Too+Young+to+Die--Yoshitomo+Nara

[[image:yoshitomo-nara-tooyoungtodie.jpg align="left" link="http://http//www.artnet.com/magazineus/news/artmarketwatch/artmarketwatch5-11-06_detail.asp?picnum=11"]]
Title: "Too Young to Die" Artist(s): Yoshitomo Nara Date: 2001 Period: 1984-present Country of Origin: Japan Cultural/Ethnic Affiliation: Japanese Medium: Acrylic on cotton canvas Dimensions: 180cm x 26 cm Museum/Collection: was in a show entitled, 'I Don't Mind, If You Forget Me' at the Yokohama Museum of Art in September 2001. Link to Picture: http://http//www.artnet.com/magazineus/news/artmarketwatch/artmarketwatch5-11-06_detail.asp?picnum=11
 * Artwork Identification**

Yoshitomo Nara is a contemporary artist who specializes in a genre of Japanese pop art that has become to be known as //kimo kawaii//, which literally means “disgusting cute.” This new term is an adjective composed of two seemingly opposite adjectives which describe a person or object that is simultaneously disgusting and cute.
 * Introduction:**

Nara was born in 1959 in Aomori Prefecture, a rural northern region of Japan, to working class parents who were gone half the time. [1 Yoshitomo Nara was a latchkey child who was left to his own devices to artistically fill his childhood free time with listening to American music, drawing, and reading //manga// (comics). [2 Nara received his formal training from Aichi Prefectural University of Fine Arts and Music, Japan where he received both his B.F.A (Bachelor of Fine Arts) and M.F.A (Master of Fine Arts) degrees. He then continued his studies at Kunstakademie D ü sseldorf, Germany. Since then he has gained international acclaim by being featured in over 17 one person exhibits, 20 group exhibits, and included in over 27 group collections. [3]

The subject of Nara’s drawings, paintings, and sculptures are usually cartoon-like forms of children. More often than not the children are depicted with over-sized heads, wide eyes, small noses, and a pasty skin tone. Their limbs can be described as doughy because the hands and feet are shown only as smaller lumps extending from their arms and legs. Their facial expressions can be described as either disgruntled and aggressive or vacant, as if they had just woken up from a nap. In some of Nara's earlier artwork, the children are also shown holding miniature objects such as knives and matches.
 * Descriptive Analysis:**

In "Too Young to Die," a little girl stands to the left side of a light-bluish gray canvas. She has peachy-colored skin on her face and legs, the only limbs which poke out of her mustard-yellow dress. Her dark olive green eyes are bloodshot. Dark brown hair frames her face with bangs rounded around her rather large forehead. Her nose is small, only defined by two black nostrils. Beneath her nose is a reddish-colored hot-dog shaped little mouth. Hanging out of her mouth is a cigarette, which is blowing a cloud of smoke across the light-blue canvas, nearly touching the upper right side. The cotton canvas is 180cm x 26cm. The surface texture is comprised of many squares which look to be taped or paper-mache-ed together. The painting is representationally abstract, with the little girl as the focal point. It is painted using acrylic.

The children in Nara’s works, such as "Too Young to Die" can be interpreted as showing aggression due to the knives, saws, and cigarettes often held in their hands. The eeriness of these characters is enhanced by the weapons as well as the un-childlike, aggressive expressions often shown on their faces. Contrary to what most viewers may think, Nara himself fails to see the perceived danger of the characters and their weapons. In an interview he remarked about the weapons, “Look at them, they are so small, like toys. Do you think they could fight with those?" he asks. "I don’t think so. Rather, I kind of see the children among other, bigger, bad people all around them, who are holding bigger knives....” [4 In this context, the children can be seen as defending themselves against an increasingly violent adult world, an interpretation given credence by their low vantage point. In "Too Young to Die," it could be said that this child has been corrupted by the adult world of substances, namingly tobacco. Nara’s creations almost always look up towards the viewer, as if the viewer himself is the one doing the threatening.
 * Formal and Contextual Analysis:**

Yoshitomo Nara’s works of art invite the viewers to reconnect with the defiant spirit which often comes with youthful optimism and the belief that we, as children, will someday be able to change the world. Like the punk rock music that inspires him, Nara's work emerges out of the despair of feeling invisible in a world where it seems like "nothing ever happens." Exploring Nara's realm and its inhabitants can be as bewildering and delightful as taking one of Alice's trips through Wonderland. His characters, like the girl in "Too Young to Die" are devilish, fairy-tale strange, and not afraid to embrace the experiences of anxiety, fear, and escape into fantasy that define human existence at any age.

