PAPER SCIENTIFIC INQUIRY THROUGH CHINESE ART

PAPER SCIENTIFIC INQUIRY THROUGH CHINESE ART Introduction This lesson focuses on paper, a medium of historical importance to China and the rest of the world. Students will gain an appreciation of the advanced technology of the early Chinese civilization. Ancient Chinese artworks in the collection of the Cleveland Museum of Art will introduce the scientific method of inquiry. Students will use prior knowledge to make assumptions about the purpose and function of the objects they study. By observation and inference, they will draw connections between what they do and do not know. Grade Level This lesson was created for 4th grade, self-contained, gifted class. The level of class and state benchmarks can be adjusted to meet the needs and abilities of grades 4-8. Objectives To hypothesize the medium used in the creation of an ancient ceramic Chinese artifact. Students will learn how the ancient Chinese used ceramics, and that the Chinese were the first to develop porcelain. They will then explore and make connections to today s use of the medium, and create a replica of a use of ceramic today. Concepts Scientific method of inquiry is the method employed in exact science consisting of: o Careful and abundant observation and experimentation o Generalization of the results into laws and statements Hypothesis: a tentative explanation for a scientific problem that can be tested by further investigation Technological advances, influenced by scientific knowledge, affect the quality of life. New technologies are sometimes invented independently by different cultures, and in other cases the information diffuses from one culture to others. Cultures use technologies in their own ways, to satisfy their particular needs. The availability and development of resources affect the ways that societies develop and interact with each other. Key Ideas Paper is a Chinese invention and the date of origin is usually given as the 1 st century CE. Written documents record that Cai Lun (Ts'ai Lun) presented paper to

the Han emperor in 105 CE, and this is the date used by the Chinese for the beginnings of date of paper's use. Before paper was invented, the ancient Chinese wrote on strips of bamboo or wood that had been threaded together. These bundles were bulky and heavy. By the 4th century paper was in common use in China. The Chinese made paper by grinding various natural fibers, such as mulberry bark, bamboo shoots, hemp fabric scraps, then mixing this with water. The pulp was collected on a screen and dried, forming flexible sheets. The paper was then treated so that ink and colored paints would not spread when brushed onto the paper. Rice paper is a thin, delicate type of paper made from bleached rice straw or from the pith of the rice-paper plant (related to ginseng). It is not made from rice grains. The Chinese style of papermaking arrived in Europe sometime around the 11 th century.. Prior to this, Europeans wrote on vellum or parchment (prepared goat skin). Initially, papermaking was expensive because paper was made by hand. Today, almost all paper is made in large factories. A hanging scroll is a type of painting preferred by Chinese artists; its format is long and vertical. The scroll has no rigid frame, so it can be rolled for moving or storage. Materials Sample of fragment of Chinese paper Student Questionnaire Sheet Student Homework Sheet Cleveland Museum of Art s web site: www.clevelandart.org Internet Access for students Handout on a Short Introduction to Chinese Paper Resources Books including but not limited to: Cotterel, Arthur. Eyewitness: Ancient China. London; DK CHILDREN, 2000. Cluna, Craig. Art in China (Oxford History of Art Series). Oxford: Oxford University Press, 1997. Debaine-Francfort, Corinne. Discoveries: Search for Ancient China. New York: Harry N. Abrams, 1999. Jean, Georges. Discoveries: Writing. New York: Harry N. Abrams, 1992. Knowles, Christopher. Fodor's Exploring China, 4th Edition. New York; Fodor s, 2001. Sullivan, Michael. The Arts of China. Berkeley: University of California Press, 2000. Tregear, Mary. Chinese Art (World of Art). London: Thames & Hudson, 1997. 14-inch dowels or sticks, ribbon, water, black tempera paint, rulers, wrapping paper (preferably one with a silver or gold pattern on a single background color), glue sticks, rice paper or drawing paper (9-x24- inch), masking tape, brushes, pencils, manila paper Procedure

