ART LESSON & VIDEO INSTRUCTIONGreat... · Drawing I included a video for this lesson because I...

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ART LESSON & VIDEO INSTRUCTION

D E E P S P A C E S P A R K L E & T H E M E M B E R S’ C L U B 2

Many of the art projects I introduce to my older students introduce an artist or an art movement.

Sometimes, because of the teaching details of the art, the lessons can take 3-4 class sessions to

finish. This lesson is an exception.

Introducing Katsushika Hokusai and his print, The Great Wave of Kanazawa, was contained within

two, 45-minute art sessions.

The trick to the quick completion of this lesson was not cutting corners on the introduction of the

artist or hurrying the children along, it was due to two things: a very easy drawing and cake

tempera paints.

Drawing I included a video for this lesson because I wanted to show you exactly what I say to

the students during the drawing portion. I can only say that when you break down the drawing

into three sections, almost every single child can replicate it. This is so empowering. And for

the creative ones, I assure them that the painting process is filled with creative interpretation.

Cake Tempera If you don’t have a set of tempera cakes in your classroom, you should buy a

set. They last forever and are just so easy to pull out from a cupboard. You don’t have to wash

or clean them. Just stack them in your cupboard when the lesson is done. The only drawback

with cake tempera is that they can sometimes be a bit chalky to the touch when dry.

Here are two brands that I like: Blick Tempera Cakes and Alphacolor Biggies

Enjoy the lesson!

Patty


ABOUT KATSUSHIKA

HOKUSAI

Katsushika Hokusai is Japan’s most famous painter and wood cutter. He was born in

Edo,Japan (now called Tokyo). He loved to draw as a child.

Hokusai was most famous for his woodblock prints. This is a type of art that uses wood and a

carving tool. The artist cuts and chips away the wood until he sees his picture develop. When

he likes what he sees, he spreads ink over the wood. Then, he places a piece of paper on top

of the ink and presses so that the ink prints onto the paper. The tricky thing is that you need

to make a new “block” for each color in the picture. That is why woodcut prints do not have

many colors.

Towards the latter part of Hokusai’s life, many famous painters began to recognize and be

influenced by his work. Artists like Van Gogh, Degas and Monet collected his prints and used

them as inspiration.

Today, you can see Hokusai’s influence on todays’ artists in the form of the animation style

“manga”.

ABOUT the artist


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About THE ARTThe Great Wave off Kanazawa is one in a series of woodcuts entitled, Thirty-six Views of Mount Fuji.

Mount Fuji is the highest mountain in Japan. Mt. Fuji can be seen from many angles in this series

and in this piece of art, it is placed in the far distance. It almost looks like another wave. It stands

quietly and observes the power of the great wave as it crashes into three tiny boats filled with

fishermen.

Hokusai uses Japanese characters in the form of a stamp to sign his name. You can see it in the

upper left corner of the art.

The ocean is very important in Japanese culture. Japan is made up of seven islands with almost

19,000 miles of coastline. Back then, you couldn’t go to an art store to buy your paints. Colors were

just being invented. The newest color was called Prussian Blue, brought to Japan by the Dutch, and

this is the color Hokusai used for many of his water-themed woodcuts.


For the best drawing tips, please watch the video

included in the zipfile of this lesson packet.

On a 12” x18” sheet of white paper, draw the

FIRST WAVE with a black oil pastel or drawing

tool of your choice (black crayon, marker, etc).

The wave starts at the bottom side of the paper

and extends to the opposite side.

To draw the SECOND WAVE place oil pastel on

the side of the paper about a hand’s-width up

from the bottom. Draw a curved line up to the

middle of the paper and start to head down. As

you move down the wave, wiggle and jiggle the

oil pastel to make the whitecaps of the wave

front. Scoop the line down and over to the right hand side of the paper.

To draw the WHITECAPS, use the oil pastel to draw an uneven line along the underside of the wave.

Much easier to see than to explain!

Add a horizon line and draw Mt. Fuji in the distance.

For the final bit, draw lines or stripes along the interior of each wave.

DRAWING


The G

reat W

ave


Cake tempera paints are great for this project. The best part about cake tempera paints is that they

are easy to prep; simply set the tray onto a table and remove when done.

Mixing and blending paint colors with cake tempera is not ideal but it can be done. Unfortunately,

mixing paints requires the actual cakes to become blended with another color. I’m totally fine with

this as a quick rinse under the tap will eliminate all traces of the muddled paint.

This lesson, however, doesn’t focus on mixing paints, so cake tempera is perfect.

PAINTING

I have two different sets of tempera cakes and together they yield a good variety of colors. By observing Hokusai’s print, most children paint their artwork in a way that is right for them. I have complete confidence that my fourth graders will come up with interesting and unique color combinations.

Tip: To get the most out of your tempera paints, tell the kids that they have to add enough water to kick up a good amount of color. It takes about 20 swirls to get the paint really opaque.


Like the drawing, the painting technique is simple: apply paint to brush and paint desired paint color into each section. The trickier parts include using a lighter (more water) color to the white caps to create a bit more depth and texture. I noticed some children looking very closely at the print as they decided where they would paint the shadows.

Another good thing about cake tempera is that it doesn’t cover the oil pastel. This means that the kids don’t have to trace over their paint-covered lines.


