artawareness

Shaping Meaning Lesson Plan

Page history last edited by Susanna Stevenson 7 mos ago

Shaping Meaning Through

Notan Art

~Lesson Plan~

Teacher: Susanna Stevenson

Grade Level: High School

Title: Shaping Meaning Through Notan Art

Brief History and Background:

(*) There are two types of notan--planned notan and developmental notan. Planned notan is often figured out in a preparatory sketch or is "ready made" in subject matter. Planned notan usually uses a simple square and all of the negative cuttings to create a collage. Another form of Notan art is developmental notan--this is the form of notan that will be used for this project.

Developmental notan is where you find notan--meaning you make it as you go along. The Japanese feel that the task of finding notan can be the main joy and source of the magic in this particular form of art making. The goal is to develop a satisfying pattern as sort of a discovery as you are making the notan. Tuned in artists find themselves realizing what works as they are making their notan and thinking "this is good notan." My focus for this lesson is for students to experience this same process and to become aware of the journey that takes place when creating developmental notan all the while still considering how the project can in some way reflect the idea of shaping meaning.

They are to consider the concept of shaping meaning using silhouettes, however since developmental notan involves making the discovery of what works as you go along, the choice of how they will represent this concept is up to them.

Standards:

9.1.12.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

9.1.12.C Integrate and apply advanced vocabulary to the arts forms.

9.1.12.E Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques.

9.1.12.H Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts and work and in performance spaces.

Goal: To create a developmental notan design that conveys the concept of shaping meaning.

Objectives:

Students will learn and apply the style of Japanese Notan art.
Students will demonstrate the ability to create a design using an x-acto knife as their tool.
Students will understand that shaping meaning can occur within the artist through the art making journey.

Resource Materials/Visual Aides:

My notan example, other examples of notan art (planned and developmental), other artists who use cut paper (Matisse, Davis, etc.) Kowhaiwhai handout (***attached below)

X-Acto Knife and Notan Demonstration (fast forward to 2:14 to skip the X-Acto demo)

Notan_Demo_Final1.mov

Supplies/Materials:

9 x 12 white paper
9 x 12 black paper
pencil
x-acto knife
spray mount

Teacher Preparation:

Research Notan art and positive/negative space, create an example, plan for x-acto demonstration, plan for spray mount demonstration.

Teaching Introduction:

Introduce notan art using the information in the paragraph above (brief history and background). Discuss the effects of using black and white in terms of positive and negative space. Discuss the Kowhaiwhai patterns and how they relate to other images we have seen of positive and negative space. Demonstrate using the x-acto knife and the process of creating your notan as you go along in the art making "journey" of it all. Demonstrate using the spray mount in a well ventelated area.

Directions:

Have students begin with drawing one part of their design on the black paper--it will be from this that they will build their notan. Show them my example of the burning candle and talk about how this was what I started with because I felt that the burning candle represented an image that was open to interpretation--open to inticing the viewer to shape their own meaning.
Once students have their first image/design drawn, encourage them to build off of that first design and go with their artistic instinct.
Begin drawing more designs next to/around the first one.
Once one half of the black paper is filled with a design, ask students to look back at it and consider the concept of shaping meaning. What do they think the meaning is tha is being developed? Wait for student responses--most likely they will be regarding their own pieces.
Point out to students that perhaps the meaning being shaped isn't visual, but more about the development of their notan and the journey they are taking with their own individual thought process behind the design.
Have students cut out the design on the one half of their black paper, having them save the cut outs for the other half of their notan design.
Have students use spray mount to glue the one half of the black paper onto the white paper.
Students should then arrange their pieces onto the other half BEFORE gluing them to make sure they have them arranged correctly.
Remaining pieces should be glued using spray mount.

Critique/Evaluation/Assessment:

Class Critique that implements shaping meaning--what meaning do we get from eachother's notans? What is more important: the visual meaning or the personal meaning?

Each individual piece will be assessed using this rubric:

CATEGORY	10	8	7	6
Quality of Construction	The notan shows considerable attention to construction. The items are neatly trimmed. All items are carefully and securely attached to the backing. There are no stray pieces, smudges or glue stains. Nothing is hanging over the edges.	The notan shows attention to construction. The items are neatly trimmed. All items are carefully and securely attached to the backing. A few barely noticeable stray pieces, smudges or glue stains are present. Nothing is hanging over the edges.	The notan shows some attention to construction. Most items are neatly trimmed. All items are securely attached to the backing. A few barely noticeable stray pieces, smudges or glue stains are present. Nothing is hanging over the edges.	The notan was put together sloppily. Items appear to be just "slapped on". Pieces may be loose or hanging over the edges. Smudges, stains, rips, uneven edges, and/or stray marks are evident.
Creativity	Several of the graphics or objects used in the notan reflect an exceptional degree of student creativity in their creation and/or display	One or two of the graphics or objects used in the notan reflect student creativity in their creation and/or display.	One or two graphics or objects were made or customized by the student, but the ideas could have been more creative.	The student did not make or customize any of the items on the notan.
Time and Effort	Class time was used wisely. Much time and effort went into the planning and design of the notan. It is clear the student worked at home as well as at school.	Class time was used wisely. Student could have put in more time and effort at home.	Class time was not always used wisely, but student did do some additional work at home.	Class time was not used wisely and the student put in no additional effort.