DreamingofSpringTime

AUnitonJapaneseInkPainting

Overview
StudentswillstudytheartandtechniquesofJapaneseInkPaintingthroughsketchingtheirideas
topracticecomposition,usingdifferentbrushstrokestoachievevaryinglineweightsand
finalizingdetailswithwatercolorpainting.Studentswillbeginbysketchingideasofhowthey
wanttheirplumblossomtreesandbamboostockstolookontheirpaper,thenusinginkoverthe
sketchestopracticeachievinglineweight.Studentwillusetheirsketchestocopythosesame
designsontoricepaperwiththeinkpaintingtechniquestheypracticedtheweekbefore.Students
willfinalizetheirprojectwithwatercolor,creatingplumblossomsontheirtressbranchesandtall
bladesofgrassamongsttheirbamboostocks.Intheend,eachstudentwillhaveatriptychofthe
alternatingsequenceoftheirchoice.

MaineLearningResults
A2,B1,B4,E3,E5
EssentialQuestion:
1. Howcanlineexpressmovement?

UnderstandingtheMaterials
LearningaboutToolsandPracticingTechniques

Author:MarandaParent
Grade:2
TimeSpan:1classperiod(40min.perperiod)

Materials

BambooBrushes
Sumi/HigginsInk(Black)
WaterCups(1foreachtable)
ScrapPaper
Pencils
Erasers
PencilSharpeners
PaperTowels
InkDishes

EssentialQuestion:
1. Howcanlineexpressmovement?

Vocabulary

InkPainting
BrushStrokes
Sketch
MaterialStudy
Sumie
RicePaper

ProvokingQuestions:
1. Willallyourbranches,onyourplumtree,lookexactlythesame?
2. Howmanydifferentsizesofbamboocanyoumake?
3. Howmanyplumblossomswillyouputonyourplumtreebranches?
4. Howmuchgreengrasswillyourbamboohavearoundit?

LessonObjectives
1. Thelearnerwillcreatesketchesfortheirfinalpaintings
2. ThelearnerwillpracticeJapaneseinkpaintingtechniquesonscrappaper
3. Thelearnerwilldemonstratethoughtfuldecisionmakingwhencreatingtheir
composition

DirectInstructions:
1. Studentsarrive,grabtheirpaintshirtsandhaveaseatattheirtables
2. Theinstructordirectstheclasssattentiontotheboardattheheadoftheclassroom
3. TheinstructorshowsthestudentssomeexamplesofJapaneseInkPaintings
4. Theinstructorshowsthestudentsthematerialsandtoolstheywillbeusingtocreatetheir
owninkpaintings
4a.Theinstructortellsthestudentstheywillbeginbycreatingsketchesofwhatthey
wanttheirpaintingstolooklike,usingpencilsandscrappaper
4b.Eachstudentwillmakethreesketches

4c.Theinstructorremindsstudentstoputtheirnameandteachercodeonthebackof
eachsketchpage(withpencil)beforebeginning
4d.Thestudentscanchoosewhethertheywanttwoplumblossomtreepaintingsandone
bamboopaintingortwobambooandoneplumblossom
5.Theinstructordemonstrateshowtosketchoutlines
5a.Theinstructorremindsthestudentsthattheplumblossomtreeshavelargetrucksand
itgetsskinnierasitgoesupandthattherearemanyskinnybranchesandknobbyspotsjuttingoff
ofit

**DONTFORGETTOLEAVEROOMTOPUTFLOWERSONTHE
TREE(PLUMBLOSSOMS)**

5b.Theinstructoralsoremindsthestudentsthatbamboohasknobsatthebottomandtop
ofeverysection(sortoflikebones)andthattheytendtobeallonesizeallthewayup,butthey
canbeeitherreallythickorreallyskinny

**DONTFORGETTOLEAVEROOMFORTHEGREENGRASS**
6.Theinstructordemonstratespaintingtheinkoverthesketch
6a.YouDONOTneedalotofink(lightlydipyourbrushintotheink)

6b.Dabyourbrushonthepapertoweltodrythebrushalittle

6c.DONOTputyourbrushinthewaterunlessyouaredonepaintingRestyourbrush
onyourpapertowelwhenyouarenotusingit
6d.Usethesideofthebrush(flat)tomakewidelinesandknobbyshapes

