Adrienne DeMilner Teaching About East Asia Teacher Implementation Plan #1

ART LESSON PLAN: CHINA CHINESE FOLKTALES: Dragons, Heroes & Villians I.

Opportunities to teach: I teach art at East Kentwood High School. I like to infuse culture in my art classes when possible. In my 9th grade Sculpture 1 class, I will introduce a social studies lesson by reading folktales and using them as a prompt for a lesson in figurative sculpture using papier mache.

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Seminar Inspiration: In the class we learned that the Chinese have a culture based on stories about dieties, gods, and other philosophical themes. Religion is an all-encoming theme throughout Chinese history. I was inspired to find out more about the folk tales handed down throughout generations, and how these tales impacted the belief system in China. I found that the Chinese have a tale to explain just about anything that has come to be on earth. The idea of the folk tale inspired me to create a lesson integrating Art, Social Studies and English.

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National Standards: Standard #1 – Understanding and applying media, techniques and processes. Standard #4 – Understanding the visual arts in relation to history and cultures. Standard #6 – Making connections between visual arts and other disciplines.

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Lesson Overview: In China, as in many cultures, folk tales were created to answer difficult and important questions such as “How did the world begin?” and “From where did people first come?” Many tales are stories of heroes, villians, and creatures that educate about a culture and can inspire the reader to great leaps of imagination. Length of Lesson: Eight 60 minute lessons. Instructional Objectives:

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To learn about the ancient Chinese and their beliefs by reading folktales and legends. To create an imaginary creature using the prompt of the folktale. To experience the craft of papier mache and create a sculpture using this technique.

Supplies: Folktales from China – books Folktales from China – internet Drawing paper for thumbnail sketches of creature Newspaper Wire, cardboard tubes, cardboard Masking tape Papier mache paste Acrylic paint Instructional Plan: Introduction Mythology is a large part of the Chinese culture. Before religions evolved, the Chinese explained forces of nature by creating legends or folktales about creation. One of the most predominant creatures in these tales is the dragon. Recent archaeological discoveries confirm the dragon’s association with Chinese culture for at least 6,000 years. Dragon references occur in early philosophical writings as well as in the images of worship. The Chinese people are also noted for the invention of paper. In about 105 AD, a court official by the name of Tsai Lun, in the kingdom of Emperor Ho Ti, discovered how to make paper. Ever since, the Chinese have been at the forefront on painting, bookbinding, and creating crafts using paper. We will be working with one of these crafts: Papier Mache. Activity: Lesson #1 - Students will begin the lesson at the school media center, where they will read several folk tales from China and choose one to focus on for the lesson. The student will transcribe the tale into their own words and supply a research based report on the folktale. This is one of the objectives of high school art. Lesson #2 - The student will then decide on the imaginary creature that they will be drawing first for the lesson. Several thumbnail sketches of their creature will be necessary before moving on to the actual sculpture. Lesson #3 - Once the creature is finalized, the student will build the model using newspaper, wire, and masking tape to bind it together.

Lesson #4 - Papier mache paste will then be mixed and the students will be covering the models with 2 – 3 layers of the paste filled newspaper strips. This step may take 3 class periods. Lesson #5 - Once the model is dry, the students will then paint the creature, using their imagination for color and pattern. The model can also be colored using Fadeless paper and adhering with the paste. Lesson #6 - The final step will be for the student to type a short description of their creature to be displayed with the model, along with a brief retelling of the folktale used as the prompt.

Slides: Dragon painting – Ceiling of temple, 1251 AD, Chief Zen Monastery Dragon painting – Myoshinyi, Kyoto Dragon robes – Qing dynasty, 17th century Dragon wood carving, Gate at Engakuji Temple in Kita Kamakura Nine Dragons Hand Scroll – Chinese, Song dynasty, 1244 Woodblock – Utagara Kunisada II, 1860 Bibliography Giskin, Howard Chinese Folktales. NTC Publishing Group, Illinois 1956 Faurot, Jeannette Asian-Pacific Folktales and Legends. Touchstone, NY. 1995 Livo, Norma & Dia Cha Folk Tales of the Hmong. Libraries Unlimited, CO. 1991

http://www.dimdanakids.com/Khazana/stories www.jadedragon.com www.pitt.edu/~dash/china.html http://chineseculture.about.com/library/extra/story/blyrh11121999.htm

Dragon types: 1. 2. 3. 4. 5. 6.

