Unit Plan: 3 Lessons

Art 20 Handmade Sketchbooks

Including: Papermaking, Japanese
Book binding, and Lino Printing.
By: Angela McPeake & Samantha Davis

PS2: Janice Rahn

1/28/2015

ART Value and Drawing: Stage 1 Desired Results

Established Goals

TRANSFER GOAL

Students will:

Students will understand the process of creating a book from start to

finish and apply skills of papermaking, linocut printmaking, Japanese
Compare handmade bookbinding and sketchbook exploration.
paper to
manufactured paper
MEANING

Identify benefits of Enduring Understandings:

creating using
homemade paper for Students will understand that
works of art
U1 through history, the way in
which paper is manufactured has
changed
Construct an
effective
composition that
U2 the relationship between
explores shape and materials and composition play an
line
important role in the cohesion of an
Explore different
means of self
expression

Demonstrate
knowledge of the
process of Japanese
bookbinding
Investigate materials
and self expression
through sketchbook
assignments

artwork

U3 ownership of a product can

be created through the act of
historical processes and
craftsmanship

Essential Questions:
Students will keep considering
Q 1 What is the benefit of using
homemade paper compared to
manufactured?
- What qualities or characteristics
are different within homemade
paper?

Q2 In what ways does the

medium affect your decisions in
your final composition in terms of
line and space?
- What are some of the ways that
compositions could interact with
the material they were printed on?

Q3 What qualities does a

homemade sketchbook have
compared to a manufactured one?
-

How does the process of

creating the sketchbook affect the
decisions of how to fill it?

ACQUISITION OF KNOWLEDGE & SKILLS

Students will know

Students will be skilled at

how found materials can

come together to create
handmade paper

selecting found materials

and combining them to create
wanted effects

printmaking vocabulary and using different carving tools

history
to create a linocut

Different elements of
composition

Printmaking vocabulary:

Brayer

Baren

Linoleum

Relief

the process of traditional

Japanese bookbinding

that there are a variety of

ways to explore self
expression within
compositions

applying elements of
composition among different
materials

applying ink and pulling a

successful print

following the stitch pattern

of a Japanese bound book

exploring concepts of self

expression using a variety of art
elements and mediums

Evaluative
Criteria
Performance is
judged in terms of Open classroom
display and small
group critiques
Participation- class
discussions, project
work, experimenting
with composition,
mark and expression
CompletionCompletion of all
sketchbook
components, proper
use of tools and
techniques,
craftsmanship
Creativity- Broad
investigation of art
mediums and means
of self expression

Assessment Evidence
Students will need to show their learning by: Showcasing
their knowledge of and craftsmanship within the different
steps in the making of their sketchbook.

Transfer Task:
Students will show their learning by creating a sketchbook from start to
finish. They will use techniques of handmade papermaking, linocut and
print, an exploration of composition, Japanese bookbinding, and the
completion of various sketchbook explorations of self expression and
art medium.

Rational
This unit is broken down into steps which students will learn different skills and use
different materials to create their own personal sketchbooks. This unit is planned for art20, as the
students will have learned fundamental art techniques and skills in art10. Students will be guided
with demos and step by step direction in the process of making of the sketchbooks; the students
do not need a background in papermaking, bookbinding, or lino print. The idea for each student
to have a handmade personal sketchbook is to instil a sense of ownership into the content of their
sketchbook, and provoke intrinsic motivation. The content of these sketchbooks will be indicated
through basic guidelines. However, it is an open-ended project which lends the student to explore
materials, creativity, and spontaneity. The objective is for the sketchbooks to become an
expressive format and medium for each student in their investigation of art materials and
practice. Therefore, the content of each students sketchbook will become reflective of their
personal artistic styles they are developing. This unit does not demand high skill level, as the
handmade papermaking, lino printing, and bookbinding will be taught through guidance and
allow for assistance of peers in the process. The lessons in this unit can be adapted for any
students with exceptionalities, to require more or less skill in areas. The end product will still
leave each student with their own sketchbook to fill regarding their skill level, whether it may be
experimentation with basic ideas and techniques or taking their work to a more conceptual level.
This sketchbook will lend to each students abilities.

