Paper Dragon Puppet

Art 207-08, Group 1
Kevin William Schauer, Jennifer Lynn Rich, Karisa de Jong, Kieran Griffin
Date of Presentation: 4/29/04

Objectives:

• Students will learn about Chinese New Year/Chinese culture
• Students will incorporate drama/theatre into art
• Students will learn a little about Chinese mythology and puppets
• Students will learn to make simple puppets from simple materials

Student Materials:

1. Construction paper (various colors)
2. Markers, Crayons
3. Straws (or newspapers)
4. Glue
5. Scissors
6. Pencils
7. Tape (masking and clear)

Teacher Materials:

1. Examples of paper dragons
2. Poster with step-by-step directions
3. Overhead projector
4. Transparencies with picture(s) of Chinese New Year and example(s) dragon puppet(s)

Vocabulary:

• Chinese New Year
• Fan Fold
• Puppet
• Dragon

Procedures:

1. Discuss dragons and Chinese New Year with the students. Explain the importance of the dragon in Chinese culture and that many Chinese believe it is a symbol of good luck.
2. Show overhead photographs of Chinese New Year and a sample dragon puppet.
3. Invite children to pick colors of construction paper that they want their dragon to have.
4. Have them draw (or cut-out pre-made) dragonhead and tail.
5. Have them cut out (or draw on) dragon parts and decorate (eyes, nose, legs, and tongue). Scissor shred paper around head and above tail (teacher may have to do this for the children according to ability).
6. Children use a pre-cut strip of paper 12”x 4” for body and fan fold it.
7. Students glue head and tail to body. Remind them to glue the back of the head and tail to the front of the body.
8. Students tape one straw (or rolled newspaper held together with masking tape) to bottom of back of head and one to bottom of back of tail.
9. Parade around and enjoy.
10. Clean-up

Comments/Suggestions:

• Recycled materials can be used for this project (construction paper and newspaper).
• Teacher may want to lay down paper on the table if glue is used.
• Chinese music would be fun to hear during the project
• Show a video of a Chinese New Year Parade to demonstrate movement
• Incorporate multiple symbolic meanings of the Dragon (within Chinese culture and cross-cultural analysis

Artistic Development: First - Second Grade:

Children between the ages of four and eight are in what is called Stage two of their artistic development. This stage is called Making Symbols. Children make a symbol and relate that symbol to people and objects that are familiar to them. Early on, people are usually represented by closed figures with lines protruding representing a body with legs. This begins to evolve into people being represented by geometric shapes, i.e. circle for the head, rectangle, square, or triangle for the body, and rectangles for the arms and legs. Hands are usually depicted by small circles on the ends of the arms with either lines or loops protruding that represent fingers. It is at this point that adults can help to shape the development of the child’s art. Kids tend to leave out what they consider unimportant features on their symbols. We can ask them to draw those certain parts with special features on their symbols, i.e. sunglasses, earrings, painted fingernails, new shoes, etc. Children this age are developing physical strength in order to control their artistic tools more proficiently.

Cultural/Historical Background:

The Chinese New Year is a 15 day long festival. The festival starts on the new moon and lasts fifteen days with celebrations daily. The last day of the festival is known as the Lantern Festival and is celebrated with parades and goes into the night with light and firework shows. The Golden Dragon costumes and artworks are used during the New Year festival to bring good luck for the New Year. The Golden Dragon symbolizes a Chinese God of goodness and luck.

References:

http://mantis.csuchico.edu:2249/cgi-bin/aplaunch.pl

http://www.princetonol.com/groups/iad/Files/dragon.htm

Herberholz, Donald and Barbara. 2002. Artworks for Elementary Teachers. Ninth Edition. McGraw-Hill. New York. p. 100-109.

Japanese Fan

Art 207-05, Group 5
Adrienne Sulger, Robert Bowers Jr., Rose Lenhardt, & Carolyn Havens

Objectives:

• The students will learn the history and culture of Japanese Fans.
• The students will learn the purpose of Japanese Fans (and fans in general).
• The students will learn the technique of using watercolors.
• The students will learn the subject matter of nature.
• The students will learn different brush strokes (short and long).