6e.Usethetipofthebrush(lightly)tocreatefine(skinny)lines

6f.Alwayspaintlightly,ifyoupressdownhardonthebrushtheinkwillgoeverywhere
andbleedonthepaper(especiallythespecialricepaperforthefinalpaintings)
7.Theinstructortellsthestudentsthattheyaretoraisetheirhandoncetheyhavefinished
theirsketchandcheckedwith3friends
7a.Studentsaretogetfeedbackfrom3friends(1thingtheydidwelland1thingtheir
friendthinkstheycouldimprove)
7b.Theinstructorchecksthestudentssketchesandgivesfeedbackafter3friendshave
doneso
8.Theinstructorexplainsthatthestudentsmaypainttheinkontheirsketchesoncetheyhave
checkedwith3friendsandtheinstructor(andtheinstructorhassaidtheymaymoveon)
9.Theinstructorgivesthestudentstherestofclasstowork
10.Theinstructorwalksaroundchecksinwithkidsastheywork
11.Studentsaregivena5minutewarningbeforecleanup

12.Studentsbringtheirpracticepaintingstothedryingrackandcleantheirspotsattheir
tables

12a.Studentsputallbrushesinthewatercupsandonestudentputsthecupinthesink
12b.Eachstudentwipesupanyinkfromtheirspotattheirtable(eachstudentis
responsiblefortheirownarea)
12c.Studentsreturntheirpaintshirtstothehooks
13.Studentssitquietlyattheircleantablesandshowthattheyarereadytolineup
14.Studentslineupandleavewiththeirhomeroomteacher

MaineLearningResults
A2Studentsidentifyfeaturesofcomposition.
a.IdentifyElementsofArt:color,form,line,shape,spacetexture,andvalue.
b.IdentifyPrinciplesofDesignincludingpatternandbalance.

B1Studentsusebasicmedia,tools,andtechniquestocreateoriginalartworks.

E5Studentsidentifypositiveinterpersonalskillsthatimpactthequalityoftheirartand
participationinthearts.
a.Gettingalongwithothers
b.Respectingdifferences
c.Workingasateam/ensemble
d.Managingconflict
e.Accepting/giving/usingconstructivefeedback
f.Acceptingresponsibilityforpersonalbehavior
g.Demonstratingethicalbehavior
h.Followingestablishedrules/etiquetteforobserving/listeningtoart
i.Demonstratingsafebehavior

InstructionalResources:
ProcessImagesPhotoCredit:MarandaParent
theartofSumieJapaneseinkpaintingastaughtbyUkaiUchiyamabyKayMorrissey
Thompson

ModificationsforStudentswithExceptionalities
1.
2.
3.
4.

Brusheswithlargerhandlesaresupplied
Paintshirtsaresupplied
Largerpencilsaresupplied
Listofstepsaresuppliedateachtable

Assessment:
AssessmentRubric,attached.


Key:
4=Exceeds
3=Meets
2=Needs
Improvement
(PartiallyMeets)
1=DoesNotMeet

SketchesThe
learnercreates3
sketchestohelp
plan/practicefortheir
finalinkpaintings.

InkingTechniques
Thelearnerpractices
usingthe
demonstratedinking
techniquestocreate
their3practice
paintings.

CompositionThe
learnermakes
thoughtfuldecisions
aboutplacement,
directionand
appearancewhen
planningfortheir
finalpaintings.

4Exceeds

Thelearnercreated3
sketches(one
bamboo&twotrees
ORonetree&two
bamboo)onscrap
paper.Thelearner
drewlightlywith
pencil.Theirtrees
werecrookedwith
thinandthick
branches,takingup
about90%ofthe
pageandtheir
bambooimages
containedmorethan
3bamboostocks(ina
varietyofsizes).

Thelearnerusedthe
2techniques
demonstratedplus
anyothertechniques
theymayhave
createdontheirown
andpracticedthem
ontopoftheir
sketches.

Itisapparentthatthe
learnerworked
slowlyandmade
thoughtfuldecisions
whenplanningthe
compositionsofeach
oftheirsketches.The
placement,direction
andappearanceall
lookthoughtfuland
thereisapersonal
flareand/oradded
detailstotheirplans.

3Meets

Thelearnercreated3
sketches(one
bamboo&twotrees
ORonetree&two
bamboo)onscrap
paper.Thelearner
drewlightlywiththe
pencil.Theirtrees
werecrookedwith
thinandthick
branchesandtheir
bambooimages
containedamin.of3
bamboostocks.

Thelearnerusedthe
2techniques
demonstratedtoand
practicedthemontop
oftheirsketches.

