Professional Documents
Culture Documents
Printmaking Unit Plan - Amy Robertson Revised By: Deanna Plested Grade
Printmaking Unit Plan - Amy Robertson Revised By: Deanna Plested Grade
Revised
LESSON #1 Introduction to
Printmaking
Date:
Unit: PRINTMAKING
Subject: ART/LANGUAGE
SLO: The students will put in order the major events from the Legend read in class.
The students will explain the definition of positive and negatives space and how it
is used in printmaking images.
Evaluation:
Prints are used in all cultures to produce fine art, used on clothing or objects
Prints that are made up of different colors require a separate wood block for each
color.
Show some visual examples Japanese wood prints, Fable example photocopied (from
1400s)begin discussing the techniques used.
-
Revised
Question: Who has ever used a stencil? Or made a stamp out of a potato?
- These are also other forms of printmaking.
Techniques used to day:
Wood cuts: the printing surface is usually carved from a block of wood
(Provide an example of a wood block from my old printmaking class) After the ink or paint is place on the wood it will be pressed onto a piece of paper.
What do you think will happen after I remove the paper?
- When the paper is removed the image will appear on the block
How do you think they get certain areas black and others white?
- Whatever is carved or removed will appear as white, and whatever remains on the
wood block will appear black in the final image.
How was printmaking used to record things?
- people would record Legends, Fables, and current events through art work
What other methods of recording information did they use then?
Why would printmaking or art making be important form of record making during the
18th century?
Body: (25 minutes)
Discuss how printmaking relates to Legends:
(2 minutes)
- Pictures work well to record things: we talked about recording information through
cave paintings
Visual Example: Francisco Borges taught himself to make wood block prints to illustrate
images for the folk stories that he recorded.
Story: Read story called: The Story of Chakapas
(8 minutes)
(This particular story has excellent black and white images which look like wood block
prints. The story is about a hunter who tries to capture the moon. The animals end up
missing the moon after it disappears. The smallest animal the mouse- ends up breaking
the rope to let the moon back into the sky. The black and white images are awesome as
examples themselves!)
Questions: Things to think about
- What do you think the white area on the cover represents? The moon.
- Begin reading the story.
- As an entire class - discuss and summarize the main events in the story which are
listed on the work sheet: there are 5 main events
Group work: Explain the group work involved in todays lesson
Revised
Students will work in groups to organize the main events in the Legend - A worksheet
will be provided each student.
The students will be grouped according to the table they are sitting at these are the
students they will work with for the rest of the class
The group will work together and decide the order of the important events
After they have numbered the events, as a class we will go over in which order the
events occurred in the Legend.
Activity introduction:
(10 minutes)
- After the break we are going to make a relief print: We will apply paint to a raised
surface and press it onto a piece of paper. The paint which is on the raised surface
will leave an image behind on the paper after it has been pressed.
-Discuss positive and negative space:
- Define positive and negative space on worksheet and provide 3 examples on the
board using shapes. (ex. circle colored in black = positive, the white background
would be = negatives space)
POSITIVE SPACE: the area which makes up a shape
NEGATIVE SPACE: the area which makes up the background
Ask students which example is positive and which is negative.
Have a student come up to the chalkboard.
If Sam stands in front of the chalkboard is he taking up positive or negative space?
- Look at example from book
Question: How do you think the artist was able to represent this type of texture on the
mouses fur?
Detailing is caused by small lines to create texture.
Ask students if they know what texture describes.
- Since the illustrator chose to use black it creates a strong contrast. Ask students if
they know what contrast describes.
-
Conclusion: (4 minutes)
Review the solutions for the positive and negative worksheet.
Have the students reveal the solutions by choosing random students in order to keep
everyone on task.
Revised
Date:
The people and animals asked Chakapas to return the moon since they needed
the light from the moon at night time.
____
The mouse was the only animal left. He was brave and chewed away the cords
even though he was burnt by the heat of the moon.
