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University of North Texas Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson 2, Grade 8, Konichi-WAT!, 4 days, 90 min/period

II. Lesson Rationale:

Students will learn about kami an important aspects of Japanese mythology and folklore
Students will learn about brand recognition
Students will learn how to use illustrator and photoshop
Kami are gods from Shinto or Buddhism who are present in all of nature and pertain to certain
elements of nature. Each individual kami had a couple of recognizable distinctive features. Students
will look at major Kami and the element each is associated with and a brand to bring together in an

III. Key Concepts:

Japanese mythology and folklore

IV. Essential Question:

What are kami?
How do brands create image through symbols and colors?
How can individuality be expressed through symbols?
Identify the essential question(s) to be investigated in this lesson.

V. Lesson Objectives:
The student will be able to identify a kami and the element associated with it
The student will be able to recognize a brands key features
The student will be able to utilize photoshop to bring together a kami and a brand into one

VI. Specific Art Content:

Japanese art
Japanese culture
Japanese Animation
Hayao Miyazaki
Takashi Murakami, superflat
Contemporary Japanese artwork
Illustrator (other)
Aspects of branding
List the specific art content to be taught, such as concepts about art, the nature of art, skills, elements
and principles, processes, and techniques used to communicate ideas.

VII. Resources & Materials for Teacher:

Promethean Board
Internet for examples
List the instructional resources needed--reproductions, objects, websites, equipment, videos, dvds,
parents, experts, literature, performances, local sitesetc. In the case of images/reproductions or
motion pictures to be used in the lesson, be sure to include the artist/director; title of the work(s); and,
if the reproduction is commercially available, the source for obtaining them.

VIII. Resources & Materials for Students:

List of Kami

List all materials needed for students art making, discussions, and/or other activities, and vocabulary

IX. Instruction and Its Sequencing:

For each day of the lesson (see below), describe the steps necessary in teaching the lesson content.
This includes introducing the essential question, the key concepts, any discussion questions, use of
supporting materials, instructions and demos for students, and classroom procedures that include how
materials will be distributed and collected. Instruction focuses on facilitating what the students will do
during the lesson and in relationship to the essential question. Be sure to select and vary instructional
strategies appropriate for your unit (i.e. demonstration, presentation/lecture, class discussion,
audio/visual, individual work, collaborative group activities, field trips, games, student research, visual
displays, . . .etc). Plan each day using the following six-part framework:

Lesson day #1
1. Introduction/Motivation:
Have slideshow of Takashi Murakamis work and stills from Spirited Away playing
when students enter the room (5mins)
Give quick What are Kami? slideshow presentation of different major Kami and the
history of Kami in Japanese culture (10mins)
2. Guided Practice
Have students go on an art walk with the Kami handout, around campus of the school
and take notes or make sketches of the elements in their sketchbooks on what they
notice about each element (15mins)
Come back to class and talk about what students saw, guide discussion toward
associating one Kami with an element we saw outside (15mins)
3. Independent Practice
Have students make sketches based on spirited away animation style and traditional
images of Kami (25mins)
4. Closure
Tell students to bring in a branded item from their homes that they use everyday, give
examples and answer questions (10mins)
During clean up Instructor will play a game with students where shell call out
questions that have to do with the activities we did in class and let students answer if
they can (10mins)
5. Formative Evaluation
Listening to students contributions during class discussion
Walk around to each student during their independent sketching to make sure they
understand what they are doing
6. Classroom Management Procedures
Monitor students activity during independent sketching
Inform students of our route for the artwalk
Tell students to stay with the group and frequently do headcounts to make sure
everyone is present
Monitor clean up to make sure classroom is spotless before leaving for next class

maybe have students bring in ideas for branded items in their house that they like that they can merge
with their assigned Kami

