EDCI 301: Lesson Plan 3

Name: Holly Romans Lesson Title: Painting Haiku Grade: 3rd Subject: English, Writing Fine Art: Visual Art Connection: Cultural Art and Artist- Susan Frame Lesson Summary In this 50-minute lesson, students will learn about Japanese culture by studying haiku and sumi-e, ink wash painting. Students will be introduced to what a haiku is and what it consists of to create one of their own. Students will then look at ink wash paintings and focus on famous ink wash painter, Susan Frame. Students will construct their final draft of their haiku on a piece of paper with their ink wash painting beside it. Essential Question (what is the central inquiry explored in this lesson) How can we connect Japanese poetry with Japanese painting?

Plan for Previous Lesson(s) Students will begin looking into Japanese culture and literature. The teacher will read some examples of different types of literature that highlight their culture. Students will be asked to compare and contrast our cultures with theirs.     Subject Area Standard(s)

Plan for Next Lesson(s) Students will begin looking into a different society’s culture and literature to create an opportunity to practice another integrated art lesson within the classroom.

Learning Objectives

Students will study Japanese culture by reviewing haiku and sumi-e. Students will be able to write their own haiku and paint their own sumi-e. Students will be introduced to famous ink wash painter, Susan Frame, and review her works. Students will be able to reflect the topic of a piece of writing through illustration.

Art Standards(s)

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. Standard 1.0 Perceiving and Responding: Aesthetic Education  Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.

Standard 2.0 Historical, Cultural, and Social Context  Students will demonstrate an understanding of visual arts as an essential aspect of history and human experience.

Standard 3.0 Creative Expression and Production Students will demonstrate the ability to organize knowledge and ideas for expression in the production of art.

Materials/Resources (Instructional, Supplies, Technology) *Attach additional resources such as images, handouts, music etc. Resources  Powerpoint  Scrap sheet of paper and pencil for rough draft  YouTube video: http://www.youtube.com/watch?v=YltseB61QV M Art Materials  White construction paper  Water colors (black paint will only be used)  Paint brush  Water cups  Sharpies

Vocabulary (terminology and definitions) 

  

A traditional form of Japanese poetry typically characterised by three qualities: –3 lines –First line has 5 syllables, second line has 7 syllables, and third line has 5 syllables –are usually written about things that are recognizable to the reader (ex: animals, nature, seasons, etc.) Syllable: a part of a word pronounced as a unit. It is usually made up of a vowel alone or a vowel with one or more consonants. Sumi-e: Japanese Ink Wash Painting Susan Frame: a painter, poet, published author, and teacher. She is best known for her sumi-e work, which she has practiced for more than 30 years.

Assessment: Rubric Evaluation Criteria 0 (Does not meet expectations) Student does not write a Haiku. 1 (Approaches Expectations) Student provides a haiku that incorporates only 1 essential quality and/or is unfinished. 2 (Meets Expectations) Student provides a completed haiku that incorporates 2 of the 3 essential qualities. 3 (Exceeds Expectations) Student provides a completed, original haiku that incorporates all 3 of the essential qualities. Student provides a completed ink wash painting that does not cover their haiku.

I. Student provides a haiku that incorporates all 3 essential qualities. II. Student provides an ink wash painting

Student does not provide an ink wash painting.

Student’s ink wash painting is incomplete/unfinished.

Student provides a completed ink wash painting.

III. Ink wash painting reflects haiku and has an appropriate title. IV. Student signs name at the bottom of the page and has taped/glued their stamp to their artwork.

Student does not provide an ink wash painting.

Student’s ink wash painting does not reflect their haiku and does not have a title.

Student’s ink wash painting is one of the words used in their haiku, but has an appropriate title. Student’s name is signed at the bottom of the page, but their stamp is missing.

Student’s ink wash painting is the subject of their haiku and has an appropriate title.

Student’s name is not signed at the bottom of the page and stamp is missing.

Student’s first name is signed at the bottom of the page, but fails to put last name and their stamp is missing.

Student’s name is signed neatly at the bottom of the page and the student has taped/glued their stamp to their artwork.

Instructional Sequence Set Up

Approximate Time 2 minutes

Procedure Teacher will open up Powerpoint and prepare the class for the upcoming lesson. Teacher will say, “Good morning class. Yesterday, we began learning about Japanese culture through literature and today we will be looking into Japanese poetry and art by creating our own Haiku and ink wash painting.” Teacher will go through Powerpoint that first gives the definition of a Haiku and then list the three qualities that are needed for a poem to be considered a Haiku. Syllables will be reviewed and the teacher will explain them by clapping out each syllable. The teacher will then have the students clap out their own names or words. The class will then create a haiku poem together while the teacher writes it on the board. The Powerpoint will then show some examples of ink wash paintings and then focus on one artist, Susan Frame, and her artworks. A short biography will be covered and some of her most famous works will be shown. The teacher should ask the students what they think of the paintings and have them point out what reoccurring themes are present. The teacher will also example that the purpose of the stamp on each painting is to act a as signature and that no two artists have the same one. The last slide of the Powerpoint will list the instructions for the class to see. The teacher will read the instructions to the class and then show his/her example to the class. Students will first make a rough draft of their haiku on a separate sheet of lined paper with a pencil. After students write their final rough draft and have double checked to make sure their Haiku incorporates the 3 essential qualities, the teacher will walk around, read each haiku to make sure they are on the right track, and give them a stamp to let them know they may move on to their sumi-e. Students will then copy their final draft onto their white piece on construction paper with a sharpie. Students will create their ink wash painting on the same piece of white construction paper by using only the black paint in

