Printmaking Unit Plan Art I & Art II

Transcription

1 Printmaking Unit Plan Art I & Art II Howard 1 Grade: Time Allotted: Unit Introduction: 6th-8th 2-3 weeks (January) This unit seeks to introduce students to various printmaking processes and tools. Focus will be on using the elements and principles successfully, on creating works as a means of communication, and on using printmaking tools properly. Individual Lesson Topics/Focus: Printmaking Basics Tools, Processes, Cleanup Monotypes Relief Prints Art I Woodblock and Foam Stamps Art II - Linocuts Callographs Exam Review Artists/Movements: Andy Warhol/ Pop Art Unit Objectives: Students will be able to: -define the elements and principles used in artworks -use descriptive words when discussing elements and principles -understand the use of the elements and principles in artworks -discuss a particular artist from history and the art movement in which he/she played a part -practice using the elements and principles in printmaking projects -practice creating works of art as a way of communicating messages -practice using various printmaking tools and techniques -demonstrate proper cleanup and care of printmaking tools and workspace.

2 Unit Standards: (Oklahoma Visual Arts Standards, grade 7) Howard 2 1:1 Compare and contrast works which are similar or different in expressive quality, composition, and style. 1:2 Describe and apply knowledge of the principles of design, including: rhythm, balance (symmetrical, asymmetrical, radial), contrast, movement, variety, center of interest (emphasis), and repetition in his/her own art work and the art works of others. 1:3 Describe and use the elements of art, including: line, color, form, shape, texture, value (light and dark), and space in artworks. 1:4 Identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, complementary, intermediates, neutrals, tints, tones, shades, and values), lines (characteristics, quality), textures (tactile and visual), and space (background, middleground, foreground, placement, perspective, overlapping, negative space, positive space, size, color) in his/her own artwork and the artworks of others. 1:5 Infer meaning from and discuss how artists use the elements of art and the principles of design in creating art. 1:6 Identify and evaluate solutions to visual design problems. 2:1 Recognize and describe the cultural and ethnic traditions which have influenced the visual arts, including American, Native American, African American, Asian, Australian, European, and Hispanic traditions. 2:2 Identify and be familiar with a range of art works, identifying artist, culture, and style from an historical context. 2:3 Identify the variety of art forms used in business and industry, including advertising, television, and film, and understand the role of art in creating digital images and commercial designs. 2:4 Analyze careers in art and a variety of other careers in terms of the art skills needed to be successful. 2:5 Understand how the visual arts are reflected in different cultures throughout history. 3:1 Create original visual artworks using a variety of materials (media), techniques (skills), and sources for ideas. 3:2 Use observation, memory, and imagination in making original works of art. 3:3 Demonstrate safe and proper use, care, and storage of media, materials, and equipment. 3:4 Apply knowledge of a basic art vocabulary through experiences in making original works of art. 3:5 Create original art using a variety of art tools, media, techniques, and processes in the art disciplines of (e.g. ceramics, drawing, fiber arts, painting, printmaking, media arts and sculptures. 4:2 Demonstrate respect for personal artwork and the artwork of others. 4:3 Demonstrate thoughtfulness and care in completion of artworks. 4:5 Analyze and reflect upon personal artwork based on formative evaluations of the work.

3 Howard 3 Teacher Resources: DeWitte, D. J., Larmann, R. M. & Shields, M. K. (2011). Gateways to art. New York: Thames and Hudson. Frank, P. (2008). Prebles artforms. 9th ed. New Jersey: Prentice Hall. Lewis, R. L. & Lewis, S. I. (2014). Power of art. 3rd ed. Independence, KY: Cengage Learning. Mittler, G. (2006). Art in focus. Mission Hills, CA: Glencoe Publishing. Mittler, G. & Ragans, R. (1992). Exploring art. Mission Hills, CA: Glencoe Publishing. Stokstad, M. (2005). Art history, 3rd ed. New Jersey: Pearson Education, Inc. ABC s of Art. Available: Andy Warhol, Biography. The Andy Warhol Foundation for the Visual Arts. Available: Art Resources - Pinterest. Available: (Through search in Art Lessons). National Art Education Association Resources. (2015). Available: Oklahoma Visual Arts Standard. (2013). Oklahoma State Department of Education. Available: pdf. Pop Art. Guggenheim Museum. Available: Pop Art. Museum of Modern Art. Available: Materials Needed: Textbook PowerPoint Presentations Project Directions/Rubrics Unit Exam/ Key Copy Paper for Practice Drawing Paper - 9x12 12X18 Sketchbook/Journal Erasers Pencils Printing plates Printing ink Brayers Barens or Wooden Spoons Woodblocks Foam sheets Linoleum blocks Relief carving tools Cardboard Yarn Glue Paper towels Water

