SUMINAGASHI PAPER MARBLING FOR 4TH GRADE
Grade Level or Age of Participant: 4th Grade
School, Teacher and Classroom: Whittier International Elementary - Jane Swatosh
MCAD Teaching Artist: Evie Rozendaal
Number of Students: 18
VISUAL ARTS CONTENT OR STANDARDS
Grade Level: 4-5
Strand: Artistic Foundations
Standard: Demonstrate knowledge of the foundations of the arts area.
Arts: Visual Arts
Code: 4.1.1.5.3
Benchmark: Identify characteristics of Western and non-Western styles, movements and genres in art.
CURRICULAR LINK/STANDARDS
Grade: 4
Strand: Earth Science
Substrand: Human Interaction with Earth Systems
Standard: In order to maintain and improve their existence, humans interact with and influence Earth systems.
Code: 4.3.4.1.1
Benchmark: Describe how the methods people utilize to obtain and use water in their homes and communities can affect water supply and quality.
OVERVIEW OF PROJECT
Using ancient Japanese marbling (Suminagashi) techniques, students will work in pairs to produce ink designs that they will transfer to paper from water. Students will learn about the versatility of water and can draw comparisons between water treatment/eliminating water pollution and lifting the ink.
“BIG IDEAS”/ ESSENTIAL QUESTION(S)
How is water important in ways other than drinking and bathing?
Why is it important we keep our water clean?
STUDENT OUTCOME OBJECTIVES
Students will:
Learn basic techniques of marbling.
Produce a piece of artwork in a team.
Reflect on the marbling process/products and a relationship to water purity and safety.
PRIOR KNOWLEDGE
none
EXAMPLES OF ARTWORK
http://www.suminagashi.com/
https://www.youtube.com/watch?v=12dSRw5Wzq4
ADDITIONAL RESOURCES
http://suminagashi.com/
https://www.dickblick.com/lesson-plans/simple-suminagashi-monoprints/
https://innerchildfun.com/2011/05/weekend-art-suminagashi-for-kids.html
ASSESSMENT
After finishing their pieces, the students will discuss what they have learned, and what questions they may still have.
Questions to ask: What did notice about the water, dye, the process and the outcome? What did this process remind you of? Speculate: How do we affect our water?
MATERIALS
Aitoh Innovation Suminagashi Marbling kits (3) one color for each student
Containers such as storage tubs to keep the water in (9)
Paper that fits in the containers and allows enough room for hands to place and remove (9)
T-shirts to protect clothing (18)
Newspaper to cover table and for drying prints
Latex gloves (20 pairs)
LEARNING ACTIVITIES AND TIMING
Lay down newspaper and set up marbling stations at each table (water in tubs, ink, and 2 sheets of paper at each station; paper towels). Equip students with T-shirts. (5 min)
Introduce the lesson to them with video on the Suminagashi marbling technique.
Break class into two groups of 9 for 2 demo tables.
Demo and share examplars (successful and unsuccessful – and why they think the unsuccessful outcomes happened.) (10 min)
Students put names of back of paper in pencil; students choose ink color and receive ink tube.
Introduce step one of the lesson: Student 1 drop in ink into the water; student 2 drops ink into water. (5 min)
Student 1 places paper in water and gently lifts and turns onto paper towels. Teacher walks around to observe and help as needed. (10 min)
Repeat for student 2.
Clean up stations. (5 min.)
Bring class together to discuss what they have learned, and what questions they may still have. (10 min) Questions for reflection: What did notice about the water, die, the process and the outcome? What did this process remind you of? Do you have any speculations how we affect our water?
