In this lesson, student artists learn about texture, create their own creature on a printmaking plate, and use printmaking to create multiple copies.
Note: There is a lot to get through during this lesson. To make sure students have enough time, the Inspiration Image is skipped.
SWBAT understand printmaking.
SWBAT follow the steps of printmaking in order to make multiple successful prints independently.
SWBAT design and draw their own creature made up of more than one animal.
SWBAT define texture.
SWBAT create texture.
Printmaking can get a little messy, so have a solid plan in place. Often, it works best to do stations; set up a ‘dry area’ for students to draw and create their printmaking plate (station 1), then set up a ‘print area’ that has brayers, printmaking blocks, and ink. Here, students will put the ink on their plate (station 2). Then have a third area where they can press the ink to the paper and make the actual prints (station 3). Additionally, have a plan for drying. Prints dry quickly, but there will be a lot of them. It might be worthwhile to train the clean-up helpers beforehand to help set up and even monitor the different stations—including adding more ink to the printmaking section when needed. Student artists can add different colors of ink to make new colors (since you will be using primary colors they should all mix). Wet-wipes are handy to wipe off hands at the end of class, or you can set out buckets of soapy water for them to rinse their hands off in. Buckets are also handy for inky printmaking supplies that need to be washed. Additionally, think about how you want students to keep their work together. They will be keeping track of their prints, their worksheets, and the piece that they will be beginning to draw and paint during lesson 3. Something as simple as paperclips would work to keep it all together, or if they have class folders that would also work. Keeping things together will cut down on the amount of class-time spent passing things out. Finally, because there is a lot to do during this class, there is no inspiration image. Since this is different from the norm, consider how you would like students to enter the art-room or area and be ready with clear instructions.
Foam printmaking plates, ballpoint pens, brayers & *printmaking blocks, yellow, blue, red, and white printers ink, construction paper *this is what they will roll the paint out on. It can be something as simple as a flat styrofoam tray, or a laminated block of wood. Basically, anything flat that the ink won’t soak into. You will need one breyer and one printmaking block for each color station you intend to set up (a full size class will do well with 3-4).
N/A
N/A
NOTE: This class is divided into 2 sections. The video will indicate a ‘pause’ section, at which point you will check for understanding and allow student to work on creating their plates for 5 minutes. Even if they are not finished by then. play the rest of the video. The pause is to make sure that all students have a little bit of time to work on their plate and don’t rush through the drawing in order to get to the printmaking.
Check for understanding by asking, “Who was listening closely that can sum up what we are doing today?” Make sure that student artists can list all the steps and clarify anything that needs clarifying.
VIDEO PART 1:
* They need to press down firmly on their printmaking plate or they will not get clear prints
* If they make a mistake, they’ll need to incorporate it into their image (no going back!)
* It is ok to make a creature other than what they made as a group in the prior lesson, but it must be made of at least two animals
* Make sure students can define texture
VIDEO PART 2:
* They should roll the brayer in one direction so as to not get too much ink in the lines
* They can mix colors, and as they run out of ink they can add another color to make a new color or shade. they should only add a quarter-sized amount each time
* The more firmly they can press down their paper when printing, the crisper the print
The students work independently on creating their printmaking plates.
Student artists should be drawing creatures of their own creation on their printmaking plate. They can use the images they made as group last time as their inspiration, or they can create a new creature (as long as it has parts from more than one animal). They should be pressing down firmly with their pen. Most will not be done in five minutes, but stop them to continue the video, then allow those that are done to move on to printmaking and those that need more time to continue drawing. Students will need 15 minutes at a minimum to print, so monitor time if students are still drawing.
After finishing the video and CFU, review ‘Set-up’ section. Depending on how you decided to set up stations, students will likely be working in groups and rotating to the different stations. Decide and review with students how to rotate between stations.
Student artists should be making many prints using their printing plate. Encourage them to discover the right ratio of ink and pressure to get a clean, well defined print. Make sure to verbally acknowledge students who are getting clean prints, and ask them to describe how they accomplished it.
Use 'what, how, and why' and then take comments or questions.
Depending on the teacher’s style of classroom management, it might be helpful to only choose and train a few kids to clean. The rest of the class can be busy with the presentation. Make sure to train these helpers well in advance so that you aren’t left with a messy room.
Clean-up times will vary with materials; get to know your class and allow 5-10 minutes depending on how efficient they are and whether or not the material was messy.
Choose presenting student artists in advance and let them know during their work time so that they are prepared.
Sharing should work as follows:
Make sure student artists have made more than one print before they are done. Tell student artists that they will be creating a myth to go along with their creature. Briefly explain page one of the Myth Development Handout (beginning to get to know their creature by deciding some of it’s basic attributes such as name, likes, and dislikes).
|
|
|
