Lesson 1: Ink Blot Creation + Journaling
Duration of Days: 1
Lesson Objective
Students will create a symmetrical ink blot to explore the concept of Perception, using the resulting abstract shape as a prompt to identify and communicate internal thoughts or "found" imagery.
What stories does your brain start to tell when you look at a "messy" shape?
How can two people look at the exact same blot but see two different things?
If this ink blot was a mirror, what part of "you" would it be showing today?
Symmetry: A mirrored image; the same on both sides.
Perception: The way an individual sees, hears, or interprets something.
Projection: Finding our own ideas or feelings in an abstract shape.
Rorschach: A specific type of symmetrical ink blot used in psychology.
VA:Cr1.1.HS1: Use multiple approaches to begin creative endeavors.
VA:Re7.1.HS1: Hypothesize ways in which art influences a person’s perception of the world.
Language Arts: Inferencing—using visual clues to make an interpretation.
Science: Gestalt Principles—how the human eye perceives visual elements as a whole.
Description: Students drop liquid ink into the center of their journal, fold the page to create a symmetrical image, and then use the surrounding space to "journal" (via words, drawings, or icons) what they see within the shape.
Purpose: To build self-confidence in interpretation and provide a low-stakes entry point for self-reflection.
DOK Level: Level 3 (Strategic Thinking) – Students must interpret an abstract form and provide a rationale for their perspective.
Psychology: The history of the Rorschach test in mental health.
Nature: Finding "animals" or "faces" in cloud formations or wood grain.
"I didn't draw it right." (Correction: The blot is a collaboration between the ink and the paper; there is no "right" or "wrong" shape).
Communication: Use an "I See..." Choice Board with high-contrast icons (animals, nature, people) for students to point to.
Physical: Use Squeeze Bottles or Large Droppers for students with limited fine motor control to apply the ink.
Visual: Use Fluorescent Ink on black paper for students who need high visual stimulation to identify forms.
Communicative Output: The student will share their finding with a peer or teacher by saying, signing, or pointing to a representation of their interpretation (e.g., "I see a mask" or "It looks like a storm").
Materials: Liquid watercolors/ink, pipettes, handmade journals, "I See..." icon boards.