How to Splatter: Splattering is, in my opinion, the best part of this lesson. The smattering of white paint is meant to

resemble the ocean spray. It really adds great dimension to the piece.

Using a firm paint brush brush (an old toothbrush is great), dip into white liquid tempera paint and

give it a good tap against your finger onto the paper.

If you teach the kids to hold their tapping finger parallel to the paper and about 3-4” away from the

surface, the splattering is more contained.

The more paint is on the brush, the bigger the splotches will be.

SPLATTERING

TIP: FOR OPTIMAL SPLATTERING, ADD A SMALL

AMOUNT OF WATER TO THE LIQUID TEMPERA

PAINT


4TH GRADE HORIZONTAL

The Great Wave

D E E P S P A C E S P A R K L E & T H E M E M B E R S’ C L U B !12

CREATING Generate and conceptualize artistic ideas and work — brainstorm approaches for design

problem—set goals and create purposeful and meaningful artwork

Organize and develop artistic ideas and work — explore and invent art-making

techniques-care for materials while art-making—document and describe environments

Refine and complete artistic work—revise artwork in progress through insights gained from

peers and discussion

Presenting/producing Analyze, interpret and select artistic work for presentation— Analyze how past, present

and emerging technologies have impacted preservation and presentations of artwork

Develop and refine artistic work for presentation — Analyze the various considerations for

presenting and protecting work in all settings and forms

Convey meaning through the presentation of artistic work — compare and contrast

purposes of art museums, etc. and the types of personal experiences they provide

Responding Perceive and analyze artistic work- compare responses to artwork after experiencing the

medium analyze messages in visual imagery Interpret intent and meaning in artistic work — interpret art by referring to contextual info

and analyzing relevant subject matter, characteristics and media

Apply criteria to evaluate artistic work— apply one set of criteria to evaluate more than

one work of art

Connecting Synthesize and relate knowledge and personal experiences to make art- create works of

art that reflect community cultural traditions

Relate artistic ideas and works with societal, cultural and historical context to deepen understanding

NATIONAL CORE ARTS STANDARDS-fourth grade

X

X

X

X

X

X

X

X


CREATING Generate and conceptualize artistic ideas and work — combine ideas to generate an

innovative idea—demonstrate diverse methods to approaching art making

Organize and develop artistic ideas and work — experiment and develop skills in multiple

techniques through practice—show craftsmanship through care—document objects of

personal significance

Refine and complete artistic work—create artists statements using art vocabulary to

describe personal choices in art-making

Presenting/producing Analyze, interpret and select artistic work for presentation— define roles and

responsibilities of a curator—explaining the skills/knowledge needed to preform curation

Develop and refine artistic work for presentation — develop a logical argument for safe

and effective use of materials and techniques for preparing and presenting artwork

Convey meaning through the presentation of artistic work —cite evidence of how an

exhibition in a museum presents ideas and provides information about specific concepts

Responding Perceive and analyze artistic work- compare interpretation of art to another’s interpretation

—analyze cultural associations suggested by visual imagery Interpret intent and meaning in artistic work — interpret art by analyzing form, structure,

context information, subject, visual elements, and use of media to identify mood and ideas

conveyed

Apply criteria to evaluate artistic work— recognize differences in criteria used to evaluate

works of art depending on styles

Connecting Synthesize and relate knowledge and personal experiences to make art- apply formal and

conceptual vocabularies of art and design to view surroundings in new ways through art-

making

Relate artistic ideas and works with societal, cultural and historical context to deepen understanding

NATIONAL CORE ARTS STANDARDS-fifth grade

X

X

X

X

X

X

X

X


WHAT IS THE NAME OF YOUR ARTWORK?

HOW DID YOU CREATE YOUR ARTWORK? (What tools, supplies and techniques did you use?)

WHAT DOES THIS PIECE OF ART MEAN TO YOU? (You can use “I” statements and talk about your inspiration and what creating

this piece of art means to you)

Artist StatementYour name


• Today I will learn about the artwork and style of KATSUSHIKA HOKUSAI so that I CAN create my own version of THE GREAT WAVE.

• Today I will learn about LINE and SHAPE, so that I CAN draw my wave achieving PERSPECTIVE by OVERLAPPING shapes and drawing smaller shapes in the background.

• Today I will learn about COLOR, so that I CAN use TEMPERA CAKES to paint my wave. I’ll know I have it when the whole space has color and I’ve made lighter colors by mixing more water to create depth and TEXTURE.

• Today I will learn about SPLATTER PAINTING, so that I CAN create a splashing effect using watered down TEMPERA.

I CAN STATEMENTS FOR GREAT WAVE

CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

After reading the book, The Great Wave to introduce Hokusai’s style of work, you can talk with students about how the illustrator used color and line to contribute to the meaning or tone of the text and maybe even why certain compositions were selected for the book.

CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

After students finish their art, you can have them fill out the artist statement worksheet (page 14 of this packet). This information leads them to reflect on the process of art making while forming an opinion about their own work based on the processes used, materials used, inspirations, etc.

CCSS.ELA-Literacy.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

You can communicate to students that using conventions of standard English grammar when writing their answers to the artist statement worksheet should be emphasized. This is a wonderful way to help students see cross curricular connections between subjects!

COMMON CORE STANDARDS FOR GREAT WAVE

ART LESSON & VIDEO INSTRUCTIONGreat... · Drawing I included a video for this lesson because I...

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