Water, Fish, Stone: Three Japanese Printmaking Traditions for the Classroom

Japan has a long tradition of art forms that interpret the natural world through careful observation and simple, beautiful means.

Gyotaku (fish printing), suminagashi (ink marbling on water), and takuhon (rubbing) are three of these traditions. Each one turns everyday materials into something that can be shared, preserved, and passed on.

In these three lesson units you’ll try all three. You might be surprised by what you create — and what you notice along the way.

Lesson One

Gyotaku (魚拓)

fish printing

Lesson Two

Suminagashi (墨流し)

paper marbling

Lesson Three

Takuhon (拓本)

rubbing


Audience: Grades 3–7

BC curriculum goals

Big Ideas

  • Creative art making experiences can enhance understanding in a multitude of subject areas and life situations. Art making, materials, and processes connect us to the histories and experiences of others.

Curricular Competencies (Grades 3–7)

  • Exploring and Creating:
    • Explore elements, processes, materials, and techniques in visual arts (line, texture, shape, value).
    • Explore identity, place, culture, and belonging through diverse artistic traditions.
    • Take creative risks and experiment with fluid or unpredictable artistic mediums.
  • Positive Personal & Cultural Identity:
    • Gain insight into Japanese cultural heritage and global artistic traditions.
  • Reasoning and Reflecting:
    • Observe, describe, and respond to traditional art-making processes and historical contexts.
    • Refine technical skills through iteration and observation.
  • Communicating and Documenting:
    • Express ideas, observations, and connections through tactile printmaking processes.
    • Document and share creative works with an audience.

First Peoples’ Principles of Learning

  • These activities reflect the principles that learning is holistic and experiential, that it is embedded in memory and story, and that it connects us to the land and to one another.

Lesson Plan Details

Big Ideas:
Connecting through Art, Different Perspectives & Ideas
Subject:
Art
Grades:
Grades 3-7
Time Commitment:
1 to 2 hours per lesson
Lesson Activities:
3 (Jump to Activities)
Resource Languages:
English

Lesson Activities

Gyotaku 魚拓 – Fish Printing

How to say it: Gyotaku — gyoh-TAH-koo.  The “g” is soft, like in “go.”

Gyotaku shares roots with other Asian cultures. Yuta, a similar art form, originates in China. In Korea it is known as eotaku. Throughout Asia, fish represent strength, prosperity and harmony, with each country having their own style of fish prints that might include text, landscape, or scientific records. The region has an abundance of fish to choose from and a wide selection of papers suitable for printmaking. 

It is believed that in the mid 1800s, prior to the widespread use of cameras, Japanese fishermen first started making gyotaku in order to make a record of what they caught before preparing it for a meal.

Eventually, gyotaku was popularized as an art form. As it spread to other countries, artists started using colour as well as the traditional black sumi-ink. 

Required Resources:

1 Source, 2 Teacher Resources

Gyotaku is made by applying paint or ink on the body of a real fish. The paint is then transferred to washi (Japanese paper) by placing the paper on top of the fish and gently pressing in order to transfer the pigment from the fish to the paper. It is a simple process and by following basic guidelines, students can successfully make their own gyotaku. Fabric can also be used in place of paper.

What you will need for this lesson

  • Work areas for students who can work in small groups or alone
  • Fish or other suitable objects
  • Ink or paint
  • Brushes
  • Paper or fabric to print on
  • Newspaper for protecting the work surface
  • Water for clean up

What we provide for this lesson

  • A PDF document containing a short background on gyotaku, list of materials needed, a step by step guide to creating gyotaku, and an assessment/reflection guide 
  • A PDF document listing where to source materials
  • A short video demonstrating the gyotaku process that you can share with your students

 

Required Resources

Name
Resource Type
Action

Gyotaku Video

Source (Video)

Teachers Guide to Gyotaku

Teacher Resource

Teachers-Guide-to-Gyotaku-1

Sources for Materials

Teacher Resource

Sources-for-Materials

Suminagashi 墨流し – Ink Marbling

How to say it: Suminagashi — soo-mee-nah-GAH-shee.  Five syllables – take it one step at a time: soo…mee…nah…GAH…shee

This art form that became suminagashi originated over 2,000 years ago in China and was practiced by Japanese Shinto priests as early as the 12th century. In Japan, suminagashi is one of the oldest forms of paper marbling. It is created by floating ink on the surface of water and then laying paper on the water so that the ink image is captured on the paper.