Unit: Handmade sketchbooks

Grade: 11 (Art20)
Summary:
The focus of this unit is disciplinary, as the students are gaining skills and understanding
through specific practice of papermaking, bookbinding, and printmaking.
GLOs:
1. ENCOUNTERS
Impact of images: Acquire a repertoire of visual skills useful for the comprehension of
different art forms
a. Students will explore the benefits and textile and visual differences of using
handmade paper compared to manufactured paper.
b. Students will understand the history and artists associated with Japanese
bookbinding in which they will demonstrate through the practice.
2. COMPOSITIONS
Organization: Demonstrate control over various components of composition.
a. Students will explore different the effectiveness of different compositions in
relation to the elements of a composition and make critical choices.
Materials and Main Ideas:
We will be using manmade, natural, and recycled items as part of creating a functional
object (sketchbook). This may include:
o Plants, seeds, cardboard, recycled paper, and other found items. Paper mold, bin,
water, felt sheets, sponge, blender.
Students will create prints for the cover of their sketchbooks using:
o Linoleum, carving tools, print ink (water based if available to quicken drying
time), Brayer, rubbing tools such as a barren or wooden spoon, scrap paper.
Japanese bookbinding will be done using:
o Needle, thread, drill, paper (inserted in sketchbook).
Sketchbook Contents:

Drawing mediums (graphite, charcoal, ink, pastel, etc.), watercolor and/or acrylic
paints, collage material, print ink.

Skills and Concepts to reach to the final product:

This unit focuses on concepts of history and craftsmanship to construct sketchbooks in
which the students will be working throughout the semester to explore self-expression. The
purpose in having the students hand-craft their sketchbooks is to elevate the personal value of
the book and enhance the students intrinsic motivation to fill the book. The sketch books are
meant to be a place of exploration and expression, beginning with the very craftsmanship of the
sketchbook, from the handmade paper covers, lino-ink prints, and the Japanese bound pages.
Artists of Influence:
1. Papermaking:
a. Michelle Brody
b. Elaine Cooper
2. Lino-cut Prints:
a. Matisse
b. Picasso
c. Hidalgo Arnera
d. Stanley Donwood
e. Burn Bjoern
f.

Mark Hearld

g. Ann Lewis
h. Rachel Newling
3. Japanese Bookbinding
a. * Show examples of Japanese Bookbinding rather than specific artists

Lesson Plan Summaries:

Lesson #1: Papermaking
The focus of this lesson is to examine the benefits of using handmade paper compared to
manufactured paper. Students will identify different materials which can be used in the paper
making process. The students will then create their own paper using a variety of materials
(manmade, natural, and recycled) in accordance to the colour and texture of choice. The
handmade paper will be used as cover pages in the making of personal sketchbooks.
Lesson #2 Lino prints
In this lesson students will explore the effects of using different composition to create a
lino- print. In this process students will depict a variety of compositions using one theme/ object.
One of these compositions will be chosen to create a lino cut to print on the cover of their
personal sketchbooks. Students will carve their composition in lino through experimenting with
variety of tools. The lino cuts will be printed on the students handmade paper (sketchbook
covers) using ink and *hand rubbing*.
Lesson #3 Japanese bookbinding
Students will assemble their personal sketchbooks in this lesson through Japanese
bookbinding. We will explore the history of Japanese bookbinding, including artists of influence,
and also look at different bookbinding techniques. A step by step demonstration of how to
Japanese book bind will guide student through the process as they complete their sketchbooks.
Students will gain ownership/appreciation of their sketchbook as they have been involved in the
process of making it.
As for the content of the sketchbook, the students will be given a 20 task list of possible
activities to complete in their sketchbooks over the course period. Required in the sketchbook
will be a choice of 15/20 tasks listed in the handout and 5 tasks will be open to student proposals.

