Thursday, October 22, 2026
JAPANESE KOKESHI DOLLS
Japanese Kokeshi Dolls
Learning Targets
I can...
- Create an original Japanese Kokeshi Dolls using drawing techniques in class
- Use shape variation (geometric, organic, free form), color combinations (analogous, complementary, monochromatic), and line types (horizontal, vertical, diagonal) inspired by Multidisciplinary Artist (1962-Present) Margaret Kasahara
- Use decorative techniques (ornamental, motif design, folk art, calligraphy) and design principles (composition, repetition, variation) based on Contemporary Art
- Define Kokeshi Dolls (a traditional handmade Japanese wooden toy or ornament characterized by a cylindrical body and enlarged, round head with no arms or legs)
Lesson One
Day One, Art Start
1. Women Of Influence (2012) Margaret Kasahara
2. Read Kokeshi Dolls And Japanese History by Cincinnati Asian Art Society
3. Discussion Questions "Did you know floral and linear patterns painted on the kimonos of Kokeshi Dolls have been passed down through generations of Kokeshi makers? Did you know each design is distinctive to the area where they are made? Did you know traditional Kokeshi are simple in design with round heads and cylindrical limbless bodies? Did you know historical records indicate that Kokeshi dolls originated in the cold remote Tohoku region of Northern Japan during the late Edo Period? What is the difference between traditional dolls identified as "dento kokeshi" and contemporary dolls "sosaku kokeshi"? How did the artist use facial expressions, lines, and painted clothing to give a doll personality? Will you use. traditional colors or modern style for your doll design?"
Lesson Activities
1. Choose 12" X 15" Drawing Paper
2. Use basic shapes (circle, triangle, oval, rectangle, square) to draw the positive space (foreground, middle ground, doll) of the Japanese Kokeshi Dolls
3. Add types of pattern (swirls, dots, waves, semi circles) to the positive space (foreground, middle ground, dress) of the Japanese Kokeshi Dolls
Day Two, Art Start
1. Retrieve Japanese Kokeshi Dolls for Assigned Tables
2. Someone Like You (2012) Margaret Kasahara
3. Discussion Questions "Do you notice how traditional Kokeshi Dolls are built with a round head and straight, cylindrical body? Did you know that Kokeshi Dolls started over 150 years ago in the Tohoku region of northern Japan? Who were the dolls originally designed for? Did you know in Japanese tradition, Kokeshi Dolls are given as symbols of good luck, friendship, or a wish for a child's healthy growth? What positive wish or message does your doll carry? Why do artists sign the bottom of the doll? What "artist signature" or symbol will you paint on the bottom of the doll? What do you think this doll is made out of? How do you think it feels to hold?"
Lesson Activities
1. Add patterns (stripes, swirls, dots, lines) to the positive space (foreground, middle ground, doll) of the Japanese Kokeshi Dolls
2. Use color combinations (metallic colors, warm colors, neutral colors) to fill in the positive space (foreground, middle ground, doll) of the Japanese Kokeshi Dolls
3. Use color combinations (metallic colors, warm colors, neutral colors) to fill in the negative space (background) of the Japanese Kokeshi Dolls
Day Three, Art Start
1. Retrieve Japanese Kokeshi Dolls for Assigned Tables
2. Set Up Studio Area (paintbrushes, permanent markers, scissors, glue sticks)
Lesson Activities
1. Add highlights (reflective light, light source, highlights) to the positive space (foreground, middle ground, dolls) of the Japanese Kokeshi Dolls
2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Japanese Kokeshi Dolls
3. Add patterns (stripes, swirls, dots, lines, to the negative space (background) of the Japanese Kokeshi Dolls
Artist Examples
Student Examples
Wednesday, October 21, 2026
MANEKI NEKO CATS
Maneki Neko Cats
Learning Targets
I can...
- Create an original Maneki Neko Cats using drawing techniques learned in class
- Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal)< and color combinations (metallic colors, warm colors, neutral colors) inspired by Japanese Printmaker (1798-1861) Utagawa Kuniyoshi
- Use printmaking techniques (monotype, repetition, balance) and design principles (composition, repetition, balance) based on Edo Period
- Define Maneki Neko (called "lucky cat" or "beckoning cat" is Japan's most recognizable symbols of good fortune)
Lesson One
Day One, Art Start
1. Scene of Bustling Prosperity (1852) Utagawa Hiroshige
2. Read "The Beckoning Cat: Based on Japanese Folklore" by Koko Nishizuka
3. Discussion Questions "What is a Maneki Neko? What is the golden thing that the Maneki Neko is holding? Did you know traditional white brings general good luck, black wards off evil, red promotes health, and gold ensures wealth? Did you know the Imado Shrine Tale is considered the orign story of the Maneki Neko's association with prosperity and good luck? Did you know the Maneki Neko figurines originated from the Japan's Edo and Meiji period to invite good fortune, customers, or wealth? Did you know eastern versions of the Maneki Neko have the cat beckoning with the palm facing down and the western versions have the cat with the palms up and fingers curled toward the viewer? Did you know the familiar figurine is first documented in nineteenth century market scenes? Why do the cat figurines at Gotokuji have empty paws? Where does the calico tradition come from?"