The children and animals that populate Nara's paintings, drawings, and sculptures seem wise beyond their years. Direct gazes, knowing expressions, and mischievous grins confirm the fact that, although adorable, these children know what the world has in store for them. Nara expresses in his work the alienation and fierce independence natural to many children. He invites the viewer to return to a time when innocence and unruliness went hand in hand; when emotions were not expected to be filtered; when make-believe was not equated with lunacy; and when the world was a fantastic and terrifying kingdom to be explored—not conquered.

Yoshitomo Nara was born in post-World War II Japan, a time when the nation was being influenced by American culture and American ideas. He is also likely influenced by the Japanese kawaii culture- the culture of cuteness. According to the Japanese magazine CREA, kawaii is "the most widely used, widely loved, habitual word in modern living Japanese." (Kinsella, 248) Yoshitomo Nara, however, adds to the cuteness a level of kimo, which means disgusting. He says some of his biggest influences were Walt Disney and Warner Brothers, and another was the punk rock genre of music of which he is a fan. The resulting artwork is a blend of Disney’s cartoon style, Japan’s popular manga style of animation, and the restless emotional content prevalent in punk rock. His work has affinities to a number of other contemporary Japanese avant-garde artists, such as Junko Mizuno, Takanori Ishizuka, and Takashi Murakami among others who have been influenced by Japanese manga and popular visual culture.

__**Bibliography** Besher, Kara. “Yoshitomo Nara,”  (20 November 2008). “Biography: Yoshitomo Nara.”  (20 November 2008). Chambers, Kristin. "Nara, Yoshitomo.” //Grove Art Online,// //Oxford// //Art Online// (22 September 2005),  (20 November 2008). “Inspiration: Yoshitomo Nara.” <__http://www.linzercola.com/narainsp.html__> (20 November 2008). Kinsella, Sharon. 1995. "Cuties in Japan" //Vitamin D: New Perspectives in Drawing.// New York: Phaidon Press Inc., 2005. San Jose Museum of Art. Copyright © 2008, San Jose Museum of Art http://www.sjmusart.org/content/exhibitions/upcoming/exhibition_info.phtml?itemID=147 (14 December 2008).


 * Title:** Yoshitomo Nara: Emotions and Children.
 * Grade Level:** 6-8th
 * Time:** 5 class periods (50 minutes each)
 * Standards:**

This lesson meets the following [|National Standards for Arts Education]: VA.5-8.1 Understanding and applying media, techniques, and processes (Proficient: 1) VA.5-8.2 Using knowledge of structures and functions (Proficient: 1 & 3) VA.5-8.5 Reflecting upon and assessing the characteristics and merits of their work and the work of others (Proficient: 1)

This lesson meets the following [|National Educational Technology Standards for Students]: 1. Creativity and innovation (a) 2. Communication and Collaboration (a) 5. Digital Citizenship (a, b) 6. Technology Operations and Concepts (a)

Students will be able to discuss Yoshitomo Nara’s work and how the artist uses //kimo kawaii//, or disgusting cute, to evoke emotions from the viewer. Students will be able to create a work of art that captures a mixed expression to evoke emotions from viewers. Students will be able to scan or photograph their images to use them as part of an online discussion in an art blog. Students will be able to make critical but appropriate comments about their work as well as their classmates in an art blog.
 * Objectives:**

//Kimo kawaii//, or disgusting cute, is a form of pop art in Japan. Yoshitomo Nara uses aggressive faces on children to make commentary on the increasingly violent world children live in. The Children in Yoshitomo Nara’s art are engaging viewers because of their cute appeal, but also because of their “negative” emotion.
 * Key Concepts:**


 * Teaching and Learning Activities**

Day 1. Discussing Yoshitomo Nara’s work

Journal: Missing in Action The instructor has “Missing in Action” projected and students write a half page journal based on these questions: What do you think this character is thinking or doing? What emotion(s) does she provoke? What role does her facial expression play in evoking this/these emotion(s)? What do you think was the artist's intent?