____
Chakapas was a very strong warrior. No animal was strong enough to escape
Chakapas, so he decided to catch the moon with a snare.
____
Chakapas threw the animals up one by one to try and eat through the cords.
All of the animals tried and failed.
____
To this day the fur on the mouses stomach is burned to the color of grey ashes as
a sign of his adventures.
Printmaking:
Positive Space: _______________________
Negative Space:
______________________
Examples: Label on the line provided below each box, whether the grey area in the
example is positive or negative space.
1.
3.
LESSON #2 Introduction to
Printmaking
Date:
Time:
Unit:
PRINTMAKING
Subject:
ART/LANGUAGE
SLO: The students will illustrate one of the major events from the Legend using relief
print making techniques such as carving and crosshatching.
The students will justify which images worked successfully because of the
carving techniques, and paint application.
Evaluation:
Materials:
Visual examples of prints, The Story of Chakapas, worksheet, pencil
paper, paint brushes since brayers are not available), paint/or ink, styrofoam plates, pens,
paper towels, water containers, examples of woodcuts
Procedure: (39 minutes)
Introduction: (5 minutes)
Conclusion: (9 minutes)
Provide the last few minutes for cleanup time
Prints will be placed in the drying racks. A student at each table will be responsible for
one task:
washing the tables
- putting the paint away
washing the brushes - gathering up the worksheets - gathering up the plates
Mini Critique use the remaining 4 minutes to have a few students discuss their work.
LESSON # 3
Printmaking continued Currency
Date: Monday,
Time:
Unit: Printmaking
2:40-3:20 (42)
Subject:
ART/SOCIAL
SLO: The students will produce 3 of the same images through the practice of repetition.
The students will distinguish which techniques (such as paint application, carving
techniques, etc.) will assist them in creating successful prints.
Evaluation: The students will be evaluated on a scale of 10 after handing in their
currency.
/4 marks for consistency and repetition
/2 marks for creating their own design
/2 marks for carving techniques
/2 marks for applying their name to all of the dollar bills
Materials:
Paint, Styrofoam (pre cut into dollar bill size strips) brushes, water
containers, paper, carving tools, demonstration, visual examples of
prints with repetition in it (Andy Warhols cans)
Procedure: (42 minutes)
Introduction: 5 minutes
(need a few minutes to get up to the art room)
We discussed positive/negative space last week go over definition
Discuss a few examples from work last class
Have two or three examples on the board to redefine positive and negative space.
Why is it important to be aware of using your space when printmaking?
- the different positive and negative space will create a stronger, more interesting image.
Body: (30 minutes)
5 minute discussion
Discuss the types of currency which the Fur Traders used when they came to Canada
What is currency?
What types of currency did the fur traders use when interacting with the Natives?
What types of objects or things do you think they used to trade with?
- Generate ideas discussed in social from the class before describing the different objects
which were traded with the Natives which the fur traders brought to Canada.
What types of items did the Fur traders bring to Canada?
List a few examples on the board as review.
Today we will be creating stamps to create our own currency. Later next week we will be
having a mock fur trade in our classroom during social. If we use the currency that we
make today we will still be trading objects rather than bringing the actual objects. When
we create our money instead of putting a dollar value on it we will use images of the
objects which the fur traders traded with the Natives.
Introduce a new idea (repetition) to expand the students knowledge of printmaking
When the money is made in the mint do they have workers hand paint or ink each 5
dollar bill?
How is money made?
Is it photocopied? Is it printed one by one?
Money or dollar bills are printed on large sheets and then cut into smaller sizes.
Therefore, they usually have numerous dollar bills on one sheet.
1.
2.
3.
4.
5.
When we create our trading bills we will be using this same idea.
When you begin printing we will fold our paper into 6 different pieces. You will print 3
repetitions of the same image. Then you will get the chance to print 3 more repetitions of
your second image in a different color.