Itisapparentthatthe
learnerworked
slowlyandmade
thoughtfuldecisions
whenplanningthe
compositionsofeach
oftheirsketches.The
placement,direction
andappearanceall
lookthoughtful.

2PartiallyMeets

Thelearnercreated3
sketches,onscrap

Thelearnermayhave Thelearnerssketches
onlyused1
lookasthoughthey

paper,butmayhave
madeall3sketches
ofthesameimage
(alltreesorall
bamboo).Their
bambooimagesonly
contained2bamboo
stocksandtheirtrees
wereallonesize(no
varietyinbranch
sizes).

recognizable
techniquethatwas
demonstrated.Their
practicepaintings
mayhaveafew
blotchesfromusing
toomuchink.

mayhaverusheda
littlewhencreating
theirsketchesor
whenpainting.The
learnerseemedto
haveputalotof
thoughtinto2ofthe
3pointstobe
mindfulof
(placement,direction,
appearance).

1DoesNotMeet

Thelearnercreated3
sketchesthatwereall
thesame,containing
littletonodetailand
novarietywhenit
cametosizeORthe
learnerpainted
withoutsketching
first.Theirbamboo
imagescontained1
bamboostock.

Thelearnerdidnot
useanytechniques
thatarerecognizable
astheone
demonstratedandhas
manydarkblotches
fromusingtoomuch
inkorpushingtoo
hardwiththebrush.

itisapparentthatthe
learnerrushed
throughdrawing
and/orpaintings.The
learnerseemedto
haveputalotof
thoughtinto1or
noneofthe3points
tobemindfulof
(placement,direction,
appearance).

Grade

GentleBrushStrokes
FinalInkPaintings

Author:MarandaParent

Grade:2
TimeSpan:1classperiod(40min.perperiod)

Materials

BambooBrushes
Sumi/HigginsInk(Black)
WaterCups(1foreachtable)
PaperTowels
InkDishes
Pencils
RicePaper

EssentialQuestion:
1. Howcanlineexpressmovement?

Vocabulary

InkPainting
BrushStrokes
Bamboo
PlumBlossoms
Sumie
Line
Movement

ProvokingQuestions:
1. Whatorderdoyouwantyourpaintingstobedisplayedin?
2. Howwilltheorderexpressmovement?
3. Howmanybrancheswillyourplumtree(s)have?
4. Howmanystocksofbamboowillyoupaint?

LessonObjectives
1. Thelearnerwillcreate3finaldraftsoftheirinkpaintings
2. Thelearnerwillidentify1thingtheydidwelland1thingwoulddodifferentlynext
time
3. Thelearnerwillcreateaplanfortheirwatercolordetails

DirectInstructions:
1. Studentsarrive,grabtheirpaintshirtsandhaveaseatattheirtables
2. Theinstructordirectstheclasssattentiontotheboardattheheadoftheclassroom
3. TheinstructorshowsthestudentssomeexamplesofJapaneseInkPaintings
4. Theinstructorexplainsthestepsoftheday
4a.Studentswillgettheirsketches/practicepaintingsback

4b.Studentswillputtheirnameandteachercodeonthebackofeachpieceofricepaper
(withapencil)beforetheybegin

4c.Studentswillcopytheircompositionsontotheirpiecesofricepaper**DONOT
TRYTODRAWWITHPENCILFIRST,ERASINGWILLRUINTHEPAPER**
4d.Whenstudentsaredonepaintingtheywillraisetheirhand(aftertheyhavechecked
with3friends)andtheinstructorwillcometothemtotalkabouttheirwork**DONOT
CARRYPAINTINGSTOINSTRUCTOR,THEYCOULDEASILYFLYOFFYOUR
PLACEMAT**
5.Theinstructorquicklyredemonstratespaintingwithink(askingstudentswhatthey
rememberastheygo)
5a.YouDONOTneedalotofink(lightlydipyourbrushintotheink)
5b.Dabyourbrushonthepapertoweltodrythebrushalittle

5c.DONOTputyourbrushinthewaterunlessyouaredonepaintingRestyourbrush
onyourpapertowelwhenyouarenotusingit

