Time Needed: 6 classes/ 50 min
Focus: Action Figures/Superheroes and Illustrator on T-shirts
1. Demonstrate use of a variety of tools, materials and techniques in media arts based on the characteristics of the hardware and software. 126.96.36.199.1
2. Create original two- and three-dimensional artworkds in a variety of artistic contexts. 188.8.131.52.1
3. Analyze and interpret a variety of meida artworks using established criteria. 184.108.40.206.1
Motivational Resources: Pixar's The Incredibles, Marvel characters such as: Spiderman, X-men, Batman, and Superman. Japan's Amiyuni and Manga characters.
· SMART Board
· YouTube clips of Anime and Marvel cartoons
· Illustrator (Adobe)
· Printer (color)
· Iron On Transfers
All over the world kids love Super Heroes and action figures in cartoons. Each country has their own, but they all profit from its existence. Kids watch the cartoons, buy the clothes, play with the toys, and remember their favorites into adulthood. This lesson will inspire students to think about their favorite characters from Anime, Manga, Marvel, and Pixar and draw their own character while using the sophisticated computer program called Illustrator. Most of the initial drawing will take place on paper and then the students will have a chance to learn and use from demonstrations given by the teacher to create their own Super Hero. The students will then print on Iron On transfers and adhere to a plain t-shirt.
These characters have been around since the 1930's. Marvel started their comic book business in 1939 with comics about the Human Torch. With the dawn of war on America's doorstep there was a huge leap in character development. Comics almost acted as Patriot Propaganda with their timely characters fighting the evil and preserving safety in our cities. Superman was prime example of bias judgment towards Japan after the attack on Pearl Harbor. There was a whole cartoon series dedicated to defeating the Japanese characters in order to save Lois. The different companies that created comics came and gone over the years, but many generations seem to fall back into them. Marvel's re-emergence was thanks to the movie industry and is in full force. What makes Marvel so interesting is the idea that all of the characters from the different comics can come together because they live under the same Marvel Universe.
Manga is a type of comic style in Japan that was first developed by style of simple wood block prints of people. This later developed with the age of technology coming into play as well as post-war Japan. Magazines were able to function via television and by the 1960's most families had one. Much Manga focuses on Sci-fi themes and stories. Some of the most popular types are Jump, Dragonball, and Slam Dunk. These were stories that really attracted older teens and young adults into reading and still continues today. Today much Manga attracts men, women, and children alike.
Day 1: This day will focus on the discussion and idea building for their drawings. The teacher should start off by opening some YouTube or direct video clips for students. While they are watching pause occasionally to ask a question about the character's look and costume. When the teacher goes on to another clip, ask the students to compare styles in the cartoon itself. Are the characters lucid and rendered or are they blocky and stylized? While asking these questions, write the responses on the board to remind the students later on in the class while they work. For the next portion of class have the students brainstorm in small groups the different role and powers a superhero or action figure has in stories. They should also include any common symbols that represent these figures. For the final activity of the day the students are to start drawing a basic outline of a superhero that either describes them or something they wish they could be. Each student needs to develop a figure with costume and symbol that represents their superhero/action figure, like batman has a bat. Also introduce that these finished drawings will be iron on's after drawing in Illustrator to put on t-shirts.
Day 2: (will be in a computer lab) Students are to come in and finish their drawings if they have not done so already. While some students are finishing the others will take their turn getting their work scanned into the computer system. All images will be saved using their last name and placed into the school's public folder for the day. Once students have scanned their work into the system, hand out a short tutorial for Illustrator while students are catching up so the whole class is on the same page. Allow work time on the tools tutorial.
Day 3 (Lab): Students will log into their computers and wait for the teacher's lead. The teacher is to show students via the projector how to upload the scanned files into Illustrator. Here the teacher will demonstrate to students how to use the brush, pencil, line, and layer tools/pallet to trace/draw in the program. After about 15 minutes of demonstrating, allow students to work. The next day or two may only be workdays. Allow students to finish the outlines of their drawings. If there are trouble-shooting issues, revisit the program with the students to practice with them again.