Lesson
Title/Focus

Lesson 1: Paper-making

Time Duration 50 minutes

Teache
r

Angela McPeake,
Samantha Davis

Grade

11, Art

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning
Outcomes:
Specific Learning
Outcomes:

Impact of images: Acquire a repertoire of visual skills useful for the

comprehension of different art forms
Concept C: Throughout history a wide range of media and techniques
have been used to make art
LEARNING OBJECTIVES

Students will:
1)
compare handmade paper to manufactured paper
2)
identify benefits of creating using homemade paper for works of art
ASSESSMENTS
Essential Questions:

* What is the benefit of using homemade paper comepared to

manufactured?
* What qualities or characteristics are different within homeade
paper?
Key Questions:
* Where did paper originate?
* What were two different ways that paper was made throughout
history?
* What materials can be used in paper making?
* What is the process of paper making?
Products/Performanc * Handmade paper
es:
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
* Alberta Education Art Curriculum
* www.hqpapermaker.com/paper-history/
* http://www.instructables.com/id/How-To-

Make-Hamdmade-Paper/step4/Method-Part-3/

* Paper
* Water
* Seeds
* Recycled Materials
* Container/Bin
* Paper Mold
* Felt Sheets
* Sponge
* Blender

PROCEDURE
Introduction

Time

Introduction:
* We are beginning the process of making a sketchbook
that we will be filling throughout the semester. You
will be given a list of 20 tasks of possible activities to
complete within this sketchbook over the course
period. We will be making the sketchbook entirely
from scratch; we will begin by making our own paper,
we will do a linocut print for the front cover and we
will put our books together using the process of
Japanese Bookbinding. This sketchbook will be a
place for you to explore personal interests and
experiment with basic ideas and techniques of art
making.

Vocabulary:
* Pulp
* Interweaving
* Man made materials
* Living materials
* Natural materials

Artists of Influence:
* Michele Brody
* Elaine Cooper

Body
Learning Activity
#1

Time

History of Papermaking
* Begin with a powerpoint of images of homemade paper
and the papermaking process. Present Information to
Students
* Originated in Europe, 3000 BC
* Using marsh grass known as Cyperous Papyrus the
Egyptians cut thin strips from the plants stem and
softened them in the Nile river. They Layered the strips
in right angles forming a kind of mat then pounded it into
a thing sheet and left it in the sun to dry. The result was
a sheet that they were able to write upon.
* The word paper comes from the papyrus plant that this
original paper was made from
* This paper was more like a mat and therefore not like the
paper we think of today
* Paper as we now know it originated in China. Using a
wide variety of materials and a process of softening
fibers of plants in liquid until each filament was
( 15 min )
separated, the Chinese refined the process of creating
paper. The individual fibers were then mixed with water
in a large vat. A screen was then submerged in the vat
and lifted up through the water, catching the fibers on the
surface. Once dry, there was a thin layer of intertwined
fiber that has came to be known as paper.
* Class Discussion:
* Discuss and compare Michele Brody and Elaine
Coopers approaches to paper making
* How does homemade paper compare to manufactured
paper?
* Describe some of the characteristics
* What are some of the benefits of making your own
paper?
* What are some materials that you could add to your
paper?
* Ask for any other questions.

Assessments/
Differentiation:

* Blooms Taxonomy Level:

* Type one: Understanding: History of Papermaking
* Type two: Applying, Analyzing: Class Discussion
* Questions answered and input in discussion will reflect
learning and understanding

