The Fine Art and Craft of Netsuke Carving

Learning Standards For the Arts Related Learning Experience
Art Education

Ersatz Netsuke: An Introduction to Subtractive Sculpture
Commencement General Education, grade 9-12-Mixed Ability Levels.

Creating a Genuine Ersatz Netsuke: Introduction to Subtractive Sculpture.

A Secondary Level, Art room studio project,
involving two classes, 50 students, mixed ability levels in the learning experience.

Robert vonHunke, Art Teacher
Fayetteville Manlius High School
Manlius, New York 13104

1. Learning Context

sample netsuke carved from porcelain by
a 9th grade Studio in Art Foundation student.

Arts Standard 1: Creating and Performing.

Students create a sculpture, by carving leather hard porcelain clay in the tradition of the Japanese Netsuke carver.

[reference books from the Metropolitan Museum of Art, and the Victoria and Albert Museum]

Arts Standard 2: Knowing and Using Materials and Resources.
Students use a variety of print reference material for examples and inspiration.

(a). Students plan project based on information from library,museum, and internet resource material. The search for information focus attention on social, historical, and technical concerns.
The netsuke project also serves as transition from drawing to the 3D processes of sculpture and ceramics, which traditionally take place near the end of the first semester.

Arts Standard 3: Responding and Analyzing Works of Art.
The video, "The Story of Qiu Ju", and Laser Videodisk "Ugetsu" supplemented other reference material.

Students critique netsuke sculptures after reading about and discussing artists interpretations found in reference books and the internet.

Arts Standard 4: Understanding Cultural Dimensions and Contributions of the Arts.
This example, a reproduction from the Peabody Essex Museum netsuke collection, depicts the grinding of herbal medicinals. The video "Qiu Ju" has a scene of women grinding chili peppers with a similar tool.

Students analyze Netsuke forms by different artists from the 14th to the 19th Century, and communicate their perceptions of what the works convey.

2. Procedure:

Students begin with a discussion of differences in fashion between society in feudal Japan and clothing fashion in Western cultures from the same time period and today.

The Teacher facilitates this discussion and introduce and define new vocabulary, including Netsuke, Ojime, Inro, and provide visuals that place this vocabulary in the context of the culture and art making process.

3. Instructional / Environmental Modifications:

The project introduces subtractive sculpture through an examination of an art form unique to Japan.

Some modifications are necessary, to adapt this experience to other levels

4. Materials and Supplies:
The Students and Teacher will need:

(a). Reference material.

(b). Art supplies and tools.

5. Assessment Tools and Techniques:

(A). Formative Assessment
Students and the teacher engage in performance assessment at different stages throughout the duration of the project.

1. discussion of constraints:

Three views (left, top, bottom,) of the Peabody Essex Museum netsuke replica which was purchased at the Everson Museum of Art.

(a). form must be closed to prevent snagging on clothing.
(b). all surfaces must be given attention to detail-carving in the round.
(c). the scale of the traditional Netsuke means working very small.
2. Observing approach to work:
(a). exercising care with sharp cutting tool.
(b). cleaning up and maintaining organized work space.
(c). planning and visualizing the form by sketching each plane on the surface of the material.
3. Observing carving process as it is reflected in the work.
(a). blocking out the form initially.
(b). working from a rough impression to detailed finish texture and fine features.
(c). pacing the work, making slow but steady progress which requires patience.
4. Maintaining a consciousness of craft.
(a). taking pride in work with teacher support and encouragement.
(b). care of tools.
(c). preparing finished work for exhibit.
5. Documentation.
(a). photographing or computer digitizing students work (preferably by student).
(b). using computer to assemble research and process notes, along with image. Students used SimpleText on a Macintosh to enter data. Teacher (or student webmaster) added html tags for our web page.

(B). Summative Evaluation:
Students will use rating scale and checklist to complete a self and peer evaluation checklist using a scale of 1-5 covering various criteria. We used the following:
(a). Historical Reference and Knowledge: (b).Expression of Originality: (c).A Consciousness of Craft: (d).Overall Effect: (e).Time on Task:

6. Time Required:

The learning experience required 8-12 fourty minute class periods, over three weeks.
.

7. Student Work:

Fayetteville Library K-12 student art show.

Examples of student work are displayed in school, the community, and here on our web page.

8. Reflection:

Student Suggestions:
R.J., gr.9: "Introduce the concept of negative space earlier, before we start the project."
D.C., gr.9: "Next time I would do a practice netsuke, work out some of the problems before doing the good one. The carving tool was unfamiliar, and it took me awhile to figure out how to get the little pieces cleaned out in hard to reach detail places. "
D.L., gr. 10: "The legs and arms of my monkey kept breaking. It was hard to keep parts from breaking off. Is there an easier material to carve?"

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