EDCI 301: Lesson Plan

Name: Khara Schonfeld-Karan Lesson Title: Chinese Bronze Inscriptions Grade: 3rd Subject: Social Studies Fine Art: Visual Art Connection: Cultural Art Lesson Summary In this 50 minute lesson, students will be introduced to the ancient Chinese art form of bronze inscriptions. Continued exploration of the evolution of the Chinese language from pictographs to modern characters will be captured by inscribing on copper to create artworks reminiscent of the ancient bronze inscriptions. In these artworks, students will depict the evolution of a Chinese character from the original pictograph to the modern day character. Students will also write a description sharing their understanding of Chinese bronze inscriptions and the evolution of language from pictographs to modern Chinese characters. Essential Question (what is the central inquiry explored in this lesson) How can we use art to capture and reveal the evolution of language?

Plan for Previous Lesson(s) Exploration of the Chinese language, including the evolution of modern Chinese characters from original pictographs. Students were asked to convey a story through the use of symbols/pictures to experiment with the use of pictographs and compare this to the English use of letters.

Plan for Next Lesson(s) Students will study the next age in Chinese history, the Qin and Han Dynasties through the analysis of informational text.

Learning Objectives

Students will become familiar with the art of bronze inscriptions in ancient China. Students will create an artwork by inscribing on thin copper. Students will capture both the original pictograph and the corresponding modern Chinese character in the artwork.

Subject Area Standard(s)

Art Standards(s)

Social Studies: 3.2 Students will learn about the ancient civilization of China, including the origins and development of the Chinese language. Art History and Cultural Context: 3.11 The student will identify how works of art and craft reflect times, places, and cultures. 3.13 The student will identify how history, culture, and the visual arts influence each other.

Materials/Resources (Instructional, Supplies, Technology) *Attach additional resources such as images, handouts, music etc. Resources: http://www.logoi.com/notes/chinese_origins.html Technology: -Powerpoint on Chinese bronze inscriptions and the evolution of the Chinese language from pictographs to modern characters. (see attached) -Computer Projector/Screen Instructional Materials: -Handouts of Examples of the Origins and Evolution of Chinese Characters (one copy per student) Art Materials: -4X4 Copper Squares (36 gauge metal) -6x6 black posterboard squares -Masking Tape -Wooden copper tools/stylus -Magazines (cushioning) -Black acrylic paint on tray per table grouping -Newspaper to cover table -Stiff-bristle Paint brushes (8) -White Colored Pencils -Pencils + erasers -A4 Lined Paper

Vocabulary (terminology and definitions)

Chinese Bronze Inscriptions: consist of a variety of Chinese scripts on Chinese ritual bronzes such as zhng bells and dng tripodal cauldrons from the Shang dynasty to the Zhou dynasty and even later. Bronze inscriptions () literally means text on metal, although also means gold (both, the metal and colour), which, in the case of bronze inscriptions, is an obvious reference to bronze. Bronze, at the time of the Shang (1600 1046 B.C.E.) and Zhou (1046 256 B.C.E.) Dynasties, was the most precious metal known to men. Early bronze inscriptions were almost always cast (that is, the writing was done with a stylus in the wet clay of the piece-mold from which the bronze was then cast), while later inscriptions were often engraved after the bronze was cast. Inscribe/Engrave: to write or carve (words or symbols) on something, especially as a formal or permanent record. Bronze: a yellowish-brown metal made from copper and tin. Copper: a red-brown metal. Applicable Vocab from Previous Lesson Pictograph: a pictorial symbol for a word or phrase. Pictographs were used as the earliest known form of writing. Chinese characters: logograms used in the writing of Chinese. They are called hnz () in Chinese. Written Chinese requires a knowledge of between three and four thousand characters.

Assessment: Rubric Evaluation Criteria Inscription on Copper (Does not meet expectations) Inscription is too light to be clear or capture paint. (Approaches Expectations) Inscription is moderately deep so that some black paint is captured. (Meets Expectations) Inscription is deep and clear from the front side. Inscription is recessed enough to capture black paint (Exceeds Expectations) Inscription is very deep on the front side and the metal is worked from the backside to create raised and recessed areas. Both pictograph and character are extremely detailed with accurate depiction in the artwork. Detailed facts shared about the art of Chinese Bronze Inscriptions as well as detailed information about the evolution from pictographs to modern Chinese characters.

Inclusion of Original pictograph + modern Chinese character Understanding of Chinese Bronze Inscriptions and language evolution

Either the pictograph or the character is not included in the artwork. Little to no facts shared about the art of Chinese Bronze Inscriptions or the evolution from pictographs to modern Chinese characters.

Either the pictograph or the character is not quite recognizable in the artwork.

Both pictograph and character are recognizable in the artwork.

Few facts shared about the art of Chinese Bronze Inscriptions as well as a little or vague information about the evolution from pictographs to modern Chinese characters.

