Tutor for drawing

Extensions: Virtual museum visit using internet. Creation of 3-Dimensional masks.

Below Basic 1 or less elements correctly identified Doesn't offer an interpretation or label their use.                                            Brief, mechanics not good.

Basic 2 or more elements correctly identified. Doesn't offer an explanation. Just labels their use.                                           Brief, but clearly written with good mechanics

Proficient 4 or more elements correctly identified. Offers at least a final interpretation.                                          A solid paragraph that shows care in writing.

Advanced More than 5 elements identified. Interprets the elements as goes to build a supported analysis A well -crafted paragraph that persuasively argues its case.