Title: Animal Impressions. Author: Megan Hagerty, adapted from Cool Art Teacher Blog and Jessie McCormick. Grade Levels: High School, Grades 9-12

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1 Title: Animal Impressions Author: Megan Hagerty, adapted from Cool Art Teacher Blog and Jessie McCormick Grade Levels: High School, Grades 9-12 Time Span: Five 45 minute periods or three hour and a half periods Essential Questions: Is all art a representation of the artist? Guiding Questions: How has printmaking been used, now and in the past? What are the advantages to creating a plate that can be printed multiple times? What are the steps in the printmaking process? What is an edition? Objectives: The learner will explore how a chosen animal represents an aspect of themselves The learner will plan and sketch an animal for their print, using art elements and principles of design. The learner will plan towards their future print as they select materials to make their collagraph plate. The learner will create a collagraph plate to be used in printing an edition of three collagraph prints and three variations. The learner will understand how to sign and number an edition of prints. The learner will share their work with the teacher and peers in an informal critique. Vocabulary: Printmaking- a technique of making art, that can be mass produced, that involves transferring an image from a print block to another surface, usually paper. Plate-The block or surface that a print is made from. Brayer-A small hand held roller used to spread printing ink evenly on a surface before printing. Collagraph- a print process that uses a block constructed of objects to form a picture for printing. The word combines collage and graphic. Relief- A print that uses the raised part of the plate for the print. Registration-A system to ensure that several plates can be printed in accurate alignment, also used to align paper to plate for a single plate print. Burnish-To smooth a surface by rubbing it with a tool that has a hard, smooth surface. Proof-A print outside the edition but not necessarily different from it. A practice print. Edition-A series of prints that are very similar to one another, if not exactly the same. Each limited edition print conventionally bears a fraction like designation, with the number of prints in

2 the edition on the bottom of a slash mark, and the serial number of the particular impression at the top. Materials: Students should have access to computers to look up animal images and meanings, pencils and paper for sketching animals, tag board or cardboard for a substrate to build the collograph with and on, scissors, x-acto knives, glue, mod podge or gel medium, various materials of different textures, brushes for applying mod podge or gel medium, scrap paper for proofs, newsprint, brayers, water based relief ink in various colors, surface for rolling out ink (glass or plexiglass), paper for printing on, burnishers or printing press, paint or colored pencils, collage materials, for variations of the original image. Resources: Performance Tasks: Directions and Demonstrations by Teacher Class Period #1 The teacher will introduce the printmaking project. What is a print? Where do we see examples of printmaking in our daily lives? What is a collagraph? How do different animals represent various aspects of ourselves as individuals? The teacher will demonstrate making a sketch of their chosen animal in the size that it will be translated onto the collagraph plate. The teacher will cut out and trace this animal onto the tag board to use as a guide while creating the collagraph plate. The teacher will demonstrate how to create a collagraph plate by gluing various objects (of similar width) to the cardboard substrate, creating the raised surface that will be inked and printed. The teacher will demonstrate coating the whole surface of the plate with mod podge to create a water resistant barrier to be inked. The teacher will help students as they choose their animals and begin to craft their plates. Class Period #2 The teacher will demonstrate how to roll out a slab of ink and how to ink the collagrah plate. The teacher will demonstrate how various colors can be rolled onto different areas of the plate to create a multicolored print. The teacher will demonstrate how to use the printing press, how to set the pressure, pad the plate with newsprint and how to roll a plate through the press. The teacher will also demonstrate how to create a print by burnishing rather than running the plate through the press. The teacher will demonstrate the difference between a proof and a final print as will as how to register the plate and the paper to be printed on. The teacher will aid students as they work to complete their plates

3 Class period #3 The teacher will demonstrate how to sign and label an edition of prints. The teacher will review how to ink and print a collagraph plate. If students have coated their plates and are ready to print the teacher will help students with the printing process. Students who have not completed their plates should do so during this period. Class Period #4 The teacher will help students with the printing process as well as labeling their editions. Class Period #5 The teacher will lead the class in a discussion about the project, their chosen animals, the elements of art and principles of design and why they made the choices that they did in their compositions. Independent Practice by Students Class Period #1 The students will discuss with the teacher, what is a print? Where do we see prints in our daily lives? Why would an artist desire to make multiples of an image? Students will choose an animal that represents some aspect of themselves. How does the animal that you chose represent an aspect of yourself as an individual? How will you translate this animal effectively onto a collagraph plate and then to a print? The students will sketch their chosen animal, cut out the sketch and trace this onto their tag board substrate. Students may begin to build their collagraph plate. What makes for an effectively designed print. Students should keep in mind the elements of art and principles of design, also that the prints will come out a mirror image of the plate. Class Period #2 Students will work on completing the building of their collagraph plate after viewing a demonstration of how to ink and print a finished plate. Why do we need to keep our images relatively the same thickness? How can you use various materials to create areas of texture

4 within and around the animal image? Keep in mind the elements of art and principles of design when creating the plate. Students should work to finish their plates during this period so that they can coat them, using a brush, with mod podge or gel medium and the plates have time to dry before the next class period. Class Period #3 The students will review with the teacher how to ink and print their collagraph plates. Students will choose and share colors of ink that they roll out into slabs. Students will create a registration system for them to align their plates and the paper that they will be printing on. If the students are printing on the press they should all use the same size paper to aid in registration and time management. Students will ink and print their plates creating a minimal edition of three images as well as three variations. Variations may include multiple ink colors in different areas, hand coloring, printing onto a material besides plain paper, collaging onto dried prints or any other manipulation of the original image. Class Period #4 The students will review with the teacher how to label and sign an edition. Students will finish printing their collagraphs. Students who are ready to sign and label their prints will use this time to do so, if they have not completed this step by the end of class they should find time between this class period and the next to do so. Class Period #5 The students will share with the teacher and their peers their best prints from the project. How were the elements of art and principles of design used in creating an interesting animal image? What part of you as an individual does the chosen animal represent? What worked for you during this project and what aspects were the most challenging?