Learning Activity
#2

* Papermaking Demo
* I demo in front of room, students form semi circle
around to observe.
* Materials: 5 sheets construction paper, 2 sheets white
paper, 3 gallons warm water, container to hold mater
and fit mold, mold to make paper, ten felt sheets,
sponge, blender.
* Step one: Heat three gallons of water until warm but
not hot
* Step two: Rip paper into small squares, add half of the
paper to the blender with five cups of water. Let it
stand for one or two minutes before processing. Mix in
the blender for one minute. Deposit the mix in the
container
* Step three: Do the same with the remaining sheets of
paper
* Step four: If you want, you can mix the two sheets of
white paper, this will make for a smoother colour
* Step five: Mix everything together in the container
* Step six: Add another four cups of warm water and mix
well, you should have a fine pulp of paper
* Step seven: Submerge mold in pulp, the pulp should
form a fine film over the screen sheet. You can keep
adding more water if you think it is still too thick. The
consistency should be soupy. You wont necessarily
use all 3 gallons of water
* Step eight: Submerge the mold completely in the pulp,
then pull the mold up
* Step nine: Let the excess water drain
* Step ten: The paper pulp settles in the mold,
immediately after straining the excess water put mold
with pulp facing down on top of the felt sheet
* Press with the sponge to remove any remaining excess
water. DO that until no more water comes out
* Start pulling the mold from the felt sheet slowly, your
paper should peel off completely from the screen sheet
* Once it is on the felt sheet let it dry, it takes about two
days to dry completely
* Question period for students to ask anything they did
not understand or need clarification on

( 10 min )

Assessments/
Differentiation

Blooms Taxonomy Level:

Type two: Applying: Demo

* Students will display understanding of the process when

creating their own paper
Learning Activity #3
* Students will be put in predetermined groups of three
working at stations around the room.
* Each student will have the opportunity to create one
sheet of paper
* In their groups, students will go through the process of
making the paper, as demonstrated. They will also
have a handout outlining the steps to look back at for
reference. I will be going from station to station
assisting where needed
* Once the first of the three students in each group has
finished all of the steps, their paper will be moved to
the drying racks and the next student will begin the
process
* The two students who are waiting for their turns will
assist the working student
Assessments/
Differentiation:

Blooms Taxonomy Level:

Type Two: Applying: Students will apply knowledge of how
to make paper
Type Three: Creating: Students will create a unique paper
using a variety of materials
Closure

Consolidation of
Learning

Feedback From
Students:

Feedback To
Students

( 25 min )

Today we learned how paper has been historically made.

We discussed the pros and cons of making your own paper
and how an artwork can be affected by homemade versus
manufactured paper.
* Exit slip: Write three things you chose to add to
your paper and why. What effects do adding certain
materials have on your paper?
* Formative assessment regarding papermaking exit
slips
* Verbal feedback throughout process
* Answers to questions asked in both discussion and
question periods

Time

Lesson
Title/Focus

Lesson 2: Lino- Cut Print

Time Duration 50 minutes X 3

General Learning
Outcomes:
Specific Learning
Outcomes:

Teache
r

Angela McPeake,
Samantha Davis

Grade

11, Art

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Organization: Demonstrate control over various components of
compositions
B: An important aim of the artist is to develop compositional skills
LEARNING OBJECTIVES

Students will:
1)
Construct an effective composition that explores shape and line
2)
Explore different means of self expression
ASSESSMENTS
Essential Questions:
* In what ways does this medium affect your decisions in your
final compostion in terms of line and space?
* What are some of the ways that compostions could interact
with the material they were printed on?
Key Questions:
* How can line affect composition?
* How can shape affect composition?
* How do these elements come together to create space?
* How does the colour of the print interact with the homemade
paper?
Products/Performanc
* 20 thirty second post it note compositions
es:
* 3 test compositions
* 1 linocut
* 4 test prints
* 1 final print on homemade paper
LEARNING RESOURCES CONSULTED
* Alberta Education Art Curriculum
http://lyndaburke.net/linocut-technique

MATERIALS AND EQUIPMENT

* Linoleum
* Carving tools
* Print ink
* Brayer
* Glass sheet to roll ink
* Rubbing tools
* Paper
* Post It Notes
* Newsprint paper
* Rubber gloves

PROCEDURE
Introduction

Time

Vocabulary:

* Line
* Shape
* Space
* Composition
* Colour
* Lino-cut
* Print
* Relief
* Test print
* Carving tools
* Brayer
* Baren
* Linoleum

Influential Artists:
* Matisse
* Hidalgo Arnera
* Pablo Picasso
* Stanley Donwood
* Burn Bjoern
* Mark Hearld
* Ann Lewis
* Rachel Newling

Body

Time

Class 1:

History of Linocut
* Begin with a slideshow of examples of Linocut prints
and their artists
* A linocut print is a variation of a woodblock print
* Linoleum: It was first manufactured in 1860 and is
made of rubber and linseed oil with a backing.
Because it is a soft material it is very easy to cut into
and leave marks
* When you create a print, it is important to remember
that whatever you carve into your linoleum, it will be
in reverse on your print
* The areas that you cut away will be white (or whatever
colour your paper is) and the areas left in relief will
hold the ink and print the colour of your ink
* To make a print the surface of the carved block it
covered in ink using a rubber roller called a brayer. A
paper is laid on the surface of the block and the back of
it is rubbed by a baren or smooth rubbing tool such as a
wooden spoon. This transfers the ink onto the paper
and once peeled away, the print is laid out to dry. If
possible, it is good to cover the print in a sheet of
newsprint and press between slabs of wood or books in
order to dry flat
Review and Discussion Questions:
* What are some different types of line?
* How do these lines affects space differently
* How could you compare organic and geometric shape?
* How could you combine a variety of these elements to
create an abstract composition?
Post It Note Compositions
* 20 thirty second drawings on post it notes exploring a
variety of line and shape in order to create space within
your compositions
* these drawings will serve as a preliminary sketch for
your final composition

( 10 min )

( 5 min )

( 10 min )

------------- 5 minute break, look at others sketches-----------Practice Compositions

* Create three compositions using ideas that came up
though your post it note explorations
* These compositions should be to scale to whatever
dimensions you will be using for your linocut

( 25 min )

* These drawings should use a variety of line and shape

* Once finished, decide which drawing you wish to use
as the composition for your linocut
* Copy this drawing directly onto your piece of linoleum
using a pencil
* If this does not get finished within this class period,
take home for homework
Assessments/
Differentiation:

* Blooms Taxonomy Level:

* Type one: Understanding: History of Linocut Prints
* Type two: Applying, Analyzing: Post It Note
Compositions
* Type three: Creating and Evaluating: 3 Compositional
Drawings and Linocut
* Questions answered and input in discussion will reflect
learning and understanding

Class 2:

Carving the Linoleum

* Tools, Safety and Materials
* Discuss each individual tool and its purpose; Carving
tools, different ends for different effects
* Reminder that whatever parts you carve out will show
up as white (paper) within your print and the relief
(areas that are left) show up the colour of ink
* Reminder that whatever you carve into your linoleum
is backwards when you print
* Discuss safe handling of carving tools
* Always carve away from your body
* Place hands behind where you are carving
* When walking with tools have them facing down
* Be careful when changing heads of carving tools
* Take time when sharpening tools
* Remind that each student only gets one slab of
linoleum, make sure you cut it to the dimensions that
you decided within your final sketch
* Use a piece of the extra linoleum as a test slab
* On this test slab, try all of the different headings to see
the different kinds of marks that they create
* Once you feel that you are ready to being, start carving
over your lines that you drew onto your linoleum
* Take your time so that you do not make mistakes
* If finished early, can begin brainstorming for
sketchbook

( 10 min )

Assessments/
Differentiation

Blooms Taxonomy Level:

Type one: Understanding: Tools, Safety and Materials
Type two: Applying: Apply understanding of materials and
tools while creating linocut
Type three: Creating: Creating a unique linocut based around
composition created last class