Activity 1 1. Allow students to observe your object without saying its medium (paper). 2. Pass out the Student Questionnaire. Have students hypothesize as to what medium was used to create the object. Students then complete the first page of the questionnaire. 3. Inform them that it is paper. Explain the key concepts related to paper. 4. For homework, the students should each pick three Chinese art objects made with or on paper from Cleveland Museum of Art using the museum s web site. They will describe them by giving the title of the piece, its time period, its accession number, and its measurements. In addition, students will then give two examples of how paper is used today. Activity 2 1. Set up a resource library in the classroom. 2. Pass out the Short Introduction to Chinese Paper Handout to help jump start the students research. 3. Students should spend one or two class periods researching their three objects. They should be certain to ascertain the use of each of their objects. 4. The teacher should circulate to insure that the students are taking careful notes. 5. Near the end of the research period, the teacher should ask the students to choose their favorite object as the one they will present to their fellow students. 6. The teacher should write the object name and the presenter on the board. No two students should present on the same object. If their first choice is chosen, have the students pick their second, etc. If all three of their choices are chosen, assign them an object. 7. In the next class period, pass out three note cards to each student. During this class period, the students will be required to write a final presentation on a sheet of paper and then transfer it in segments on the note card. 8. In the final class period for this activity, have the students give their presentations. Have the images on an overhead or in a PowerPoint to go along with the presentations. 9. During the presentations, the other students should make sketches and take notes about the other objects. Activity 3 1. For homework, have the students search the museum s web site for a Chinese painting on paper from the Museum. Tell the students they have to choose one that is black and white. The students should come to class with a sketch of their chosen vase being careful to describe both its shape and its decorations. 2. Students will create replicas of Chinese hanging scrolls. 3. Pass out manila paper that is at least 8 inches longer than the rice paper 4. Hold newsprint vertically, marking off a 1-inch margin on the top and a 2- inch margin on the bottom edge of the paper in order to secure the sticks. 5. Pass out the rice paper. Have each students place the rice paper on the manila paper, leaving a two inch margin above the bottom line that they drew in the

previous step. They should trace the dimensions of the rice paper on the manila, to help them when they are mounting the final project. 6. Have the students use pencils to sketch in the picture, using their homework to help them make a good facsimile of the original piece. 7. Have the black tempera paint available in varying degrees of concentration in small containers on each table. 8. Pass out brushes and extra pieces of rice paper. The students should test out each of the paint strengths on their extra rice paper. 9. When they are confident with the paint and the brush, the students should paint their composition. 10. While their compositions are drying, they should cut strips from the wrapping paper. They should cover all of the manila excluding the space reserved for the composition on rice paper. However, students should overlap slightly into the space reserved for the composition on rice paper, so that when mounted no manila paper shows. 11. Once the composition on rice paper is dry, use glue sticks to mount it to the manila paper. 12. Once all the elements are dry, turn the composition over. Place the stick about 1 inch from the top margin. Place three small strips of masking tape vertically on the stick to hold it in place. Apply glue to the top 1 inch of paper. Fold over the flap and apply pressure. Use one long strip of masking tape to keep this flap in place while the glue dries. 13. Repeat for the bottom of the scroll. 14. Once dry, roll up the scroll and tie it with ribbon. Evaluation A. Students will complete the Student Questionnaire. Class will discuss and share their findings with one another, looking for similarities and differences. B. Students will be divided into groups of 2-5 to read their scrolls to each other. Discuss similarities, differences, and comments about this activity. Enrichment A. Chinese artists often use seals that record their name or a phrase. Have students develop their own seals. Use red colored pencil to apply them to their scrolls. B. Encourage students to make scrolls with stories to honor grandparents, parents, siblings, or friends. C. Conduct an independent study on a specific topic related to papermaking. D. Create a review game following the format of their favorite TV game show or board game. E. Develop an ancient Chinese timeline, marking dates of significant Chinese inventions across a wall in their classroom. F. Transform the classroom into a replica of a museum of Chinese art by displaying all student-created works, listing background information and historical significance with each piece. Students could then invite other classes to learn about China from their efforts.

Ohio State Standards (Benchmarks for Grades 4-8) 1.Analyze different perspectives on a topic obtained from a variety of sources. (A) 2.Interpret relationships between events shown on multiple-tier timelines. (A) 3.Describe the political and social characteristics of early civilizations and their enduring impact on later civilizations. (A) 4.Compare cultural practices, products, and perspectives of past civilizations in order to understand commonality and diversity in cultures. (A) 5.Explain how contact between different cultures impacts the diffusion of belief systems, art, science, technology, language and forms of government. (A) 6.Explain the reasons that people, products and ideas move from place to place and the effects of that movement on geographic patterns. (A) 7. Explain how the endowment and development of productive resources affect economic decisions and global interactions. (A) 8. Explain why trade occurs and how historical patterns of trade have contributed to global interdependence. (A) 9.Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life. (B) 10. Explain that there are differing sets of procedures for guiding scientific investigations and procedures are determined by the nature of the investigation, safety considerations, and appropriate tools. (B) 11. Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions. (B) 12. Use skills of scientific inquiry processes (e.g., hypothesis, record keeping, description and explanation). (B) 13.Use text features and graphics to organize, analyze and draw inferences from content and to gain additional information. ( C ) 14. Use observation and inference to hypothesize the function of the artifacts. (C) (A) Benchmark objectives in the Ohio Department of Education s Academic Content Standards in Social Studies for grades 6,7, 8. (B) Benchmark objectives in the Ohio Department of Education s Academic Content Standards in Science for grades 6,7, 8. (C ) Benchmark objectives in the Ohio Department of Education s Academic Content Standards in Language Arts for grades 4, 5, 6, 7. This lesson plan was developed by Angie Salmons, 4th Grade Teacher, Westerville Schools, Westerville, Ohio