3 sessions; 40 minutes per session

1. SWBAT explain why gyotaku was used by the Japenese.

2. SWBAT create a gyotaku print from fish.

3. SWBAT add appropriate details to their gyotaku print.

1. Rubber gyotaku fish (or real fish, if you're ambitious!)
2. Printing ink
3. Rollers
4. Printing paper
5. Crayons (use for younger students)
6. Metallic paint (use for older students)

Need these materials? Visit Blick!

1. Look at examples of gyotaku prints and discuss the history with students. (Depending on the age group, get them to deduce what Japan's source of food is based on the land type, and then try to think of reasons that gyotaku prints might have been used.)

2. Demo making a print from a fish. (If doing this with younger students, I give them a larger piece of paper and have them make 2-3 fish prints on a paper. If it's older kids, I give them a smaller piece of paper to do one print on and we focus more on adding fine details afterwards.)

3. On the second day, work on adding details. (Let younger kids use crayons and colored pencils to color in their fish and add background details. Use this as an opportunity to discuss what a good background is.) With older kids, show the how to use metallic paint to add a shimmery, scally effect to their fish scales.

3. On the third day, finish the drawings/prints. This is when older students should add a background to their prints.

Assessment can be based on whatever you use this lesson for...create a rubric to assess their printmaking techniques and craftsmanship, or you can choose to assess their knowledge of the Japanese history of gyotaku.

Attached you will find my power point that I use to introduce gyotaku. Much of the information on that power point came from:

http://www.gyotaku.com

I typically use this project with Kindergarteners as a printmaking project. We use crayons to color in the background and to talk about content specific details.

I have also used this project in after school art. I like to let the older kids use black construction paper to make their prints on. We use metallic paint to add fish scales, and I let them use flourescent tempera to paint the rest. We also use a little glue and sand at the bottom to add a little texture.

[K-4] Students know the differences between materials, techniques, and processes

[K-4] Students use art materials and tools in a safe and responsible manner

[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas

[K-4] Students use visual structures and functions of art to communicate ideas

[K-4] Students explore and understand prospective content for works of art

[K-4] Students identify specific works of art as belonging to particular cultures, times, and places

[K-4] Students know that the visual arts have both a history and specific relationships to various cultures

[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art

[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

Asian Art

Texture

Printmaking

History/Social Studies

Gyotaku.pptx