Gyoran+Kannon-+Katsushika+Hokusai

Gyoran Kannon-- Katsushika Hokusai

**Title:** Gyoran Kannon **Artist:** Katsushika Hokusai **Date:** 1849 **Period:** Edo **Country of Origin:** Japan **Cultural/Ethnic Affiliation:** Japanese **Medium:** Ink and paper **Dimensions:** Height: 63.5 centimetres Width: 36.2 centimetres **Museum/Collection:** The British Museum **Accession Number:** 1937,0710,0.296 **Current Location and Manner of Display:** unknown **Provenance:** Bequeathed by Charles Hazelwood Shannon to the British Museum ||  ||  ||
 * ==Identification ==

Introduction
<span style="font-family: Arial,Helvetica,sans-serif;"> He is best known for his //Thirty six Views of Mt. Fuji//, a collection of <span style="font-family: Arial,Helvetica,sans-serif;">thirty-six prints, which includes //The Great Wave off Kanagawa//. Outside <span style="font-family: Arial,Helvetica,sans-serif;">of Japan, his work was incredibly influential for many Western artists, <span style="font-family: Arial,Helvetica,sans-serif;">including Cezanne and Van Gough (Tanaka, 2005, p. 200).
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif;">Katsushika Hokusai was a famous ukiyo-e painter and woodblock artist.

<span style="color: black; font-family: Arial,Helvetica,sans-serif;">This drawing of Kannon was turned into a woodblock print and published <span style="color: black; font-family: Arial,Helvetica,sans-serif;">in his Manga, a 15 volume collection of some of his works, meant to be used <span style="color: black; font-family: Arial,Helvetica,sans-serif;">for instructional use by students of the printmaking (Betchaku, 1985, p. 7). <span style="font-family: Arial,Helvetica,sans-serif;"> Its subject matter is Gyoran Kannon, or Fish-basket Kannon, who is shown <span style="font-family: Arial,Helvetica,sans-serif;">riding a giant carp. || <span style="font-family: Arial,Helvetica,sans-serif;"> ||

<span style="font-family: Arial,Helvetica,sans-serif;">Descriptive Analysis
<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">This is a woodblock print that measures 63.5 cm x 35.2 cm. It shows a figure standing on a carp that is several times its size. The body of the carp is curved twice, in an S-shape, giving the impression of flowing movement toward the viewer. The body of the figure on top of the carp is arched in the opposite direction of the curve of the carp’s tail, mirroring it and creating a circular shape between them. The figure is female, with eyes looking downward and a small smile. Her hands are clasped, and she is wearing long, flowing white robes and a veil over her hair. The print is in gray scale, with most of the image being defined by line rather than value. There are no shadows on either the human figure or the carp. Behind the figures, there is a shape composed of curving lines and streaks of gray value that moves behind the figures in three sharp curves, but otherwise the figures are depicted against a blank ground.

<span style="font-family: Arial,Helvetica,sans-serif;">Formal and Contextual Alalysis
<span style="font-family: Arial,Helvetica,sans-serif;"> Kannon is the Japanese name for Kuanyin (also spelled Guanyin) 觀音 or Avalokitesvara (Yu, 2001, p. 1). After Buddhism became adopted in China, Kuanyin became a popular deity and was later adopted in Japan. The name Kannon （觀音) is a Japanese transliteration of the Chinese name Guanyin. Kannon is considered to be the bodhisattva of compassion, and is generally represented as gentle and kind. He is the most widely worshipped bodhisattva in East Asia and he will come to anyone’s aid who asks for it (Kannon Bosatsu). In Japan, there are hundreds of images of Kannon in temples and along pilgrimage routes (Kannon Bosatsu). He has multiple forms in which he may appear (Frederic, 1995, p. 153). In Hokusai’s picture, Kannon’s eyes are looking down, watching over the world with care. Her small smile and calm expression display her gentle nature. The swiftly moving fish that carries Kannon most likely represents his ability to rush to the aid of those in need.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">Although male in India, Guanyin, or Kannon, was often viewed as female in China and Japan (Frederic, 1995, p. 153). The Surangama Sutra presents thirty-two forms of Kuanyin, six of which are feminine (Yu, 2001, p. 294). Gyoran Kannon, or Fish-Basket Kannon, is one of the bodhisattva’s feminine forms (Frederic, 1995, p. 160). This particular depiction of Kannon comes from an old Chinese story. There are several variations of the story, but they all involve a beautiful fish-seller who comes to a village that is not Buddhist (Yu, 2001, p. 186). Many men wanted to marry her, and so to prove their worthiness, she declares that she will only marry a man who can memorize one of the Buddhist sutras (Yu, 2001, p. 187). She must ask this several times with different sutras to narrow down the contestants (Yu, 2001, p. 187). This test of worthiness ultimately converts many in the area to Buddhism (Yu, 2001, p. 420). After several rounds, the one who is able to memorize all of the sutras becomes her husband (Yu, 2001, p. 187). However, the beautiful fish seller dies shortly after the wedding and it is only discovered afterward that she is an incarnation of Kannon (Yu, 2001, p. 187).

