Pablo Picasso and Reduction Linocut Printmaking

Transcription

1 Unit Focus Pablo Picasso and Reduction Linocut Printmaking Name: Allison Klebine Unit Length: 4 weeks, class meets 5 days a week for 40 minute periods Grade Level: Key concepts addressed in this unit: Printmaking techniques, Portraiture, Identity, Self, Abstraction, Design, Layering Other Generative topics that might precede and follow this unit: Line drawing, Design, Realistic portraiture, Typography Unit Rationale This unit is designed to introduce high school students to a more advanced type of printmaking, called reduction printing, that involves layering different colors of ink and cutting the plate between states, which destroys it in the process. Because of the nature of this printmaking process, students will be forced to plan ahead when designing their prints. Preliminary drawings and templates will be a must when producing a layered print of this caliber. This process teaches students how to think through a complex idea thoroughly in order to create a successful, visually interesting, and complex product. Pablo Picasso is said to have invented the technique of reduction printing in order to conserve materials. While the process was probably around long before him, he has brought attention to this technique, and this unit will introduce students to Picasso s work, especially his linocut prints. Students will study the Cubism movement and learn its attributes, which they will then apply to their own abstracted self-portrait prints. Lessons/Art Activities Ongoing Assessment Introductory Performances/ activities: Introductory Lecture about Picasso and the printmaking process (UG1, UG2, UG4) Formative Assessment: guided discussion. Summative Assessment: information will be covered on final exam in June. 1

2 Guided Inquiry Performances Drawing of abstracted portrait Formative Assessment: teacher and student critique of drawings. Summative Assessment: use of rubric. Templates Carving of linoleum plate Formative Assessment: teacher feedback, self-check (all three templates should align) Formative Assessment: teacher feedback, self-assessment (comparing carving to template and drawing) Culminating Performance(s) Printing Formative Assessment: teacher feedback, self-assessment (correct amount of ink, layer alignment etc.), Summative Assessment: use of rubrics, teacher/student critique of final project. Resources and Materials needed Powerpoint presentation Computer Projector Drawing paper Pencils Colored pencils or markers Mirrors Tracing paper Linoleum Carving tools Bench hooks Brayers Ink (various colors) Palettes Printing press, barrons, or spoons Good quality paper for printing 2

3 Lesson Plan For Pablo Picasso and Reduction Linocut Printmaking Lesson Title: Introduction to Picasso and the Process Name: Allison Klebine Lesson Length: Two 40-minute period Learning objectives that are addressed by this lesson: 1.SWBAT gain a basic understanding of who Pablo Picasso was. 2.SWBAT see the progression in Picasso s work. 3.SWBAT demonstrate knowledge of four types of printmaking. 4.SWBAT demonstrate an understanding of the reduction linocut printmaking process. Materials Needed for the Lesson: Powerpoint with Picasso images, printmaking vocab, etc. Computer Projector Handouts (pg. 23 and 24) Paper Pencils Vocabulary: brayer, linocut, bench hook, edition, proof, reduction, intaglio, planographic, stencil, press, baren, reduction cut. Lesson Procedures: Starting the Lesson The lesson will begin with a bell-ringer activity, where they will be asked to write down observations of two different Picasso portraits. Students will be motivated by their interest in these images as well as having a task to do right as they walk in. Lesson Sequence TTW conduct a class discussion comparing and contrasting the two images after students finish the bell-ringer activity. 3

4 TTW lecture on Picasso s work, show images, and ask the students to make observations throughout. TTW then introduce the printmaking process, and show students the different tools they will be using. Students will be actively engaged in the lecture, answering questions, following along on their handouts, and taking notes. The handout will keep students informed of the key points to take away from the lesson. Ending the Lesson TTW briefly review the key points of the discussion. This lesson lays the background information for the next lesson, where students will begin to draw and plan prints of abstracted self-portraits in the style of Picasso. 4