Lesson day #3
1. Introduction/Motivation:
Have slideshow of different popular brands going across the screen (5mins)
Give brief introduction to branding in our culture, how brands have ads on all types of
media (10mins)
2. Guided Practice
Have students break into 7 small groups of 4, have them discuss each students branded
item, following the discussion questions provided by instructor (20mins)
i. What is this item? What is it used for? Why do you think your parents bought it
over a different brand of the same object?
ii. What are attractive aspects of the branding on this object? Color combinations
you notice? Organization of elements on the object?
3. Independent Practice
Have students choose a Kami to combine with their branded item and explain project,
distribute rubric (15mins)
Have students come up with 3 different sketches combining their Kami and the brand,
make some sketches with colored pencil that they will then scan into photoshop next
class (25mins)
4. Closure
Give students link to photoshop/illustrator tutorials to watch at home and tell them to be
prepared to work in class on their project in class the next day
They will have had practice using Photoshop for Lesson #1
Remind students that they should have their sketches done and ready to be scanned in
next class, also that they should be thinking about colors and other important aspects of
their Kami (10mins)
5. Formative Evaluation
Instructor will be managing participation during discussions
Instructor will monitor student activity during independent sketching time, making sure
everyone is on task, answering questions as needed
6. Classroom Management Procedures
Monitor students activity during independent sketching
Monitor discussions for questions and quality discussions
Have students put away drawing materials and their possessions as class ends
Lesson day #3
1. Introduction/Motivation:
Start day off by going around classroom and have each student explain their character
idea and have others ask questions as needed
2. Guided Practice
Students will be scanning in each of their sketches as they finish them and are approved
of by the instructor
3. Independent Practice
Students will be working on their images in class
4. Closure
Let students know that they are expected to have their drawings emailed to be before
class for a short in class critique at the beginning of the day
5. Formative Evaluation
Instructor will be walking around the classroom, making sure students are on track,
answering questions as needed
6. Classroom Management Procedures
Monitor students activity while they use photoshop
Stds will not be allowed to have food or drink near them as they work on computers
Have students put away materials, save their work, shut down computers and take their
possessions as class ends
Lesson day #4
1. Introduction/Motivation:
Give brief overview of how crit works, to be respectful of their peers work etc.
Will go around class and one by one stds will present their work and they will receive
comments from Instructor and their peers
2. Guided Practice
3. Independent Practice
Stds will have 10 mins to write a reflection in their journals about the whole experience
of bringing two sources of visual information together into one cohesive image.
Once stds. are done with their reflection will have short individual meetings with the
4. Closure
Instructor will briefly introduce next project in unit
All materials from the
5. Formative Evaluation
Instructor will be monitoring the participation of students in the class in crit
6. Classroom Management Procedures
Instructor will call on students who raise their hands

X. Summative Assessment and Evaluation:

Kami aspects are In class participation Total

blended with the brand

Excellent (10) Kami aspects are very Student has been

well blended with the respectful, engaged,
brand aspects and completed all
homework assignments

Good (8) Kami aspects are Student has been

blended well with the respectful, engaged,
brand aspects and completed most
homework assignments

Needs Improvement Kami aspects are not Student has been

(6) well blended with the respectful, engaged,
brand aspects and completed some
homework assignments

Incomplete (3) Kami aspects are not Student has been

blended with the brand respectful, engaged,
aspects at all and completed no
homework assignments


XI. Interdisciplinary Connections:

World History, studying other religions

XII. References & Resources:

The Role of Spirituality in Contemporary Art


117.204. Art, Middle School 3, Adopted 2013.

Foundations: observation and perception. The student develops and expands visual literacy
skills using critical thinking, imagination, and the senses to observe and explore the world by
learning about, understanding, and applying the elements of art, principles of design, and
expressive qualities. The student uses what the student sees, knows, and has experienced as
sources for examining, understanding, and creating original artworks.

Creative expression. The student communicates ideas through original artworks using a variety
of media with appropriate skills. The student expresses thoughts and ideas creatively while
challenging the imagination, fostering reflective thinking, and developing disciplined effort and
progressive problem-solving skills.

Historical and cultural relevance. The student demonstrates an understanding of art history and
culture by analyzing artistic styles, historical periods, and a variety of cultures. The student
develops global awareness and respect for the traditions and contributions of diverse cultures.

Critical evaluation and response. The student responds to and analyzes artworks of self and
others, contributing to the development of the lifelong skills of making informed judgments and
reasoned evaluations.