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">This Hokusai print is one of the feminine forms of Kannon. The narrowness of her shoulders and body, the veil, and her feminine facial features all indicate that Hokusai meant for her to be viewed as female. The fact that she is riding a giant carp identifies her as Gyoran Kannon. In the story, Kannon is supposedly selling carp (Yu, 2001, p. 432). Carp were thought to be magical fish, as some believed they turned into dragons as they swam upstream (Yu, 2001, p. 432). The scale of the fish in the drawing could mean many things. Either the fish is very large, possibly in mid-transformation into a dragon, or Kannon is very small. Either way, the lack of a certain scale gives Kannon the impression that she is beyond human constraints, but is still kindly watching over us.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">Other Depictions of Gyoran Kannon:
<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">Hokusai lived in a time of isolation for Japan, which was finally forced to open its borders to trade four years after his death (Betchaku, 1985, p. 5). During his life, there were a small number of Dutch traders allowed only into one port city (Betchaku, 1985, p. 5). Hokusai experienced some Western art from the presence of these traders in the country, but was not fully exposed to it as artists after his period were (Betchaku, 1985, p. 5). His woodblock prints are still very Japanese, even while being influenced some from Western styles (Betchaku, 1985, p. 5). This can be seen in this woodblock print. The biggest indicator of his Japanese style is his clear lack on shadows to define the forms. Instead, only lines are used to represent these three-dimensional forms on paper. Also, the lack of concern for an anatomically correct figure is directly contradictory to Western style paintings and drawings of the same time period. Traditionally, Western art has been very preoccupied with portraying human bodies accurately. Hokusai does not even attempt this, instead allowing his figure’s body to curve gracefully to create a more interesting and harmonious picture. Another example of how his work differs from Western art is the lack of a real background. The curving lines seem to suggest movement, but do not give a concrete surrounding for the figures in the foreground. The movement could be water, air or even the universe, but not enough information is given to be sure. This creates an image of a scene that could be anywhere, making the picture appear less like a moment in time and more of an abstract representation of this otherworldly being.
 * = [[image:teachartwiki/kannon_riding_2.jpg align="center" caption="http://tobifudo.jp/butuzo/33kanno/gyoran.html" link="@http://tobifudo.jp/butuzo/33kanno/gyoran.html"]] ||= [[image:teachartwiki/statue_kannon.jpg align="center" caption="http://www.onmarkproductions.com/html/kannon.shtml" link="@http://www.onmarkproductions.com/html/kannon.shtml"]] ||
 * = <span style="font-family: Arial,Helvetica,sans-serif;">A similar depiction of Gyoran Kannon ||= <span style="font-family: Arial,Helvetica,sans-serif;">Gyoran Kannon with a basket ||

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">The subjects of Hokusai’s prints varied widely. He created prints of actors, landscapes, birds, animals, daily life, and supernatural beings (Betchaku, 1985, p. 7). Unlike many other Ukiyo-e painters, he chose to represent themes for common people’s daily lives. His choice to represent Kannon could be an extension of that. Given that Kannon was so widely worshipped, this image of her could be meaningful for many people. Religious art was not a specialty of his. This image of the bodhisattva is just yet another example of his large range of subjects.



<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">Hokusai’s greatest work was created in the later part of his life (Betchaku, 1985, p. 5). Although he had been drawing since he was six, his most widely admired art was created during and after his fifties (Katsushika Hokusai Biography). The last three volumes of his Manga, including the print of this drawing was in, were published after his death in 1849 (Betchaku, 1985, p. 7).