5 Lesson Sequence Day 1 8:45-8:50 8:50-9:00 8:00-9:25 Procedure TTW greet students as they enter. Students will begin working on the bell-ringer activity. TTW conduct class discussion comparing and contrasting artwork from the bell-ringer activity. TTW distribute handouts and lecture on Picasso, asking observational questions about his work: What do you see? What do you think this painting is about? How is this painting similar/different from the last one? What mood or attitude does this painting evoke? etc. Students will be attentive to the lecture, actively participating in class discussion, and taking notes. 9:25-9:30 Day 1 8:45-8:50 8:50-9:15 TTW briefly review the key points of Picasso s life and preview tomorrow s lesson so that students can begin to think of ideas. TTW greet students as they enter. TTW introduce students to printmaking: vocabulary, tools, the process, etc. TTW explain reduction linocut printmaking and the project students will be doing to create their own linocut prints. Students will be attentive and ask any questions they may have about the project. 9:15-9:30 TTW briefly review the key points of Picasso s work and abstraction. Students will begin to think about and sketch ideas about how they can make an abstracted self-portrait print. Assessment of Student Learning: Students will be informally assessed based on their participation in class: discussions, answering questions, asking questions, paying attention, note-taking, etc. 5

6 Standards Met: Production, performance, and exhibition: C. Integrate and apply advanced vocabulary to the arts forms Historical and cultural contexts: C. Relate works in the arts to varying styles and genre and to the periods in which they were created. L. Identify, explain and analyze common themes, forms and techniques from works in the arts Critical response: A. Explain and apply the critical examination processes of works in the arts and humanities. (e.g., compare and contrast, analyze, interpret, form and test hypothesis, evaluate/form judgements). 6

7 Lesson Plan For Pablo Picasso and Reduction Linocut Printmaking Lesson Title: Abstract Self-portrait drawing Name: Allison Klebine Lesson Length: Two 45-minute periods Learning objectives that are addressed by this lesson: 1.SWBAT draw an abstracted self-portrait in the style of Picasso. 2.SWBAT demonstrate knowledge of Picasso s portrait prints. Materials Needed for the Lesson: Drawing paper (7x10) Pencils Markers Mirrors Lesson Procedures: Starting the Lesson The lesson will begin by gathering the students for a demonstration. They will be motivated to learn a new technique and style of drawing. Lesson Sequence TTW demonstrate drawing an abstracted portrait and review the requirements for the project. Students will be actively engaged in the demonstration, asking questions, and beginning work on their drawings. Students will stay informed of the major goals and requirements of the lesson because they will visually displayed in the classroom at all times. Ending the Lesson The lesson transitions into the next step of the project, which uses the students drawings to create templates for cutting linoleum plates. Lesson Sequence Procedure 7

8 Day 1 8:45-9:00 TTW demonstrate drawing a portrait in an abstracted style, using a mirror as a guide to turn facial features into simplified shapes and lines. Students will together brainstorm a list of techniques they could use in creating an abstracted portrait. (ex. varying size, varying placement of features, simplifying shapes) Students will be actively engaged in the demonstration, asking questions when needed. TTW review the requirements for the drawing: 1. abstracted self-portrait using simplified shapes and lines. 2. drawn first in pencil, then colored with marker using 2-3 colors, which will become layers in the printmaking process. 3. all lines should be thick so they can be traced and cut out of linoleum later. 9:00-9:30 TTW distribute materials. Students will begin work on their drawings. TTW monitor and assist students. Day 2 8:45-9:30 Students work on and complete their drawings. TTW monitor and assist students as they work. Assessment of Student Learning: Students will be assessed based on class participation, overall attitude, and effort on the drawing. Drawings will be self-assessed by students and checked by the teacher using a rubric to determine if the student followed directions, had good craftsmanship, and created an aesthetically appealing portrait. 8

9 *Adaptation: Students may create an abstracted portrait in one color to create a print that is only one layer. Students creating a simpler, one-layer print may choose to paint in a background, print a solid color ink block behind their portrait, use colored paper, and/or print in several different color inks to add interest. *Extension: Advanced students may choose to create a portrait using more colors, which will make their print more complex as it adds more layers to the printing process. Standards Met: Production, Performance, and Exhibition: B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. C. Integrate and apply advanced vocabulary to the arts forms. D. Demonstrate specific styles in combination through the production of a unique work of art. 9

