Something’s Fishy!
Grades 4-5 Art Lesson
(Number of Lessons/Time is Adjustable)
Summary
Using the Japanese Folktale, “Hoderi the Fisherman” (from 4th grade literature text) or similar text, student
will understand the process of, and reason for, Japanese Fish Prints. Students will create a sea creature
for monoprinting with a Styrofoam block.
Ohio VA Standards
Fourth Grade
 Perceiving/Knowing (PE): 1, 2, 3, 6
 Producing/Performing (PR): 1, 2, 4
 Responding/Reflection (RE): 5, 6
Fifth Grade
 Perceiving/Knowing (PE): 1, 2, 3
 Producing/Performing (PR): 1, 4
 Responding/Reflection (RE): 3, 5, 6
Objectives (Students will...)
 Read for understanding the given text
 Using varied line thickness (elements of art) and patterns (principles of art), create a sea creature
such as those in the text
 Create a Styrofoam monprint block
 Ink and print the image
 Participate in discussion of cultural artworks
 Assess their own work using the given rubric
Supplies
--Grade 4 Text:
Baumann, J. (2014). Hoderi the Fisherman. In Houghton Mifflin Harcourt Journeys:
Common Core (4, pp. 158-161). Orlando, Fla.: Houghton Mifflin Harcourt.
--YouTube video introduction to Japanese Fish Prints
https://www.youtube.com/watch?v=eD_LKCL84fE Gyotaku Japanese Fish Print (Gabriel
Mellan)
--PowerPoint including fish images for compare/contrast
--(optional) Venn Diagram for completing during discussion of PowerPoint (per student OR on
board)
--Styrofoam block (1 per student, paper plate without rim, veggie tray, etc)
--Pencil (1 per student, not mechanical)
--Paper cut to same size as Styrofoam block
--Construction paper (1 per student per print, larger than their Styrofoam block)
--Small paint roller or hard rubber brayer
--Black paint or water-based ink
--Tray for paint/ink (used to roll paint/ink onto the roller/brayer), 1 per table or a class supply
--Newspaper to cover work surface
--Rubric for assessment (one per student)
Procedures
 Introduce and read the text, using graphic organizers as necessary
 Answer questions and discuss the text (Consider cultural context)
 Show PowerPoint images of a Japanese Fish Print and Fish Ink Drawing
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Discuss two images
o Compare/contrast line, shape, pattern, positive (filled in)/negative (empty) space
o Ask students to make predictions about how each were created
 One is an ink print (like a stamp)
 One is a drawing with ink (like a pen or marker)
Watch short YouTube video on Japanese fish prints
o Why were they created?
 Fish are used for food, didn’t have cameras
 To document the catch
o What is the process?
 Spread ink on fish
 Press onto paper
o Follow-up with slide of actual fish being printed
Art-making
o Students create their own sea creature
 Draw on paper (same size as Styrofoam pieces)
 Include thick and thin lines
 Add a pattern somewhere
o Create the print block
 Using a small piece of tape, attach the drawing to the Styrofoam
 Trace the outlines (will create indentations into the foam)
 Using a regular pencil (not mechanical), trace over the lines and add details—go
over each several times to “squish” the foam rather than “cut” the foam
o
Print
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Roll paint/ink across the foam
Position paper over print block and carefully lay down
Rub paper to transfer ink
Carefully peel paper off
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Reflection
o How is your print same/different from the Japanese prints?
o Students complete the rubric on their own—teacher agrees/disagrees when
assigning grades
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Assessment
o Direct Observation (checklist)
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o
Read for understanding the given text
Participate in discussion of cultural artworks
Rubric: Completed project
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Using varied line thickness (elements of art) and patterns (principles of art),
create a sea creature such as those in the text
Create a Styrofoam monoprint block
Ink and print the image