Class 3:
Pulling Prints:
* Tools and Technique:
* Review the different tools used for pulling prints
* Brayer: Roller for ink
* Baren: Flat surface for rubbing print
Demo: Using an already made Linocut have students form a
semi circle around a table at the front of the room to watch
* Explain how ink needs to be rolled out on glass sheet.
By rolling the ink first vertically and then horizontally
it helps to get an even coat on the brayer.
* Apply ink to linoleum stamp
* put paper on top of stamp and use Baren or wooden
spoon to evenly rub the back of the print
* Carefully peel print off of linoleum
* Press print between two layers of newsprint and lay
between two slabs of wood or books to dry flat
Break off into stations around the classroom, there will be a
different station for each colour of ink
* Students will need to predetermine what colour of ink
they will use for their print
* They should consider the relationship between the
colour they choose and the colour/ materials used
within their homemade paper
* Students are expected to pull four test prints using the
colour that they plan to do their final print with
* Once these test prints are complete students will pull a
final print on their homemade paper
* Once finished these five prints, students have the
option to explore printing in different colour on the
material of their choice

( 10 min )

( 40 min )

Assessments/
Differentiation:

Blooms Taxonomy Level:

Type Two: Applying: Students apply knowledge of how to
use tools to create linocut
Type Three: Creating: Students will create a unique
composition for their linocut print
Closure

Consolidation of
Learning

* What were some of the challenges that you came up

against throughout this process?
* What were some of the things that you learned about
the materials?
* How could you see yourself using these materials in
the future?

Feedback From
Students:

* Formative through questions and discussion

* Formative through display of understand of concepts
and technique throughout process
* Verbal feedback throughout process
* Answers to questions asked in both discussion and
question periods

Feedback To
Students

Time

Lesson
Title/Focus

Lesson 3: Japanese Bookbinding

Time Duration 50 minutes

Teache
r

Angela McPeake,
Samantha Davis

Grade

11, Art

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning
Outcome: Impact of Images: Acquire a repertoire of visual skills
Outcomes:
useful for the comprehension of different art forms
Specific Learning
Concepts: A: The relationship of different features of a work of art
Outcomes:
may be compared to the total effect of the work
LEARNING OBJECTIVES
Students will:
1)
demonstrate knowledge of the process of Japanese bookbinding
2)
investigate materials and self expression through sketchbook assignments
ASSESSMENTS
Essential Questions:
* What qualities does a homemade sketchbook have compared to a
manufactured one?
* How does the process of creating the sketchbook affect the
decisions of how to fill it?
Key Questions:
* What are some materials that you could decorate your book with?
* Why is it important to have an odd number of holes for your
binding?
* What is the stitch pattern for Japanese bookbinding?
Products/Performanc * Hardcover Japanese Bound Book
es:
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
http://www.wfu.edu/art/art111/files/stabbinding.pd
* Homemade paper
f
* 20+ sheets of paper
* Alberta Education Art Curriculum
* Needle
* Thread
* scissors
* ruler
* pencil
* Bulldog clips
* Cardboard
* Cloth
* Decorations/materials
* Drill

Vocabulary:

PROCEDURE
Introduction
* Binding
* Stitch
* Spine
*

Time

Learning Activity
#1

Assessments/
Differentiation:

Body
Time
History of Japanese Bookbinding
* The components necessary for the development of a
book all originated in China; paper, a system of writing,
printing and a pre-book storage mechanism
* The development of the book in Japan was closely
linked to printing
* Before 1600 most books were of a religious nature,
( 15 min )
they were woodblock printed
* Japanese bookmakers used a great variety of methods
for constructing books
* This typeof binding came to be known as Fukuro-toji
and were usually bound in patters with four or five
holes.
* Type one: Understanding: History of Japanese
Bookbinding
* Type two: Applying: Students will answer questions
around Japanese bookbinding using knowledge from
discussion

