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2008 Unit A


Grade level: Primary
Discipline: General Visual Arts

Teacher name
Email address
School or District
Ericka Evans-Loos
quelinda13@hotmail.com
Reading School District
Melissa McGaughey
mmcgau83@mercyhurst.edu
Mercyhurst College
Shaun Pritchard
mestringbean@yahoo.com
School District of Philadelphia
Maureen Engle
englem@ptd.net
Catholic Schools of Scranton
Rebecca L. Deal
dealr@rasd.net
Rochester Area School District

Title of unit: Handmade Art Influenced by the Japanese Daruma
Overview: Students engage in a group discussion on the ideas of personal wishes, dreams, and goals. The student will examine and be exposed to Japanese Daruma dolls. The students will produce their own dream goal piece in a three-dimensional style. Then the students will produce an artist's statement containing their personal goal.
Time needed to complete the unit: 7 to 8 45 minute sessions

Big idea: Art reflects dreams, hopes, and wishes.
Essential question(s): How can students communicate their own hopes and dreams through a work of art?
Summative task: Drawing from Japanese culture and their own experience, the student will create an art piece inspired by the Daruma.
Upon finishing their three-dimensional piece inspired by goals, the students will write an artist's statement explaining their own aspirations. The students will compare and contrast through small group discussion the Daruma with other art forms of a similar theme through a teacher provided handout of examples.

PA Academic Standards
Content Indicators
(What students will know)
Process Indicators
(What students will do to demonstrate knowledge of the content)
Measurement
M3.B.1.2.2 Compare and/or order objects according to length, area, or weight.

Nonfiction
R3.A.2.1.2 Identify and/or interpret the meaning of content specific words used in text.

9.1.3.C. Recognize and use fundamental vocabulary within each of the art forms.

9.1.3.E. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

9.3.3.A. Recognize critical processes used in the examination of works in the arts and humanities.
M3.B.1.2.2 Rulers can be used to estimate approximate size of objects.

R3.A.2.1.2 The student will know the meaning of Daruma and wish.
1. Daruma is a traditional Japanese doll based on the legend of an ancient Buddhist Monk. One eye is painted in anticipation of a projected wish, the other eye is painted when the wish is fulfilled.

2. Wish, to want, to desire, to long for.

9.1.3.C.
1 Daruma (see above).

2. Papier Mache A substance made of pulp paper, paper pulp, mixed with glue and other materials or of layers of paper glued and pressed together, molded when moist to form various articles, and becoming hard and strong when dry

9.1.3.E. The student will know that adding personal elements to a piece of art can express their own experiences.

9.3.3.A. The student will know how to contrast and compare art forms created for similar wish and dream purposes.
M3.B.1.2.2 The student will use estimation skills to approximate the size of their finished products and their group members finished products. The students will then use the ruler to measure and compare their estimations with the exact measurements.

R3.A.2.1.2 The student will write a paragraph demonstrating the correct usage of the vocabulary, in addition to explaining their goal.

9.1.3.C. The student will create a papier mache three dimensional object representative of a personal goal.

9.1.3.E. The student will portray the representation of their goal through the personal elements added to the piece during production.

9.3.3.A. The student will compare and contrast through small group discussion the Daruma with other art forms of a similar theme such as Central and South American wish amulets, American golden wishbone charm set with a pearl, and the European folklore regarding wishing wells.

Teacher materials needed:
http://www.highlightskids.com/Stories/NonFiction/NF0100_darumaSan.asp
http://en.wikipedia.org/wiki/Daruma
Little Daruma & Little Kaminari: A Japanese Children's Tale by Satoshi Kako
Art Examples via paper, via computer samples (ipod, laptop), video stream website
Teacher Reference Handout
www.pandorabraceletsusa.com
darumamuseum.blogspot.com (breakdown of history of character and color)
You Tube-The Shourinzan Temple- Shourinzan Darumaji
Student materials needed:
Pencil, Paper 81/2x 10, construction paper crayons, cray-pas, paint (tempura), brushes, water cup, papier mache, paste, glue, water, masking tape, newspaper, composition paper, scissors

Unit vocabulary: Daruma dolls, also known as dharma dolls, are hollow and round Japanese wish dolls with no arms or legs, modeled after Bodhidharma, the founder and first patriarch of Zen. (http://en.wikipedia.org/wiki/Daruma), six inch ruler measurements (inches, centimeters, etc), wish, desire, papier mache, dream, goal, color, Japan, Asia, Artist Statement
Unit warm-up: Use of mediums such as a cutting or pasting project. Brainstorm sketching of the project.
Assessing Prior Knowledge: The idea of a fairy tale, the tooth fairy, and the student's own life

Lesson 1


Topic
Instruction (Lesson plan)
Formative assessment
Introduction to Goals and Wishes
What is a goal?
1. The educator will discuss with the students what the word "goal" means.
2. The educator will list the examples of students goals on the board.
3. Use the board as a visual to draw the parallel between goals and wishes.
4. Students will receive handouts in English, Braille,and the individual language of the ESL student.
5. The students will break into groups and make a list of wishes that they have that are goal oriented and achievable.
The student's will brainstorm on a word wall to assess the understanding of the vocabulary words "wishes" and "goals" and how it relates to their own ideas.
Accommodations for special learners
Accommodations for ESL students
Enrichment for gifted learners
1. Visually Impaired
Accommodations: Discussion and verbal reinforcement

