Name: Andres Briones

Lesson Title: Let’s Get Super-Flat!

Grades: 6-8

Lesson Objective:  The students will produce an original artwork inspired by

the works of Takashi Murakami in the style of Superflat.

 The students will understand and apply the elements of

art, including line, shape, color and the principles of
repetition and variety as the fundamentals of art in
personal artworks using art vocabulary appropriately.
TEKS:
§117.202. (c) (1) (B): understand and apply the elements
of art, including line, shape, color, texture, form, space,
and value, as the fundamentals of art in personal artworks
using art vocabulary appropriately.

§117.202. (c) (1) (C): understand and apply the principles

of design, including emphasis, repetition/pattern,
movement/rhythm, contrast/variety, balance, proportion,
and unity, in personal artworks using art vocabulary
appropriately.

§117.202. (c) (2) (A): create original artworks based on

direct observations, original sources, personal
experiences, and the community.

§117.202. (c) (2) (B): apply the art-making process to solve

problems and generate design solutions.

Engage
How will the teacher
build students’ interest? Day 1: Anticipatory Set
Connect to prior Introduce Images of Artists that relate to identity using VTS
knowledge?
(Ex: Use a wind-up toy to
show the class how
energy can be stored in
an object and released to
create motion. Ask
questions like “How do
you think the toy stores
the energy it needs to
move? What happens to
the energy when the toy
moves?)

Murakami Flower

Discussion using VTS questions:

1) What’s Happening in this image?
2) What did you see that makes you say that?
3) What more can we find?

Explore After the discussion we will formally begin Lesson on Takashi

Students engage in
Murakami explaining his career and his artwork and introduce the
hands-on exploration and
inquiry. The teacher vocabulary associated with the lesson.
frames this inquiry with o Presentation Slideshow
purposeful questions and
https://docs.google.com/presentation/d/11YI12xndnD5-
facilitates conversations
among students. f4IJZkViXr10oMxDcTOI/edit?
usp=sharing&ouid=117661574352985060000&rtpof=true
(Ex: Divide the class into &sd=true
small groups and have
them conduct hands-on
experiments such as  The presentation will contain several works from artist
rolling toy cars down
Takashi Murakami.
ramps of varying heights,
building simple catapults,
and launching marbles
with differing rubber
bands)
 “Flowers in Heaven”, 2002

“Panda Family – Happiness”, 2006

o A video explaining Takashi Murakami and how his

flower Superflat became an art style.

“The Histeria of this Flower Explained”

https://youtu.be/zPkAQCdXcLc

Explain
Teacher provides The instructor will hand out and go over a worksheet designed to
background knowledge, introduce the drawing.
vocabulary, and other
The students will begin working on a worksheet that introduces
information and connects
to what students learned the ideas of Takashi Murakami and Superflat. We will cover
during the Explore vocabulary related to the artist and his style.
phase. Students take Day 1/Day 2:
notes and engage with The instructor will go over the concept of Super-Flat.
various texts to build ART I students will practice creating the Murakami Flower using
understanding. the worksheet.
https://drive.google.com/file/d/
1GfQnx6s24p6Ft4rlbZ7N1Izm0lq239XD/view?usp=sharing

ART II and III students will be asked to think about symbols that
they see every day and to draw six of them.
https://drive.google.com/file/d/
1coRN4Bz_H7gWbY861zEpZvsN3Rh3wyMt/view?usp=sharing

Elaborate Day 3-4:

Application of the new The instructor will lead a demonstration over the major project:
knowledge to a real
world task or everyday Art I will create a 9 x 12 n page filled with the Murakami flower.
life. o The entire page will be filled with the flower through
repetition.
o The students will draw the flower in pencil.

Day 4-5
o When they are done drawing in pencil they may use a
sharpie to outline their lines. (drawings will vary)

o Students will erase all pencil marks

o Each flower will be colored using markers.
Art II and III will be using the six examples they provided on their
handout to create a full 9x12 in artwork.

Day 2:

First the students will decide which logos they want to draw and
draw 2 preliminary sketches on the back of the worksheet in
pencil. The Images should be noticeable on the page.

Day 3-4: Using pencil students will choose one drawing from their
sketches to begin to draw preliminary sketch on their 9x12 paper.

Next fill in any blank space with additional shapes or symbols.

 Next we will outline the drawing in fine permanent marker.

The students will then erase any pencil marks on the page.

Day 4 – 5:
Color in the page using pencil colors.
Evaluate:
Teacher assesses
student progress toward Formative Assessment:
learning objectives. All students will be formally assessed during the lesson. The
worksheets will act as way to check for understanding of the
(Ex: distribute an exit
ticket related to lesson as well as the daily recaps where the instructor will
mechanical energy or informally quiz the students to check for understanding. The
review the posters
drawing portion allows the instructor to evaluate where the
created by the small
groups and provide students need assistance in. At each stage of the lesson the
feedback) instructor will check for understanding and poll the room to
evaluate who is ready to move on to the next stage of the lesson.

Summative Assessment:
ART I
Students will be turning in artwork that replicates the
Murakami flower through Superflat as created by artist
Takashi Murakami and are expected to fill the page with a
variety of flowers. Students’ artwork must present
elements of line, shape, color, as well as the principles of
repetition and variety as introduced during the lesson.
Students will be turning in their practice handouts as well
as their Final Project.

ART II and III

Students will be turning in artwork that replicates the
concepts of identity through Superflat as created by artist
Takashi. Murakami. Students are expected to use at least
 4 of the 6 images/symbols that were used in their exercise
for the final project. Students’ artwork must present
elements of line, shape, color as well as the principle of
repetition as introduced during the lesson. Their final
artwork must have these symbols and have a decorated
background to accompany the symbols used. Students will
be turning in their practice handouts as well as their Final
Project.

*adapted from the National Science Teaching Association