Supplies needed for this project are: foam trays, ink, rollers, pens or pencil, glue, and construction paper.
Students were first introduced to the holiday theme by viewing a PowerPoint of holiday images and discussing the common theme in them of holidays.
Next, students were view a video clip of Printmaking on a large scale, by watching a steamroller at an art center in Oregon make large prints. Students also engaged in a discussion about where they have seen real examples of Printmaking in the world, such a logos on t-shirts, museums, art centers--Terry Redlin Art Center in Watertown, SD, as well as newspapers, blankets, books, etc.
Students were also introduced to the following art concepts by PowerPoint and discussion: Emphasis, Shapes, and Lines.
Printmaking Lesson Plan:
Name: Rebecca Rennison and Jessica Scott
Lesson Title: Holiday Printmaking
Grade Level: 2nd Grade
Developmental Characteristics: The purpose of this lesson
is to introduce 2nd Grade students to making light and dark value compositions with a
variety of shapes, patterns, and details. 2nd and 3rd grade
students take longer to look at art because they now have the skills to
identify events depicted in artworks, and they can accept and recognize
differing representations and styles in their peers’ works as valid expressions
of art.
The other
purpose of the lesson is to introduce students to the skills used in
printmaking, such as the use of lines and texture, and different colors to
enhance the look of the greeting cards. 2nd and 3rd grade
students can recognize different media and techniques in various artworks, such
as printmaking. They can also describe some criteria for art, such as bold,
colorful, dark, light, pretty, etc.
Art Materials:
Students: pencil, glue, scissors, construction paper
Teachers: construction paper cut to fit the size of foam
trays, block paint, spoons, foam trays, paint trays, paint/print rollers,
newspaper or something to cover the table
Instructional Resources:
- PowerPoint
of Holiday images (i.e. Christmas trees, fireworks, jack-o-lanterns, etc.)
- Examples
of student work
- Step-by-Step
example for student directions
- Grading
Rubrics
Vocabulary:
Printmaking: An art form consisting of the production of
images, usually on paper but occasionally on fabric, parchment, plastic, or
other support, by various techniques of multiplication
Emphasis: This is the focal point of the art and this
area tends to have the clearest or the sharpest details of the piece.
Shapes: Can be geometric or organic. Geometric shapes are simple shapes
found in geometry, such as circles, squares, triangles, etc. Organic shapes are
based on natural objects, such as trees, mountains, leaves, etc.
Lines: Can be straight, curvy, thick, etc., and can create direction in
art, outline areas, and show movement or energy.
National Visual Arts Standards for K-4:
NVA.1:
Understanding and applying media, techniques, and processes.
C) Use
different media, techniques, and processes to communicate ideas, experiences,
and stories.
- The
students will use pencils or pens to create lines, shapes, and texture of
a still life objects utilizing light and dark values, which will be
printed out onto construction paper. Students will also make additional
prints using different colors, patterns, textures, or shapes
NVA.3:
Choosing and Evaluating a range of subjects matter, symbols, and ideas.
B) Select
and use subject matter, symbols, and ideas to communicate meaning.
- Students
will be able to use their prints to express meaning about a certain
experience.
NVA.5:
Reflecting upon and assessing the characteristics and merits of their (a
student’s own) work and the work of others.
B)
Describe how people’s experiences influence the development of specific
artworks.
- The students will share their scene and explain what experiences influenced them to create it.
Procedure:
Anticipatory Set:
1.
http://www.opb.org/programs/artbeat/segments/view/874. Discuss real
examples of printmaking and why people use printmaking techniques. Discuss
different holidays with students and ways that printmaking could be used to
create scenes or print that symbolize their favorite celebrations.
2.
PowerPoint with real examples of the new vocabulary words.
3.
Have each student brainstorm 3-5 holiday scene ideas that can be
easily recognized for the holiday of their choice. Students will pick 1 of
these ideas to use in the lesson.
Instructional
Input:
Safety rules for working with inks in printmaking are:
- No
eating or drinking in the work areas.
- Cut
away from yourself when using sharp tools, such as scissors.
- When
working with paints, roll up long sleeves, take off jackets, wear and
apron, etc. to keep clothes clean.
- Wash hands with soap and water after working with the printmaking inks.
Modeling:
a.
The teacher selects a foam tray and demonstrates how to draw or
etch shapes into the tray using a pen or pencil.
b.
Next the teacher draws large and small details on the tray, in
order to show students the different printing effects from different sized
etchings.
c.
Once the tray is etched, then the teacher moves to the paint and
roller station, which is where he or she will demonstrate how to add paint to
paint tray and how to properly add ink to the roller and apply it to the
tray.
d.