Some facts shared about the art of Chinese Bronze Inscriptions as well as some information about the evolution from pictographs to modern Chinese characters.

Instructional Sequence Set up

Approximate Time Prior to lesson

Procedure

Teacher sets up paint station by laying our newspaper on a table. Putting black acrylic paint out on trays with 8 paintbrushes and a plethora of paper towels. Teacher sets up supply table with remaining art materials. Introduction 3 minutes Teacher shares: Today we will be continuing with our study of ancient China, particularly the language Chinese. Referring to what is written on the wall- Will someone please explain what I have written on the board? Teacher reviews concepts from prior lesson. Chinese language is comprised of characters, how are they different than English letters? What is a pictograph Teacher shares: In our lesson today, we will be examining the ancient Chinese art of bronze inscriptions and creating our own artwork on metal to explore how we can capture the evolution of language through art. Powerpoint: Chinese Bronze Inscriptions 8 min Teacher shares powerpoint on Bronze Inscriptions with the class. Notes for Slides Slides 1-6: Examples of Chinese bronze inscriptions. Teacher asks what do you see? and invites students to share. Slides 6-9 Informational Slides. -Bronze consist of a variety of Chinese scripts on Chinese ritual bronzes such as zhng bells and dng tripodal cauldrons from the Shang dynasty to the Zhou dynasty and even later. -Bronze inscriptions () literally means text on metal, although also means gold (both, the metal and colour), which, in the case of bronze inscriptions, is an obvious reference to bronze. Bronze, at the time of the Shang (1600 1046 B.C.E.) and Zhou (1046 256 B.C.E.) Dynasties, was the most precious metal known to men. - Early bronze inscriptions were almost always cast (that is, the writing was done with a stylus in the wet clay of the piece-mold from which the bronze was then cast), while later inscriptions were often engraved after the bronze was cast. Teacher explains that to inscribe or engrave means to write or carve (words or symbols) on something, especially as a formal or permanent record. -Slide 10: Questions to class. How has this art form preserved the language of ancient China? In what ways do we capture our writing of today that you can

imagine will be preserved 3,000 years in the future? -Slide 11: Artwork instructions (see following instructional segment) Art instructions with each step demonstrated by teacher via projector 5 min Student helpers pass out the Examples of Origins Handouts and students are given time to examine and select one pictograph and corresponding Chinese character they want to portray in their artwork. Teacher explains and demonstrates examples of the following steps: 1) Select a pictograph and corresponding character 2) Place your copper square on top of a magazine for padding. (Teacher explains that copper and bronze are both types of metal and the bronze is actually made from combining copper with tin. Since bronze is harder than copper, it would be challenging for us to drawn on with our wooden tools, but this thin copper works well) 3) Using the handout as your guide, inscribe the original pictograph with the wooden stylus tool onto your metal, pressing firmly. You may need to go over it multiple times to make it deep. Fill up the entire square with your pictograph. To challenge yourself, consider pressing the metal from the backside to really make the design stand out. (Teacher demonstrates this step) 4) After you have pressed in your pictograph, bring your copper to the paint station. (Teacher demonstrates this step) 5) Apply a thin coat of black paint to the entire surface of the metal and then wipe off with a dry paper towel. The black paint should be captured in the inscribed lines you created and wipe away from the other areas. (Teacher demonstrates this step) 6) Return to your seat. Take a black poster board square and write your name on the back. Make four small pieces of masking tape into rolls and place on the backside of your metal square at the four corners. Mount this in the center of your black paper. Make sure no tape is showing. (Teacher demonstrates this step) 7) Use the white pencil to draw the modern Chinese character on the black frame around your inscribed metal pictograph. Material Distribution + Creation of Artwork 20 minutes Job #1 Distribute Copper, magazines, and wooden tools from supply table per person for each member of your table group Job #2 Retrieve one roll of masking tape for your table and one black poster-board square and one white color pencil per person in your group. Instructions steps are listed projected for referral throughout lesson. Teacher circulates to assist and supervise art-making activity. Closure/Reflection/ Writing Activity 8 minutes As students start completing their artwork, the teacher asks the class to listen to final directives for the writing reflection. These directives are listed on the board. 1) Retrieve a sheet of lined paper from the supply table. Write your name, date and the English translation of your pictograph/character. 2) Respond to the following questions: -Share what you have learned about Chinese Bronze Inscriptions -Share what you understand about the connection between pictographs and modern Chinese characters.

-Share your experience of creating this artwork. Job #3 Collect and return all materials Clean up 5 minutes Job #4 Collect and turn in artworks and written reflections

Plans to Display/Exhibit Student Work Student artwork will be displayed on a bulletin board with a black background outside the classroom. These art works will be stapled slightly overlapping the written reflections. Images of Chinese bronze inscriptions as well as information about this art form from the slides will be included on the display.

Handout: Examples of the Origins and Evolution of Chinese Characters: