Art of Japan and the Pacific Islands
Emphasis
Unit Overview
In this unit students will explore the art and culture from Japan. In 594 C.E. distinct Japanese art begins to develop with the building of wooden Buddhist temples. The golden era for Japanese art starts in 784 C.E. with the Yamato-e and Ukiyo-e painting styles.
Unit Summary
The students will experience the art of Japan though the themes of Place, Seasons and Materials. Students will start by looking at a map of Japan. We will begin by looking at the 12 thousand year old pottery created during the Jomon period.
Many factors have contributed to the Japanese aesthetic—among them, the geography, topography, and climate of Japan’s islands, cultural relationships with neighboring and distant countries, and religious beliefs. Exploring these topics and closely examining specific objects are first steps toward understanding the wide range of Japanese artistic expression.
The principle of Emphasis will be explored while viewing the Japanese art work.
Click on this podium icon for a link to the slides to use with students.
Vocabulary:
Jomon period: The earliest historical era of Japanese history from 145,000 BCE to 300 BCE
Kofun period: This period from 250 to 538 CE is characterized by a strong influence from the Korean Peninsula.
Shinto: is the indigenous faith of the Japanese people and as old as Japan itself. It remains Japan's major religion alongside Buddhism.
Kami
Ritual
Pagoda: A tower several stories high with roofs curving slightly upward at the edges.
Yamato-e: Pictures in the Japanses manner
Ukiyo-e: Pictures of the floating world.
woodblock printing: Making prints by carving images in blocks of wood.
Curriculum and Framing Questions
Essential Question:
What have been the major influences on Japanese art?
Focus/Guiding Questions:
What are the specific Japanese art styles?
What influences did Buddhism and Shinto practices have on the at and culture?
Foundation Questions:
What differences can been observed about the culture and art of Japan in comparison to the other asian cultures?
What are the lasting effects of the Edo period?
Student Learning Objectives for Lesson:
~ Students will be able to explain how the Buddhist religion reached Japan.
~The differences between a Japanese and Chinese pagodas.
Student Learning Goals:
~Students will be able to identify key developments of the Edo period and how this influenced the Japanese Art.
~Students will understand the global influences of Katsushika Hokusai and Ando Hiroshige.
Targeted Content Standards:
* Discuss how the aesthetics of artwork and utilitarian objects have changed over time.
* Interpret and reflect on cultural and historical events to create art.
* Incorporate skills, concepts, and media to create images from ideation to resolution.
* Solve aesthetic problems, through convergent and divergent thinking, to gain new perspectives.
* Identify transitions in art media, technique, and focus to explain how technology has changed art throughout history.
* Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
National Standards:
HS Proficient VA:Cr 2.1.la
Engage in making a work of art or design without having a preconceived plan.
Reading of a Painting
727
1996
Synthetic polymer paint on canvas board, three panels
299.7 x 449.6 cm
MOMA New York, N.Y.
Takashi Murakam
Inquiry Question:
Takashi Murakams work has been noted for its use of color, incorporation of motifs from Japanese traditional and popular culture. The content of his paintings is often described as “cute,” “psychedelic,” or “satirical”. What of this image stands out from current culture and/or historical Japanese imagery?
Unit Assessments
Formative Assessment:
Individual conferences and sketchbook check.
~2 pages text and images Japanese art.
~ Full color page of Sumi-e
~ Sea Shell drawing practice with watercolor pencils.
~Class work choices 2
Summative Assessment:
Quizzes and Critiques with project rubric assessments
Technology Assessment: End of Semester Exam
Students will create a pdf document of 5 of their best works from the first semester. They should write 3 to 4 paragraphs about each of the works. Included in this exam should be, describing their process from thumb nail sketches for composition, to the subject and style choices, also adding their thoughts as the creating process evolved. The final reflection should note what the artist would do differently if to do it over again and what elements are successful.
Unit Project choices:
Using foam board, student will create an original image for a print.
