2.  Japanese Garden Lanterns  Lesson for 8 th graders  Include trip to the museum; art history lesson; creation; critique

3.  Stone and bronze lanterns have been used in Japanese temple precincts and gardens for hundreds of years.  The use of stone lanterns dates back to 600 A.D., when they were brought from China.  Originally, lanterns were used to line entrances to temples and pagodas.  Some of the earliest lanterns had compartments for an oil lamp.  The lamps were lit as an offering to the Buddha.  When lanterns were introduced into Japanese tea gardens, they became popular as a garden element.

4.  http://www.brighthubeducation.com/hi gh-school-lessons-the-arts/38784- japanese-lantern-clay-lesson/ http://www.brighthubeducation.com/hi gh-school-lessons-the-arts/38784- japanese-lantern-clay-lesson/  http://www.huntington.org/uploadedFile s/Files/PDFs/BGJGlanterns.pdf http://www.huntington.org/uploadedFile s/Files/PDFs/BGJGlanterns.pdf

5.  To get the students interest we will take a trip to the Toledo Museum of art and visit the Japanese exhibit to look at: › Art works- paintings and murals › Vases and hand warmers › Jewelry and trinkets › Armor and weaponry

6.  Do virtual tours of famous Zen gardens  Go visit any Zen gardens or imitation gardens nearby  Potentially do a side lesson involving the planning of a Zen garden

7. This is a hand warmerThis is a vase or a chalice

10.  Air dry clay/ Oven dry clay  Paint  Glue  Paint brushes  This project will be done purely on inspiration!  I don’t want the students to re-create something specific, I want them to make something new from inspiration

11.  Theoretical goals: Students will learn the history and importance these lanterns had, and appreciate the art of something so practical  Practical goals: Students will practice their fine motor skills by creating the lanterns, and will use trial and error to create an aesthetically appealing “Zen” like lantern  Behavioral Objectives: Much of this project will be centered around craftsmanship and higher cognitive skills

12.  2PE Develop awareness and articulate various functions of art.  4PE Understand how social, cultural and political factors affect what contemporary artists and designers create.  5PE Discover how culture, age, gender and background influence audience perception of art.  1PR Select, organize and manipulate skills, elements and techniques appropriate to the art form when making art.  2PR Demonstrate increased technical skill and craftsmanship by using more complex processes and materials to design and create two- and three-dimensional artworks.  3RE Identify examples of visual culture and discuss how visual art is used to shape individual and social behavior.