Printmaking LP

Title of Learning Segment: Triptych Printmaking Grade or Class: Art 2 – 9th
Prior Knowledge Understanding the element of line, varying line weight, and some
compositional understanding.
Central Focus/Big Idea Solve an artistic problem and show persistence play in revising,
refining, and developing work.
Learning Segment Overview Four lessons 90 minutes each
Lesson 1 (Day 1-2) Intro/ Motivation/Engage/Research
Lesson 2 (Days 3-5) Instruction process/Explore/Guided Practice
Lesson 3 (Day 6-7) Respond and connect/present
Lesson 4 (Day 8-10) Summative Assessment/ Evaluation/Closure
Standard Learning Objective Summative
Assessment
NVAS: VA:Cr3.1.IIa Engage in I can engage in constructive critique Rubric and
constructive critique with peers, with peers based on given project Critique assesses
then reflect on, reengage, revise, goals, then revise works of art in engagement in
and refine works of art and design response to students’ feedback and constructive
in response to personal artistic personal artistic vision. critique with peers
vision. and processes to
State Standard: I can select, and I can select and use a variety of solve an artistic
use a variety of art materials, printmaking art materials, problem.
techniques and processes to techniques, and processes to solve
solve an artistic problem. an artistic problem.
Academic Language Demands, as applicable:

1. Language Function The LF is solve.
2. Vocabulary
 Brayer – A brayer is a hand-tool used historically in printing and printmaking to break up
and "rub out" (spread) ink.
 Collagraph – Collagraph is a basic method of printmaking using a board with collage
materials glued onto it to form a relief surface with a variety of textures.
 Triptych - a picture or relief carving on three panels.
 Unity - It is the wholeness or completeness of a picture. Used by artists to tie a
composition together and help the composition make sense as a whole piece of art.
3. Discourse SW develop academic discourse.
4. Practice SW be given the opportunity to develop discourse by discussing their project in
small groups and whole-class discussions, practicing printing techniques using vocabulary, peer
review, in-class critique, and reflective writing to solve their design challenge.
Key Materials
-Vocabulary List, PowerPoint, Peer Review/Mid-Critique Handout, Google Board, Canvas, 3in x
4in Linoleum Blocks for each student, 4 Boxes Blade/cutters (U, V, and square gouges),
Speedball Grip Carving Handle Tool for each student, Speedball Professional Relief Ink (One
jar of Black, Blue, and Red), Brayers (At least two), Printmaking Paper, Mix Media (for media
exploration day and altered print), Art Vocab Cards (for final critique)
Lesson I of 4
Standard Objective Formative Assessment
SCVAS: I can select and use a variety of Sketchbook Check
VA.CR.IH 2 printmaking art materials, Exit Slip
I can select, and use a techniques, and processes to
variety of art materials, solve an artistic problem.
techniques and processes
to solve an artistic problem.
Instructional Strategies and Learning Tasks (Procedures & Timelines)