Lets review the steps of what you will do which are written on the board.
Brainstorm which objects you want to carve out
Carve out the negative space
Fold the paper into 6 and write your name on each square.
Paint over all of the styrofoam
Print on the paper
20 minutes
Allow the students 20 minutes to do their carving and printing.
Have materials prepped on the counter. (Paint and water cups will be distributed before
the printing occurs. The person who is ready first will move to the printing area or
collect the supplies needed for their table.)
Conclusion: (5 minutes)
Make sure there is time for cleanup.
A student at each table will be responsible for one task:
- Washing the tables - putting the paint away washing the brushes - putting up the stools
Notes for next class:
Discuss the results of the printing during the next social period. What
was difficult this time? (Repetition of the same image & amount of paint)
What was easy or fun?
LESSON # 4
Title Page Printing
Date:
Time:
Unit: Printmaking
11:05 11:47 (42)
Subject: ART/LANGUAGE
SLO: The students will design their own title page for their Book of Legends The
students will illustrate positive space by carving out the letters in their title.
-
Review the steps from the agenda written on the board of what will be done in class
today.
1. Design a title page Brainstorm ideas for titles: Book of Legends, 5C Legends
2. Transfer the writing on the window complete the image and other detailing on the side
which the writing is written backwards
3. Transfer the image on the Styrofoam plate and carve 4. Cover with paint and print
5. Clean up!
Give demonstration on what is expected from students
Give an example by carving the words directly on the plate so you are able to read it.
- Print this example and ask:
What happened to the letters? Can you read the words? How come they are
backwards?
Discuss the ideas of reversing it. Show how you can see through the window to trace.
- Print an example where the letters are written backwards.
How did this work? Why is it different?
- Discuss carving techniques (carving depth to ensure no paint seeps in) What
techniques have worked in the past two projects? How does the depth of the
carving affect what the paint does?
- paint distribution
- pressure while printing
- COLOR combinations we used blue paint on yellow paper it turned the
image GREEN!
Students are allowed to print two different copies using different colored paper (green
and yellow)
Body: 20 minutes
Have a student explain and review the steps in completing the print
1. Carve image on Styrofoam plate
2. Ensure that your carving is deep enough and you have incorporated positive
and negative space
3. Paint and print. You have a choice of doing two prints in two different
colors (therefore the students can choose which print they like best for their
book)
4. Clean up! - Place prints on the far left cup boards
Everyone at the table should take responsibility for a duty
A. brushes
B. water
C. wiping table
D. paint container
Provide students with a period of 20 minutes to print. (When we actually did the lesson
the students designed and traced their letters before we went to the art room. Therefore
an additional 10 minutes would be needed for this lesson to work in the length of periods
I was working with.)
Conclusion: Clean up should take remaining 5 minutes
- The success of the prints will be discussed next class due to lack of time.
Were both the prints that you completed the same?
How did they differ? Which ones did you like better? The ones printed on the
Green or yellow paper? And why?
Notes for next class: Book making
Remind students to bring material, paper for cover of their book!
(Material, cloth, paper, brown paper bags crumpled, yarn, etc.)
LESSON # 5
Bookmaking Japanese Bound
Date:
Unit: Printmaking
Subject:
Time: 11:05- 11:47 (42)
ART/LANGUAGE
SLO: The students will construct their own Japanese bound books. The
students will apply their knowledge of book making techniques to
incorporate craftsmanship when completing their finished product.
-
HANDOUT card board precut for each student, material, paper, glue
gun, pencil, yarn, legends photocopied and hole punched, title pages hole
punched, scissors, glue, instructions pre written on the board.
Procedure: 40 minutes
Introduction: 5 minutes
Today we are going to starting our books to log the legends that the class wrote.
Provide an example of the Japanese bound books from Art 3601. Discuss what makes
this book unique from a normal book you would buy from Chapters.
