Animal Reduction Printmaking

Grade 3


Jillian Webberson
Student Work. Angier Elementary School. 2014


Introductory Information:
Title: Animal Reduction Printmaking
Grade 3
Class Size: Approximately 18
Length of class: 50 minutes
In this lesson, students will learn about and examine the printmaking process. After
discussing this process and the history of printmaking/artists students will begin to
create their own animal reduction prints.


STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDING:

Artists develop ideas from observation.
Printmaking is a form of communication.
Line and texture are used as a visual element.
Printmaking can allow for multiple copies to be produced bringing art to the
larger audience.


B. ESSENTIAL QUESTIONS:

What attributes are unique to printmaking?
How has the purpose of printing changed over time?
In what ways is printmaking a form of communication?
How do artists use shape in a visual composition?
How can more than one color expand printmaking?


C. STATE STANDARDS ADDRESSED:

PreK12 STANDARD 1 Methods, Materials, and Techniques: Students will
demonstrate their powers of observation, abstraction, invention, and expression
in a variety of media, materials, and techniques.

PreK12 STANDARD 4 Drafting, Revising, and Exhibiting: Students will
demonstrate knowledge of the processes of creating and exhibiting artwork:
drafts, critique, self-assessment, renement, and exhibit preparation.

PreK12 STANDARD 6 Purposes and Meanings in the Arts: Students will
describe the purposes for which works of dance, music, theatre, visual arts, and
architecture were and are created, and, when appropriate, interpret their
meanings.


D. LEARNING
OBJECTIVES:

The students will
examine the the history
of printmaking.
The students will
identify important
contributions in the
printmaking world.
The students will
illustrate through using
pencils to draw into
styrofoam plates, the
basic processes and
skills of relief
printmaking.
The students will gain
an understanding of
positive and negative
space.
The students will
develop design skills
and incepts such as
composition and
reverse images.
The students will
reveal.
The students will be
able to share their
animal reduction prints
with the class.


STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT: Each students animal reduction
print will be unique to his or her own creative thoughts and imagination. A
successful example of the nal product will be a series of tri-color reduction prints
Student Work. Angier Elementary School. 2014
of an animal of their choice. Students will work through the printmaking process.
Students will begin with sketches, transfer one onto a foam plate, carve image
using lines, and nally print in layers using different color paint. A printmaking
edition of 4 will be created.

B. CONTINUUM OF ASSESSMENTS: Performance tasks and teacher assessment
tools that will serve as evidence of student learning will include:
Students participating in class discussions prior to actual art activity.
Students will be listening, focused, and creatively engaged throughout the
course of the project.
The teacher will review students preliminary sketches.
Students being closely observed by the teacher along the way.
The teacher will watch students through all steps of the printmaking process.
Student Work. Angier Elementary School. 2014
Students will observe and demonstrate understanding of the printmaking
process
Students take part in group critique and sharing exercises.
Documentation of student work to be posted on online portfolio/blog.


C. CRITERIA:

Did the student engage and participate in the discussion of printmaking?
Did the student examine the history and techniques of printmaking?
Did the student identify shapes by naming and drawing them?
Did the student actively participate in introductory activities?
Did the student reveal knowledge of shapes through their creations?
Did the student include the correct types of shapes (required number of both
geometric and organic)?
Did the student share their creatures with classmates?


STAGE 3:
LEARNING PLAN

A. MATERIALS AND
EQUIPMENT:

Drawing paper (cut
to size of foam
plates)
Pencils
Foam printing plates
Ink
Brayers
Colored paper
Tin foil
Masking tape
Scissors
Sharpies


B. VOCABULARY WITH DEFINITIONS:

Printmaking - transfer of images from one surface to another
Brayer - roller used for transferring ink
Ink - a liquid material used for printing
Plate - carved surfaced used to ink and transfer image to paper
Reduction - the act of taking away
Student Work. Angier Elementary School. 2014
Complementary - opposite (in art referring to colors)
Relief - printing from a raised surface
Intaglio - prints that are made by cutting the picture into the surface of the
printing plate
Reverse - opposite, mirror image
Edition - whole number of copies printed, collection
Carve - to cut into
Engrave - to cut or carve into a surface
Line - a mark of varying length and sizes
Texture - the structure, feel, and appearance of something
Positive space - the area or space of the subject, in printmaking it is the part
with ink
Negative Space - the area or space of the background, in printmaking it is the
part without ink where the paper is showing through such as lines
Enlarge - to make larger


C. VISUAL IMAGE RESOURCES:

[Web Photos]. Retrieved from https://www.google.com/search?q=printmaking
+examples&tbm=isch&source=lnms&sa=X&ei=9wo_U-
aWG7agsQTF6oCoDQ&ved=0CAgQ_AUoAQ&biw=1280&bih=738&dpr=1#q=f
amous%20printmaking%20examples&revid=1393082830&tbm=isch&imgdii=_
[Web Photos]. Retrieved from https://www.google.com/search?q=printmaking
+examples&tbm=isch&source=lnms&sa=X&ei=9wo_U-
aWG7agsQTF6oCoDQ&ved=0CAgQ_AUoAQ&biw=1280&bih=738&dpr=1#q=r
eduction%20printmaking&tbm=isch&imgdii=_
[Web Photo]. Retrieved from http://thomaselementaryart.blogspot.com/
2013/04/4th-grade-animal-printmaking-best.html
[Web Photo]. Retrieved from https://www.google.com/search?q=printmaking
+examples&tbm=isch&source=lnms&sa=X&ei=9wo_U-
aWG7agsQTF6oCoDQ&ved=0CAgQ_AUoAQ&biw=1280&bih=738&dpr=1#q=p
rintmaking%20history&tbm=isch&imgdii=_