Day 4: (Lab): After all the outlines are completed, students will be ready to fill some color or add text. This day will be a demonstration about filling color and text. The teacher should keep in mind an appropriate layout for text with an image. Remind students to use the order tool for placing text if it is near the drawing. Work time in program filling color and details.
Day 5: (lab) This day will focus on finalizing the digital drawings. Students should start printing on their iron on paper. If all students are able to print, return to the classroom to iron on the shirts. Leave some time during the next class to finish up.
Day 6: Critique. Instead of having students pin the shirts up to the board, have students put shirts on over their clothing. Put on some music and have a fashion show. Not all students have to participate if they do not feel comfortable, but encourage it and tell them to have fun with it. After this activity, break the class up into groups of 4 or 5 and have the students work on a reflection together talking about each other's designs. Guide some questions, but allow some time for free group reflection.
Art Production: Students design original character inspired by popular superheroes and action figures of America and Japan.
Aesthetics: Students discuss visual and content details of characters to decide what makes a superhero or action figure.
Art History: Students learn the background of comics in America and Japan.
Art Criticism: Students present personal artwork to peers as well as whole class to get feedback on the strengths, weaknesses, likes, and dislikes of their character design.
History of marvel comics. Retrieved December 12, 2009 from website: http://www.superherocomicshop.com/marvel-comics
Philbin, B. G. (2007) A brief history of the marvel universe. Retrived December 12, 2009 from website: http://metropolisplus.com/MarvelHistory/Index.htm
Thorn, M. (2005) Manga-gaku. Retrieved December 12, 2009 from website: http://www.matt-thorn.com/mangagaku/history.html
Time Needed: 7-10 50 min classes
Focus: Japanese Bunraku Puppetry and Media Art
1. Demonstrate use of a variety of tools, materials and techniques in media arts based on the characteristics of the hardware and software. 220.127.116.11.1
2. Select a variety of software such as photo-, video- and sound-editing software, to create original projects for expressive intent. 18.104.22.168.2
3. Describe characteristics of Western and non-Western styles, movements and genres in art. 22.214.171.124.3
4. Assemble and prepare personal media artworks for public exhibition. 126.96.36.199.1
Motivational Resources: Chikamatsu Monzaemon and Chushingura. Youtube videos of both artists' famous plays: Love Suicides at Sonezaki, and The Treasury of Loyal Retails.
· Water dishes
· Paint brushes
· Variety of Asian style fabric
· Digital video camera
· Blank DVDs
· Computer with iMovie
· Metal clasps
In Japan in the 17th century a type of entertainment and art was developed: Bunraku. Bunraku is an emotional depiction of a story where a puppet(s) act out and dance a story. There is typically music and a narrator along with the puppets. Each puppet is run by three puppeteers and two are typically covered by black robes. All three work together to create fluid movements, but the Omozukai (or main puppeteer) leads the primary movements of the puppet. All puppets pieces are carved and build from wood, and nearly 4 feet tall, which can lead to the puppet being fairly heavy. Female puppets weigh around 15 pounds and wear a kimono; whereas a male, or ninjo, puppet can weigh up to 45 pounds because of armor. The faces of a each puppet are very intricate. The eyes, eye brows, and mouths can move separately; however, the puppet never speaks for that is blasphemy.
Many stories portrayed by the Bunraku puppets deal with male and female interaction and social roles. Love Suicides at Sonezaki is the Japanese version of Romeo and Juliet.
Day 1: This day will primarily be used for introducing the art and showing the motivational videos. Students will be given a worksheet asking questions about the visual style first and then the next video will ask questions about the sound and music that is going on in the video. The purpose is to have the students thinking about the style of Japan in live performances. Students will then be asked to create their own drawing of a puppet. The puppet can represent them or someone they know, but the figure must have elements of Japan visible.