2. Autism
Accommodations: High Repetitions, Relate abstract concepts in concrete ways, use as many visual supports as possible

3.Serious Emotional Disturbance
Accommodations: use external stimuli to focus their attention, behavior modifications system
Pair non-English speaking student with another student for assistance

Translate the words goal and wish on to note cards with the definition in English and in the student's native language.
The student will write a paragraph about their own good luck charm or talisman (such as a favorite pair of socks, stuffed animal, etc).
The student will imagine a new good luck charm and render the design.

Lesson 2


Topic
Instruction (Lesson plan)
Formative assessment
Introduction to a Japanese Daruma
What in the world is a Daruma?
1. The students will locate Asia and Japan on the map with the educator's assistance.
2.The educator will show visuals, as well as give students a raised example of the Daruma so that the students may see and feel the art form.
3. The educator will explain the ancient Japanese belief in Daruma.
4. The educator will explain the symbolic meaning of the color of the Daruma, (i.e.red, emotion, mood, warm color )
5.Students will identify what is missing on the face
6. The educator will explain the meaning of the lack of an eye.
7. The students will receive a handout with other cultural references to wish fulfillment (American golden wishbone set with a pearl, central and South American amulet, wishing well from European folklore, etc)
8.Students will break into small groups to compare and contrast different cultures wishing art forms/talismans.
9.Students will review concepts gone over in class.
Students will answer guided questions from the instructor assessing the students understanding of the material discussed in class (where a Daruma is from, what it represents, how a wish is translated in different cultures, etc).
Accommodations for special learners
Accommodations for ESL students
Enrichment for gifted learners
Visually Impaired
1.Accommodations: Use constant repetition of historical facts. Use glue to add texture to a picture of a Daruma so the students can feel what is missing.

2.Autism
Accommodations: Use high repetition of historical facts, and the use of a visual reference of a Daruma.

3.Serious Emotional Disturbance
Accommodations:Use of constant repetition, and redirection to stay on task.
Introduce the ESL assistant /teacher into the classroom to translate the lesson.

Word wall in English and translation into the language of the other language learners.
Students will research a Japanese tanabata on the computer and complete the task of making their own.

Lesson 3


Topic
Instruction (Lesson plan)
Formative assessment
Creating and Producing My Own Dream
How can I apply the Japanese Daruma to my own goals?
1. Students will refer to the list of their own goals and brainstorm images that would portray their goal.

2. Student will sketch their version of a dream object with construction paper crayons or pencils, the educator will approve the sketch.

3 The teacher will demonstrate several papier mache processes to the class one step at a time.
4 The students will choose their own papier mache process technique and implement it.
5. When the papier mache is dry the students will sketch their dream ideas.
6. After a teacher demonstration the students will begin painting.
The instructor will use the rubric to formally assess the preliminary student project.
Accommodations for special learners
Accommodations for ESL students
Enrichment for gifted learners
1.Visually Impaired
Accommodations: Use construction paper crayons used for main layout of structure and thicker wax, and color layout made with scented tempera paint.
The teacher will demonstrate one on one or in small groups.

Use a chart that shows steps in small sequences.
Supply the gifted child with additional reference material on Daruma and the gifted child will retell the Daruma's origin in their own words.

Lesson 4


Topic
Instruction (Lesson plan)
Formative assessment
Making Connections through a written artist's statement.
1.Students, in small groups will compare and estimate each others art works. Then they will measure each projects length, and tell each other why they found it necessary to make their piece the size that it is.

2. The students will stay in their small groups with their finished art work. Students will discuss with one another their pieces, techniques, and why they did what they chose to do.

3. Students will separate and individually draw from prior knowledge,discussions, and their creation of their piece to compose a written artist's statement.
The Instructor will evaluate the written artist's statement according to each student's individual ability to thoughtfully express their goal with the correct vocabulary discussed in previous classes.
Accommodations for special learners
Accommodations for ESL students
Enrichment for gifted learners
1.Visually Impaired
Accommodations: Verbal discussion, tactile stimulation, and the use of a braille ruler.

2.Autism
Accommodations: Verbal discussion, repetition.

Serious Emotional Disturbance
Accommodations: External stimuli, repetition, work with a peer, redirection.
Pair student with other Spanish speaking students.

ESL interpreter
Gifted Students will examine, through a separate narrative piece, why they feel they were successful or unsuccessful with the production of their artwork and their artistic statement.


Rubric


Advanced
Proficient
Basic
Below Basic
Concept/Theme
-The student has clearly indicated their concept/theme and their work shows an awareness of the world around them through connecting the other art examples discussed in class to their own piece.
-The student has clearly communicated their concept/theme.
-The student has communicated an unclear concept/theme.
-The student has not communicated their concept/theme.
Craftmanship
-There is a smooth surface texture on the papier mache and extra three-dimensional add-ons (facial features, props, etc)
-The papier mache has a smooth surface texture.
-The papier mache lacks smoothness in texture.
The papier mache has an uneven, bulky, and rough surface.
Presentation
-The shape of the papier mache piece conveys the concept/theme as well as add-ons that enhance the theme.
.-The shape of the papier mache piece conveys the concept/theme.