10 Lesson Plan For Pablo Picasso and Reduction Linocut Printmaking Lesson Title: Linocut Templates Name: Allison Klebine Lesson Length: One 45-minute period Learning objectives that are addressed by this lesson: 1. SWBAT demonstrate their understanding of the reduction linocut printmaking process by transferring their drawn portraits into templates for each state of their prints. Materials Needed for the Lesson: Completed abstract portrait drawings Pencils Tracing paper (3 sheets per student) Lesson Procedures: Starting the Lesson The lesson will begin with a demonstration of transferring students completed drawings into templates. Students will be motivated to learn this process because they will be excited to turn their drawings into prints. Lesson Sequence TTW demonstrate how to turn the drawings into templates for each state of the printmaking process. Students will be actively engaged in the demonstration, asking questions when needed, and using the rest of the period to trace their own templates. Students will be reminded of all of the steps in the process and the major goals of the lesson at all times because they will be visually displayed in the classroom. Ending the Lesson The lesson will end with students excited, and ready to begin cutting linoleum. TTW review the process and preview the next step if time permits. Lesson Sequence Day 1 8:45-8:55 Procedure TTW demonstrate making the templates. Students will be making two or three templates, depending on how many colors will be in their prints. TTW demonstrate numbering each sheet of tracing paper and explain what to trace onto each sheet. 10

11 Lesson Sequence Day 1 8:45-8:55 Procedure 8:55-9:30 Students will trace each of their templates, and the teacher will monitor and assist the students. TTW demonstrate making the templates. Students will be making two or three templates, depending on how many colors will be in their prints. TTW demonstrate numbering each sheet of tracing paper and explain what to trace onto each sheet. 1. On template #1 students are to trace around all of the white areas in the drawing 2. On template #2, students are to trace around all of the areas that are their lightest color 3. On template #3, students will trace around all of the areas that are darker. To check your work, when all the templates are overlapped, only the black areas of the drawing will remain. Assessment of Student Learning: In this lesson, students can self-assess the accuracy of their templates by stacking all three layers of tracing paper to see if they properly align and leave only the black areas remaining. The teacher will also do this check of each students work to make sure they have done the templates correctly to ensure the success of their prints. Standards Met: Production, performance, and exhibition: C. Integrate and apply advanced vocabulary to the arts forms. D. Demonstrate specific styles in combination through the production of a unique work of art. J. Analyze and evaluate the use of traditional and contemporary technologies for producing and exhibiting works in the arts or the works of others. 11

12 Lesson Plan For Pablo Picasso and Reduction Linocut Printmaking Lesson Title: Transferring the Template and Cutting the Linoleum Name: Allison Klebine Lesson Length: Three 45-minute periods Learning objectives that are addressed by this lesson: 1. SWBAT accurately transfer a previously made template onto a piece of linoleum. 2. SWBAT demonstrate their understanding of the linocut process by cutting linoleum accurately and safely for the first state of their print. Materials Needed for the Lesson: Completed template Pencil Linoleum Carving tools Bench hooks Lesson Procedures: Starting the Lesson The lesson will begin with a demonstration of transferring the template to the linoleum. Students will be motivated because they will be learning a new technique and working with a new material. Lesson Sequence TTW demonstrate transferring a tracing paper template to linoleum and carving the linoleum following the template. Students will be actively engaged in the demonstration, then will begin work on their prints. The major goals and steps of the process will be displayed in the classroom to keep students informed. Ending the Lesson The lesson will end with students eager to begin printing and set the stage for the next lesson where they will actually be printing. 12

