Kyna Stelling |
Grade Level: 5th/6th |
Time Frame: 45-60 minutes |
ORIGAMI |
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TOPIC: | Visual arts lesson featuring origami that is constructed by |
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individual students. |
COMPONENT OBJECTIVES: |
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Historical and Cultural Context: | Through active |
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participation in Japanese | origami, students will demonstrate their |
skills in this cultural art form. |
Aesthetic Valuing: | Students will share their favorite |
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origami with the class and | they will all be displayed on a line |
stretched across the classroom for discussion. |
RATIONALE: | Appreciation for other cultures is important to learn |
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at an early age. Participating in one of their visual art forms is a |
great way to foster this appreciation. Origami, also nurtures fine |
motor skills necessary throughout life. |
STRATEGY: | A combination of direct instruction and guided |
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discovery will be used. |
VOCABULARY: | Origami, Reverse fold, Inside reverse fold |
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Origami-- | The Japanese art of folding paper |
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Reverse Fold-- | The teacher will demonstrate this technique |
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Inside Reverse Fold-- | The teacher will demonstrate this |
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technique |
PROCEDURES: |
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Introduction: | The teacher will explain origami- Origami, the art of |
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paper folding, is a favorite pastime of Japanese children. The |
Japanese have practiced origami for more than ten centuries. |
Brought to Japan by the Chinese, origami became part of the Doll |
Festival, where children threw folded paper dolls into the river to |
drive away evil spirits. The shapes of animals, insects, people, and |
any number of things can be fashioned from paper. In traditional |
origami, these objects are made, without cutting or gluing, from a |
single sheet of paper. |
The teacher will then demonstrate two techniques they may be |
using in their origami; reverse fold and inside reverse fold. (these are |
common simple techniques found in any beginning origami books) |
He/She will then explain that each student will complete at least one |
origami but may do as many as time allows. Besides the worksheets |
that will be handed out the teacher can also give a hands-on |
demonstration to groups of four, at a side or back table, on a more |
difficult origami item that may be to difficult to follow on paper. |
Pupil Activity Sequence: |
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1. The teacher will have the students fold and cut their paper so that |
they will have a square to begin. (if using regular paper) |
2. Each student will be given four instruction sheets to use for their |
choice of origami. (these can be copied out of any beginning origami |
book) |
3. Groups of four will work with the teacher using direct instruction. |
4. Marking pens will be provided to make eyes and put their names |
on their origami. |
5. The students will punch holes in the top of their origami and put |
yarn through it and an unbent paperclip, so it can be hung on a line |
stretched across the classroom. |
Closure: | Once the origami is hung up, the teacher will lead a class |
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discussion on the pieces they made. There will be a class discussion |
about difficulties and successes they may have experienced during |
the process. |
Evaluation: | Evaluation will occur during the class discussion as the |
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teacher listens to them talk about their experiences. The teacher will |
also check to see that each student has completed at |
least one origami piece with correct folding techniques. |
MATERIALS/PREPARATION: |
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Typing or copy paper (if origami paper is unavailable) |
Scissors (if origami paper is unavailable) |
Felt tip markers (non-toxic) |
Yarn |
Hole puncher |
Paperclips |
Mimeographed instructions with illustrations |
Paper could be cut into squares in advance for time |
consideration |
Teacher should know how to make the origami chosen so they |
can offer help |
CLEAN-UP: | Each student will be responsible for cleaning up their |
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own paper scraps. |
EXTENSIONS: |
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This lesson can be adapted to a younger or older grade. |
This could be a literature-based lesson by using the book, |
"Sadako and the | Thousand Paper Cranes" by Eleanor Coerr. |