Later, it developed into an art form, becoming popular among the Japanese royal court, who used it to design paper and fabric with delicate, intricate patterns. It is historically seen with poems and writing and reflects the rhythm of nature and creation. Japanese practitioners see suminagashi as more than ink on water. They see it as an expression of emotions and harmony with nature.

Over time, paper marbling became popular in Europe. Artists developed ways of creating more intricate patterns by using their breath and different tools to manipulate the ink and water.

Today, with simple tools, you can make your own suminagashi, only needing water, ink, and paper or fabric.

Required Resources:

1 Source, 2 Teacher Resources

Suminagashi is created by floating ink on water and gently manipulating it into swirling patterns, then laying paper on the surface to capture the design.

What you will need for this lesson

  • Work areas for students who can work in small groups or alone
  • Sheets of washi paper or other suitable paper
  • Trays for water big enough to hold the paper
  • Ink or paint
  • Brushes
  • Newspaper for protecting the work surface
  • Water for clean up

What we provide for this lesson

  • A PDF document containing a short background on suminagashi, a list of materials needed, a step by step guide to creating suminagashi, and an assessment/reflection guide
  • A PDF document listing where to source materials
  • A short video demonstrating the suminagashi process that you can share with your students

Required Resources

Name
Resource Type
Action

Suminagashi Video

Source (Video)

Teacher’s Guide to Suminagashi

Teacher Resource

Teachers-Guide-to-Suminagashi

Sources for Materials

Teacher Resource

Sources-for-Materials

Takuhon 拓本 – Rubbing

How to say it: Takuhon — TAH-koo-hohn.

Takuhon (拓本)  is a traditional East Asian rubbing process used as a way to record inscriptions, carvings, and textured surfaces onto paper. The technique is called takuzuri in China and originated during the Han Dynasty (206 BCE–220 CE). It was later introduced to Japan during the Nara period (710–794 CE) through cultural exchange with China. In Japan, takuhon became an important method for documenting and preserving Buddhist inscriptions, temple records, calligraphy, and items from nature that might have otherwise eroded over time.

The process of creating a takuhon print involves placing washi (Japanese paper) over stone, wood, metal, or other suitable textured surfaces. Ink, graphite, or charcoal is then gently rubbed or dabbed across the surface to reveal an image of what is beneath. In Japan, takuhon continues today as both a cultural practice and a contemporary art form. It encourages close observation, the use of touch, an awareness of texture and builds an understanding of history through direct physical contact with materials.

In Japan, people use the technique of takuhon to make rubbings of inscriptions or poems from their family gravestones. The process is a tactile and personal way of connecting with family, history, and memory.

Required Resources:

1 Source, 2 Teacher Resources

In takuhon, thin paper is placed over a textured surface — like bark, a leaf, a rock, or a carved stone — with ink or crayon rubbed over it to reveal the pattern underneath. It’s a way of “lifting” the texture of the natural world onto paper, creating a print that captures every bump, ridge, and groove.

What you will need for this lesson

  • Textured objects that can be brought from home, found in the classroom, or found outside
  • Sheets of washi paper or other suitable paper
  • Graphite sticks or oil pastels
  • Your imagination

What we provide for this lesson

  • A PDF document containing a short background on tahuhon, a list of materials needed, a step by step guide to creating takuhon, and an assessment/reflection guide
  • A PDF document listing where to source materials
  • A short video demonstrating the takuhon process that you can share with your students

Required Resources

Name
Resource Type
Action

Takuhon Video

Source (Video)

Teacher’s Guide to Takuhon

Teacher Resource

Teachers-Guide-to-Takuhon

Sources for Materials

Teacher Resource

Sources-for-Materials

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