Lesson Activities
1. Choose 12" X 15" Drawing Paper
2. Use basic shapes (semi circle, triangle, square) to to draw the positive space (foreground, middle ground, cats) of the Maneki Neko Cats
3. Add feline parts (claws, teeth, whiskers, nose) to the positive space (foreground, middle ground, cat) of the Maneki Neko Cats
Day Two, Art Start
1. Retrieve Maneki Neko Cats for Assigned Tables
2. Cat To Keep Mice Away (Nezumiyoke No Neko) (1848) Utagawa Kuniyoshi
3. Discussion Questions "What type of cat did the artist portray? What do artists use as motivation? What do you like about this artwork? How would you describe this artwork to someone? What mood could be described in this artwork? Do you want your cat to raise its right paw to invite money and good luck, or its left paw to invite friends and customers? Do you want your cat to hold up both paws for double the luck and total protection? Would you rather use traditional calico patches or invent your own wild, colorful design? If your cat is holding a shiny coin, what big number or wish is printed on it? Is your cat holding a lucky fish, coin, magic hammer, or shiny bell? Where is the cat sitting, at the front door of a busy ramen shop, in a cozy bedroom, or a magical cloud?"
Lesson Activities
1. Add patterns (stripes, swirls, dots, lines) to the positive space (foreground, middle ground, cat) of the Maneki Neko Cats
2. Use color combinations (metallic colors, warm colors, neutral colors) to fill in the positive space (foreground, middle ground, cat) of the Maneki Neko Cats
3. Use color combinations (metallic colors, warm colors, neutral colors) to fill in the negative space (background) of the Maneki Neko Cats
Day Three, Art Start
1. Retrieve Maneki Neko Cats for Assigned Tables
2. Set Up Studio Area (paintbrushes, scissors, glue sticks, colored pencils)
Lesson Activities
1. Add highlights (reflective light, light source) to the positive space (foreground, middle ground, cat) of the Maneki Neko Cats
2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Maneki Neko Cats
3. Add patterns (stripes, swirls, dots, zig zags) to the negative space (background) of the Maneki Neko Cats
Artist Examples
Student Examples
Tuesday, October 20, 2026
PAPER LANTERN PAINTINGS
Paper Lantern Paintings
Learning Targets
I can...
- Create an original Paper Lantern Paintings using drawing techniques learned in class
- Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and color combinations (analogous, complementary, monochromatic) inspired by Chinese Lanterns (618 CE -907 CE) Tang Dynasty
- Use painting techniques (blending, dry brush, underpainting, alla prima) and design principles (composition, repetition, gradation) based on Asian Art
- Define Illumination (how is represented falling across an object or scene to create realistic textures, depth, and three-dimensional volume)
Lesson One
Day One, Art Start
1. Octagonal Lantern, China (1662-1722) William T. Walters
2. Read Playing With Lanterns by Wang Yage
3. Discussion Questions "How do different cultures show compassion through symbolism? What are your favorite holiday decorations? Have you ever seen a Chinese Lantern? When are these lanterns used? What do these lanterns symbolize? How do children in China use these decorative lanterns? Did you know the Chinese Lantern Festival started 2000 years ago? Did you know traditionally lanterns were made from paper, silk, or animal hide wrapped around a wood or bamboo base? What type of special Hanzi or Chinese characters are decorated on this lanterns? What celebration will you use your Chinese lantern for? Can you think of other holidays where people hang up lights to celebrate? What New Year's traditions do you have? How do you decorate for holidays and celebrations? How does the releasing of lanterns represent peace, family unity, prosperity, and community strength during Tang Dynasty?"
Lesson Activities
1. Choose 12" X 15" Watercolor Paper
2. Use shape variation (geometric, organic, free form) to fill in the positive space (lights, lanterns, patterns) of the Paper Lantern Paintings
3. Use line types (horizontal, vertical, diagonal) to draw the patterns (stripes, dots, swirls, waves) onto the positive space (foreground, lanterns) of the Paper Lanterns Paintings
Day Two, Art Start
1. Retrieve Paper Lantern Paintings for Assigned Tables
2. Lamqua, Design For A Hall Lamp (1800) The Metropolitan Museum Of Art
3. Discussion Questions "When is the Chinese New Year? What is the weather like during the festival? Where do people go? What do they do and what do they eat? Do you like to celebrate festivals? Why is the Chinese New Year important? What does the Chinese New Year symbolize? What happens on the Chinese New Year? Why is the Chinese New Year celebrated for fifteen days? What is the story behind the Chinese New Year? What is good luck on Chinese New Year? Why do the Chinese wear red? Can you point out the positive space and negative space? Can you make your eyes switch between the positive and negative shapes? How are the positive and negative shapes the same? How is the Chinese New Year similar or different than how we celebrate the New Year in America?"