LESSON # 6
Bookmaking Japanese Bound continuation
Date:
Unit: Printmaking
Subject:
Time: 11:05- 11:47 (42)
ART/LANGUAGE
SLO: The students will construct their Japanese bound books completing the final steps
of binding the book together.
The students will apply their knowledge of book making techniques to
incorporate craftsmanship when completing their finished product.
-
HANDOUT card board precut for each student, material, paper, glue
gun, pencil, yarn, legends photocopied and hole punched, title pages hole
punched, scissors, glue, instructions pre written on the board.
Procedure: 42 minutes
Introduction: 5 minutes
Provide instructions written on the board which include the steps to be completed.
READ through the remaining steps to complete from the hand out as a class
Give a quick demonstration on what is expected of the students
Provide a Hand out so students can work at their own pace? Carry on from steps 6-8.
6. Glue a piece of construction paper to the inside of the book
- Include your name and the year on the inside of the
book
Body: 35 minutes
Demo:
Instruct students that I will start the demo from where we left off yesterday.
Review with the students which steps should have been completed yesterday.
Any ideas of what we need to do next?
What things need to be included in the book before we begin sewing?
Does anybody have any ideas of how to begin sewing this?
Give an example of which hole we can start sewing from. Refer to the images drawn on
the worksheet to ensure that we are following the correct steps.
After I sew through the entire book and all of its pages twice where should I go from
there?
How many holes do I need to sew, bind or tie together?
How do I make a cris cross pattern? How do I make the string (yarn) appear to be going
straight up or straight down the binding of the book?
Provide the remaining of the period for students to complete the binding of their books.
Those students who are finished early can help and assist other students who are having
more difficulty.
Or those students can decorate the outside of their books.
Conclusion: Discuss a few examples what types of sewing techniques were difficult?
Which ones were easier?
Are there any similarities in the books made by the class?
What are the major differences?
Notes for next class:
LESSON #7
Introduction to Silkscreen
Date:
Time:
12:04 12:43(39)
Unit:
Printmaking
Subject:
ART
SLO: The students will design and produce a stencil with the first letter of their name or
their initials.
Evaluation:
Materials:
Procedure: 39 minutes
Introduction: (10 minutes)
- use a few minutes to get to the art room
Discuss the origins of printmaking/silk screens
Silkscreen: creative silk screen printmaking in which the artist designs makes and prints
the stencils to create an original work of art (write on board?)
Show what a silkscreen looks like what is the screen made of?
Discuss examples of positive and negative space from textbook - Warhol
Define previous example of negative space positive space
What is an example of the positive space in this image? The face or the background?
Give examples of silkscreen images from art history.
Warhol famous celebrities Monroe, Elvis, Soup Can
What types of techniques did he use with the soup cans?
Pop Art images from mass popular culture (coca cola) such as magazine,
newspaper, billboard, and comic strips as subject matter
- It was widely accepted in the 1960s in the United States
Why would they use printmaking to tie in with mass culture or advertising?
How are advertising posters made? Are they hand painted?
Body: (25 minutes)
(15 minutes) Demonstration: Today we will make silkscreen images of letters from our
first name or initials?
Discuss in the example given which would be negative and positive space.
Explain two different examples of the letter N and the letter A
- draw the two different letters
- discuss which parts of the letter will be acceptable to cut out
What happens if I do not link the inside space for the letter A with the rest of the negative
space?
1.
2.
3.
4.
5.
6. Reveal where does the screen go? Where should I place my stencil? Where should I
place my finished product? 7. Set on dry rack
Design your own letter
(5 minutes)
- Take a few minutes to design a few different types of ways to write your letters. Do you
want curvy letters, choppy letters, block letters, intertwining letters? - Students will use
the letter of their first name and design a new version which will be printed
- Things to keep in mind dont make it too complicated
- Positive and negative space
- Originality Should everyone use the same style?