Looking at Yoshitomo Nara’s work: Guided Questions and Art Criticism. Students will take part in a class discussion after they have finished their journals. Students will be instructed to talk about their journals with a neighbor for about 4 minutes. When the students have had time to talk about their journals in small groups, each small group will summarize their journals for the class. After these short discussions, students will look at two more images of Yoshitomo Nara’s work: “Light My Fire” and “Never Have Money” and discuss the similarities and differences between the artworks. The teacher will introduce and explain //kimo kawaii//. The students will look at Yoshitomo Nara’s artworks again and discuss how the artist uses //kimo kawaii//, or disgusting cute, to evoke mixed emotions from the viewer—what are the two opposite adjectives that are best describing the expressions and/or emotions of the child.



Day 2 and 3. Students will brainstorm in small groups about expressions and emotions of children they have observed in our society or world. What are the two opposite adjectives that can best describe a conflicting expression and/or emotion? Similar to Yoshitomo Nara’s method, the students will make an acrylic painting that depicts a child with a mixed expression/emotion that can solicit the viewer’s mixed feelings about the child and speak about a larger issue in our society or world.

Day 4. On the fourth day students will photograph their paintings and scan their sketches to put them on an art blog, which has been set up by the teacher in advance. Students will put their photographs on the teacher’s computer so the teacher can have a copy of the student’s work in case of an accident or if students cannot put their work online at home.

Student Worksheets: Blog Setup

Gmail.com: THIS MUST BE DONE BEFORE THE BLOGGING CLASS 1) If you do not have a gmail address first go to: Gmail.com 2) Click on "Sign up for Gmail" 3) Enter your first and last name and then pick a login name (this must be school appropriate). 4) Pick a password (make sure it’s one you can remember). 5) Pick a security question; this is back up in case you forget your password Gmail can still log you in. 6) Do the “word verification” so Gmail knows you aren’t a robot! 7) Click on “I accept. Create my account.” At the bottom of the Terms of Service section.

Blogger.com 1) Open your gmail account. There should be an email from me inviting you to our class blog. If there is not, let me know so I can invite you! The link in the email will take you to blogger.com. 2) Click on “Create your own blog now!” (The orange arrow.) 3) Enter and then re-enter you email address. 4) Enter and re-enter a password for Blogger.com (this does not have to be the same as your email address). 5) Choose a display name. This is your pseudo-name for blogger.com. All of your posts will be signed with this name (it must also be school appropriate). 6) Do the “word verification” so Blogger.com knows you aren’t a robot! 7) Check the box next to “I accept the terms of service” (blue link at the bottom). 8) Click the orange “continue” arrow. You must comment on two other team's posts. These replies should be about a quarter of a page long.

Day 5. Students will use their blogger.com account to upload their pictures at the beginning of class. When the students have uploaded their images they will find two other images from other students to comment on.

Evaluation:

Full Credit (30 pts.) Well crafted. Interesting composition Engaging to the viewer. Shows a clear understanding of how to convey emotion. Work relates to that of Nara's. Completed dissussion and brainstorming activities, and shows a clear understanding of //Kimo Kawaii//.

Partial Credit (25-20 pts.) Well crafted, somewhat engaging to viewers. Shows some understanding of how to convey emotion or of Nara. Completed most of the dissussion and brainstorming activities, and shows some understanding of //Kimo Kawaii//.

Low partial Credit (15-10 pts.) Craftsmanship is lacking. Slightly engaging to viewers. Shows little understanding of how to provoke emotion visually. Partially completed dissussion and brainstorming activities, and shows little understanding of //Kimo Kawaii//.

Minimal Credit: (10-0 pts.) Little evidence of craftsmanship shown. Composition is not interesting. Emotions are lacking. Not engaging to viewers. Little of no evidence of completed dissussion and brainstorming activities, and shows no understanding of //Kimo Kawaii//.

Blog:

Full Credit (20 pts.) All Postings are clear, use vocabulary and readings from class, and are posted on time. Partial Credit (15-10 pts.) Postings are usually clear, use some vocabulary, and some are posted late, but are posted in time for other students to post on. Minimal Credit (10-0 pts.) Postings are unclear, use no new vocabulary, and are posted too late for others to respond in class.