4 Assessments/Evaluations: Howard 4 Weekly Participation Grade (discussions, notes, cleanup, etc) Weekly Bell work/sketchbook Responses (1 daily) Unit Exam/Review Monotype Prints (2) Linocut block and print (2) Woodblock stamp block and print (2) Callograph plate and print Included in Plan: Bell Work Prompts Sketchbook/Bell work Rubric Studio Project List/Directions Studio Project Rubric Unit Exam/Key Printmaking Notes Worksheet Extension and Modification Ideas: Provide written directions, notes, examples of project, recorded directions if necessary Establish a peer tutoring system to assist students with disabilities and to allow them to help others/ Paired working arrangements Close proximity to teacher Align content with the developmental level of the learner Summarize key content points before moving to new topics/provide written summary Ask leading questions to encourage self-assessment as work progresses Adjust pacing and time requirements for work completion/ Extend time Possibly have learner cut shapes or fold, etc instead of drawing or painting/ incorporate abstract designs into learning objective

5 Sequence of Events: Howard 5 Week 19 (01/-01/08): M Review of rules/elements and principles/emergency procedures T Review contour drawing/ have students begin drawing shoe (art I)/ another object (art II) *If not completing arts assessment this week, have them start printmaking this day. W Continue drawing shoe. Th Finish shoe drawing. F Printmaking notes/handout Week 20 (01/11-01/15): M Go over Artist/Movement Andy Warhol/ Pop Art/ Review printmaking cleanup, etc. T Monotypes W Design callograph plate. Th Print callographs. F Art I plan woodblock/foam stamps. Art II plan linocut. Assign as homework if they have not come up with idea by end of class. Week 21 (01/18-01/22): M NO SCHOOL Martin Luther King, Jr. Day T Art I create stamp/ Art II begin cutting linocut. W Continue creating block/ Begin printing. Art I will create two separate rhythm prints on 12x18 paper. Art II will create two prints of their linocut. Th Continue printing. Sign prints properly. F Make up day.

6 Bell Work/Sketchbook Prompts: Howard 6 Week 19 (01/-01/08): M Name something you can remember from the first semester s discussions. How is it important to artists? T List two things that were discussed the day before. W What does contour drawing mean? Why is it important to start a project with this step? Th What has been the most difficult about this project? The easiest? Explain. F - Spend 5 minutes sketching something in the room. Use all 5 minutes to gain credit. Week 20 (01/11-01/15): M - Name one thing you remember from any of last week s discussions. Explain its importance in the study of art. T Have you seen anything that is influenced (or resembles) by works of the Pop Art movement? Please describe it. W What does monotype mean? Did you find creating these easy or difficult? Explain. Th What part is printed in a relief print. F - Spend 5 minutes sketching something in the room. Use all 5 minutes to gain credit. Week 21 (01/18-01/22): M NO SCHOOL Martin Luther King, Jr. Day T Name one thing you remember from any of last week s discussions. Explain its importance in the study of art. W What design did you choose for your stamp/linocut? Why did you choose that design? Th What did you like most about printmaking? What did you like least? Why? F- Spend 5 minutes sketching something in the room. Use all 5 minutes to gain credit.

7 Studio Projects (For specific dates, refer back to Sequence of Events pages.) Howard 7 Shoe Drawing On a 12x18 sheet of paper, students will practice recording what they see in front of them. In this case, it will be either their shoe (Art I) or a small object of their choosing (Art II). They will fill their space with this one object and create a simple background to complement the subject. Students may use pencil only (value) or add color using colored pencils or crayons. Monotypes Students will apply ink to a 8x10 acrylic sheet, and then wipe away parts to create their image. They will print these onto 9x12 paper and practice signing them correctly. Callographs Students will create a design using yarn (or other found objects beads, etc.) onto a small piece of cardboard. Once dry, they will print the plate onto a 9x12 sheet of paper. Woodblock and Foam Stamp (Art I) Students will create a design on a small sheet of foam. They will take the positive image and adhere to one side of a woodblock. The negative space of the foam will be applied the opposite side of the woodblock. This creates two stamps (relief blocks). Students will them use these to create two rhythm prints on 12x18 paper. They may choose from regular, alternating, or random rhythms. Linocut (Art II) Students will plan a design on paper. Then they will cut this design from a linoleum block from which they will create two prints.