13 Lesson Sequence Day 1 8:45-9:00 Procedure TTW greet the students, briefly review how the templates are made and what they will be used for. TTW demonstrate transferring the first template onto linoleum: 1. Place template on linoleum graphite side down, and make sure it is aligned properly. 2. Using a pencil, trace over the template on the other side of the tracing paper. The pressure will allow the graphite on the other side of the paper to transfer onto the linoleum. TTW also demonstrate cutting the linoleum: 1. Proper use of a bench hook and rules for safe cutting. 2. Different size cutting tools for different areas, removing small pieces of linoleum at a time. 3. Reminder that students are removing only the areas that they want to remain white (or the color of the paper). Students will be actively engaged in the demonstration, asking questions throughout. 9:00-9:25 9:25-9:30 Day 2 8:45-8:50 8:50-9:25 9:25-9:30 Day 3 8:45-8:50 8:50-9:25 9:25-9:30 TTW distribute materials, and assist and monitor students while they work Students clean up. Teacher greets students and reviews transferring and cutting. Student continue to transfer and cut template number 1. Teacher monitors and assists students. Students clean up. Teacher greets students, and gets them on task. Students finish up cutting their first layer, and are ready to print by the end of class. Teacher monitors and assists students. Students clean up. 13

14 * This lesson will be repeated two more times throughout the reduction printing process. Students carve one template, then print, carve their second template, print again with their second color, then carve their third template and print their final layer. Assessment of Student Learning: Student assessment will be based on student participation and willingness to work during the given time. Learning will also be assessed by the teacher as she assists and monitors students in the making process. Finally, their performance on this lesson will be formally assessed with a rubric at the end of the project. Standards Met: Production, performance, and exhibition: E. Delineate a unifying theme through the production of a work of arts that reflects skills in media processes and techniques. H. Incorporate effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces Critical response: A. Explain and apply the critical examination processes of works in the arts and humanities. 14

15 Lesson Plan For Pablo Picasso and Reduction Linocut Printmaking Lesson Title: Printing Name: Allison Klebine Lesson Length: Two 45-minute classes Learning objectives that are addressed by this lesson: 1. SWBAT demonstrate their knowledge of the reduction linocut printing process through their creation of a series of successful self-portrait prints. 2. SWBAT apply ink to a plate generously and evenly, register the plate and paper accurately, and press the print with a baren or spoon successfully. Materials Needed for the Lesson: Carved linoleum plate Brayers Ink (several colors) Palates Paper (9x12 white block-printing paper) Barens or spoons Lesson Procedures: Starting the Lesson The lesson will begin with a printing demonstration. Students will be motivated because the will begin to see the results of all their hard work in the process. Lesson Sequence TTW demonstrate inking the linoleum block, aligning the plate and paper, and applying appropriate pressure to create a successful print. Students will begin making prints of their first layer for their self portrait. Students will stay informed of major goals because they will be displayed in the classroom at all times. Ending the Lesson The end of this lesson will be lots of cleanup, transitioning into the next lesson with more cutting and printing to complete the whole process. 15

16 Lesson Sequence Day 1 8:45-9:00 Procedure TTW greet students as they enter. TTW demonstrate printmaking: 1. Applying ink to the plate with a brayer. 2. Aligning the plate and paper using a registration system. 3. Applying even pressure across the whole plate using a baren or spoon. 4. Removing paper to reveal successful print. Students will be actively engaged in the demonstration process. 9:00-9:20 Students who are ready will begin printing at the printmaking area that has been set up. They will make 8 prints total. Other students can finish cutting if they are not yet ready to print. TTW monitor and assist students as they complete their prints. 9:20-9:30 Students clean up. Day 2 8:45-9:20 9:20-9:30 TTW greet students and get them on task immediately. Students will continue making prints of their first layer. TTW monitor and assist the students while they work. Students clean up. 16

17 *This lesson will be repeated two more times throughout the reduction printing process. After students carve their second template, they will print again with their second color, then carve their third template and print their final layer. Assessment of Student Learning: Student learning will be assessed informally based on their participation and attitude in the classroom. Their final prints will be assessed formally through critique and use of a rubric. Standards Met: Production, performance, and exhibition: B.Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. C. Integrate and apply advanced vocabulary to the arts forms. E. Delineate a unifying theme through the production of a work of arts that reflects skills in media processes and techniques Critical response: A. Explain and apply the critical examination processes of works in the arts and humanities. C. Apply systems of classification for interpreting works in the arts and forming a critical response. 17