5d.Usethesideofthebrush(flat)tomakewidelinesandknobbyshapes

5e.Usethetipofthebrush(lightly)tocreatefine(skinny)lines

5f.Alwayspaintlightly,ifyoupressdownhardonthebrush,theinkwillgoeverywhere
andbleedonthepaper(especiallythespecialricepaperforthefinalpaintings)
6.Theinstructorremindthestudentstoraisetheirhandwhentheyaredoneandhave
checkedwith3friends
6a.Studentsaretogetfeedbackfrom3friends(1thingtheydidwelland1thingtheir
friendthinkstheycouldimprove)
6b.Theinstructoristhelastpersontogivethestudentfeedbackbeforetheyareofficially
done
7.Theinstructortellsstudentstheymaystartworkingoncetheyhavebeenhandedbacktheir
sketchesandgiventheirspecialricepaper
8.Studentsaregiventherestofclasstowork
9.Studentsaregivena5minutewarningbeforecleanup
10.Studentsbringtheirpaintingstothedryingrack(ontheirplacemats,usingtwohandsto
placeitinhorizontally)

10a.Studentsputallbrushesinthewatercupinthecenteroftheirtableandonestudent
fromeachtableputthecupinthesink
10b.Eachstudentwipesupanyinkfromtheirspotattheirtable(eachstudentis
responsiblefortheirownarea)
10c.Studentsreturntheirpaintshirtstothehooks
11.Studentssitquietlyattheirseatstoshowtheyarereadytolineup
12.Studentslineupandleavewiththeirhomeroomteacher

MaineLearningResults
A2Studentsidentifyfeaturesofcomposition.
a.IdentifyElementsofArt:color,form,line,shape,spacetexture,andvalue.
b.IdentifyPrinciplesofDesignincludingpatternandbalance.

B1Studentsusebasicmedia,tools,andtechniquestocreateoriginalartworks.

E3Studentsidentifychoicesthatleadtosuccessinthearts.

E5Studentsidentifypositiveinterpersonalskillsthatimpactthequalityoftheirartand
participationinthearts.
a.Gettingalongwithothers
b.Respectingdifferences
c.Workingasateam/ensemble
d.Managingconflict
e.Accepting/giving/usingconstructivefeedback
f.Acceptingresponsibilityforpersonalbehavior
g.Demonstratingethicalbehavior
h.Followingestablishedrules/etiquetteforobserving/listeningtoart
i.Demonstratingsafebehavior

InstructionalResources:
ProcessImagesPhotoCredit:MarandaParent
theartofSumieJapaneseinkpaintingastaughtbyUkaiUchiyamabyKayMorrissey
Thompson

ModificationsforStudentswithExceptionalities
1.
2.
3.
4.

Brusheswithlargerhandlesaresupplied
Listofstepsaresuppliedateachtable
Paintshirtsaresupplied
Howtodrawingbooksaresupplied(forfreechoice)

Assessment:
SelfAssessmentSheet,attached.

GentleBrushStrokesWorkSheet
JapaneseInkPaintingSelfAssessmentSheet

Name:TeacherCode:

1. Onmyinkpaintings,onethisIdidwellwas:
________________________________________________________________________
________________________________________________________________________
____________________________________________________________
2. Onmyinkpaintings,onethisIwoulddodifferentlynexttimeis:
________________________________________________________________________
________________________________________________________________________
____________________________________________________________

3. Intheboxesbelow,sketcheachofyourpaintings.Withcrayon,planwhereyouwill
putflowersonyourplumtreeandgrassonyourbamboo:

JustaSplashofColor
AddingFinishingToucheswithWatercolor

Author:MarandaParent
Grade:2
TimeSpan:1classperiod(40min.perperiod)

Materials
SmallWatercolorBrushes
WaterCups(1pertable)
Watercolors(Red/Pink&Green)

EssentialQuestion:
1. Howcanlineexpressmovement?

Vocabulary

BrushStrokes
PlumBlossoms
Bamboo
Sumie

ProvokingQuestions:
1. Howwillyoucreateasenseofmovementinyourflowersandgrass?
2. Howwillcreatedifferentshadesinyourflowerpetals/grassblades?
3. Howmanyplumblossomswillyouhaveonyourtree(s)?
4. Howmanybladesofgrasswillyouhavebehindyourbamboo?