-The student has chosen colors to convey their concept.
.-The shape of the papier mache piece corresponds with the concept/theme.

-The student's color choice for their piece vaguely corresponds with their concept/theme.
-The shape of the papier mache piece is unrelated to the concept/theme.

-The student's color choice is haphazardly related to the concept/theme.
Emergent Criterion
As situation permits
As situation permits
As situation permits
As situation permits


Unit accommodations for students not proficient on summative task: The student will receive one on one help from the teacher and/or small group instruction with peers. The teacher will show finished examples to the student and review papier mache techniques.
Unit accommodations for ESL students: The teacher will work with individual student based on need.
Unit enrichments: Tanabata lesson on Japanese custom of writing wishes on a slip of paper and tying it onto a tree branch with string. The addition of sound or other sensory stimuli to further portray the theme of the artwork.


Student Work Samples and Teacher Reflection


Ericka Evans-Loos -
Overall I believe the project was successful after a few minor tweaks. The students were able to easily brainstorm examples of good luck charms. This was very fascinating, as a teacher because they were able to share very personal ideas with the class. The students were excited to create a personalized daruma, using their own imagination and creativity instead of just copying a Japanese daruma.
The first group of students created a three-dimensional daruma doll using the papier mache method mentioned in one of the lesson plans. Some of the students were frustrated with the exterior of the daruma and the bumpy texture. We rethought the medium and some of the students used a new process. The students took aluminum foil and balled it into the shape of a traditional Japanese daruma. The students covered the foil armature with model magic clay. They were able to smooth the clay around the aluminum foil. The clay created a smooth texture. The students were able to create fine details with markers, instead of paint. The majority of the students used this new technique and felt more successful in the creation of their daruma doll.
The writing and measuring portion of the unit was just as important as the creation of the three-dimensional piece. The students easily wrote about their wish or dream for the future. This was so integral to the project because it gave them an inspiration for the future. The students had to explain the steps they would go through in order to reach their goal. It also created a great classroom discussion on how to achieve goals for the future.
As an educator, motivating and inspiring students for their future endeavors is one of my personal goals. I found the process an interesting learning experience for myself, as well as the students. I was able to learn more about my students. They were able to learn about the Japanese culture and traditions, in addition to connecting reading and math to make a very personal piece of art. I would highly recommend this project to other educators.


Advanced
Proficient
Basic
Below Basic
Evans-Loos_Advanced.jpg
Evans-Loos_Proficient.jpg
Evans-Loos_Basic.jpg
Evans-Loos_Below_Basic.jpg



Melissa McGaughey -



Shaun Pritchard - The project went really well. The first part of talking about the idea of the Daruma went better then I thought. Students had a class talk and idea flow around the room of wishing ideas within different cultures. I was very very happy how the talk went and the level of deep reflection. As a class we talk about history and idea of how a daruma is used. My class was very glad they can make their own idea of a Daruma not a copy of the one from Japan. They were making there future long term or short term goal. I worked within a Visually impaired and Blind 4/5 grade class, a change to the project was using wire as the form and cover with a skin of tissue paper/modpodge as hard skin. First part was a presketch to get down how to make the 3d forms. The class overall did really well with the forms, 2 students had a hard time, yet overall it went really well. I also did this project with a regular 4th grade class, the VL Blind class did much better work and worked faster.

My 4 grade for advance is a future football player did a wonderful job with wire form and the gluing of paper, looks like object and great cover work of tissue. Added paint colour My 3 grade for Prof. is a future dirt bike rider, form is a little off yet paper cover is great. My 2 grade basic, is a mic, form was hard to make, and the tissue cover is so so, losing form yet covered My 1 grade for below basic is a future cook, form is off to make fruit and cover is just thrown on not glued on.

yes I would do the lesson again, It was great to see how much the children like talking about the subject and also working in wire.

Advanced
Proficient
Basic
Below Basic
Pritchard_adv.jpg
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Maureen Engle -



Rebecca L. Deal - I chose to enter pictures of the making of the Daruma project at Lesson #3, Instruction/Content #2. At this point the students have researched Daruma dolls, wishes, goals, and have brainstormed an idea for their own Daruma. Students are aware they will be eventually papier macheing a three-dimensional version of the Daruma, but at this point are expressing their dream/wish in a written statement and sketching how their Daruma will look. The below basic student filled in both eyes from the start, showing a lack of understanding of the Japanese custom. The basic student showed an understanding of how to sketch the Daruma, but the goal/wish is immeasureable. The proficient student drew an appropriate sketch with skill and the statement was measureable. However; the goal could not be assessed by the end of the school year. The advanced student had a creative sketch of their Daruma and had a measurable and timely goal.

Advanced
Proficient
Basic
Below Basic
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