Celestial Dragon – guards the mansion of Gods Spiritual Dragon – rules wind and rain – also the cause of flooding Earth Dragon – cleanses rivers, deepens oceans Treasure Guarding Dragon – protect precious metals and stones Imperial Dragon – has 5 claws instead of the traditional 4 Four Dragon Kings – rule the four seas

Student Assignment INTRODUCTION: Mythology is an important part of the Chinese culture. Before religions formed, the Chinese explained forces of nature by creating legends or folktales that were handed down through generations. The number of tales is enormous, with every unusual landmark or geographical feature having at least 1 story told about it. Most stories deal with the struggles between good and evil; and each demonstrates values that emerge from that struggle. Cleverness, loyalty, frugality, generosity, bravery, love and patience are only some of the values represented here. Most of these folktales involve some sort of imaginary creature. One of the most predominant is the dragon, which has been associated with the Chinese culture for over 6,000 years.

OBJECTIVES: • To begin to learn about the ancient Chinese and their beliefs by reading a folktale; and providing a review of this tale. • To create an imaginary creature using the prompt of the folktale. • To experience the craft of papier mache and create a sculpture using this technique. FOLKTALE REVIEW: Choose a folktale to read from those available in the art room. Read the folktale and prepare to write a review of that tale. The review should include: PART 1: A retelling of the tale in your own words. You will begin with the title and (if included) the dynasty or location from where the folktale is attributed. Your review will then follow and should include any important information about the story. You can begin the tale with “This folktale is about….” or “This folk tale takes place in…” You may also begin with your own opening line. Include any names or places in your story that are important. This will be the major portion of your paper. Do not copy the story word for word. Worth 30 points. PART 2: Following the review, you will answer these questions: 1. Who is the hero or heroes in this story? 2. Who or what is the villain in the story? 3. What is the conflict in the story? Worth 25 points 4. How is the conflict resolved? 5. What value is represented in this folktale? What is the moral of the story? PART 3: Using your imagination, describe the creature that is the most important in this folktale. What do you see when you think of this creature? What is the size, color, texture and any unusual characteristics? Begin your description with: “I imagine this creature to be…..” Worth 25 points PART 4: Draw a picture of the creature for the cover of your report. Worth 20 points

SCULPTURE ACTIVITY: 1. Begin with several drawings of the creature from your folktale. Keep one final drawing for the cover of your report. 2. Form the body of the creature using newspaper, wire, and masking tape as demonstrated in class. 3. Add legs, wings, and any small details using cardboard and securing with tape. 4. Begin the papier mache process as demonstrated: Tear a pile of newspaper strips. Dip the strips into the paste and squeeze off any excess before adhering to the sculpture. Cover sculpture with 1 layer. 5. Add 1 more layer until sculpture is well-covered and complete.

6. Finish by adding colored paper as the final layer with the paste. 7. Additional details will be added with colored paper or paint when dry. GRADING: The folktale review is worth 100 points: Part 1 – retelling the tale . . . . . . . . .. . 30 points Part 2 - Five questions . . . . . . . . . . . . . 25 points Part 3 – Description of creature . . . . . . . 25 points Part 4 - Cover drawing . . . . . . . . . . . . . 20 points Papier Mache Sculpture is worth 100 points: Armature formed per original sketch . . . . 30 points Papier mache application is complete. . . 25 points Colored paper added to all surfaces . . . . 30 points Details added with paper or paint . . . . . . 15 points THIS IS YOUR FINAL EXAM FOR SCULPTURE 1 AND MUST BE TURNED IN NO LATER THAN YOUR SCHEDULED FINAL EXAM DATE.