Images from:

http://www.artnet.com/Artists/LotDetailPage.aspx?lot_id=6BC00E556A391B640F1E28E5CBEEE306 http://www.linzercola.com/narapaint.html


 * Title:** Self-Portrait as a Child
 * Grade Level:** 9th
 * Time:** 5 class periods (50 minutes each)
 * Standards:**

This lesson meets the following [|National Standards for Arts Education]: VA.9-12.1 Understanding and applying media, techniques, and processes (Proficient: 1) VA.9-12.2 Using knowledge of structures and functions (Proficient: 1 & 3) VA.9-12.5 Reflecting upon and assessing the characteristics and merits of their work and the work of others (Proficient: 1 & Advanced: 1)

This lesson meets the following [|National Educational Technology Standards for Students]: 1. Creativity and innovation (a) 2. Communication and Collaboration (a) 5. Digital Citizenship (a & b) 6. Technology Operations and Concepts (a)

· Kimo-kawaii:meaning disgusting cute, is a form of pop art in Japan. · Yoshitomo Nara’s style: flat, cartoon-like figures with a large head, big eyes, a small nose and simplified limbs (similar to Manga) · prevalent themes in Yoshitomo Nara’s artwork: childhood, loss of innocence and isolation
 * Key Concepts:**

1. You will be given a few minutes to silently view //Missing in Action// by Yoshitomo Nara (displayed on the projection screen). Questions to think about when you are viewing the artwork are: **How does the painting make you feel? Why does the painting make you feel the way you do? Why do you think he paints children in the way that he does? Are you able to relate to this child? Why or Why not?** There will be a guided discussion addressing responses to the aforementioned questions, and that ultimately leads to prevalent themes in Nara’s artwork: childhood, loss of innocence, isolation.
 * Teaching and Learning Activities:**

2. There is a Japanese word that is used to describe the characteristics Nara’s children possess: “ Kimo-kawaii ; it refers to someone whose looks or personality is a little bizarre, but at the same time endearing. In recent years Japanese youngsters have taken to this trend of combining two adjectives with conflicting or opposite meanings to better express their own sensibilities” (http://web-japan.org/trends/buzz/bz0602.html). **What are two adjectives with opposite meanings that express different characteristics of you?** Write them down and anymore you can think of.

3. Choose the two adjectives with opposite meanings that best express different characteristics of you. You will be painting a self-portrait that conveys the two adjectives with opposite meanings you have chosen to express different characteristics of yourself. When the painting is done, you will upload it to the Flickr website, where you will eventually build a portfolio of work.

4. Nara works are a very distinct style, which is in part influenced by Manga: “Japanese comics often characterized by a very stylized look and in-depth plotlines” (http://www.linzercola.com/narainsp.html). As a class, we will discuss what features his style encompasses. Remember to pay close attention to this discussion because you will need to make necessary stylistic decisions that can best portray the characteristics of you - the two opposite adjectives.

5. Bring in a few photos of a child because you will be painting a child. The painting needs to convey the two adjectives with opposite meanings you have chosen to express different characteristics of yourself and in some way relate to Nara. Similar to Nara's artistic decisions, you will need to make stylistic decisions for your figures. The background is up to you to finish in a way that supports the meaning of your figure. Remember to incorporate the elements and principles in design, in order to create a successful composition. We will be using acrylic paints.

6. When the painting is done, **type a statement in a Word document that describes the two adjectives with opposite meanings that you have chosen to express different characteristics of yourself, why you chose them, and how they do or do not directly relate to your childhood, and your stylistic choices**. Also, title your painting. You will be required to post the statement as a description for the image of your painting and type the title of your painting in the “title” textbox.

7. We will be photographing the finished paintings in class. Upload the image to the group I have created for you on Flickr (this will be set up by the teacher for the implementation of the lesson). Type the title of your painting in the “title” textbox. Copy and paste your statement from the Word document into the “description” textbox. In the “tags” textbox, type, “child self-portrait.” Eventually, we will upload all of the photos of your work to create a digital portfolio where people can offer feedback and comments. For safety reasons, remember to never use your full name. In addition, the group is set up so that only the people you invite can view your page.