<span style="font-family: Arial,Helvetica,sans-serif;">Personal Interpretation
<span style="font-family: Arial,Helvetica,sans-serif;">The moment my eyes fell upon Hokusai's Gyoran Kannon, I knew at once that it would be perfect to research and observe. The piece is soft and graceful, giving a sense of peace and compassion. Hokusai creates this feeling through his interpretation of water, using very fluid curves to create motion. This form is duplicated by the two forms, appearing is an 'S' shape. The lines and shapes in Gyoran Kannon give a sense of harmony and of calm spirit. Hokusai's playful mix of the realistic rendering of the carp, as well as the stylized drawing of Kannon, creates an enjoyable composition that is both classic and experimental. The choice of color for this print, light grays on beige paper, compliments the tranquil feel that is aimed for. This piece, along with the entire collection in his Manga, serves as some of the most beautiful prints ever made.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">References
<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">//Online Sources:// <span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">British Museum. 4 April 2011, <[|http://www.britishmuseum.org]>. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">The British Museum website did not have much information about this piece other than that in the identification section. They have several other prints by Hokusai if you're interested in seeing more of his work.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">"Kannon Bosatsu." //Shingon Buddhist International Institute.// 4 April, 2011, <[]>. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">This website had some basic information about Kannon, and more about other Buddhist dieties from this sect of Buddhism.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">"Katsushika Hokusai Biography." //Katushikahokusai.org.// 4 April, 2011, <[]>. <span style="font-family: Arial,Helvetica,sans-serif;">The most useful aspect of this website was it's large database of high quality images of a vast amount of Hokusai's work.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">//Printed Sources:// <span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">Betchaku Yasuko, and A. Hyatt Mayor. "Hokusai." //The Metropolitan// //Museum// //of// //Art Bulletin// Vol. 43, No. 1 //(1985)://1-2+4-48. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">This article gave the best description of Hokusai and his life that I could find. There was a lot of information, even theough it was a bit short.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">Frederic, Louis. //Buddhism (Flammarion Iconographic Guides//). Paris: Flammarion, 1995: 150-177. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">This book explains many symbols of Kannon and gives short descriptions of each of the thirty-three forms found in China and Japan.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">Tanaka, Hidemichi. "Cezanne and Japonisme." //Artibus et Historiae// Vol. 22, No. 44 (2001): 201-220. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">This article offers may comparisons between art in Japan and in the West. It is useful in explaining the impact that Japanese art had on Western artists.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">Yu, Chun-fang. //Kuan-Yin: the Chinese transformation of Avalokitesvara//. New York: Columbia University Press, 2001. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">This book would be good for those interested in how Kuan-Yin became known as female as well as the history of her acceptance into the culture and religion of China.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">**Lesson Title:** Ukiyo-e Painting and Printing <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">**Grade level:** High School, grades 9-12 <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">**Budgeted Time:** 10 Days

<span style="font-family: Arial,Helvetica,sans-serif;">** Standards: ** <span style="font-family: Arial,sans-serif; font-size: 10pt;">This lesson meets the following National Standards for Arts Education (Visual Arts) : <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">NA-VA.9-12.1: <span style="font-family: Arial,sans-serif; font-size: 10pt;">Apply skills and knowledge to perform in the arts (1, 2, 4, 5). <span style="font-family: Arial,sans-serif; font-size: 10pt;">NA-VA.9-12.2: Apply skills and knowledge to create in the arts (1, 2, 3, 4, 5, 7). <span style="font-family: Arial,sans-serif; font-size: 10pt;">NA-VA.9-12.3: Analyze, describe, and evaluate works of art (1, 3, 4, 5). <span style="font-family: Arial,sans-serif; font-size: 10pt;">NA.VA.9-12.4: Understand, analyze, and describe the arts in their historical, social, and cultural contexts (1, 2, 3, 4).

<span style="background-color: #ffffff; font-family: Arial,sans-serif;">This lesson meets the following [|National Educational Technology Standards for Students]: <span style="background-color: #ffffff; font-family: Arial,sans-serif;">1. Creativity and Innovation (a, b) <span style="background-color: #ffffff; font-family: Arial,sans-serif;">3. Research and Information Fluency (b, d) <span style="background-color: #ffffff; font-family: Arial,sans-serif;">4. Critical Thinking, Problem Solving, and Decision Making (c) <span style="background-color: #ffffff; font-family: Arial,sans-serif;">5. Digital Citizenship (a, b, c, d) <span style="background-color: #ffffff; font-family: Arial,sans-serif;">6. Technology Operations and Concepts (a, c)

