1.

3 Name: Georgi Beck

DAILY PLAN
Lesson Title: Yokai Value Scroll Paintings Grade Level: 3rd to 4th

National Art Standards:

VA: Cr1.1.3a Elaborate on an imaginative idea
VA: Cr3.1.3a Elaborate visual information by adding details in an artwork to enhance
emerging meaning
VA: Re7.2.3a Determine messages communicated by an image
VA: Pr6.1.2a Identify and explain how and where different cultures record and
illustrate stories and history of life through art
Vocabulary: Value, Proportion, Texture, Emphasis

Overall Lesson Objective:

I: Given Spirited Away clip, teacher presentation on history of Yokai in folklore and
popular culture, sketchbooks, and prompting questions, students will create a Yokai that
represents themselves or a Yokai they would befriend and be able to clearly explain what
that Yokai represents
II: Given black watercolor and teacher demonstration, students will create a value
painting of their Yokai using black, white, and at least two different value grays, and
add details (in form of texture, held object, specific background development)

Daily Objectives:
-Watch Spirited Away from 24:00 to 36:00
-Yokai PowerPoint presentation highlighting purpose and traditions of Yokai in
Japanese folklore and how it connects to contemporary pop culture
-Begin sketch of Yokai

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.
-Students take information from Spirited Away (contemporary source) and information
from history of Yokai to create a Yokai of their creation based on representing themselves
as a Yokai or a Yokai they would like to befriend
-Student uses guiding questions to help create their Yokai

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Yokai PowerPoint Presentation, Projector, Computer, Spirited Away (disk or online
source)

Art Materials Necessary for the Lesson:

Sketchbooks, pencils, black watercolor, cups for water, small and large round and square
brushes, drawing paper 12” by 18”
 Teacher Activities Student Activities
Introduction:
Class will orient and get inspired from a clip of Spirited Away Students will answer
(25-36 minutes) questions to orient to
*Orient students to watching video expectations, just like a film watching
movie* expectations
Students will be told: This clip is from the movie Spirited Away,
and the main character Chihiro is trying to get a job in a Students will watch
bathhouse to get back her parents who were turned into pigs. clip
This bathhouse is meant for specific creatures, so while we are
watching take special care to notice what we see.
(If you get question “What’s a bathhouse?” It’s something that
is common in Japanese culture, to go with your family or friends
and is basically a spa to become refreshed)
Development:
Presentation: Students will
Movie Creatures participate in
1.What did see? Can someone describe these creatures? (iterate discussion
that the creatures are animal, food, or object in nature, not just
ghost/monster)
History of Yokai
i. Folklore to warn of dangers of the world
ii. Belief in the culture that spirits reside in everything at
all times
iii. Form of entertainment
Bakemono Zukushi scroll
i. Scroll made of several sheets of paper that could
be rolled up and then shared (before invention of
internet and tv)
ii. Traditional Yokai of Japanese Culture
iii. Yamabiko & Akashita
1.What is the creature doing/looks like?
2.What do you think it does?
Teacher Example
How to start Building Yokai
i. What type of Yokai will it be? (Animal

Students will be instructed to practice yokai in sketchbook with One table will help
before moving onto final paper. As students finish have them handout sketchbooks
draw sketch on final paper (reminder to make it large, show (4-5 per student with
teacher example) 5-6 students)
 As students finish, have them write a few sentences about their Students will
Yokai in their *SKETCHBOOK*(if not iterated they will write on complete sketch and
final paper) transfer on larger
If there is extra time with students finishing early, Free draw in scale to final paper
sketchbook
Conclusion:
Students will clean up materials and put sketchbooks in box and
final paper with name in class box

2.3 Name: Georgi Beck

DAILY PLAN
Lesson Title: Yokai Value Scroll Paintings Grade Level: 3rd to 4th

National Art Standards:

VA: Cr1.1.3a Elaborate on an imaginative idea
VA: Cr3.1.3a Elaborate visual information by adding details in an artwork to enhance
emerging meaning
VA: Re7.2.3a Determine messages communicated by an image
VA: Pr6.1.2a Identify and explain how and where different cultures record and
illustrate stories and history of life through art

Vocabulary: Value, Texture, Form, Emphasis

Overall Lesson Objective:

I: Given Spirited Away clip, teacher presentation on history of Yokai in folklore and
popular culture, sketchbooks, and prompting questions, students will create a Yokai that
represents themselves or a Yokai they would befriend and be able to clearly explain what
that Yokai represents
II: Given black watercolor and teacher demonstration, students will create a value
painting of their Yokai using black, white, and at least two different value grays, and
add details (in form of texture, held object, specific background development)

Daily Objectives:
-Students will watch teacher demonstration on creating black and value using black
watercolor
-Students will participate in discussion using teacher example and scroll painting
Examples to identify and describe value
-Students will start adding value to paper using black watercolor with final Yokai sketch

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments .
See attached rubric

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
-Yokai PowerPoint (value slides), projector, computer

Art Materials Necessary for the Lesson:

Sketchbooks, pencils, black watercolor, cups for water, small and large round and square
brushes, drawing paper 12” by 18”

Teacher Activities Student Activities

Introduction: Students reorient
1.Who can tell me what we did last week? (created/drew Yokai in from last week
pencil, watched Spirited Away)
Well today we are going to start painting our Yokai, in my
example, what did I use to paint my Yokai? (black, gray, and white)
In our paintings we will be using value to create our Yokai, so no
color!