Student Material:

1. 12 x 18 inch whit paper
2. Watercolors
3. Watercolor paint brushes
4. Tape
5. Scissors
6. Popsicle sticks
7. Pencils
8. Water
9. Containers (for water)

Teacher Materials:

1. Previous student artwork
2. Pictures of Japanese fans ( http://www.japaneseculture.about.com )

Vocabulary:

• Watercolors
• Brush strokes (short and long)
• Round fan
• Screen fan

Procedure:

1. Introduction - discuss use of fans (functional use, artistic use and history).
2. Fold paper in half horizontally.
3. On the folded side draw half of a fan shape and cut. (The piece should resemble
4. the shape of a rainbow).
5. Draw a simple sketch of nature: flowers, trees, birds…
6. Fold the paper back and forth, creasing each time. Then lay out paper flat onto table.
7. Using watercolors, make bold brush strokes. Use several colors to paint with the seasons. Let dry.
8. Once dry, gather the paper together to form the fan. Staple the bottom with Popsicles sticks inserted in the bottom.
9. Tape the Popsicles sticks together to form the handle.
10. Closure - Clean up, hang projects on wall and discussed what children learned.

Suggestions and/or Comments:

• Source of Lesson Plan: ( http://www.kinderart.com/multic/japfan/.shtml )
• History of the Japanese Fan:

1. Japan is the homeland of the modern folding fan.
2. Early Japanese fans were of two types: round fan and the screen fan.
3. The latter was any rigid fan which could be conveniently held in the hand.
4. It was traditionally made of feathers and silk stretched over a round or oval frame.
5. The ceremonial fan differed essentially in that it was of a larger size, and was mounted on a long pole and used by attendants in the ceremonial entourage of high officials at important functions or processions.
6. Originally, only the emperor was permitted to use the fans though, in time, it was used by all levels of the court aristocracy.
7. The fan face was painted with bright colors with carefully prescribed designs of pines, chrysanthemums, plum or cherry blossoms and sometimes, birds on a white ground surrounded by stylish clouds in gold and silver, variously outlined in red, blue, and green and purple.
8. The fan became firmly established in Japan as an essential item or daily use during the hot summer months through all levels of society.

Water Color Resistance Drawing

Art 207-04, Group 7
Lynette Goings, Stacy Skinner, Jodie Silva, Page Petersen

Introduction:

The history of elementary art in our classrooms can be incorporated not only in art class but also is reflected in other areas of study. This lesson plan correlates with a science unit currently underway that deals with substances that mix and those that do not. Much as oil resists water, crayons also resists watercolor with varying amounts of pressure.

Objectives:

• Student will learn to create various color combinations using water color and crayons.
• Student will learn that various substances, including crayon wax repel water.
• Student will learn to combine images using various textures.
• Student will learn basic forms of various animals.

Student Materials:

1. Water color paper (9X12)
2. Various crayons
3. Paint brushes
4. Newspaper
5. Water color paint
6. Water

Teacher Materials:

1. Food Coloring
2. Oil
3. Water
4. Clear plastic cups
5. Teacher Examples

Vocabulary:

• Resistance
• Texture
• Watercolor
• Pressure

Procedure:

1. Introduction - Teacher will do experiment in front of class with food coloring, oil, and water.
2. The class will help to brainstorm other substances that resist each other.
3. Students will cover table with newspaper or butcher paper.
4. The students will each have one strip of water color paper where they will experiment with
5. different amounts of pressure to find what pressure works best to resist water color.
6. The student will then sketch an animal design on a 9x12 piece of water color paper using various crayons, textures, and heavy pressure.
7. The student will use water color to paint over the picture. Let the picture dry.
8. Cleanup - Students will set painting aside to dry and discuss what they learned about pressure and texture.

Artistic Development:

This is a great activity for first and second graders. They are just beginning to draw figures and make shapes.

Though these shapes often are not drawn relative to one another they do show emotional and physical importance.

The drawings usually consist of geometrical figures such as squares, triangles, or circles to show people or objects.

Reference:

Emphasis Art (pp.268)

Paper Puppets

Art 207-04, Group 5
Katie Suverkrop, Bill Trinnaman, Cha Xiong, Keng Yang

INTRODUCTION:

Human Or animal figure, generally of a small size and performing on a miniature stage, manipulated by unseen operators who usually speak the dialogues. Popular forms of the puppet show include the shows of England and France. Puppet theaters have been established in the Americas; old epic dramas, other medieval and modern pieces, have drawn houses. The Greek of the 5th century B.C., were familiar with it; in Java, China and Japan it is almost immemorial, in the Europe of the middle ages it was the most popular form of an entertainment for the masses; and it is a constituent in many fold cultures.

