Kyna Stelling

Grade Level: 5th/6th

Time Frame: 45-60 minutes

ORIGAMI

TOPIC:	Visual arts lesson featuring origami that is constructed by

individual students.

COMPONENT OBJECTIVES:

Historical and Cultural Context:	Through active

participation in Japanese

origami, students will demonstrate their

skills in this cultural art form.

Aesthetic Valuing:	Students will share their favorite

origami with the class and

they will all be displayed on a line

stretched across the classroom for discussion.

RATIONALE:	Appreciation for other cultures is important to learn

at an early age. Participating in one of their visual art forms is a

great way to foster this appreciation. Origami, also nurtures fine

motor skills necessary throughout life.

STRATEGY:	A combination of direct instruction and guided

discovery will be used.

VOCABULARY:	Origami, Reverse fold, Inside reverse fold

Origami--	The Japanese art of folding paper

Reverse Fold--	The teacher will demonstrate this technique

Inside Reverse Fold--	The teacher will demonstrate this

technique

PROCEDURES:

Introduction:	The teacher will explain origami- Origami, the art of

paper folding, is a favorite pastime of Japanese children. The

Japanese have practiced origami for more than ten centuries.

Brought to Japan by the Chinese, origami became part of the Doll

Festival, where children threw folded paper dolls into the river to

drive away evil spirits. The shapes of animals, insects, people, and

any number of things can be fashioned from paper. In traditional

origami, these objects are made, without cutting or gluing, from a

single sheet of paper.

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The teacher will then demonstrate two techniques they may be

using in their origami; reverse fold and inside reverse fold. (these are

common simple techniques found in any beginning origami books)

He/She will then explain that each student will complete at least one

origami but may do as many as time allows. Besides the worksheets

that will be handed out the teacher can also give a hands-on

demonstration to groups of four, at a side or back table, on a more

difficult origami item that may be to difficult to follow on paper.

Pupil Activity Sequence:

1. The teacher will have the students fold and cut their paper so that

they will have a square to begin. (if using regular paper)

2. Each student will be given four instruction sheets to use for their

choice of origami. (these can be copied out of any beginning origami

book)

3. Groups of four will work with the teacher using direct instruction.

4. Marking pens will be provided to make eyes and put their names

on their origami.

5. The students will punch holes in the top of their origami and put

yarn through it and an unbent paperclip, so it can be hung on a line

stretched across the classroom.

Closure:	Once the origami is hung up, the teacher will lead a class

discussion on the pieces they made. There will be a class discussion

about difficulties and successes they may have experienced during

the process.

Evaluation:	Evaluation will occur during the class discussion as the

teacher listens to them talk about their experiences. The teacher will

also check to see that each student has completed at

least one origami piece with correct folding techniques.

MATERIALS/PREPARATION:

Typing or copy paper (if origami paper is unavailable)

Scissors (if origami paper is unavailable)

Felt tip markers (non-toxic)

Yarn

Hole puncher

Paperclips

Mimeographed instructions with illustrations

Paper could be cut into squares in advance for time

consideration

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Teacher should know how to make the origami chosen so they

can offer help

CLEAN-UP:	Each student will be responsible for cleaning up their

own paper scraps.

EXTENSIONS:

This lesson can be adapted to a younger or older grade.

This could be a literature-based lesson by using the book,

"Sadako and the

Thousand Paper Cranes" by Eleanor Coerr.