Day 1
 Preparation
TW have prompt on Google board.
Prompt contains key vocabulary words listed in the lesson segment.
TW freeze Google board and pull up the PowerPoint.
When the bell rings TW give students get 5 minutes to copy definitions.
Google board is unfreeze and the printmaking PowerPoint will pull up.
 Introduction
TW greet students at the door.
TW inform students that we are staring a new lesson and inform students to read the
prompt.
SW come in and view prompt. Prompt contains vocabulary words that students copy
down in a sketchbook.
SW retrieve sketchbooks from there class drawer.
TW start class 5 minutes after the bell rings and explain how this project pulls from the last
project.
TW introduce printmaking project.
SW assess printmaking project handout through Canvas and follow discussion
(Teacher has hardcopy as well).
SW read sections of the project handout to ensure understanding.
TW review the project rubric briefly with the class to ensure students understand the
objectives.
 Share Objectives
I can select and use a variety of printmaking art materials, techniques, and processes to
solve an artistic problem.
SW focus on selecting the class themes.
SW create an original design to solve the design theme problem posed.
 Reflective Questions
What is line weight?
What is Printmaking?
How do you think this project connects to your last project?
Do you have prior knowledge in printmaking?
If so, explain your printmaking experience.
 Teacher Instructions
TW introduce the printmaking PowerPoint.
In the PowerPoint there is a MoMA video explain printmaking, relief printmaking,
linoleum or linocut printmaking.
TW also explain relief printmaking to summarize information.
TW show printmaking examples
TW have an in-depth step by step process of a linocut print.
These steps are:
Step 1. Transfer your design onto the linoleum block.
Step 2. Carve the design onto the linoleum block.
Step 3. Get the correct paper and roll out the ink.
Step 4. Ink the linoleum block.
Step 5. Pull a print from the corner and check the print.
TW show professional print examples and describe the relief process in detail.
TW show collagraph examples and some ways prints can be altered through the
PowerPoint.
 Guided Practice
As a class we will play the unity game.
This game is located on the PowerPoint after the relief print examples.
This game provides examples of what is good unity and what is bad unity.
SW answer which example is good or bad and explain why.
SW research and pick design themes as a group.
Students groups are the table they choose to sit at.
TW then have students vote on the themes as a class.
TW select the top three themes for the project that students can pick from to begin
research.
 Independent Practice
SW start the project by researching three printmaking artists independently.
SW write three to five sentences on each artist in their sketchbooks.
After completing this activity SW transition into researching the class design themes,
they are interested in.
When those preliminary tasks are complete SW start sketching.
SW sketch out five different designs based on the themes they are interested in.
TW give out 3” x 4” template to each group to help students stay in the correct
proportions on their sketches.
 Closure/Review
First Day Exit Slip.
SW write down their name, the design theme they have chosen or are interested in, and
at least two sentences summarizing their research on the printmaking artist or
printmaking knowledge they found.
 Clean Up
TW give last 5 min of class to clean.
SW pack up materials.
SW put sketchbooks back in block one drawer.
SW listen to morning announcements.
 Homework
SW work on refining sketches, design theme ideas, and research more information if
necessary.
SW keep this information in their sketchbook for later classroom activities.
Day 2
 Preparation
Prompt contains today’s agenda and class goals.
When the bell rings TW unfreeze Google board and the printmaking PowerPoint will pull up.
 Introduction
SW come in and view prompt.
Prompt asks students to work on sketches of their design.
After the bell rings review Day 1 information using reflective questions.
SWBAT select and use a variety of art materials, techniques, and processes to solve an
artistic problem.
Class Goal: Research and create an original design.
What is printmaking?
What is relief printmaking?
What is linoleum printing or linocuts?
What is important to remember about incorporating text in printmaking?
PowerPoint under the Day 2 section contains the answers to these questions as well as
example images of relief prints.
What are obvious designs for our class themes?
How can I push my design beyond the obvious?
TW give more sketch time (approximately 30 minutes).
 Teaching Instructions
TW demonstrate graphite image transfer.
TW continue the demonstration by talking about:
- How to carve
- Safety on using printmaking tools
- Explain different ways to carve on blocks that promote safe practices and maintain
control such as
o carve away from you
o keep fingers out of the carving zone
o Rotate the linoleum block
o Take frequent breaks
TW share printmaking tips (such as using a sharpie to see carved lines etc.)
TW allow students to draw directly on linoleum block or do a graphite image transfer.
As students submit design ideas TW give advice to improve the design or give students a
linoleum block.
SW receive a one on one consultation with the teacher about carving safety. We will review
proper safety protocol, how to correctly use the speedball handle tool, and which cutters the
student should use on their block.
This help save materials and keeps the chances of students having accidents low.
 Clean Up
TW give the last 5 minutes of class to clean.
SW pack up personal materials.
SW put sketchbooks and linoleum blocks back in block one drawer.
SW clean tables for linoleum shavings.
 Homework
SW research collagraph prints and write a paragraph.
While you look over the researched collagraph prints list the materials/tools used in a
bulleted list.
SW turn this in on canvas or keep in sketchbook and TW check off through Canvas.
Lesson 2 of 4
SCVAS: I can select and use a variety of Sketchbook/Design Check
VA.CR.IH 2 printmaking art materials, Collagraph Homework
I can select, and use a variety techniques, and processes to Reflective Questions
of art materials, techniques solve an artistic problem.
and processes to solve an
artistic problem.

