Linocut Lesson Apd

Amy Dyckovsky
Sonoma Valley High School

2/05/16
A RT I: L ESSON P LAN
Page 1
L ESSON P LAN T ITLE :

L INO B LOCKS
E STIMATED C LASS T IME :

2 WEEKS
Concept/Topic To Teach: History of, drawings, carving, printmaking.

Lesson as part of Unit: Lesson will continue with a book-making project.
VAPA Standards Addressed:
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and
Skills Unique to the Visual Arts. Students perceive and respond to works of art, objects
in nature, events, and the environment. They also use the vocabulary of the visual arts
to express their observations.
Develop Perceptual Skills and Visual Arts Vocabulary
Identify and use the principles of design to discuss, analyze, and write about visual aspects in
the environment and in works of art, including their own.
1.2 Describe the principles of design as used in works of art, focusing on dominance and
subordination.
Analyze Art Elements and Principles of Design
1.3 Research and analyze the work of an artist and write about the artist's distinctive style
and its contribution to the meaning of the work.
1.4 Analyze and describe how the composition of a work of art is affected by the use of a
particular principle of design.
Impact of Media Choice
1.5 Analyze the material used by a given artist and describe how its use influences the
meaning of the work.
1.6 Compare and contrast similar styles of works of art done in electronic media with those
done with materials traditionally used in the visual arts.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts. Students apply artistic processes and
skills, using a variety of media to communicate meaning and intent in original works of
art.
Skills, Processes, Materials, and Tools
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the
principles of design.
2.2 Prepare a portfolio of original two-and three-dimensional works of art that reflects
refined craftsmanship and technical skills.
2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).
2.4 Review and refine observational drawing skills.
Communication and Expression Through Original Works of Art
2.5 Create an expressive composition, focusing on dominance and subordination.
2.6 Create a two or three-dimensional work of art that addresses a social issue.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures
throughout the world, noting human diversity as it relates to the visual arts and artists.
Amy Dyckovsky
2/05/16
Role and Development of the Visual Arts
3.1 Identify similarities and differences in the purposes of art created in selected cultures.
3.2 Identify and describe the role and influence of new technologies on contemporary
works of art.
Diversity of the Visual Arts
3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place,
and cultural influence are reflected in selected works of art.
3.4 Discuss the purposes of art in selected contemporary cultures.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts. Students
analyze, assess, and derive meaning from works of art, including their own, according
to the elements of art, the principles of design, and aesthetic qualities.
Derive Meaning
4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and
political contexts influence the interpretation of the meaning or message in a work of
art.
4.2 Compare the ways in which the meaning of a specific work of art has been affected
over time because of changes in interpretation and context.
Make Informed Judgments
4.3 Formulate and support a position regarding the aesthetic value of a specific work of art
and change or defend that position after considering the views of others.
4.4 Articulate the process and rationale for refining and reworking one of their own works
of art.
4.5 Employ the conventions of art criticism in writing and speaking about works of art.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject
Areas and to Careers. Students apply what they learn in the visual arts across subject
areas. They develop competencies and creative skills in problem solving,
communication, and management of time and resources that contribute to lifelong
learning and career skills. They also learn about careers in and related to the visual
arts.
Connections and Applications
5.1 Design an advertising campaign for a theatre or dance production held at a school,
creating images that represent characters and major events in the production.
5.2 Create a work of art that communicates a cross-cultural or universal theme taken from
literature or history.
Visual Literacy
5.3 Compare and contrast the ways in which different media (television, newspapers,
magazines) cover the same art exhibition.
Careers and Career-Related Skills
5.4 Demonstrate an understanding of the various skills of an artist, art critic, art historian,
art collector, art gallery owner, and philosopher of art (aesthetician).
Page 2
Amy Dyckovsky
2/05/16
Elements of Art:
Form
Value
Principles of Design:
Emphasis
Pattern
Page 3
Texture
Space
Shape
Color
Line
Unity
Rhythm
Contrast
Movement
Balance
Students' Prior Knowledge:

Line drawing exercise done in class in sketchbooks.
Shape drawing exercise in sketchbooks.
Value exercise done first semester in sketchbooks.
Opportunities for formative assessment:
Teacher approval of students' drawings prior to transferring to lino block.
Frequent one on one interaction throughout process.
Daily Sequence (Daily expanded lesson plans may be attached):
Day Date Min.
Task overview
1
1/29
Fr 95
Students still working on clay projects. Sketchbook assignment with Shape
video. Introduce Linoleum block printing.
2
2/2
Tu 95
(Only part of block, after completion of clay project). As students finish clay
project they begin Lino project. Start with thumbnail sketches.
3
2/3
We 45 (Only part of block, after completion of clay project). As students finish clay
project they begin Lino project.
4
2/5
Fr 95
(Clay project complete after first half of class). All students should be working
on Lino drawings at this point.
5
2/9
Tu 95
Lino drawings. Students begin transferring drawings to Lino. Intro of lino
cutting with slide shows (how to and safety). Presentation of assignment
requirements.
6
2/11
Th 95
Valentines for Ms. K (20 min). Students at various stages of Lino process.
Demos of printing process for small groups of students. Some students begin
the printing process.
7
2/17
We 95 Small demos printing process. Students begin teaching each other the
printing process. Presentation of how artists sign prints.
8
2/19
Fr 95
Sketchbook checks and new sketchbook assignment with texture video. Most
students will be done with prints by the end of this class.
9
2/23
Tu 95
Student self assessment writing exercise. Begin next lesson: book making
(using a lino print as the cover).
10
2/24
We 45 Complete book making. Complete all linoleum prints. Introduce Next Unit:
Perspective.
Targeted Vocabulary:
Linoleum
Tribal
Woodcut
Moveable type
Book Making
Bench Hook
Shallow
Proof
Transfer
Printmaking
Brayer
Ink
Amy Dyckovsky
2/05/16
Page 4
Background Support:
History of Block Printing
Visual Presentations:
History of Block
prints
History of Linoleum
Famous artists'
Artists: Picasso, local artists, current,
linocuts
artists, protest art
About the process
Review of Line
Safety with cutting
Signing
works/requirements
Artists of Note
Picasso
Gregorio Perez
Matisse
BlockPrintHistory.pptx
Masters_Linocut.pptx
apd_printmaking art1.ppt
Line_drawing_Value_Pattern.pptx
carving injury.pptx
LinoPrintFinal.pptx
Durher
Jesus Cruz, Jr.
Thomas Rude
Essential Techniques:
Drawing
Signing works
Image Transfer
Proofing process
Linoleum cutting
Block Printing
Direction/Demonstration:
Image transfer
Word transfer
Lino cutting
Printing
Signing works
Required Materials:
Sketchbooks
Gouges
Brayers
Graphite pencils
Plexiglass
Sharpies
bench hooks
Paper (print, color,

patterned)
Newspaper for
covering tables.
Lino blocks
Print ink (black and
colors)
Safety Concerns/Instructions:
Potential injury from the cutting tools. Proper use of tools discussed and demonstrated. Slide
show also presented to students: carving injury.pptx
Student output requirements:
Chosen image should be related to nature and/or have a tribal theme.
Sketchbook thumbnails
Sketchbook drawing used for transfer
At least 3 proof prints with notes on problems and solutions
3 clean black prints
2 clean color prints
2 clean prints on alternate paper (color and/or patterned)
All prints to have proper artist's notation
Rubric: (Additional rubric sheet may be attached.)
1. Production/Effort
Amy Dyckovsky
2/05/16
2.
3.
4.
5.
Page 5
a. Well thought out and planned (received teacher approval)

b. Sketchbook drawing with detail and measurements
Creativity
a. Originality, Shape and Design, Decoration
Craftsmanship
a. Good shape, even walls, not too thick or thin
b. Clean finish, no sharp edges, followed directions
Work habits/Attitude
a. Working to ones ability
b. Pride in your work
c. Be a positive member of the class community
Clean up
a. Thorough and timely clean up.
b. Make sure the classroom is well prepared for the next class
Adaptations for English language support:

Visual representation of items being presented/discussed. EL students are seating with bilingual
students to help with translation. Frequent interaction with students provides opportunity to
evaluate understanding.
Adaptations for students with LD:
Extra time, and repetition of instruction. Frequent interaction with students provides opportunity
to evaluate understanding and progress.
Extensions of additional challenge:
Create additional blocks
Create additional prints
Help other students who are unclear of specific parts of the process.
Beyond (including connections to other subjects and careers):
Creation of book with Lino Print cover
Where is block printing used in modern times? Artists?
Related techniques: silk screening, printing press
Closure: We will end with a self-assessment exercise and a viewing of the students' work. The creation
of the book with lino print cover will provide the students with a tangible "showcase" for their work.
Discussion Questions:
What did you learn about linoleum printing that you did not know before?
Which part of the linoleum printing technique was your favorite? Why? What did you find easy to
accomplish within your artwork? What did you find difficult? What would you do different next time?
Amy Dyckovsky
2/05/16
Notes:
Samples of inspiration images provided to students.
Page 6
Amy Dyckovsky
2/05/16
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Amy Dyckovsky

Sonoma Valley High School

L ESSON P LAN T ITLE :

E STIMATED C LASS T IME :

Concept/Topic To Teach: History of, drawings, carving, printmaking.

Students' Prior Knowledge:

Jesus Cruz, Jr.

Paper (print, color,

a. Well thought out and planned (received teacher approval)

Adaptations for English language support:

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