Teachers.Net Lesson Plans

#97. traditional japanese kite design/book illustration

Art, level: Senior
Posted by bill anderson/david wood (banderson@cate.edu).
cate school, carpinteria, USA
Materials Required: computer, software(PhotoShop, Illustrator, internet, etc), color output(optional),paper, wood, glue, paints
Activity Time: dependent on frequency of class meetings - approx. 2 weeks if meeting daily.
Concepts Taught: visual interpretation of literal and cultural issues by collaboration and individual research by team experts

Description of Interdisciplinary Project for
Multi-Media Arts class
and Japanese Honors class

Students Will Be Able To: Interact creatively with each
other in teams of 3 or more students to clarify concepts, understand points of relevant information, establish priorities, define mutual goals and products for presentation, disseminate throughout the team types of specialized information by team "experts", problem-solve as a team and as individuals, delegate duties and research, reinforce critical thinking skills as to appropriate
strategies.

Description: To create 2 and 3 - dimensional design
and mock-up of traditional Japanese Kites.

Procedures:

1. Students from Japanese class read the novella
Botchan in Japanese and prepare elements of story they
would like to interpret visually.

2. Students from both classes are introduced to the
project by respective teachers and told they will meet
with entire teams next period. Multi-media class
introduced to visuals of traditional Japanese kite
design through Internet and traditional printed matter.
Japanese class also given this information before first
meeting.

3. Classes meet together and brake up into teams by
teachers. Project is introduced by teachers. Students
begin to discuss basic elements of story they would
like to work on with design expert.Designers have been
briefed on the kinds of questions to ask at "concept
meetings" and have prepared a list of basic questions.
They are expected to make sure as many basic questions
to be answered before meetings end.

4. Designers meet in lab and we critique results of
initial meeting and begin researching and developing
first sketches.

5. Teams meet often and elaborate designs, information,
accuracy, elaboration, etc. with teammates.

6. In-Progress Critiques are held with designers and/or
teams to evaluate effectiveness of developing design.

7. Design is E-Mailed to our sister school in Japan to
get feedback and suggestions from Japanese students.

8. Final design is converted to a 3-dimensional
life-size or miniature model and displayed on campus
as well as sent to Japanese High School for their final
inspection.