Day 3
 Preparation
TW set out tracing paper, linoleum blocks, first-run print stations, and carving tools for
students.
 Introduction
Prompt asks students to work on their designs
TW conduct homework checks through canvas/sketchbook check.
TW remind students of carving safety and class goals.
TW review:
Step 3. Get your paper and Roll out the ink.
Step 4. Ink the plate.
Step 5. Pull a Print and Check
Share Objectives
Class Goal: Get a first run print by the end of class.
 Teacher Instruction
TW review PowerPoint to ensure student’s understanding of today’s class goals.
TW will remind students:
o This is an in-class project
o The goal is to get on the linoleum block
o Students should be carving
o Students should have a fist-run print by the end of class
TW give 60 minutes for students to:
Work on the design
Transfer the design to the block
Carve the linoleum block
Pull the first print
 Guided Practice
As a class we will discuss collagraphs.
TW review homework.
TW ask reflective questions.
What is a collagraph?
How can you make a collagraph from your relief block?
Are there any interesting artists you found who create collagraphs?
Did you find any non-traditional materials artists use to create a collagraph?
What are some materials/textures you can use that promote unity with your block?
 Clean Up
TW give last the 5 minutes of class to clean.
SW put sketchbooks and linoleum blocks back in block one drawer.
SW clean tables for linoleum shavings.
SW clean print station.
SW put prints on the drying rack.
SW listen to morning announcements
 Homework
SW finish the design concept from the chosen theme if they have not completed this step
during class.
Day 4
 Preparation
TW split the room in half
TW set out these tables on both sides of the room: Table 1 - Take Away, Table 2 -
Ghost Print, Table 3 - Paper
 Introduction
Prompt asks students to:
Get in groups of 3
Spread out newspaper on the table
Do NOT get out printmaking materials
Wait for further instruction
SW come in and only get your block if you are finished.
If not, get a wooden pencil and a piece of foam.
Make a quick and simple drawing on the foam.
Take a dull wooden pencil tip and apply pressure to get a relief like stamp.
Students will explore all three material stations.
TW go over the goals of the class.
Students are having a material exploration day.
SW explore stations with your block if finished.
If they do not have a finished block use foam to print with.
Give students, using the foam stamp, five extra minutes to prepare and quickly draw a
design if they are using the foam stamp if they have not already done so.
TW explain:
-how this activity relates to previous classes and how this exploration leads to the rest of
the project
-explain each station and the materials at the station.
-explain rotation
Material Exploration Day:
Set up five groups of three students for this activity
3 stations for 10 minutes each. 40 minutes total with transition time.
SW go around to stations to explore different materials one can for printing. This helps
lead them to make a collagraph and altered print.
 Clean Up
SW clean tables and remove the newspaper.
SW place materials on the back counter and recycle trash.
 Homework
Finish transferring the drawing onto the relief block.
Keep all printed materials from today’s activity in your sketchbook.
If student is falling behind, they need to come in for FLEX time (30-minute blocks, twice a
week)
Day 5
 Preparation
Teacher will set out materials for two table 4 stations
 Introduction
SW get back into original groups and set up for material exploration.
Have the four groups of three merge into two groups of 6
Students will explore all final material stations.
Finish material exploration with mixed-media table.
SW get 20 minutes to explore the different media at their table.
Then we will have a class discussion
TW review the class goals and remind students of carving safety
 Guided Practice
Class discussion to review on material exploration (10 min)
What did we do at this station?
Did you use something new?
Did you find any combinations that you liked?
Such as using a white gel pen over the print, etc.
Studio time – allow students time to finish carving the block.
 Clean Up
SW clean tables and remove the newspaper.
 Homework
Finish design and be ready to work on the block tomorrow.
If the student is falling behind, they need to come in for FLEX time (30-minute blocks, twice
a week)
Lesson 3 of 4
SCVAS: I can select and use a variety of First Pull Print
VA.CR.IH 2 printmaking art materials, Reflective Questions
I can select, and use a techniques, and processes to Media Exploration Day Discussion
variety of art materials, solve an artistic problem.
techniques and processes
to solve an artistic problem.