From the end of the 16th century to the end of the 18th century, puppet of marionette shows, sometimes, called motions, reached the summit of their vogue the continent and in England. In the 18th Japan the most celebrated dramatists wrote plays for the Bunraku, or Puppet Theatre. Nonetheless, puppets have primarily been used in popular entertainments.

Puppets have enjoyed something of a renaissance in the late 20th century American. For instance, during the 1950’s in the United States, Burr Tilstrom’s hand puppet show Kukla, Fran and Ollie was a popular television series. In the 1900’s Jim Henson Created a group of madcap education al and entertaining puppets, known as the Muppets that appeared in the television series Sesame Street and their own feature films.

OBJECTIVE:

• Students will learn different types of animals.
• Students will learn about different shapes
• Students will learn how to create animals or people with new and different shapes in an abstract form.

STUDENT MATERIALS:

1. Scissors
2. Glue
3. Construction paper, 9”x12”, various colors
4. Small cups
5. Cotton balls
6. Yarn
7. Tape

TEACHER MATERIALS:

1. Pictures from the textbook of final product
2. Pictures of animals
3. Create an example model animal in a demonstrated process, four models will be provided

VOCABULARY:

• Puppet
• Cone
• Animal
• Circle

PROCEDURE:

1. Fold construction paper 9”x12” in half
2. Shape paper into the shape of a cone, with one pointed end and the other round.
3. Tape edge of paper to cone and secure
4. Decide angle of head, glue top of cone, then glue cup.
5. Decorate body of animal or human’s head with cotton balls, construction paper and yarn.
6. Create hair with yarn. Create facial features with construction paper.

CLOSURE:

Over the centuries puppets have been used as a source of entertainment by many all over the world. The Puppet is an international toy that has been used during Greek, Renaissance, Japanese and popular Northern American cultures. Puppets can be used as a form of theatre that can educate and entertain. Puppets can be enjoyed by all ages and are easy and simply to create.

Summery of Characteristic of Artistic Development in 1st and 2nd grade

Stage 2: Making symbols; Four to Eight: Figure:

During stage two the characteristic of artistic development, children will draw head and feet, with a closed shape with lines; radical configurations. These configurations are not true to shape of the model but the main idea is present. The body is usually made up of geometric shapes, such as a triangle. At stage four children are beginning to create more of an emotional attachment with their artwork. Their work will show emotionally and physically significant concepts, exaggeration of omission of body parts, concentration of details on important parts. There is little or no overlapping and a simple baseline appears. Stage two artwork is created by memory and not on sight and children simply put more time into their artwork.

1. Head/feet; closed shaped with lines; radical configurations.
2. Body usually made up of geometric shapes.
3. Works largely from memory rather than direct observation.
4. Shows emotionally and physically significant concepts, exaggeration of omission of body parts, concentration of details on important parts. Space:
5. Little or no overlapping.
6. Random placement of items in picture space.
7. Simple baseline appears.

Deviations: bent, multiple, mixture of plane and elevation, x-ray, foldover.

Feedback from Lesson Plan:

• Students had a good time with lesson plan, easy to do and easy to expand on.
• The students found that the cup was hard to secure.
• The students wanted more material to decorate their puppets.
• The students wanted to use clear tape instead of masking tape.
• The students thought the lesson would be a lot more useful if we put the puppets to use and worked them into the curriculum. For example, a puppet shows.
• The student suggested working with paper cups next time, because they would be easier to secure on the puppets body.
• Students suggested setting the atmosphere of the classroom by playing music, based on the section of the curriculum the teacher is teaching.
• Good overhead projections.
• Good research and introduction.
• Make the whole lesson united as a whole and definitely tie it into the curriculum.

Citations:

www.Infoplease.com

Paper Maracas

Art 207-04, Group 7
Jessica Herrera, Megan McGrady, Tara Robison, Kristin Willick

Objectives:

• The students will learn the history of maracas.
• The students will learn how to make sound through paper maracas.
• The students will learn how to create a nice design for music making.
• The students will learn how to assemble securely the paper maracas.
• The students will learn how to create variations of sounds using different materials.