Introduction

1 minutes

Powerpoint

12 minutes

Instructions

3 minutes

Writing and Creation of Artwork

25 minutes

their watercolor palette. Once both tasks have been completed, the teacher will remind the students to neatly sign their name at the bottom and tape/glue on their stamp.

Clean Up

3 minutes

Once the students have finished their Haiku and ink wash painting, the teacher will instruct the students to clean up their areas and turn in their artwork to the front table. Make sure the students do not lay their artwork on top of each other because it may still be wet. Teacher will let the students know that the lesson is coming to an end and ask students to come up to the front of the class to view everyone’s artwork.

Closure

4 minutes

Plans to Display/Exhibit Student Work Since each student’s haiku will be written on the white piece of construction paper with their ink wash painting, each artwork will be hung on a bulletin board entitled “Haiku.” Students will also sign their names at the bottom of each artwork so each viewer will know whose artwork belongs to whom.

*In-Class Art Lesson: Create a display/exhibit of the completed artwork, photograph the display, and attach/insert image

*Analysis/Reflection: Complete only for In-Class Art Lesson Analysis: What did the data from the assessment tools indicate about student learning? (include quantitative dataanalyze class rubric outcomes) To what extent did the students explore the essential question and meet the lesson objectives? (include qualitative data – your observations and student feedback) Reflection: What worked in this lesson? Why?

Only 2 students scored below a perfect score, while the rest of the class received full credit. This clearly shows that students took in the lesson and understood it well. One student forgot to out their name, which cost them 2.5 points while another student had 8 syllables in their 2nd line instead of 7. The scores and the artworks clearly show that the students understood this lesson and enjoyed it as well,

Students were able to create their own haikus and ink wash paintings after learning about them in the lesson. Each student dove into the essential question with ease after seeing multiple examples of ink wash paintings and an example of a haiku that I made before presenting the lesson plan.

I think having an example for both the haiku and the ink wash painting really helped the students grasp what they were required to do. I’m glad I made my own artwork before presenting the lesson to the class because they could view my artwork and come up with

their own creative ideas. I also think using an American painter who studies Japanese painting helped the lesson because it showed the kids that everyone can do this type of poetry and painting.

What did not work well? Why?

I should have had the entire class work on a sample haiku together instead of showing them my example. Even though my example helped the students figure out what type of haiku we were making, I think having the class work together would help the assignment sink in better. I had to keep my example haiku and ink wash painting up on the board the entire time during the lesson, which means that the students were not fully comfortable with creating their our poems and artworks. I think a run through would have been better. Also, I ended up showing the students the examples of the artworks without letting them talk about them. I should have asked them questions about what they thought and what they saw to get them talking. While teaching, I passed out the red stamps to the students after reading their rough drafts haikus. I made the stamps into a type of pass that allowed the student to know that they could move onto their painting. I was not planning on doing this at first, but it ended up helping both me and the students. By giving out the stamps, I was aware of who was where in their projects. When students were given stamps, it let them know that they completed their haiku correctly. I would definitely use this method again because it ended up being a win-win technique. I would definitely do a run-through with the class to make a sample haiku together as well as ask the students what they thought about when showing examples of artworks. I want to get the students talking more, that why they can be apart of the lesson plan instead of me just teaching at them. I learned that I need to let the kids be more interactive with the lesson. I definitely want to make changes and have students clap out their own words or name to look for syllables. I think that will help them practice clapping it out as well. I also want students to be able to analyze the artwork examples, so I want to start asking them what they think of each painting. Overall, I just want to get my students more involved so they can understand the lesson better by participating. I noticed that I get “soft” while teaching, which is rather strange because I’m a very outgoing person. I think I might have been nervous, but I want to be the talkative, crazy, fun teacher for my students so I learned that I need to find my comfort and run with it. I also noticed that I get scared about timing very easily and tend to rush people even when we have plenty of time. I need to learn how to actively watch the clock and make decisions on when to wrap up lessons at appropriate times.

What adjusts did you make to the lesson while teaching? Why?

What changes would you make to your lesson based on your experience of teaching it? How effective were your assessment tools? What modifications could you make to help students better demonstrate their learning? What insights about yourself and your teaching did this experience help you develop?