<span style="font-family: Arial,Helvetica,sans-serif;">** Central Concepts: ** > <span style="font-family: Arial,Helvetica,sans-serif;">** Lesson Activities: ** <span style="font-family: Arial,Helvetica,sans-serif;">**Activity 1 - //Prints: Modern and Ancient// (1 class)** <span style="font-family: Arial,Helvetica,sans-serif;"> During the first section of the class (10-20 minutes), the teacher will go over Woodblock Printing (also known as Woodcut), engraving, etching, lithography, screen printing, mono-prints, digital prints, and will point out that there are several other types of printing. They will do so by providing a Powerpoint presentation, photographs, or some of the actual materials and supplies to perform them. The idea of using a template to print images, whether with vinyl, woodblock, stone, or vellum, will be related to modern uses and forms of printing. <span style="font-family: Arial,Helvetica,sans-serif;">The class will be divided into groups and each group will be asked to do research on one of the different types of printings that were briefly discussed, and will come to the next class with examples (by providing a URL address for web access). The links to the examples will be posted in the "Research" section of this lesson on the Class Blog site. This Blog site (chosen by the teacher e.g. Blogger) will be introduced to the students during the first few days of class. During the class, each student will access the Blog site and create an account. A section on the class blog labeled for this lesson will be the place for students to post their links.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">Gyoran Kannon: "The name Kannon is a Japanese transliteration of the Chinese name Guanyin. Kannon is considered to be the bodhisattva of compassion, and is generally represented as gentle and kind. He is the most widely worshiped bodhisattva in East Asia and he will come to anyone's aid who asks for it" (TeachArt Wiki). In the painting Gyoran Kannon, or Fish-basket Kannon, Kannon is shown riding a giant carp. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Gyoran Kannon, also known as Kannon Bodhisattva, Kannon Bosatsu, Lord of Compassion, and Goddess of Mercy, is one of the most widely worshiped divinities in Asia in modern and ancient times. She originated in India, and takes on the act of compassion, as she hears and sees everything (TeachArt Wiki). <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">This particular piece was turned into a woodblock print and published in Hokusai's Manga. Kannon appears in thirty-three manifestations and is known to alleviate the suffering of all living things.
 * <span style="font-family: Arial,Helvetica,sans-serif;"> Ukiyo-e ("Floating World"): Ukiyo-e is a genre of Japanese woodblock prints and paintings featuring motifs of landscapes and tales from history. It is the main artistic genre of woodblock printing in Japan. The word "ukiyo" is literally translated as "floating world" in English, referring to a conception of an evanescent world. Like the idea of Ukiyo-e, these artworks represent moments completely seperate from the responsibilities of the mundane, everyday world (TeachArt Wiki).
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">Woodblock Printing: Woodblock printing is a technique for printing text, images or patterns. Originating in China, it is used widely throughout East Asia in antiquity as a method of printing on textiles and paper. Printing paved the way for a mass production of artworks, which worked very well for pieces with a limited color-palette and lots of lines, such as Ukiyo-e works.
 * <span style="font-family: Arial,Helvetica,sans-serif;"> Metro culture of Edo (Tokyo): The Edo Period (1603-1868) is a division of Japanese history which was ruled by the shoguns of the Tokugawa family. Edo was the historic center for politics and culture in Japan from the early 1600's until it was renamed Tokyo and became the capitol of Japan. It was during this time that many art forms began to flourish, such as Ukiyo-e and woodblock printing. The culture can be seen through the artworks made during this time.
 * <span style="font-family: Arial,Helvetica,sans-serif;">[[image:teachartwiki/B004H3XKR6_WF840_Large.jpg width="200" height="151" caption="1. Modern computer printer" link="@http://g-ecx.images-amazon.com/images/G/01/electronics/detail-page/B004H3XKR6_WF840_Large.jpg"]]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[[image:teachartwiki/Drukarnia-zlamywak.jpg caption="2. Modern newspaper press" link="@http://upload.wikimedia.org/wikipedia/commons/0/0a/Drukarnia-zlamywak.jpg"]]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[[image:teachartwiki/Metal_movable_type.jpg caption="3. Metal movable type" link="@http://upload.wikimedia.org/wikipedia/commons/a/ae/Metal_movable_type.jpg"]]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[[image:teachartwiki/PrintMus_038.jpg caption="4. Gutenberg press at the International Printing Museum" link="@http://upload.wikimedia.org/wikipedia/commons/c/c3/PrintMus_038.jpg"]]