Day 2: This day is to think about stories. The class will discuss what story elements were noticeable in the works shown the day before. If the students do not remember, revisit and discuss some key plot points and transitions to a climatic point in the story lines. Students will then break up into groups of five. Two students will be writers and three will be storyboard artists. All of the students can come up with a story together, but two will focus on the portions of the storyboard that are not visible. Students should make a general outline and then have the writers work together before the storyboard artists fill in the different scenes. Each story should have:
· At least two characters
· An issue going on between the characters (can be big or small)
· Has up to five props
· Emotion building music
Students are allowed to take a more contemporary stance on the ideas in their story (so it relates to them) but they need to have some Japanese elements, such as a kimono.
Day 3: Today is primarily for working on the storyboard. In the last ten minutes of class all students will present, or pitch, their storyboard to the rest of the class. Each other group is allowed one positive comment and one constructive comment. The comments will be written on paper after each pitch, and the teacher will collect and recite each comment. This ensures anonymity and appropriate behavior in the classroom. The storyboards do not need to be in color.
Day 4: At the beginning of class, each student is to pull out their drawings from the first day of the unit. The groups are to look at each drawing together and see whose character(s) will best suit the story. The students will then come back together and the teacher is to discuss the assignment for the day. He/she will cover what is traditional material for a Bunraku puppet; however, explain what materials the students will be using in place and the process they should follow. Students will be paper macheing their puppet bodies. Some students will be assigned puppet duty while the others will focus on the costumes. The class will be separated into two halves: puppet building and puppet costume. First the teacher will remind students how to paper mache with a demo. Then the teacher will go work with the other half about putting clothing together. Work time for the rest of the day and will continue for three to four days.
Day 5: Students will all work on the background that works for all themes. This background should be fairly general and simple. Students are to use cardboard and paint. Work on this for two days. Use two tables in the room for the stage length and build up a few feet for height.
Day 6: Students will come and revisit their stories today. This day sole purpose is for students to practice working the mechanics of the puppet(s) and the story line. Students should be in twos or threes with their puppets just like in a traditional Bunraku shows. Each student should have equal work. One needs to be the narrator, one controls the music, and the other three work the puppet(s). The student in charge of the music will be working in garage band. This student could have been a costume student who finished early. This student is in charge of original tracks for the play. There will be at least one more day for practice and then students will start video tapping.
Day 7: This day is solely for video tapping. If students finish with their recording early then they will upload the video to iMovie. Two students from each group will be in charge of the audio sounds added along with no more than three effects. Leave at least one more day for this and the project should be completed. For students who get done working early, they can start their reflections and can work on their sketchbook assignments.
Art Production: Students create an original artwork for public viewing using traditional Bunraku ideas.
Art History: Students build and create a performance inspired by Bunraku puppets of Japan.
Art Criticism: Students are to observe and critique the traditional works of Bunraku artists to discover what styles and themes are common from the art form.
Art Aesthetics: Students utilize the traditional Bunraku form and costume to build and create their puppet. Students also practice and perform in the style of Bunraku.
Bunraku. Retrieved December 10, 2009 from website: http://www.japan-zone.com/culture/bunraku.shtml
Johnson, M. (1995) A brief introduction to the history of bunraku. Retrieved December 10, 2009 from website: http://www.sagecraft.com/puppetry/definitions/Bunraku.hist.html
(2004) The puppet theatre of Japan: bunraku. Retrieved December 10, 2009 from website: http://www2.ntj.jac.go.jp/unesco/bunraku/en/
(2008) Bunraku-classical Japanese puppet art-screener. Retrieved from YouTube October 10, 2009 from website: http://www.youtube.com/watch?v=X17UdXz_Aew&feature=related
Click on the first link down the page a bit. Adobe from 2008. "Art Standards Revised 2008 Final Draft"
"Strange things are happening in Skeleton Creek ... and Ryan and Sarah are trying to get to the heart of it. But after an eerie accident leaves Ryan housebound and forbidden to see Sarah, their investigation takes two tracks: Ryan records everything in his journal, while Sarah uses her videocam to search things out ... and then emails the clips for Ryan to see.
In a new, groundbreaking format, the story is broken into two parts -- Ryan's text in the book, and Sarah's videos on a special website, with links and passwords given throughout the book."
CHECK IT OUT
Really cool literature to share with students while they work on projects. This is a great reading motivator for students that have had a hard time getting into reading.