Learning Activity
#2

Assessments/
Differentiation

Japanese Bookbinding:
Do step by step, demo at the front but have students follow
along on their own book.
1) Cut your cardboard and pages to your chosen size.
Decide the number of pages you want, there has to be a
minimum of 20.
2) Using your ruler, measure 1.2 from the left side of the
top and bottom of your cover. These will be the
highest and lowest sewing holes.
3) Measure out the middle of your book and mark it, this
will be your centre sewing hole.
4) Measure an equal number of holes on either side of
your middle hole
5) Line up the text pages and place them in between your
marked covers and use and electric drill to make your
holes. Place all the pages into a clamp or bulldog clips
to make sure they do not more while you are drilling.
Check that each hole goes through all the pages.
6) Cut a length of thread four times the height of the
binding and thread the needle. Hold the covers and the
text pages together and enter the middle hole from the
bottom. From there enter the hole on the right from the
top, then the hole to its right from the bottom,
alternating until you reach the end. From there go
around the outer edge of the book and work your way
back to the middle hole in the reverse of the way you
started. Once you have the one side done, repeat on the
other. At the end you should enter the middle hole
from the top, and tie a knot with the end left over from
the start.
7) Decorate your cover with whatever materials you find
fitting.
* Blooms Taxonomy Level:
* Type one: Understanding: History of Japanese
Bookbinding, method of Japanese bookbinding
* Type two: Applying: Use knowledge of Japanese book
binding to create sketchbook

( 10 min )

Learning Activity #3 Sketchbook Handout:

* Students will be given a 20 task list of possible
activities to complete in their sketchbooks over the
course period.
* Required in the sketchbook will be a choice of 15/20
tasks listen in the handout and 5 tasks will be open to
student proposals
* Students should explore a variety of mediums within
this sketchbook including but not limited to graphite,
charcoal, ink pastel, watercolour and or acrylic paints,
collage materials and print ink
* Throughout the rest of the term students will be
working in this sketchbook exploring self expression.
Assessments/
* Blooms Taxonomy Level:
Differentiation:
* Type two: Applying: Students will carry out tasks from
their list in their sketchbook
* Type three: Creating: Students will explore different art
concepts and self expression within their sketchbooks
Closure
Consolidation of
We have now completed the final step of building our
Learning
sketchbooks, we started by making our own handmade
paper, we created a linocut composition to put on our
cover, and we now bound together a place that we will
document our growth and exploration throughout this
term.
Feedback From
Exit slip: What are some of the aesthetic differences of a
Students:
Japanese bound book compared to a manufactured sketch
book? What is one thing that stood out to you from this
project?
Feedback To
* Formative feedback throughout process
Students
* Summative grade for finished sketchbook at the end
of the term

( 25 min )

Time

Sketchbook Tasks:

Fill the page using as many drawing tools as you can.

Fill the page with lines: thick lines, thin lines, press light, press HARD. You choose your
drawing tool.

Sketch this page using other peoples pens, identify who they belong to.

Make stamps from household items; fruits and vegetables, recycling, natural items from
outdoor.

Draw a self-portrait using a mirror. Choose your drawing tool.

Create a collage using newspaper and magazine cut-outs, contrast your choice of images.

Create a watercolor painting, add detail with other drawing tools if you so choose.

Paint your observations from a window using acrylic paint.

Using a sharpie, draw a landscape while in motion; walking, running, jumping, in the car,
etc. Add color after the sketches complete using your choice of color medium.

Sew (stitch/embroider) an image into the page. You may add fabric or other materials if
you chose.

Using pastel or conte create collage of rubbings using as many objects or surfaces you
can. Find shapes and objects in the image and draw them in.

Draw another persons face using your non-dominant hand.

Paint a page using coffee or tea.

Automatic draw something using a drawing tool of your choice.

Create your own stencil(s) incorporate it into a page with a theme of your choice.

Trade your sketchbook with someone else and create an image within their book

Find two to five people and collaborate on a composition

Create an image using the leftovers from your meal

Draw a dark object in a light environment or draw a dark object in a dark environment

Draw a noisy place, draw noise. Find a quiet place, draw quiet.