<span style="font-family: Arial,Helvetica,sans-serif;"> Students will discuss the cultural aspects of modern day Tokyo, and relate it to Tokyo as it once was during the Edo Period. If any student did their previous research on Woodcut Printing, they will be asked if they'd like to lead the discussion. The teacher will then discuss some more of the aspects not mentioned, and explain the relationship between the culture of Edo and Japanese Woodblock Printing (20-30 minutes). <span style="font-family: Arial,sans-serif; font-size: 10pt;">A wonderful online source, Edo Tokyo: Digital Museum, can be accessed here, which is a great place to research more on the topic. This will be posted on the Class Blog site for student reference. For homework, each student will be required to write a one-paragraph paper on the similarities and differences between the cultures of modern-day Tokyo, Tokyo as it was during the Edo period, and their own culture (American). This will be turned in at the beginning of the next class. <span style="font-family: Arial,Helvetica,sans-serif;">The class will be shown Gyoran Kannon by Katsushika Hokusai, along with other examples of Japanese Woodblock prints and artwork during the Edo period. They will be asked to focus on imaginative scenes in narratives, and will begin to experiment with some of the different tools used in Ukiyo-e paintings. Supplies provided will include: India ink, watercolor paint, rice paper (If not available, beige paper will work just fine), brushes, thin markers and pens (Micron pens are encouraged).
 * <span style="font-family: Arial,Helvetica,sans-serif;">Activity 2 - //Metro culture of Edo (Tokyo)// (1 class) **
 * <span style="font-family: Arial,Helvetica,sans-serif;">[[image:teachartwiki/unnamed.jpg caption="5. India Ink" link="@http://www.google.com/products/catalog?q=india+ink&um=1&ie=UTF-8&tbm=shop&cid=8480838964095215233&sa=X&ei=3BVoT-vrOan1sQKrl52UCQ&ved=0CFwQ8wIwBg"]]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[[image:teachartwiki/unnamed_(3).jpg caption="6. Rice paper" link="@http://www.google.com/products/catalog?q=rice+paper&um=1&ie=UTF-8&tbm=shop&cid=5175832870392805418&sa=X&ei=YBZoT-brKcSPsAK_n82GCQ&ved=0CHMQ8wIwAQ"]]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[[image:teachartwiki/unnamed_(2).jpg caption="7. Watercolor brushes" link="@http://www.google.com/products/catalog?q=paint+brushes+watercolor&hl=en&prmd=imvns&resnum=3&biw=1600&bih=732&um=1&ie=UTF-8&tbm=shop&cid=2354387533588913969&sa=X&ei=SxZoT6ftJYnO2AXXvunwCA&ved=0CJQBEPMCMAA"]]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[[image:teachartwiki/unnamed_(1).jpg caption="8. Watercolor paint" link="@http://www.google.com/products/catalog?q=watercolor+paints&um=1&ie=UTF-8&tbm=shop&cid=4947206983163337472&sa=X&ei=_xVoT93kI4mHsAKTqvmHCQ&ved=0CLgBEPMCMAU"]]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[[image:teachartwiki/unnamed_(4).jpg caption="9. Micron pens" link="@http://www.google.com/products/catalog?hl=en&q=micron+pen&bav=on.2,or.r_gc.r_pw.r_cp.r_qf.,cf.osb&biw=1600&bih=732&um=1&ie=UTF-8&tbm=shop&cid=10130392931418084512&sa=X&ei=ehZoT5K2KqWs2wXOtJieCQ&ved=0CHcQ8wIwAA"]]

<span style="font-family: Arial,Helvetica,sans-serif;">**Activity 3 - //Ukiyo-e: "Floating World"// (5-6 classes)** <span style="font-family: Arial,Helvetica,sans-serif;"> Students will create an Ukiyo-e painting, and play on the idea of creating multiple prints based on an original image. After having a better understanding of Japanese prints, the students will begin work on a narrative painting or drawing of a figure at a dramatic moment in a narrative (explain the relation of this to Gyoran Kannon). Students will be required to use ink, watercolor, or other forms of wet media as the base and color of the piece. Then using a pen (Micron) or drawing utensil, the students will draw over the images to create a "picture." These two steps can be done interchangeably. The work will be done on a paper that is in a beige/tan/sepia color tone or on rice paper if it is available for use. The students will be asked to be mindful of their color-schemes, and be asked to relate it to schemes done in previous Ukiyo-e pieces. Once complete, the student will be asked to obtain 3-5 black-and-white photocopies of their work. It is recommended that the piece be low-contrast. These "prints" will serve as mono-prints, each being a unique play on an original print. To do this, each student will experiment however they wish with the photocopies (e.g. coloring over the print, pasting images and colors on the print, cutting it into pieces and re-arranging them into a new composition, etc.). The class will be given 5-6 class days to complete their prints.