5 Cleanup: Students will be responsible for putting all of the materials that they used away. Prints should be left on the drying rack and all materials used for inking should be thoroughly washed before being put away. Modifications: Students can make one print and one variation. A single material that is easier to manipulate, such as cardboard shapes, can be used to create the collagraph plate of an animal. Peers can assist students as they create their plates and print them. Extensions: Students may further research printmaking and/or artists who use images of animals in their work. They can share this research briefly when the class gathers to present their finished work. Students can print a larger edition and/or more variations. Students can assist their peers in the printing process. Student can experiment with printing their collagraph plates as an intaglio rather than a relief. Assessment: Formative assessment will be taken as the student work to complete their plates and during the printing process. Does the student employ the elements of art and principles of design to create a visually engaging image? Does the student manage their time in such a way to complete the project to present to the class? Can the student articulate their intentions for the completed prints? The students will be assessed on the completion of their project as they present their prints to the class. How were the elements of art and principles of design used in creating an interesting animal image? What part of you as an individual does the chosen animal represent? What worked for you during this project and what aspects were the most challenging? See attached rubric for final assessment. Maine Learning Results A2 Elements of Art and Principles of Design Students evaluate all the features of composition. a. Evaluate Elements of Art: color, form, line, shape, space, texture, and value. b. Evaluate Principles of Design including balance, contrast, emphasis, movement, pattern, rhythm, and unity. A3 Media, Tools, Techniques, and Processes Students compare the effects of media and their associated tools, techniques, and processes, using elements, principles, and expressive qualities in art forms and genres. B1 Media Skills Students choose multiple suitable media, tools, techniques, and processes to create a variety of original art works. B2 Composition Skills

6 Students use Elements of Art and Principles of Design to create original art works that demonstrate development of personal style in a variety of media and visual art forms. C1 Application of Creative Process Students apply and analyze creative problem-solving and creative- thinking skills to improve or vary their own work and/or the work of others.

7 Collagraph Assessment Name: Date: Class Period: Assignment: Elements and Principles Project planned carefully, several preliminary sketches, used elements and principles effectively to create strong composition that is apparent in the final series of prints. 8-Project shows adequate understanding of elements and principles, evidence of some planning, the planning does not translate completely from the plate to the prints. 7-Project complete but shows little evidence of planning or understanding of elements and principles, poor planning in the plate is apparent in the final prints. 6 or less-project incomplete or completed but shows no evidence of understanding elements and principles, no planning. Creativity and Originality 9-10-Project finished with total originality after thorough experimentation, problem solving apparent in the choice of materials used to build the collagraph plate and in the quality and variety of alterations of the finished prints. 8-Project finished but not completely original, problem solved logically, the collagraph plate relies heavily on outline and finished prints lack background or interesting texture. Added elements seem superficial. 7-Project finished with minimum effort/met minimum requirements with no extra effort. 6 or less-project incomplete or finished without evidence of experimentation. Effort and Perseverance 9-10-Project finished with maximum effort, went well beyond requirements, alterations to the plate were made as needed rather than relying on altering prints to complete objectives.

8 8-Projects finished with hard work but some details lacking, alterations were made to complete the modified prints but the plate was not adjusted to meet these needs before final printing. 7-Project finished with minimum effort/met minimum requirements with no extra effort, student did not make needed alterations to their plate and lack of effort was apparent in finished edition and in lack of care in altering prints. 6 or under-project unfinished or completed only after many prompts/ideas/physical help and solutions from others. Craftsmanship and Skill 9-10-Project beautifully and carefully made, both in the plate and the two series of prints. Prints were clean well thought out. 8- Project finished with most details, minor flaws present. Prints were somewhat messy but care was taken in making the variations interesting and dynamic. 7-Project finished but somewhat messy. Lack of care in completing three variations/altered prints. 6 or under-project finished with no attention to details, quickly thrown together. Attitude and Responsibility 9-10-Student worked enthusiastically toward goals, mentored others needing help, positive behavior/influence. 8-Student worked enthusiastically, assisted with preparation and cleanup. 7-Student did bare minimum. 6 or less-student off task most of time, didn t care for materials, sought ways to avoid work.

9 Collagraph Critique Questions Name: Who are you critiquing & what is the animal they chose? What could make the piece more successful? Think of material choices in the making of the plate, ink application, composition choices, alterations, etc. Was the piece well made? Does it display a high degree of technical, compositional skill? How can you tell? Did the artist succeed in creating an interesting work of art? Why or why not? What criteria can you use to determine whether a work of art is successful, other than asking yourself if you like it?