8 Studio Projects Rubric Howard 8 CATEGORY Follows directions & Met Goals Use of materials Student follows none of the directions. Student deliberately misuses materials AND/OR does not adequately clean materials or area when reminded. Shows little respect for materials or fellow students. Student follows some of the directions. Student adequately cleans and takes care of materials if reminded. Occasional spills and messy work area may be seen. Shows some respect for materials and fellow students. Student follows most of the directions. Student typically adequately cleans materials and work area at the end of the session without reminder, but the area may be messy during the work session. Student shows respect for materials and fellow students. Student follows all of the directions. Student keeps materials and area clean and protected without reminders. The student shows great respect for the materials and his fellow students. On Task Student was never on task. Class time was not used wisely. Student was on task some of the time. Class time was not always used wisely. Student was on task most of the time. Class time was almost always used wisely. Student was always on task. Class time was used wisely. Much time and effort went into the project. Planning Student has thought very little about the project. Is present but is not invested in the product. Design contains little or no required elements. Student has set a goal, but let\ s things evolve in somewhat random manner. Design contains some required elements. Student is focused on project with some planning. Design contains most of the required elements. Student is very focused and goaloriented. Design contains all required elements. Creativity/ Originality Work displays typical ideas. Does not reflect careful consideration of project. Work displays typical ideas, though one or two elements stand out as reflection of careful consideration. Student has taken the technique being studied and has used source material as a starting place. The student\ s personality comes through in parts of the work. Student has taken the technique being studied and applied it in a way that is totally his/her own. The student\ s personality/voice comes through. Craftsmanship Work was sloppily put together. Work does not look complete. Some attention to construction of work. Most items are neat. Some areas lack a finished look. Shows attention to construction. Items are neat. Only a few areas look unfinished. Work looks complete. Student shows considerable attention to details and the neatness and finished look of the work. *5 points added for WOW! factor. Work was unique, stood out, or student went above and beyond to complete the assignment. Total: 50 points Most projects will be worth 100 points. Just multiply score above by two.

9 Sketchbook/Bell Work Requirements Howard 9 Students will complete a sketchbook/bell work prompt each day. These prompts will be completed within the first five (5) minutes of class. Each day s entry will be worth ten (10) points. Students will be given a grade weekly for these entries. Each entry must have the date listed to earn credit. The student is not required to list the Sketchbooks/folders must be neat and organized to receive credit. Students must show thought in responding to the question or Art I and Art II students will be given separate prompts. Students are responsible for completing any prompts they have missed due to absences. They are also responsible for getting any notes or assignments missed. Please be sure to ask if you are unsure if you have each day s Not completing sketchbook/bell work prompts will lower your grade more than you think, so please make sure you complete these prompts. The following criteria are used when grading: 0 points 1-3 points 4-6 points 7-9 points 10 points Student did not attempt to complete the Sketchbook/folde r was unorganized. Student attempted to complete the Response did not reflect class discussions or learning. Student completed the Response reflects partial understanding of class discussion or learning. Student completed the Response reflects understanding of class discussion or learning. Student completed the Response reflects superior understanding of class discussion and learning. No dates were listed for each Sketchbook/folde r was unorganized. Dates were listed on some entries. Sketchbook/folde r was organized. Dates were listed on all entries. Sketchbook/folde r was organized. Dates were listed on all entries. Sketchbook/folde r was organized. In addition, some studio projects will be required to be completed within a student s folder or sketchbook. These particular entries will be graded based on the Studio Projects Rubric.

10 Howard 10 Artist s Proof Baren Brayer Edition Printmaking Notes Intaglio Lithography Monoprinting Printing Plate Printmaking Relief Printing Screen Printing 1. - The process of transferring an image from an inked surface to create a work of art A technique in which the image to be printed is cut or scratched into a surface A technique in which the image to be printed is drawn on limestone with a special crayon The image to be printed is drawn on a screen made of silk The image to be printed is raised from a background A process in which only one image can be lifted from a plate The surface onto which the image to be printed is placed A roller with a handle used to apply the ink to the plate A tool used to rub the back of the print to transfer the ink to the paper Series of identical prints made from a single plate A test print that allows an artist to see the current state of a printing plate and any changes that need to be made before printing an edition. The process of printmaking was invented by the. This process was made possible by their other invention, Two common materials to make relief prints are and. Printmakers must be able to think in reverse because the final image that is transferred to paper is the image of the image on the printing plate. Types of Rhythm: o Regular o Alternating o Random