Day 6
 Preparation
 Introduction
TW greet students.
SW view morning prompt.
SW gather materials.
TW check on individual student progress through the sketchbook, block, and completion of
any prints.
TW review carving safety and printmaking steps
These steps are:
Step 3. Get the correct paper and roll out the ink.
Step 4. Ink the linoleum block.
Step 5. Pull a print from the corner and check the print.
TW acknowledge the guest speaker and remind students rules about how to treat a guest in
the classroom.
-Speaker gets full attention
-No MacBook’s during the presentation
-No personal devices during the presentation
-No talking during the presentation
-DO NOT work on your project during the presentation
 Share objectives
Students need to finish carving their linoleum block by the end of class.
Students need to get a relief print by the end of class.
TW remind students of class goals.
TW remind students of carving safety.
This teacher is the art Advance Placement, Art 3, and Art 4 teacher on the main campus.
She reviewed:
- The artistic process that students are required to go through
- Goals of the AP Art students
- Importance of pushing beyond the obvious answers
- Search for a more artistic design approach
- 30-minute discussion
Studio time (55 minutes)
TW allow students time to work on relief print.
Push all students to get on the carving block.
SW pull relief prints.
SW work on collagraph and altered print when finished with the relief print.
 Clean Up
SW throw away linoleum shavings on the table.
 Homework
SW work on finishing the design for a graphite transfer or take block home and finish
drawing on your block.
a week)
Day 7
 Preparation
 Introduction
SW come in and gather materials needed for the studio day.
SW make it their goal to finish their linoleum block and get a first pull print.
Students will start printing the relief print by the end of class.
TW will remind students of the goals they should have for the day.
SW works on multiple prints at a time. Also, students should be pushing unity and line
weight in their design.
This is a studio day for students to complete the relief block.
TW use the last 15 minutes of class time to discuss altered prints (TW refer to PowerPoint)
 Guided Practice
Altered Print Discussion:
- Printmaking that has lines or images that can only be made once.
- There are 2 ways you can go about this:
1.Use your relief block then alter the print
2.Use you collagraph block then alter the print
Reflective Questions
Reflective Questions
What do you call the roller that you use to roll the ink out?
What is a collagraph?
What are the main goals of this project?
Studio time
SW finish up relief print
SW start on collagraph print.
SW start on altered print.
 Clean Up
SW clean inking stations.
 Closure
Finish class with altered print conversation
Show altered print examples.
Examples on PowerPoint and personal teacher examples
Discuss –
1. Materials used in class
2. How color has meaning
3. Ways to alter prints while promoting unity
 Homework
SW prepare for in-process critique on Day eight.
Have media day prints available for critique too.
SW bring linoleum block, material day prints, relief prints, ideas for collagraph, and ideas for
the altered print.
a week)
Lesson 4 of 4
Standard Objective Summative
Assessment
NVAS: VA:Cr3.1.IIa I can engage in constructive critique Critique
I can engage in constructive critique with with peers based on given project Rubric
peers, then reflect on, reengage, revise, goals, then revise works of art in
and refine works of art and design in response to students’ feedback and
response to personal artistic vision. personal artistic vision.
State Standard: I can select and use a variety of
I can select, and use a variety of art printmaking art materials,
materials, techniques and processes to techniques, and processes to solve
solve an artistic problem. an artistic problem.