<span style="font-family: Arial,Helvetica,sans-serif;">**Activity 4 - //Assessment and Critique// (2 classes)** <span style="font-family: Arial,Helvetica,sans-serif;"> For the first class of this activity, the students will pair up and critique each other's works, giving tips on improvements (where possible). When the students are done, they will continue this with two other students. Based on peer feedback, they revise their project. If they believe they are completed, they can begin to write their artist statements, which will be due the next class. This artist statement will discuss what they intend to convey (the narrative, moment and the figure), what they have learned, how it relates to their artwork, and their stylistic choice. These Artist Statements will be saved in a Word Document (.doc or .docx) format and uploaded to the classroom Blog site. The students will also print these statements and bring it and their completed artwork to the next class, where the entire class will critique the work. The students will be asked to take photographs or scan images of their works and then upload them to the Class Blog site.

<span style="font-family: Arial,Helvetica,sans-serif;">** Assessment: ** Student’s Name: Class Period: |||||||||| Project Due : || **PART 1** Research on Printing ||||  Ability to navigate through Class Blog site and make a post  ||  3  ||   ||   || Knowledge, Treatment, and Application Tools ||||  Able to use materials properly  ||  5  ||   ||   || **PART 3** Ukiyo-e Painting ||||  Elements of Design  ||  4  ||   ||   || **PART 4** Critique ||||  Active and participates in small group critique  ||  6  ||   ||   ||
 * Assessment Rubric
 * ^  ||||   ||  Possible Points  ||  Self  ||  Teacher  ||
 * Criteria ||   ||  (Out of 100)  ||  Assessment  ||  Assessment  ||
 * ^  ||||  3-5 examples of printing: Links, images, and short descriptions  ||  7  ||   ||   ||
 * Class Discussion on Research ||||  Active and participates in class discussion  ||  5  ||   ||   ||
 * **PART 2**
 * Short Paper on Edo Tokyo ||||  Includes all required content: differences and similarities between the three cultures  ||  10  ||   ||   ||
 * ^  ||||  Principals of Design  ||  4  ||   ||   ||
 * ^  ||||  Focal Point  ||  3  ||   ||   ||
 * ^  ||||  Craftsmanship/Skill/Consistency  ||  4  ||   ||   ||
 * ^  ||||  Effort/Perseverance  ||  3  ||   ||   ||
 * ^  ||||  Use of Time  ||  3  ||   ||   ||
 * ^  ||||  Creativity/Originality  ||  5  ||   ||   ||
 * Multiple Prints of Final Ukiyo-e Painting ||||  Each Monoprint is unique and very different than the original  ||  12  ||   ||   ||
 * ^  ||||  Active and participates in final critique  ||  6  ||   ||   ||
 * Artist Statement ||||  Explanation of artwork  ||  5  ||   ||   ||
 * ^  ||||  Free of grammatical errors  ||  4  ||   ||   ||
 * ^  ||||  Posted on Class Blog site  ||  6  ||   ||   ||
 * Turned in On-Time ||||  Stayed on task and turned in assignments and projects on-time  ||  5  ||   ||   ||
 * Teacher’s Comments: ||||   ||  Final Grade:  ||  Student’s Total:  ||  Teacher’s Total:  ||

<span style="font-family: Arial,Helvetica,sans-serif;">** References: ** <span style="font-family: Arial,Helvetica,sans-serif;">[] <span style="background-color: #ffffff; font-family: arial,helvetica,sans-serif;">British Museum. 18 March 2012, <[|http://www.britishmuseum.org]>.

<span style="font-family: Arial,Helvetica,sans-serif;"> Edo Tokyo Digital Museum. 18 March 2012, < []>

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">"Kannon Bosatsu." //Shingon Buddhist International Institute.// 18 March 2012, <[]>.

<span style="background-color: #ffffff; font-family: arial,helvetica,sans-serif;">"Katsushika Hokusai Biography." //Katushikahokusai.org.// 18 March 2012, <[]>.