Development:
Guiding questions:
1.Who has heard of value in art? Students
2.How would you describe it? participate in
Show discussion
For out project, we will be using value with black paint. Value is
painting with light, without light we cannot see!
1.Value scale
2.Identify black, grays, and white in value paintings
3.Is there only one type of gray?

Students will gather round to watch teacher demonstration of

paint.
First, we are going to start with the black of the value.
1.Walk to where materials are stored (small brushes, cup of water,
black value palette)
2.How to get black from watercolor (little water, lots of pigment,
show drybrush with not enough water)
3.Have students point out places of black on teacher example
4.” As you are imagining how your Yokai will look, think about
what you would like to be black. Sometimes the easiest place to
start is with the outline”
5.If you think you have black and you can still see pencil Students
underneath, it’s not black enough so either add more pigment and independently
less water or go over it again once it dries. work on projects
Expectations: finish sketch if you have not already, start with
painting only black on our final painting (have students repeat that
back)
Students watch
Students will be released to start gathering materials (If you are the value
youngest at your table, go get one black paint tray and 2 brushes, demonstration
the middle/oldest gets the cup for water) As students start getting
materials, start laying out paintings and calling names, students
can come get it as they finish getting materials

As students start finishing up black areas, have students gather

around for gray demonstration
As we looked at our examples, is there only one kind of gray? (No)
In teacher example, where do you see a light gray? Dark gray?
Since we are using watercolor, how do you think you achieve
different values of gray? (more or less water)
1.Test in sketchbook
2.Requirement of our painting to have white, 2 grays, and black
3.What happens if paint isn’t dry (will blossom with water, beware
if that’s an effect you don’t want)
4.Students repeat back expectations
Students are released to continue working on paintings.
Conclusion:
Students will clean up materials and put away paintings on drying
rack.
3.3 Name: Georgi Beck
DAILY PLAN
Lesson Title: Yokai Value Scroll Paintings Grade Level: 3rd to 4th

National Art Standards:

VA: Cr1.1.3a Elaborate on an imaginative idea
VA: Cr3.1.3a Elaborate visual information by adding details in an artwork to enhance
emerging meaning
VA: Re7.2.3a Determine messages communicated by an image
VA: Pr6.1.2a Identify and explain how and where different cultures record and
illustrate stories and history of life through art

Vocabulary: Value, Texture, Form, Emphasis, Proportion

Overall Lesson Objective:

I: Given Spirited Away clip, teacher presentation on history of Yokai in folklore and
popular culture, sketchbooks, and prompting questions, students will create a Yokai that
represents themselves or a Yokai they would befriend and be able to clearly explain what
that Yokai represents
II: Given black watercolor and teacher demonstration, students will create a value
painting of their Yokai using black, white, and at least two different value grays, and
add details (in form of texture, held object, specific background development)

Daily Objectives:
-Reminder of Value requirements
-Demonstration on how to add final touches
-Demonstration and discussion of details and refinements
-Demonstration and discussion about background.

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.
See attached rubric

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Teacher Example, Whiteboard to list examples

Art Materials Necessary for the Lesson:

Sketchbooks, pencils, black watercolor, cups for water, small and large round and square
brushes, drawing paper 12” by 18”
 Teacher Activities Student Activities
Introduction:
Students will reorient with review questions Students will
1.What did we do last week? answer review
2.What was the new art term that we learned? Could you describe questions
it?
Students will gather round for demonstration
Development:
Students will discuss and review teacher example to analyze what Students will
makes a painting look refined and complete and list examples on participate in
the whiteboard (details such as texture and objects, refinement of discussion
painted areas especially brush strokes)
Students will move to discuss examples of backgrounds and
teacher will demonstrate how to use proportion to have their Yokai
appear big or small based on the environment of their choice using
whiteboard and teacher example. Teacher will iterate
I. Consider imagined environment of Yokai (mountains, city,
school, etc)
II. Proportion of chosen environment elements to make Yokai
appear big or small
III. Consider white space around Yokai
IV. Brush size (small for details and Yokai, big for large areas)

Teacher will iterate that paintings should be near completion by

the end of class and an additional day might be needed based on
students working slower.

Teacher will start returning paintings to students and students will Students will start
start gathering materials to start working. Teacher will start gathering
checking in with students to make sure they are on track. As materials
students think they are done teacher will make sure to hold up
painting from a distance to student and have them identify their 2
grays and any needs for refinement before posting.

As students finish teacher will have iPads available to start posting

to Artsonia. Teacher will direct students to Whiteboard for posting
steps and requirements.
Conclusion:
Students will clean up materials and place paintings on the drying
rack.