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Genie Mueller's Relief Printing PowerPoint

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  • Judy Decker
    Dear Art Educators, Genie sent me her PowerPoint.... It is large file. I have put it on IAD temporarily. You may download it from this link:
    Message 1 of 1 , Sep 2, 2007
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      Dear Art Educators,

      Genie sent me her PowerPoint.... It is large file. I have put it on
      IAD temporarily.
      You may download it from this link:
      http://www.princetonol.com/groups/iad/Files/ReliefPrinting.ppt
      I will take it off the site at the end of this week.
      I tried to load it to Art Education web site - but the file is too large.

      Here is her lesson plan for Printing - Motion in Art (note the Magic
      Square did not send. Her explanation of it is below the lesson).

      UNIT: RELIEF PRINTMAKING -- Motion in Art

      Name: Genie Mueller Grade Level: 7-8

      Subject: Art Survey Adaptable for 9-12

      Duration: 50 minutes (5 -6 days) No. Students 36

      UNIT OBJECT Develop and use new skills related to
      relief printing and to apply elements of art and
      principles of design to a new medium.

      PURPOSE Understand and apply cutting linoleum blocks,
      create a black and white composition, demonstrate
      ability to preplan an image that is cut in reverse,
      apply and print with ink.

      LEARNING OBJECTIVES

      Students will...

      learn vocabulary specific to printmaking
      apply the elements of line, positive/negative shapes,
      and
      shading in design
      preplan an image that is cut in reverse
      apply ink to their plate and clean up
      create and pull a print
      create an edition of prints from the same plate
      manipulate the image by offsetting the plate to create
      motion
      reflect on their choice of subject as an expression of

      their artmaking

      TASK Create an original edition relief printed image
      demonstrating motion and print an edition.

      ASSESSMENT Submission of final projects, attached
      rubric, and vocabulary quiz, and reflective writing.

      CONTENT STANDARDS

      1.2 Analyze and justify how their artistic choices
      contribute to the expressive quality of their own
      works of art.
      2.1 Demonstrate an increased knowledge of technical
      skills in using more complex two-dimensional art media
      and processes (e.g., printing press, silk screening,
      computer graphics software).
      4.5 Identify what was done when a personal work of art
      was reworked and explain how those changes improved
      the work.

      MATERIALS NEEDED linoleum blocks, cutting tools,
      brayers, ink, ink trays, printing paper, drawing
      paper, paper towels, sketch paper

      OPENING INTRODUCTION AND MOTIVATION

      When students enter the classroom, they will notice
      both a print on the projector screen and also displays
      of prints and the associated materials needed for the
      printing processes set up around the room. Tell
      students that the printed image is prevalent
      throughout everyday life, but they may be unaware of
      the preparations necessary to create them. By
      planning and creating a relief print, the students
      will gain knowledge of the printing process. Ask
      students if they know what is the most common printed
      object-something they usually handle daily-paper $$.
      Ask students to share what they know about printing
      and any experience they have had making any sort of
      prints (fruit/vegetable block prints, sunprints), and
      if they have any prints as artwork in their homes.

      PROCEDURE

      The lesson begins with a PowerPoint presentation on
      the history of printmaking, an overview of the unit,
      the four basic printmaking processes with examples
      from famous artists, discussion of the project in
      detail. During this presentation, both the teacher
      and students read the information aloud and teacher
      will facilitate a discussion on various aspects when
      appropriate and also point out important information
      and apply it to their existing knowledge

      Next, a demonstration of the relief printing process
      including:
      Planning and designing an image in one color
      Transferring the image to linoleum block
      Cutting linoleum block
      Setting up printing station, preparing ink and
      applying it to the block
      Pull ing a print
      Creating an edition
      Signing and numbering prints.