Day 8
 Preparation
TW pull up Canvas in an additional tab for easy access.
 Introduction
TW greet students
SW read prompt
Have an in-process critique with students.
TW talk about the block print already completed and discuss ideas on the collagraph and
the altered prints.
SW complete handout found in canvas. (15 minutes)
TW explain directions in Canvas handout
TW give instruction on how to complete the in-process critique.
SW get back into media day groups to discuss printmaking project.
SW look over the block, relief prints and media day prints.
Student should only have completed relief print so far.
The purpose of this critique is to look over what you have and have groupmates guide you
to ideas for a successful collagraph and altered print.
SW use the handout on canvas as a guideline to drive your conversation.
I can engage in constructive critique with peers based on given project goals, then revise
works of art in response to students’ feedback and personal artistic vision.
SW complete peer review critique and revise work.
 Guided Practice
Meet as exploration media day groups. Together as a class we will work together to help
everyone gain insight into their work and be successful in keeping unity and line weight
throughout their prints.
Studio Time and turn in handout on canvas for a minor grade.
 Clean Up
 Closure
Talk about final critique. TW remind students that their prints should be completed on their
relief, they should be ready to work on collagraph and altered prints tomorrow. This critique
is a minor grade based on participation.
 Homework
If for any reason, a student has not finished the handout for the in-process critique they will
be given an opportunity to finish as their homework assignment. If the student is falling
behind, they need to come in for FLEX time (30-minute blocks, twice a week).
Day 9
 Preparation
 Introduction
TW greet students
TW remind students that this is the last in-class studio day to work on the printmaking
project
SW read prompt
SW come in and gather materials needed for the studio day.
SW make it their goal to make their collagraph substrate and pull prints for their collagraph.
Students should also be working on altered print while other prints dry.
Forty minutes into class give a short demonstration on mounting a tryptic work.
TW show examples of different ways to mount the artwork on PowerPoint
TW encourage students to get creative in mounting their artwork
Mount should show unity between the three pieces.
Their relief and collagraph should be three inches by four inches. The altered print could be
that size or bigger.
Shared Objectives
Student should be done with relief print and finishing the collagraph or the altered print.
Student should be finishing all prints by the end of class.
Studio Time (65 minutes)
Finish all prints: Relief, Collagraph, Altered
SW mount dried final prints. Glue the rest of the prints in your sketchbook.
 Clean Up
 Closure
TW remind students that the final critique is tomorrow.
Everyone should have at least the relief print completed and at least the collagraph or
altered print completed.
 Homework
a week)
Day 10
 Preparation
TW pull up Canvas in an additional tab for easy access.
TW prep bulletin board for student’s work and layout tacks.
 Introduction
SW come in and gather needed materials to prepare works to show for the final critique.
TC will review guidelines for the final critique. On Canvas there is a final critique handout for
students to complete. This assignment will mostly be done during the actual critique then the
SW reiterates the information on the canvas handout by responding to the questions.
I can engage in constructive critique with peers based on given project goals, then revise
works of art in response to students’ feedback and personal artistic vision. I can select and
use a variety of printmaking art materials, techniques, and processes to solve an artistic
problem.
SW complete the final critique and do a final revision on their work.
 Guided Practice
Complete the Final critique together as a class. Each student has 3 minutes to respond (1
hour)
Use the rest of class time to work on the printmaking project. If finished turn in final critique
handout and if finished turn in final project.
Remind students to mount tryptic and to glue the rest of the prints in their sketchbook.
There are reflective questions for them to answer on Canvas when they turn in their final
project.
SW complete Post-assessment for a participation grade in Canvas.
 Clean Up
TW give last 5 minutes of class to clean.
SW put final prints in block one drawer.
SW clean bulletin board.
 Homework
Finish submitting the final assignment on Canvas within a week for full credit.
Studio time is available during flex, lunch, and by special request approved by teacher.
Accommodations: Universal Design for Learning used in this art lesson.
 Representation:
TC made information in this lesson available through read aloud, discussion,
demonstrations, media exploration day, written, oral, visual examples, video, and guest
speaker.
 Engagement:
Learners are purposeful and motivated by optimizing choice, minimizing threats and
distractions, and fostering community.
- TC provides students choice through class chosen design themes, design approach
whether it be graphic or detailed, free choice of materials for collagraph, and free
choice in materials as well as technique for altered print.
- Students threats are minimized through their one-on-one consultations. TC checks
their design before the can continue.
- Students have the opportunity to play on material exploration day, and they get a
peer review critique before their final critique. They are working in printmaking, so
they have the ability to make a lot of prints and try new materials.
- Students distractions are minimized through teacher setting small daily goals, class
discussions, and keeping minor assessments throughout the lesson plan based on
process.
- TC fosters community by having students work in groups for the media exploration
day and for the peer review critique. They can share ideas, comment on each other’s
work, and keep each other accountable.
- Students are fostering community through the final critique. They will comment on
each other’s work and grow as individual artist.
 Expression:
Students get the opportunity to show what they know through the first day exit slip,
researching theme while writing and creating a design based off the theme. SW also
respond to collagraph homework with a paragraph and a class discussion the next day.
They have the opportunity to show what they know through the mid-critique peer review
handout, their studio days where TC will monitor progress, their final critique, and their three
prints. These prints are a relief, collagraph, and altered print that showcase all preliminary
information learned over the lesson segments. SW also get a Pre-assessment and Post-
assessment to show learning.
 Individual student with special needs:
Student 1: Hard of hearing student will use microphone and allow preferred seating.
Student 2: Allow preferred seating and one-week extra time on completed project.
Resources
- Elements of Art. (n.d.). Retrieved from
http://www2.oberlin.edu/amam/asia/sculpture/documents/vocabulary.pdf
- Brayer. (n.d.). Retrieved from https://www.dictionary.com/browse/brayer
- Collagraph Printmaking. (n.d.). Retrieved from https://cdn.dick-
blick.com/lessonplans/collagraph-printmaking/collagraph-printmaking-collagraph-
printmaking.pdf
- Triptych. (n.d.). Retrieved from https://www.merriam-webster.com/dictionary/triptych
- Examples of Unity in Art Using Shape, Form, Line, Color, and More. (2019, December
13). Retrieved from https://artclasscurator.com/examples-of-unity-in-art/
- Barger, D. (2012, December 18). Make Linocuts with Linoleum Blocks: Make: Retrieved
from https://makezine.com/projects/linocuts-101/
Artifacts
Images of Teacher Example, Instructional Handouts, Peer Review Critique Handout, Final
Critique Handout, PowerPoint

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Title of Learning Segment: Triptych Printmaking Grade or Class: Art 2 – 9th

Academic Language Demands, as applicable:

Instructional Strategies and Learning Tasks (Procedures & Timelines)

Instructional Strategies and Learning Tasks (Procedures & Timelines)

Instructional Strategies and Learning Tasks (Procedures & Timelines)

Instructional Strategies and Learning Tasks (Procedures & Timelines)

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