Student’s Materials:

1. Paper plates (2 per person)
2. Assorted beans
3. Pasta
4. Decorative materials
5. Glue
6. Newspaper

Teacher’s Materials:

1. Stapler
2. Examples of maracas
3. Gourd
4. Pictures of percussion instruments.

Vocabulary:

• Maracas
• Percussion instrument
• Gourd

Procedures:

1. Introduction: discuss the history of maracas.
2. Place two paper plates in front of you.
3. Decorate the paper plates nicely with decorative materials.
4. Staple ¾ of the plate together.
5. Pour beans into the opening of the paper plates.
6. Staple the edges of the plates securely.
7. Closure: clean up workstations, critique artwork, and make music.

First and Second Grade Artistic Development:

The first and second grade (4-7 years old) stage of development that Lowenfield describes is called the preschematic stage. When he speaks about space representation for this age group he refers to the fact that students object may seem to float around the page. They turn or rotate the paper while drawing or creating other forms of art. The size of the objects may not be in proportion to one another. Also, children at this age may tend to draw things that are not related to another. Art becomes a way of communicating with oneself.
These years are also described as the symbolic or schematic stages. The children begin to develop their line and shape making skills. Coordination in handling art tools, such as crayons, scissors, glue, and modeling clay, also begins to develop with children between the ages of 4 and 7.

Guidelines for Case Study Research by Dr. Masami Toku. CSU, Chico 2000.

Cultural/Historical Background:

Maracas were first used in religious celebrations by a Native Indian tribe of Puerto Rico called the Tainos. Because the traditional celebrations of the Tainos were forbidden by the Spanish, few artifacts such as maracas and other objects have survived.
Maracas were originally created with a gourd which is a fruit. The gourd must be dry and free of pulp. A hole is made on one side of the gourd and beans are poured into it. The hole is then covered with a handle and music can be made by shaking the maraca.
Today maracas can be heard in Latin American and Puerto Rican music. In salsa music, the maracas have become the most important percussion instrument. Their importance can be compared to the hihat and the snare drum in pop and rock music. Maracas are played in pairs and often one maraca is pitched high and one is pitched low. One can achieve this by distributing an uneven amount of beans or seeds in each gourd. Although this instrument is simple, playing it may be surprisingly difficult. One must anticipate the beat due to the distance that the seeds travel.

http://en2.wikipedia.org/wiki/maraca

References:

Paper Maracas, source: http://www.enchantedlearning.com/crafts/mexico/maracas/

Sunset Silhouette

Course: ART 207-03 - group 7
Rebecca Guijar, Kelly Denis, Araceli Ibarra, Kaci Center

Objectives:

• Students will learn how to apply watercolors to a wet surface.
• Students will learn how to cut in detail.
• Students will learn about the blending of colors to make a sunset or sunrise.

Student Materials:

1. Watercolor paints
2. Black construction paper
3. Paintbrush
4. White watercolor paper (9 inches by 11 inches)
5. Glue
6. Scissors
7. Cup filled with water
8. Newspaper to cover table
9. Pencil

Teacher Materials:

1. Previous examples of students' artwork

Vocabulary:

• Silhouette
• Sunset
• Sunrise
• Blending
• Watercolors

Procedure:

1. Introduction: Discuss the basic techniques of water coloring and
2. silhouette.
3. Dampen entire surface of the white paper using paintbrush and water.
4. Using sunset colors, paint one stripe at a time across paper
5. Set aside to dry.
6. Make silhouette figures out of black construction paper and cut out.
7. Glue figures to dry water-colored paper.
8. Closure: Discuss.

*Note Source: Arts & Crafts. American Education Publishing. pp.64-65

Comments/ Suggestions:

Experiment with red and blue watercolors to produce purple, and create sunrise background scenes.

Summary of Artistic Development in Age Group:

The sunset silhouette is appropriate for first and second grade children, because they are at a symbolic or schematic stage. During the silhouette, the children will be utilizing their line and shape making skills, which will lead them to using their muscular coordination when using scissors to cut out the silhouette pieces. The silhouette pieces are not to be in too much detail. The pieces are simple shapes, which is appropriate for this particular age group. The children will be using primary and secondary colors for the sunset, which will enhance their ability to use more realistic or expressive colors in their artwork. The sunset will not be a skyline or a band across the sky, which is what they are familiar with. Rather it will be across the whole page, and will help and encourage them to stimulate their thinking of spatial and perceptual space.

*Source: Herberholz, D. and B. Artworks For Elementary Teachers. pp.102-109.

