Japan - Lesson 9, 10 - Furoshiki

Rebecca Smith, Art Instructor, Williamsburg High School, Williamsburg, Pa

Grade Level: 7

Duration: Seven Classroom Periods

Objective

The objective of this lesson is to teach the students about the art of furoshiki or cloth folding. The second objective of this lesson is to think about the symbolism and transformation of a traditional idea into modern one. In this case, furoshiki has a second meaning of layers, and this is transcribed into the layers of a person’s identity. The students will make a computer self portrait that defines the layers of their personality.

PLN strategies used: please do now, visual interpretation of symbols, reflection handout

PA Art Standards

9.1.C: Vocabulary Within each Art Form

9.1.D: Styles in Production, Performance and Exhibition

9.1.E: Themes in Art Forms

9.1.K: Technologies in the Arts

9.2.C: Styles and Genre in the Arts

9.2.D: Historical and Cultural Perspectives

9.4.B: Aesthetic Interpretation

9.4.D: Artistic Choices

Materials

Procedures day one: furoshiki folding

Day 1:

  1. Before: 5 minutes. Please do now: Ask students to list all the things we might wrap or fold for a special occasion.
  2. Before 5 minutes: Handout of furoshiki history. Orally text render and talk about the background of furoshiki.
  3. During: 25 minutes. In class demo and guided practice: How to do various furoshiki folds using handout. Teacher will model and students will follow along.
  4. After: 5 minutes. Ticket out the door: Students will place an object wrapped in furoshiki style on counter for display.

Reflection

This lesson uses the language, meaning, social and human lens. Students are asked to decipher visual symbolism of furoshiki handout and follow visual steps to wrap objects. Students will make personal connections with American traditions of folding and wrapping.

Procedures day two: Layers of Meaning handout

Day 2:

  1. Before: 10 minutes. Handout on likes and dislikes. Each student will fill out the form and write down visual symbols for their likes and dislikes.
  2. During: 25 minutes. Look up pictures on the Internet that symbolize likes and dislikes. Save onto personal folder on network.
  3. After: 5 minutes. Orally share with class likes and dislikes.

Day 3: The students usually need two days to do this assignment in preparation for using Adobe Photoshop.

Reflection

This lesson focuses on the language and human lens. Students are encouraged to reflect on their personalities and think of visual symbols that would represent these traits.

Procedures day three - seven: Learning Adobe Photoshop

Day 3:

  1. Before: 5 minutes: Pair/share using handouts. Students will share what they like and don’t like with each other.
  2. During: 30 minutes. In class demo and guided practice: How to use Adobe Photoshop to make a layered self portrait. Teacher will model and help students as needed.
  3. After: 5 minutes. Orally share problems.

Day 4-7: This project usually takes 4 days. Each day is a new mini lesson for Photoshop. At the end of the lesson, students will print a color portrait of themselves that is altered and includes pictures of things that they like and don’t like.

Reflection

This lesson focuses on the language and human lens. Students are encouraged to reflect on their personalities and think of visual symbols that would represent these traits.

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