8. Once you have uploaded your image, you are required to comment on at least two other people’s images, offering feedback and constructive criticism, and invite at least two guests to join the group to offer their feedback. For each comment you make, create a note to point out areas in the painting that you addressed in your comment. Once you have created a note, when you drag your mouse across the picture, a box and your note will pop up. To find out about Flickr and how to set up an account, go to http://www.flickr.com/tour/.


 * Assessment Criteria:**

Discussion: (5 points) o quality participation o respects and listens to the speakers

Painting: (20 points) o effectively uses appropriate elements and principles of design to create a successful composition o the background supports the figure o the stylistic choices effectively express the 2 chosen adjectives with oppositve meanings o painting exhibits quality craftsmanship

Statement: (10 points) o response is complete and well thought out o response includes: a description of the 2 adjectives with opposite meanings, why you chose them, and how they do or do not directly relate to your childhood, and your stylistic choices.

Flickr: (10 points) o personal account includes all of the required components: image of painting, title of painting and statement o commented on at least 2 other students' images with at least one note on each image o comments are complete, helpful and meaningful o invited at least 2 guests to the group

References: //Inspiration//. Yoshitomo Nara. Retrieved December 1, 2008, from http://www.linzercola.com/narainsp.html //This Month's Buzzword//. Retrieved December 1, 2008, from http://web-japan.org/trends/buzz/bz0602.html


 * Title:** Opposite Adjectives
 * Grade Level:** 5th grade.
 * Time:** 5 fifty-minute class periods

Examples: Image found at: http://images.businessweek.com/ss/07/07/0725_japanart/source/7.htm

• Pop Art is an art movement of the twentieth century. Characterized by themes and techniques drawn from popular mass media. It is widely interpreted as a reaction to the then-dominant ideas of Abstract Expressionism, as well as an expansion upon them. The concept of pop art refers not as much to the art itself as to the attitudes that led to it. • //Kimo Kawaii// - a form of Japanese art; literally translated into disgusting cute; an adjective made up of two seemingly opposite adjectives that describe a person or object that is simultaneously disgusting and cute, which perfectly explains Nara’s works of art.
 * Key Concepts:**


 * Teaching and Learning Activities:**

1. Show the students the work of Yoshitomo Nara. Ask them how the art makes them feel. Ask them why the images make them feel the way that they do. What do you see that makes you say that? Explain to them the intentions of Yoshitomo Nara. Explain Kimo Kawaii: a form of Japanese art, literally translated as disgusting cute, an adjective made up of two seemingly opposite adjectives that describe a person or object that is simultaneously disgusting and cute, which perfectly explains Nara’s works of art. Then ask them if they know what adjectives are. Explain to them opposite adjectives; hot cold, grotesquely beautiful, etc. Point out that Nara's work is described as "disgusting cute". Discuss why this name is appropriate.

2. Have the students brainstorm individually as many different opposite adjectives that they can possibly think of. This can be a fun activity so let them run with it. After they have independently created a small list have them do some more research for homework. Ask them to get on the Internet and discover as many opposite adjectives as they possibly can. Encourage them to use online resources like [|www.google.com] and [|www.dictionary.com]. Also have them present to you one other work of art by Yoshitomo Nara.

3. After they have devised a list of opposite adjectives, as a class create a class list on the chalkboard. This is a fun activity. When completed, have a vote to decide the top twenty opposite adjectives. Then write them on pieces of paper and throw them into a hat. Have the students draw from the hat to decide their own personal opposite adjectives.

4. The students are going to create a painting of a character that symbolizes the opposite adjectives that they have chosen. Have them draw a sketch in their notebooks, then pass out canvas paper and let them create. When handing in the painting, have them write an artist statement that explains why they made the artistic decisions that they did (such as character features, stylistic choices, color scheme, etc.) to portray the opposite adjectives


 * Assessment #1 Holistic Rubric:**
 * Student displayed hard work ethics and dedication to project (20 pts).
 * Student actively participated in class discussions and activities (20 pts).
 * Student did research in class and out of class on the subject and showed picture of Yoshitomo Nara’s work (20 pts).
 * Student created a painting of a character that (50 pts).
 * Student wrote an artist statement explaining why they made the decisions that they did (20 pts).