Cultural/Historical Background of the Lesson:

The use of silhouettes is thought to have originated during the Stone Age when it was used in cave murals. These figures were filled in with a solid color. These types of drawings received the name of silhouette after a man named Etienne de Silhouette, who cut paper shadow portraits. Silhouettes are most often thought of as being profile portraits, but they are often used for landscapes.

*Source: Sihouette. Encyclopedia Britannica. Retrieved November 11, 2003,
from Encyclopedia Britannica Service. http://britannica.com/eb/article

Paper Bag Puppets

Art 207-03, Group 6

Jane Perlin, Amanda Bell-Corona, Chase Harrison, Lorree Wallender

Objectives

• Students will learn the historical background of puppetry.
• Students will learn how to create elements of a face/puppet from construction paper.
• Students will learn how to use scissors and glue effectively.
• Students will learn how to create characters out of a paper bag.

Student's Materials

1. Paper Bag (any size)
2. Glue
3. Construction Paper
4. Scissors
5. Decorative Materials (yarn, glitter, buttons, ribbon, cloth, markers, etc.)

Teacher's Materials

1. Examples of different types of puppets
2. Historical information on puppets

Vocabulary

• Puppetry
• Construction Paper
• Character
• Puppet Show
• Three Dimensional
• Jacob's Ladder
• Marionette.

Introduction: Give historical information on puppetry and show examples of artwork.

Procedure

1. Put a hand in the bag, find the fold, and use the hand to open and close the fold. This is the moving part of the puppet, and the flat bottom of the bag will be an area of the face or top of the head.
2. The face can be drawn or glued directly on this flat bottom, or another piece of paper can be shaped and glued onto the bottom. Don't forget to put colors and details inside the fold. This could be either the mouth or the eyebrows.
3. Three-dimensional additions are excellent. Noses or back to stick out and Jacob's Ladders for the arms and legs may be used. Cut paper can be fringed or curled to make hair or feathers. Other materials can be added to enrich the puppet form.

Closure:

Have students describe their puppets and name the character. Discuss how they might put on
a puppet show, using their puppets. Hang up student artwork and discuss what they have learned.

Source: A

Handbook of Arts and Crafts, 10th edition, by Wigg, Hasselschwert, et al. Publisher: McGraw-Hill, Boston

Group 6: Artistic Development

As students learn through study and instruction in art, they begin to understand the expressive and formal content of artwork as well as grow in their own artistic expression. The artistic development of children's art production occurs in stages. In our lesson plan, we are teaching to 1st and 2nd graders.

Grades 1st and 2nd are in stage 2: making symbols of artistic development. This stage is referred to as the symbolic or schematic stage because they develop their line and shape making skills. In addition to developing line and shape making skills, they also develop their muscle coordination, which enables them to handle drawing tools such as scissors, glue sticks, and modeling clay.

A child will usually start out by drawing simple recognizable images called symbols. Drawing a particular symbols conveys to us what people, events, and objects impress the child at that particular moment. People are the most often drawn symbol. The first people they draw are themselves, parents, siblings, and friends.

When beginning to draw, children rely heavily on geometric shapes rather than on realistic or free form shapes. When drawing a persons body, they often make round and oval shapes for the body and rectangles for the arms and legs. Also, when first starting out drawing symbolic representation of people, trees, flowers, etc., they usually do not relate the color they are using to actual color of object. Many times a figure will end up with a green face and purple hair.

At first, children let their drawings of people float in the air with no relationship to space or to one another. During the 4th or 5th year, children begin to connect objects in space in their drawings. They begin to organize objects and show connections between objects in their pictures.

History of Puppetry

A puppet is a figure whose movements are controlled by someone through strings, rods, or hand movements. There are all different kinds of puppets. They are used mostly for entertainment in almost all cultures, including Africa, India, China, Japan, Indonesia, and throughout Europe and the Americas. No on really know where puppets originally came from, but most likely they had their beginnings in religious ceremonies. The main type of puppets is hand or glove puppets. These puppets consist of heads with mitten type bodies, and usually show only form the hips up. Another type of puppet is a marionette. Marionettes are fully moveable. They are moved from above by using strings attached to wooden controls. Puppets that may be familiar to most of us are Jim Henson's Muppets, and Shari Lewis, and Lamb Chops. Puppets have been used by storytellers to illuminate and entertain for centuries.

Sources

http://sunniebunniezz.com/puppetry/puphisto.htm Wigg, Hasselochwert.
A Handbood of Arts and Crafts, 10th edition. McGraw-Hill, Boston. 2000