Unit activities will include:

• PowerPoint presentation and discussion: Institute in Japan tip, Summer '05;
• Learning to say a few Japanese phrases;
• Carving a katakana hanko--name stamps;
• Sho and Sumi-e instruction;
• Reading about and discussing the work of Katsushika Hokusai;
• Carving and printing a woodblock.

(1.11) Students use a variety of forms, such as dance, music, theatre, and visual arts to create projects that are appropriate in terms of the following dimensions:

• Skill Development: Projects exhibit elements and techniques of the art form, including expression, that are appropriate to the intent of the product or performance;
• Reflection and Critique: Students improve upon products and performances through self-reflection and outside critique, using detailed comments that employ the technical vocabulary of the art form;
• Making Connections: Students relate various types of arts knowledge and skills within and across the disciplines;
• Approach to Work: Students safely approach their media, solve technical problems as they arise, creatively generate ideas, and cooperate with ensemble members where applicable.

Students understand and apply media, techniques and processes. (National Visual Art Standard 1: Understanding and applying media, techniques, and processes.) This is evident when students:

• Continue to develop and strengthen skills in a variety of media and techniques (EX: working with clay; learning slab and coil building; and  additive and subtractive sculpting);
• Describe formal and expressive qualities of different media using appropriate vocabulary (EX: comparing and discussing art works of similar subject matter but differing media);
• Use and care for age appropriate art materials and tools in a safe, responsible and cooperative way, with increasing independence (EX: refining skills with sophisticated cutting tools such as Exacto knives and linoleum cutters, and selecting and using appropriate adhesives effectively);
• Demonstrate increased progress toward proficiency in handling goods (EX: accurate measuring, precision cutting of intricate shapes, controlled and intentional use of brush strokes in painting, etc.).

Students demonstrate an understanding of the visual arts in relation to history (time) and culture (place). (National Visual Art Standard 4: Understanding the visual arts in relation to history and culture.) This is evident when students:

• Demonstrate an understanding of how art works in terms of how it reflects and influences their time and regional culture (EX: relate beliefs of the ancient Greeks to the development of classical sculpture);
• Demonstrate knowledge of exemplary works of art from a variety of cultures and historical periods.