18 About Picasso Spanish painter and sculptor (Oct.1881-Apr. 1973) who worked in France. Best known for co-founding Cubist movement with Georges Braque. Worked in many styles throughout his lifetime. Began painting in 1890, taught by his father. His Work Academic realism in adolescent years. Blue period ( ) Blue/green palate and somber subject matter--often women and children. Rose period ( ) Orange/pink colors and upbeat, optimistic subject matter--circus and comedic characters. African period ( ) French expansion into Africa brought many African artifacts to Paris museums. Inspired by African sculpture. Cubism: analytic cubism ( ) and synthetic cubism ( ) The analytic style broke down objects by shapes and analyzed them--seeing from different viewpoints. Synthetic cubism was a further development, using cut paper (wallpaper, newspaper etc.) and became the first collage in art. Neoclassicism or Return to order in the 1920s Realistic, classical images post WWI. Surrealism influence (1930s)--but Picasso was not a surrealist. Dreamlike imagery, unexpected juxtapositions. Later work ( ) is a mix of these styles. Much more colorful, playful, and expressive. (Also, made many prints during this time) 18

19 Printmaking Vocabulary Relief: ink on raised surface (like a stamp) woodcut, linocut, metalcut. Intaglio: ink below surface, engraving, etching Planographic: no carving, ink on flat surface, lithography. Stencil: ink through the surface, screen printing. Linocut: linoleum print, made by cutting lines and removing areas from a piece of heavy linoleum. Plate: surface that holds the ink...in our case, the linoleum is the plate. Brayer: tool to roll ink onto plate Edition: series of prints of the same image. Proof: very first test print, not part of the edition Press: machine used to transfer image from plate to paper. (For us, this will be done by hand using a baren.) Reduction printing: Printing multiple layers and colors with the same block, carving more between states, and destroying the plate in the process. Registration: proper positioning of plate and paper to align layers. 19

20 ART RUBRIC FOR Picasso Self-Portrait Preparation Name Date Period Criteria 1.Following directions: - self-portrait in abstract/picasso style - simple design using thick lines -3 color drawings, 2 colors each 2. Originality -using Picasso s style in your own way 3. Good craftsmanship 10 pts. Outstanding Followed all of teacher s directions. 9-8 pts Above average Followed most all of teacher s directions Unique idea. Totally own idea. Took extra time. Took some time. Performance levels 5-4 pts. Below average 7-6 pts. Average Followed some of teacher s directions. Almost own Idea. Did what was necessary. Followed few of teacher s directions. Mostly copied idea. Could be neater. 3-0 pts. Little or no effort What directions were you following? Copied idea Total mess! 4. Aesthetically Wonderful Appealing tointeresting Somewhat Boring! pleasing use of Medium. look at. to look at. interesting to look at. 5. Overall outcomewow!!! Great job! Good Job! Alright job. Didn t quite 6. Effort Abundance ofgreat effort! Some Effort! effort. Little effort. Workout. Did you try? Pts. 20

21 ART RUBRIC FOR Picasso Linocut Printing Project (Test Prints & Final Prints) Name Date Period Criteria 10 pts. Outstanding 9-8 pts Above average Performance levels 5-4 pts. Below average 7-6 pts. Average 3-0 pts. Little/No effort Pts. 1.Following directions: - 3 Templates - 5 Test prints - 3 Final prints Followed all of teacher s directions. Followed most Followed all of some teacher s of teacher s directions directions. Followed few of teacher s directions. What directions were you following? 2. Specific Criteria -3 layers (2 colors and black on top) -Self-portrait -Abstract/Picasso style Followed all of teacher s directions. Followed most Followed all of some teacher s of teacher s directions directions. Followed few of teacher s directions. What directions were you following? 3. Originality Unique idea. - Use of Picasso s style in your own way Totally own idea. Almost own Idea. Mostly copied idea. Copied idea 4. Good Took extra time Took some craftsmanship time. - Ink properly applied - Proper alignment Did what was Necessary. Could be neater. Total mess! 5. Aesthetically pleasing -Paid attention to layout, composition, color, etc. Wonderful and creative use of color and layering. Appealing to look at. Interesting to look at. Somewhat interesting to look at. Boring! 6. Overall outcome WOW!!! Great job! Good Job! Alright job. Didn t quite work. 7. Effort -Class time spent on task and engaged. Abundance of Effort! Great effort! Some effort. Little effort. Did you try? 21