D. TEXT, MEDIA AND WEB RESOURCES:

4th grade animal printmaking. Retrieved from http://
thomaselementaryart.blogspot.com/2013/04/4th-grade-animal-printmaking-
best.html
Printmaking 101. Retrieved from http://www.kinderart.com/printmaking/
print101.shtml
Printmaking history and techniques. Retrieved from http://www.robinurton.com/
history/printmaking.htm
Merriam-Webster dictionary. (2014). Retrieved from http://www.merriam-
webster.com
Merriam-Webster dictionary word central. Retrieved from http://
www.wordcentral.com
Printmaking on a budget. Retrieved from http://art.utk.edu/printmaking/
resources/PrintmakingonaBudget.pdf
Printmaking. Retrieved from http://www.aliesd.net/www/Alief/site/hosting/
VisualArts/Interm%20Printmaking%20GR.%205-6.pdf

E. TEACHER INSTRUCTION:

The teacher will ask students questions to generate an introductory discussion
(see below).
The teacher will determine what information and knowledge students can
share. Based off of their responses, the teacher will continue asking questions.
The teacher will introduce printmaking.
The teacher will show examples of printmaking throughout the history.
The teacher will show information about printmaking through examples and
facts that are on the display board.
The teacher will introduce the subject and inspiration of the lesson, animals!
The teacher will hand out resources, including books and packets of animals.
The teacher will demonstrate how to draw the sketches using shapes as part of
a whole.
The teacher will explain that the sketches must ll up the entire paper (animal
should be touching 3 sides of the paper).
The teacher will enlarge students sketches using copy machine if necessary.
The teacher will explain how to use lines to create texture.
The teacher will introduce materials, location of materials, and proper use.
Additional materials will be given to those students who need them to create
more comfortably.
The teacher will demonstrate the printmaking process at print station (use tinfoil
taped down with masking tape as stations for rolling out ink).
The teacher will introduce the goals for lesson: 1. Complete 3 animal sketches,
2. Choose 1 to enlarge, 3. Carve animal drawing into foam plate using pencil,
4. Cut out animal along the very outside line using scissors, 5. Roll ink using
brayer onto plate, 6. Print image onto piece of colored paper (student will have
4 different prints), 7. Choose one detail or part of the animal to print in a second
color, 8. Cut out this section of the animal, 9. Ink this piece of the plate, 10.
Print this smaller detail (cut from the original) part of the plate on top of the
other prints (the ones previously printed of the whole animal), 11.) Mount prints
together as an edition of 4
The teacher will demonstrate todays goal (the goals above are for the entire
project - depending on your time, split goals up into multiple days).
The teacher will offer alternatives for differentiation. This can include personally
approaching a student and showing a few options like color, utensil, material,
idea, etc. Some students may need assistance with different sections of the
printing process.
The teacher will have aide to assist if that is a possibility. The aid will actually
help create the art project after students choices of materials and ideas are
determined.
The teacher will walk around and check in on students.
The teacher will have instructions posted on the display board in the room.
The teacher will facilitate a wrap up the project with a group discussion.
The teacher will instruct students to clean up their tables.
The teacher will dismiss students when the room is cleaned up and quiet.
The teacher will wrap up the entire lesson with group sharing.
The teacher will photograph student work for online portfolio/blog (possible
option).





QUESTIONS TO GENERATE DISCUSSION:

Who can tell me, what is printmaking? (This was great to pull knowledge from
the students)
What do we know already about printmaking?
What would we like to learn about printmaking?
What is
communication?
How do you
communicate with
others?
What do you see in this
image?
Why do you say that?
How do you know?
How do you think this
print was done?
What tools were used?
What do you think the
process was?
Where might we see
printmaking in our daily
life?
Throughout the lesson ask students to share information they know about the
vocabulary - for example, Who can tell me what a brayer is and what it is used
for?


F. LEARNING ACTIVITY:

Students will participate in a discussion about printmaking.
Students will talk about what they know already and what they would like to nd
out.
Students will examine examples of printmaking throughout history and the
world.
Students will watch short slide presentation on printmaking.
Students will look at print examples.
Students will discuss printmaking as a form of communication and how we
communicate today.
Student Work. Angier Elementary School. 2014
Students will use animal books and packets as references and inspiration for
their sketches.
Students will sketch in pencil 3 different animals (use shapes as part of a
whole, lines for textures, positive and negative space, animal should touch 3
sides of the paper, enlarged - nice and big)
Students will conceptualize, plan, and create a full and complete composition.
Students will transfer 1 of their animal sketches onto a foam plate with pencil.
This is the carving or engraving process. Student should see and feel their
lines indented into the plate.
Students will cut out their animal on the very outside line using scissors.
Students will write name and
class in Sharpie on the back of
their plate.
Students will choose colored
paper to print on (there will be
a total of 4 prints each on a
separate paper).
Students will go over to inking
station, roll out ink onto their
plate using brayer, bring it
over to the clean printing
station, and print their plate
onto the colored paper. This
will be done to create 4
different prints in different
colors.
Students will cut out one detail
of their animal plate that they
will print in a second color.
Students will go through the
same printing process and
print this detail on top of their
original, already dry animal
print.
Students will mount their 4
animal prints together as an
edition.
Students will talk about their
own art but notice 2 qualities
of fellow classmates work.
Students will clean up their workspace, returning materials to proper containers
and locations.
Students will be able to admire work after it is presented together.
Students will be able to view artwork on an online portfolio/class blog.
Students will have a new concept of printmaking!
Student Work. Angier Elementary School. 2014