 * Title:** Nara and Munson – Mixed Feeling/Social Commentary Sculpture


 * Grade Level:** Grade 10-12


 * Time:** Two Class Periods, 50 minutes each

This lesson meets the following National Standards for Arts Education: VA.9-12.1 Understanding and applying media, techniques, and processes (Proficient: 1) VA.9-12.2 Using knowledge of structures and functions (Proficient: 1 & 3) VA.9-12.3 Choosing and evaluating a range of subject matter, symbols, and ideas (Proficient: 1)
 * Standards:**

This lesson meets the following National Educational Technology Standards for Students: 1. Creativity and innovation (a) 2. Communication and Collaboration (a) 5. Digital Citizenship (a & b)


 * Significant Key Concepts:**

1.Kimo Kawaii: a form of Japanese art; literally translated into disgusting cute. 2.One’s view of our society will affect his/her artistic choices to expressive the view.


 * Teaching and Learning Activities:**

1.Students will be asked to think about store bought/mass produced objects such as clothes, toys, gadgets, food, etc. that they or their family have or have purchased. They will provide a quick-write response to the followings questions answering: What are some of these objects you’ve bought? Describe your feelings towards them. Have you bought anything that you had mixed feelings towards?

2.Next, they will briefly sketch, from memory, two objects that they have had mixed feelings about. The sketches will be shared within small groups.

3.Students will then view Yoshitomo Nara’s work. They will be asked to respond to the following questions by written response:

//-What do you see? -Does this remind you of something that you are familiar with? -What visual impact does it have on you? How do elements of the artwork such as color, subject matter, and technique contribute to the visual impact? -How does this work compare with that of Takashi Murakami?// //-How is this work Kimo Kawaii////, or disgustingly cute?// //-////What do you see that is evidence of Kimo Kawaii////?//

4.Students will view Portia Munson’s work Pink Project. They will be asked to respond to the following questions:

//-What do you see? -Does this remind you of something that you are familiar with? -What visual impact does it have on you? How do elements of the artwork such as color, subject matter, and technique contribute to the visual impact? -What similarities do you see between Munson and Nara? -How does Munson’s view of American consumer objects become manifested in her work?//

5.Students will use Google images// to search for mass produced objects they have an opinion or mixed feelings about. These images will be printed and used as references.

6.Similar to Nara's Kimo Kawaii and Muson's commentary to American consumer goods, based on the gathered images, studens will use modeling clay to create a clay sculpture that is made of a set of small objects (about 3-7)to express their mixed emotions about American consumer objects. These objects could be pop culture replicas or altered/distorted objects.

7.The final sculptures will be glazed or painted.


 * YouTube Post**

During studio time, the teacher will record students working. The students will be asked to describe their process and inspiration for their piece. The recordings will be placed on YouTube. Students will be asked to comment on another student’s video. The comment should be word processed and half a page long, single spaced. The comment should be insightful and respectful.

Consider the following: -What are the American consumer objects in the project? -Are there any direct references to Nara or Munson in the work? Please explain. -What mixed feelings or commentary does the project try to convey? How do you know?


 * Final Critique**

Once projects are complete, students will participate in a classroom critique. Following the critique students will provide a one page, single-spaced, word processed written response answering the following: -How did other react to your work? -Which comments were helpful for improving your ideas and production of the work? -What might you change about your pieces? -What did you learn from your classmates? -What connections do you see between this work and that of Nara and Munson? -What could make the project better?


 * Assessment Criteria** :

- Positive contribution to the classroom learning environment. || 20 (4 points each per written response) || - Visually interesting pieces. - Complete. - Well crafted. || 40 ||
 * **Activity** || **Assessment** || **Points Possible** ||
 * Written and Verbal Responses (class discussions and quick writes, object sketches, YouTube comment, and final statements) || - Adds thoughtful comments to discussions and completes written assignments/sketches.
 * Munson and Nara Sculpture Project || - Conveys personal reaction to American consumer goods.
 * Total ||  || 60 ||


 * Additional Sources:**

“Portia Munson.” Artist Past and Present. The Warhol: Resources and Lessons. 2008. http://edu.warhol.org/app_munson.html