Printmaking
Art Educators: Jessica Grentz, Leah Marshall Ellert
Unit Title: On The Road: Exploring America Through Art
Project Title: Mid West Prints
Grade level: Middle Elementary
Estimated # of students: 25
Pennsylvania Visual Arts Standards:
9.1.3B- produce original work
9.1.3H-Use and maintain materials, equipment and tools safely at work and performance spaces.
9.2.3A-Explain the historical, cultural and social context of an individual work in the arts.
9.2.3L-Identify, explain and analyze common themes, forms and techniques from works in the arts
9.3.3A-Identify critical processes in the examination of works in the arts and humanities. Compare and contrast, Analyze, Interpret.
*PROJECT HYPOTHESIS AND SIGNIFICANCE:
MAIN PROJECT:
PRINTMAKING:
Students will look at the Midwest by discussing the animals that live in this region. Students will also learn that these animals leave behind tracks in the winter when it snows ‘printing’ their path. We will use this inspiration from the midwest to talk about printmaking as well as how we could make our own “animal prints”. Students will have the opportunity to make animal prints to resemble animal prints, or they can choose to create an animal image instead. They may decide to create prints or an image of an animal found in the Midwest, or come up with one that could withstand the difficult Midwest winters. Students will be told that where they carve away will be blank space, and where they leave untouched will be the positive space (filled in with ink). Students will be able to use this easy-cut linoleum as a “stamp” to ink up and print onto paper with.
*LESSON AND LEARNER OUTCOMES:
What will learners experience through this lesson? What specific knowledge, skills, and/or attitudes should learners gain?
Explicit Instruction: Printmaking
All students will sketch out a design in their sketchbooks they would like to cut. We will show animal tracks from animals of the MidWest and ask them to make a design. Students will then draw their planned out image onto the e-z cut blocks.
The teachers will break students into two groups to give a cutting demo. We hope that splitting the kids into smaller groups will allow students a better view as well as hold their attention more so than in a large group.
-During the demo we will first stress the importance of SAFETY. We will explain that the tools we are using are very sharp and can hurt us if we are not careful. The teachers will show the appropriate way to cut, always away from yourself! Another very important safety rule is that students need to hold the block close to their body. This is so that students do not cut into their own hand. Teachers will encourage student response to make sure all students understand the rules of safety.
-After safety is made clear, Teachers will show different techniques to cut the linoleum. We will explain that wherever you cut away will be white and wherever you don’t cut will be black.
Printmaking: Through this project we hope students will learn a new technique and way of making art.
*MATERIALS FOR LESSON:
Art Educator Materials:
-Giant map for class reference and decoration
-Projector to show images, artists
-teacher examples
-Easy Cut Linoleum
-Cutting tools
-Brayers
-Black Ink
-Colored Paper
-Pencils
Learner Materials:
-sketchbooks
-Projector and computer with dongle cord
-Books from the library
-Use of internet for powerpoint prep
-Pictures from Google Images
*PROJECT ORGANIZATION:
Pedagogical approaches:
-Direct instruction- Teaching students how to cut the linoleum in 2 smaller groups (one teacher per group) giving safety instructions as well as cutting techniques
-Sketchbook time- Free in the beginning of class, as well as the opportunity to plan out before they draw and cut on their linoleum block.
-Whole Group discussion- Thinking of animals in the Midwest and snow animal tracks that students might have seen previously
-Independent brainstorming- students will come up with an animal or animal tracks to carve into their block, real or fictitious animal
-One on one instruction: for specific questions/ help with tools, cutting, or printing
-facilitating clean-up- encourage specifics, very important to clean up tools, ink, and clean off blocks before storing them for next week
Initiating the Project:
Project Sequence:
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Teaching Approach/Teacher Actions: |
Learner Actions: |
Documentation Strategies: |
Environmental Designs: |
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9:-9:10 sketchbook time 9:10-9:20 carpet, ppt, project presi 9:20-9:25 demos 9:25-9:30 plan drawing, put on block 9:30- 10:00 cutting 10:00- snack 10:10-10:15- printing instructions 10:20-10:50 print with ink
Teachers will greet students as they enter the room and Tell them to think of an animal or animal print they would be interested in drawing.
Teachers will bring students to the carpet and show a powerpoint about the midWest and animal tracks from the area. Students will then learn about the project of printing.
Students will be split into two groups for cutting demos and safety instruction. Teachers will then send students back to their seats to plan out and draw their design on the the linoleum blocks.
After students draw their plans teachers will circulate to make sure students designs will work(no text). Then students will receive cutting tools. Teachers will move around the room helping and encouraging safety.
When students complete cutting we will have a break for snack on the carpet. The teachers will set up inking station at each table and have paper for printing available
After snack the teachers will introduce the printing aspect of the project and break into two groups to give demos. All Students will use black ink.
The remainder of the class will be spent printing the linoleum.
The last ten minutes will be spent cleaning up and ending class on the carpet for a break down of the day and lesson. |
Students will enter the room and begin planning a drawing
Students will move to the carpet and listen to the teachers as they present what we will be doing that day
Students will separate for demos depending on which team they are assigned to. Students will draw their plan onto the linoleum block and ask permission to begin cutting. Students will cut their linoleum.
After students finish cutting, if there is extra time they may work on coloring the airplane.
Students will watch a video during snack
Students will break into two groups for printing demonstrations
All Students will assist in cleanup.
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Teachers will walk around the room with cameras recording conversations and taking pictures of the printing process
Teachers will document the process from start to finish. Have images of teaching a demo to the kids cutting linoleum.
Record and take pictures of the students printing their blocks
After class is over upload images to update the blog.
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Students sketchbooks will be laid out on tables with markers
Projector will be set up at the front of the classroom.
Materials will be on the teacher table with easy access to pass out after demos.
The large airplane will be at the corner table with paint markers for students who finish early.
Snack will be given at the front of the room. A video will be projected
Printing stations with ink will be set up around the room. Approximately two per table.
When students finish inking they can put their work on the drying rack.
Students can work on the large airplane or independently in their sketchbooks at seats. |
*ENDING THE PROJECT:
Closure: Thanking the students for their hard work and cooperation throughout the morning. We may be individual students, but we are all going on this road trip together!
Transition: Explaining to the students that the following week will be our final week and the we will be doing all center-based learning!
ASSESSMENT:
How do we KNOW learners have met goals?
Students engage in presentation group lecture by contributing with comments and questions, as well as looking at the screen and seeing the images of sample artworks displayed. we will know the students have met the goals of the projects by having conversations with students about their work. We can also observe students working together with classmates to ensure they are a part of the social aspects of the classroom.
REFERENCES: