Understanding by Design  

By: Colleen DiNunno 

 

Stage 1 - Desired Results 

Established Goals: ​Students will be able to demonstrate personalized rhythm/movement through 
Japanese Notan inspired Art.  

1.1 Enduring Understandings  1.2 Essential Questions 

Students will understand...   ● Why is it important to learn Art from other 

● Rhythm/movement through the placement  cultures? 
of their organic and geometric cut out  ● What is craftsmanship, and how can artist 
Notan designs.   demonstrate it in their artwork? 
● Recognize and develop positive and  ● How can an artist personalize their artwork? 
negative space with the reflection/layout of   
their designs.  
● Identify the Japanese style of folk art 
through the use of collage.   
● Ways to incorporate personal design 
concepts to the Japanese Notan style 
 

1.3 Acquisition of Knowledge and Skills 

Students will know . . . .    Students will be able to . . .  

● how to differentiate between the different  ● use prior knowledge of the elements and 
examples of each principle of art, and how  principles of design to complete each 
to achieve them.. Knowing these objectives  lesson in this unit. They will connect each 
will also help the students to identify  principle to each other through the different 
different designs outside of the classroom.   techniques they already know.  
 
 
 
 
 

Stage 2 - Assessment Evidence 

Performance Tasks:  Other Evidence: 
● Students will generate a personalized  ● Rubric 
preliminary sketch for the teacher to check  ● Artist Statement to justify design choices 
to determine whether they understand the  ● Vocabulary Quiz on art terms  
concept of shapes and space.  (rhythm, movement, negative space, positive space, 
● Students will will create a personalized  Notan, contrast, color scheme, organic, geometric) 
Japanese Notan design out of the paper.  ● Peer Critiques and Gallery Walks 
 
 
 
 
 

Adapted from Understanding by Design (p. 22), by G. Wiggins and J. McTighe, 2005, Upper Saddle River, NJ: Pearson 
Education, Inc. Copyright 2005 by ASCD. 
 Stage 3 - Learning Plan 
Learning Activities: 
● Watch a video/answer questions about Japanese Notan Art 
● Practice creating a Notan design with basic/organic shapes to experiment with the process 
● Brainstorms ideas of how artwork can be personalized ​(interests, hobbies, favorite food, sports, etc.) 
● Create a sketch of their design, labeling the positive/negative space 
● Watch a demonstration on how to properly and safely use an x-acto blade 
● Begin to draw design on final paper in pencil 
● Using proper safety, use x-acto to cut out Notan 
● Praise, Question, Polish critique with teacher/students as feedback to enhance designs 
● Problem Solving - putting the pieces back together while thinking about positive and negative 
space 
● Final Product 
● Artist Statement to justify their decisions and choices made in their designs 
● Gallery Walk Critique 
 
Final Product from 8th grade student​: This student chose to use where he is from and the things that are important to him in 
his design. He incorporated his initials, being from Puerto Rico, playing basketball and his number, and his love for the 
beach.  

 
 
 

Adapted from Understanding by Design (p. 22), by G. Wiggins and J. McTighe, 2005, Upper Saddle River, NJ: Pearson 
Education, Inc. Copyright 2005 by ASCD.