Once the tray has been inked, the teacher will then demonstrate
how to use the tray to print onto construction paper.
e.
The finished print will then be shown to the students, so that
they can discuss the printmaking techniques that they will be using and so that
they can ask any questions that they may have at that time.
f.
The teacher will then instruct the students on the cleaning up
procedures that they will use after they are done with their printmaking
projects. The teacher will also go over the safety rules again, in order
to ensure that all the students understand the rules and also to clarify any
rules that students are unsure of.
Guided Practice:
1.
Each student needs to select five pieces of construction paper.
Each piece will be used for a print. Remind them to put their names on the back
of each piece of paper.
2.
Each student will be given 2 foam trays. With their pencils, have
them draw out the scene that they chose from their brainstorm on one of the
trays. Remind the students that they need to use the entire tray, but to
emphasize one aspect in the scene. It is also important for the students to
know that smaller details won’t show up as well, so be careful when including
them in their scene.
3.
On the other tray, have the students make a design using different
shapes. They can choose between organic and geometric. They can also use lines
or patterns if desired.
4.
Once both trays are completed, students will move to the paint and
roll station that is set up on one of the tables. Here, the students will pick
a color that they wish to use for their prints (one color per print, and 3
colors total can be used for their five prints). The teacher will add about a
teaspoon of the desired color onto the paint tray, and the student will use the
paint roller to apply a thin layer of paint to the roller (a tacky, sticky
sound will be made when the appropriate amount of paint is left).
5.
Roll the paint onto the tray design. Make sure that there is paper
underneath the tray to protect the table. There only needs to be a small amount
of paint on the tray design to work (extra paint will cause the design to not
transfer correctly).
6.
Flip the design, paint side down, onto the middle of one of the
five construction paper “frames” that were picked out earlier. Press down on
the tray to make sure the design transfers.
7.
Peel off the foam tray carefully, and place the print on a drying
rack to dry.
8.
The teacher will then help the student pick up the print and move
it to a safe drying area (across the back counter).
9.
After they dry, students can choose to add additional bordering to
frame their print. Students will also have the option to do the “professional”
titling on the front of their print if they choose.
Display: The teacher will collect
the 3 best prints chosen by each student (one shape, one holiday scene, and the
last their choice of a duplicate) after they have had adequate time to dry and
be “framed” by the students. The holiday scene print will be posted onto a
bulletin board display in the hallway outside the classroom. The title of the
board will say: “Holidays our way”.
Closure: This a time for discussion
and student reflection of how they felt the printmaking project went, such
as, “was making the designs on the foam trays harder or easier than they
thought it would be?” If it was harder than expected, ask for student
suggestions on ways to make the printmaking easier.
Also, each student will be given a note card, and asked to write
about the experience that they created for their holiday scene. Have them
answer questions like:
- Is
this a picture of a memory?
- Why
did you pick this scene?
- Does it emphasize something that is important to you?
If there is time, give the students an opportunity to share their
projects with the rest of the group. Do a group “museum tour” and let the
students walk around silently looking at their peer’s artwork. Afterwards,
students can raise their hands and positively comment on the art that they saw.
Lastly, ask students to identify the design principles that they used in their
prints.
*Museum tour can be done after clean up if desired.
Clean up: After the students have
finished with the museum tour, they will be asked to carefully wash off their
foam trays they used for their prints in the sink. Make sure that students wash
the paint off completely and then dry them off with a paper towel. The teachers
will wash the paint trays and paint rollers at the end of the lesson.
Integration: Printmaking
techniques can be used for a variety of subjects and themes. One option is to
have students create cards. They can then use these cards to write notes or
memories to family members or friends. This will give them a chance to
personally express themselves through two different forms. It will also allow
your students to use different intelligences (visual and verbal), instead of
just one or the other.
Student Evaluation:
This assignment is worth a total of 20 points, with five different
criteria needing to be met with the individual areas being worth a maximum
total of 4 points each. The grading scale for each of the five areas is from
1-4, with 1 being the lowest amount of points that can be earned for each
section and 4 being the highest amount of points that can be earned for each
section. Students will be assessed on the following 5 printmaking skills:
Design and Composition, Creativity, Planning and Explanation, Knowledge
gained-technique, and Use of materials.
All students will be provided with the rubric before starting
their printmaking projects, so that the teacher can go through the 5 graded
areas and give students an opportunity to ask any questions that they might
have in regard to the scoring of their projects.
*Rubric attached at end of lesson
Teacher Evaluation:
1.
Are the three prints completed and mounted?
2.
How well did the student handle the materials?
3.
Did the student create a print using primarily shapes and designs?
4.
Can the student distinguish and define the difference between
geometric and organic shapes?
5.
Did the student provide a scene that included an emphasis in it?
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