Lesson Activities
1. Add highlights (reflective light, light source) to positive space (foreground, lights, lanterns) of the Paper Lantern Paintings
2. Add shadows (reflective shadow, shadows, cast shadow) to the negative space (background) of the Paper Lantern Paintings
3. Add embellishments (glitter, metallic paint, jewels) to the positive space (foreground, lanterns, lights) of the Paper Lantern Paintings
Day Three, Art Start
1. Retrieve Paper Lantern Paintings for Assigned Tables
2. Set Up Studio Area (paint brushes, water bucket, tempera paint, pencils, erasers)
Lesson Activities
1. Use line types (horizontal, vertical, diagonal) to add patterns (dots, waves, stripes, swirls) to the negative space (background) of the Paper Lantern Paintings
2. Use warm colors (red, orange, yellow) to fill in the positive space (foreground, lights, lanterns) of the Paper Lantern Paintings
3. Use cool colors (blue, green, purple) to fill in the negative space (background) of the Paper Lantern Paintings
Artist Examples
Student Examples
Thursday, October 1, 2026
WINTER VALUE PAINTINGS
Winter Value Paintings 
Learning Targets
I can...
- Create an original Winter Value Paintings using drawing techniques learned in class
- Use color combinations (neutral, monochromatic, grayscale), shape variation (geometric, organic, free form), and value (lightness, darkness, tonal, tints, shades) inspired by American Photographer (1902-1984) Ansel Adams
- Use photography techniques (exposure, dynamic, speed, rule of thirds) and design principles (movement, composition, emphasis) based on American Conservation Movement
- Define Tonal (the lightness or darkness of a color or area called value)
Lesson One
Day One, Art Start
1. Young Oaks In Snow (1938) Ansel Adams
2. Read First Edition Trees: Ansel Adams by Ansel Adams
3. Discussion Questions "How does an artist create a feeling of mood and drama without using any color? What words (cold, bright, majestic, silent) come to mind when you look at this snow? Why would capturing the beauty of nature might make people want to protect it? How did Ansel Adams use his art to show love and protection for nature? How does looking at a winter landscape make you feel? How can we arrange our trees so that some look very close to us (foreground) and others look far away (background)? How did limiting your palette to just values (black, white, grey) change how you focused on the textures (trees, snow, bark) in the value painting? In what ways did your painting capture the grand, powerful feeling of nature that Ansel Adams loved?"
Lesson Activities
1. Use ruler, compass, or straightedge to draw the scenery (background, foreground, middle ground) of the Winter Value Paintings
2. Add details (buildings, animals, plants) within the positive space (foreground, trees) and scenery (foreground, middle ground, background) of the Winter Value Paintings
3. Use permanent marker to outline the positive space (foreground, trees) and scenery (middle ground, background, foreground) of the Winter Value Paintings
Day Two, Art Start
1. Retrieve Winter Value Paintings for Assigned Tables
2. Oak Tree, Snowstorm (1948) Ansel Adams
3. Discussion Questions "Why might an artist choose to work outside? What mood do you feeling when looking at Ansel Adams' black and white photographs? Why do you think Ansel Adams chose to focus so deeply on nature and national parks? Where do you see the brightest whites and the darkest blacks in the snowy landscapes? How does light change the way the tree trunk looks when it is covered in snow? How can you use brushstrokes to show the texture of rough bark versus soft, fluffy snow? What happens to your horizon line when you want to show a vast, heavy winter sky versus a massive blanket of snow? How does removing color help us notice details like texture, shape, and light that we might normally ignore? Do you think Ansel Adams work was purely about documenting nature, or was he trying to tell a story?"
Lesson Activities
1. Add patterns (swirls, clouds, stripes, stars) to the scenery (foreground, middle ground, background) of the Winter Value Paintings
2. Use color combinations (monochromatic, analogous, neutral) to fill in the scenery (foreground, middle ground, background) of the Winter Value Landscapes
3. Use color combinations (monochromatic, analogous, neutral) to fill in the scenery (foreground, middle ground, background) of the Winter Value Landscapes
Day Three, Art Start
1. Retrieve Winter Value Paintings for Assigned Tables
2. Set Up Studio Area (paintbrushes, tempera paint, water buckets, pencils)
Lesson Activities
1. Add highlights (reflective light, light source, cast light) within the scenery (foreground, middle ground, background) of the Winter Value Landscapes
2. Add shadows (reflective shadow, cast shadow) within the scenery (foreground, middle ground, background) of the Winter Value Landscapes
3. Add details (animals, buildings, people) within the scenery (foreground, middle ground, background) of the Winter Value Landscapes
Artist Examples
Student Examples
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