LessonObjectives
1. Thelearnerwillusewatercolorstoaddfinaldetailstotheirinkpaintings
2. Thelearnerwillconductinprocesscritiquewith3friends
3. Thelearnerwillbeincontrolofthesequenceinwhichtheirpaintingsaredisplayed

DirectInstructions:
1. Studentsarrive,grabtheirpaintshirtsandhaveaseatattheirtables
2. Theinstructordirectstheclasssattentiontotheboardattheheadoftheclassroom
3. TheinstructorshowsthestudentssomeexamplesofJapaneseInkPaintings
4. TheinstructorexplainsthefinalstepsfortheJapaneseInkPaintings
4a.Studentswillgettheirworksheetsandpaintingsback
4b.Studentswillusetheirworksheetsketchesasreference

4c.Studentswillusewatercolorstocreateplumblossomsandbladesofgrass
plumblossomsforthetreesandgrassforthebamboo
4d.Studentsareaskedtolineuptheirpaintings,intheordertheywouldlikethemtobe
mounted,ontheirplacematsbeforetheyputtheminthedryingrack

5.Theinstructordemonstratestechniquesforcreatingplumblossomsandbladesofgrass
5a.YouDONOTneedalotofwater,justenoughtogetthebrushsoyoucanpickup
watercoloronit**TOOMUCHWATERWILLLEADTOBLEEDINGONTHERICE
PAPER**
5b.Alwayspaintlightly,ifyoupressdownhardonthebrush,thepaintwillgo
everywhereandbleed
5c.Plumblossomscanbemadebyusingtheflatedgeofthebrushandcreatingonepetal
atatime,overlappingthemtocreateafullflower

5d.Bladesofgrassarecreatedbyusingthetipofthebrush,pressingdownmoretowards
thebottomandlettingthepressureoffasyoubringyourbrushuptothetipofthebladeofgrass


6.Theinstructorremindthestudentstoraisetheirhandwhentheyaredoneandhavechecked
with3friends
6a.Studentsaretogetfeedbackfrom3friends(1thingtheydidwelland1thingtheir
friendthinkstheycouldimprove)
6b.Theinstructoristhelastpersontogivethestudentfeedbackbeforetheyareofficially
done
7.Theinstructortellsstudentstheymaystartworkingoncetheyhavebeenhandedbacktheir
sketchesandgiventheirspecialricepaper
8.Studentsaregiventherestofclasstowork
9.Studentsaregivena5minutewarningbeforecleanup

10.Studentsbringtheirpaintingstothedryingrack(ontheirplacemats,usingtwohandsto
placeitinhorizontally)


10a.Studentsputallbrushesinthewatercupinthecenteroftheirtableandonestudent
fromeachtableputthecupinthesink
10b.Eachstudentwipesupanypaint/waterfromtheirspotattheirtable(eachstudentis
responsiblefortheirownarea)
10c.Studentsreturntheirpaintshirtstothehooks
11.Studentssitquietlyattheirseatstoshowtheyarereadytolineup
12.Studentslineupandleavewiththeirhomeroomteacher

MaineLearningResults
A2Studentsidentifyfeaturesofcomposition.
a.IdentifyElementsofArt:color,form,line,shape,spacetexture,andvalue.
b.IdentifyPrinciplesofDesignincludingpatternandbalance.

B1Studentsusebasicmedia,tools,andtechniquestocreateoriginalartworks.

B4Studentshelpwiththeselectionandpreparationofartworksfordisplayintheclassroom,
school,orothercommunitylocation.

E5Studentsidentifypositiveinterpersonalskillsthatimpactthequalityoftheirartand
participationinthearts.
a.Gettingalongwithothers
b.Respectingdifferences
c.Workingasateam/ensemble
d.Managingconflict
e.Accepting/giving/usingconstructivefeedback
f.Acceptingresponsibilityforpersonalbehavior
g.Demonstratingethicalbehavior
h.Followingestablishedrules/etiquetteforobserving/listeningtoart
i.Demonstratingsafebehavior

InstructionalResources:
ProcessImagesPhotoCredit:MarandaParent
theartofSumieJapaneseinkpaintingastaughtbyUkaiUchiyamabyKayMorrissey
Thompson

ModificationsforStudentswithExceptionalities
1.
2.
3.
4.

Brusheswithlargerhandlesaresupplied
Listofstepsaresuppliedateachtable
Paintbrushgripsaresupplied(ifavailable)
Paintshirtsaresupplied

Assessment:
SelfAssessmentRubric,attached.

AssessmentQuestion

Yes

No

1. Thelearnerusedwatercolortoaddfinaldetailstotheirink
paintings

2.Thelearnerconductedaninprocesscritiquewith3friends,
abouttheirwork

3.Thelearnerarrangedtheirpaintingsinthesequencethey
expectthemtobedisplayed