(5 minutes)
Cut out letter keeping in mind positive and negative space
- Show a couple good and bad examples of how things are printed
Why do you think this paint leak through the stencil?
Why didnt the negative space from the inside of the letter A show through?
Sponge Activity: Students who are finished early can assist others in their cutting or
work on their homework which they brought to class
Conclusion: Provide a few examples of students stencils to ensure they see the variety
within their own classroom.
LESSON #8 Introduction
to Silkscreen
Date:
Time:
12:04 12:43(39)
Unit:
Printmaking
Subject:
ART
SLO: The students will apply their understanding of silk screening to create their own
silk screen of their initials.
The students will analyze their own image to determine which techniques
(cutting, ink distribution, pressure from the scrapper) created a successful print.
Evaluation:
Materials:
Procedure: 39 minutes
Introduction: (2 minutes)
Give a quick overview of what silk screening is.
Silkscreen: creative silk screen printmaking in which the artist designs makes and prints
the stencils to create an original work of art (write on board?)
Review steps from the demonstration.
What is important to keep in mind when creating and cutting out your stencil?
1.
2.
3.
4.
5.
setting their
LESSON #9
Date:
Time:
12:04 -12:43
Unit:
Printmaking
Subject:
ART
SLO: The students will design their own logo using their initials or a meaningful
symbol.
The students will demonstrate their understanding of mass popular culture when
designing their logo by incorporating color, line, creative lettering.
Evaluation:
Materials: scissors, pencil, paper, paint, construction paper, screens, Andy Warhol
textbook, visual examples from textbook
Procedure: 39 minutes
Introduction: (10 minutes)
Discuss design in what types of industry do we use design?
When fashion designers make clothing what types of things to do they take into account
when designing clothing?
Do they want to design things that are popular?
What about the elements of design? Are there certain aspects of art which make things
more pleasing to look at?
Discuss and define popular culture.
What does mass popular culture mean?
Who was Andy Warhol?
How was Andy Warhol influenced by mass popular culture? Did it affect his art work?
Provide a visual example of Warhols early work when he was designing shoes. When
he was a designer do you think he was influenced by mass popular culture since he
was involved in make advertisements?
Provide a few visual examples of Warhols work.
Brillo, Del Monte, and Heinz Cartons (silkscreen on wood)
Campbells Soup (silkscreen prints)
Pepsi cola (acrylic on canvas)
Review the steps which have to be accomplished in the next two periods
Design your own logo
Re draw your logo
Brainstorm ideas on color and placement on your t-shirt
Cut out your stencil
Once you have designed your logo re draw the finished copy on the stencil paper.
Spend the remaining time cutting out your stencil and brainstorming the color selection
you would like to use for your logo.
Give a quick demonstration of the steps which the students will work on in the next
lesson to inspire them and get them excited.
- Prepare a design to print on a t-shirt so students can understand what they are working
towards.
Conclusion: Take a few minutes at the end of the period
- to discuss how the logo designs turned out
- what was difficult about designing your own logo
- what was fun about designing your own logo
LESSON #10
Silk screening
Unit:
Date:
Printmaki
ng
Time:
12:45 1:24 (39)
Subject:
ART
SLO: The students will produce their own design on a t-shirt by silk screening the
image.
The students will plan their design on their stencil before printing on the t-shirt. The
students will construct an image with an awareness of incorporating positive and
negative space.
Evaluation:
Materials:
Procedure: 39 minutes
Introduction: (3 minutes)
Review the steps in which things need to get done today.
Now that you have your design cut out what is the next couple of steps?
1.
2.
3.
4.
5.
6.
7.
If time permits students can print their image again using another
color on a piece of paper.
Conclusion: (5 minutes)
Discuss the challenges of creating your own design.
Did the initial design you had in mind change through the process of silk screening?
How do you think this approach is different than hand painting each image on the tshirt?
Is there more or less control?
Is it easier or more difficult to ensure repetition and success?