      EVALUATION METHOD

      Grade projects according to whether:
      directions were followed;
      craftsmanship;
      originality of design, and
      if prior learned elements of art and principles of
      design were utilized. (refer to attached rubric)


      I. ANTICIPATORY SET
      Conduct standards - students are expected to follow
      safety procedures for using materials and tools
      Transfer - students are expected to apply previously
      learned elements of art and principles of design
      Purpose - Understand and apply cutting linoleum
      blocks, create a black and white composition,
      demonstrate ability to preplan an image that is cut in
      reverse, apply and print an edition.
      Motivation - Tell students that the printed image is
      prevalent throughout everyday life, but they may be
      unaware of the preparations necessary to create them.
      By planning and creating a relief print, the students
      will gain knowledge of the printing process. Ask
      students what the most commonly printed object
      is-something they usually handle daily-paper $$

      II. INSTRUCTION

      Direct teaching or discovery
      Shared Reading - Powerpoint presentation on history of
      printing
      Discussion - types of printmaking, relief printing
      Questioning - examples of prints (elements of art and
      principles of design)
      Modeling - teacher demonstration of all steps of
      printmaking process
      Check for Understanding - exercise in creating
      reversed image
      Self-reflection - writing in Seed Book

      III. GUIDED PRACTICE (Standards)

      Through working with students individually and in
      whole group sharing, students will analyze and justify
      how their artistic choices contribute to the
      expressive quality of their own works of art. Students
      will demonstrate a working knowledge of technical
      skills using complex two-dimensional art media of
      creating an edition of linocut prints. Students will
      identify what was done when a personal work of art was
      reworked and explain how those changes improved the
      work.

      IV. CLOSURE

      Review elements of art and principles of design as
      applied to printmaking. Whole class critique,
      students tell what they like/don't like about their
      work, what they might do different next time.

      V. INDEPENDENT PRACTICE

      Students who complete the assignment prior to deadline
      may do some experimental printing with their plate.
      As part of closure, reinforce that many common objects
      and materials found around the home can be used for
      printing.
      ASSESSMENT: Attached rubric will be filled out by
      students and reviewed by instructor.

      VI. MODIFICATIONS

      A. Special Education
      - pair share
      - question individually for understanding
      - sit up close to visuals
      - use of lots of visuals - reproductions and
      transparencies
      - more time allowed for each step
      - frequent check of work progress
      B. ESL
      - repetition of key vocabulary and directions
      - question individually for understanding
      - frequent check of work progress
      - use lots of visuals

      DAY 1
      Printmaking Powerpoint Presentation - history of
      printmaking, overview of the unit, discuss and show
      examples of the four basic printmaking processes,
      prints from famous artists, students look at displays
      Day 2
      Review vocabulary. Brainstorm motion/action ideas.
      Exercise in reverse printing. Four thumbnail sketches
      for ideas.
      Day 3
      Final drawing on paper, transfer drawing to linoleum
      Teacher demo of safety issues and cutting techniques
      1. proper handling of cutting tools and changing
      blades
      2. using bench hooks to hold linoleum
      3. proofing print with paper
      Students cut their linoleum blocks.
      Day 4
      Printing station procedures.
      1. preparing ink
      2. rolling ink onto linoleum
      3. printing
      4. washing tools and block
      5. hanging/drying prints
      Students continue cutting blocks and begin printing
      Day 5
      Sign and number edition
      Experiment with action/motion print
      Fill out rubric

      Name ____________________Period___


      Magic Square on Printmaking Vocabulary

      Directions: Select the best answer for each of the
      printmaking terms from the numbered definitions. Put
      the number in the proper space in the magic square
      box. If the total of the numbers are the same both
      across and down, you have found the magic number!

      Terms: Definitions:

      Plate 1. A type of print where raised surfaces hold the in
      Brayer 2. The rubber roller used to spread ink
      Burnisher evenly onto the plate.
      Bench Hook 3. A plate made from linoleum.
      Pull 4. Device used to hold a wood block in place
      Artist's Proof on a table while carving it.
      Edition 5. Total number of prints made from a plate.
      Labeling a Print 6.To print an image.
      Linocut 7. A device (such as a spoon) used to push the
      paper against the inked surface so the ink will
      stick to the paper.
      8. The first trial print labeled A/P.
      9. The original object (metal, wood, etc.) used to
      make prints.
      10. The action of signing your prints.
      *
      MAGIC NUMBER ______

      Relief Printing Rubric

      Name__________________________ Period ___________

      Evaluation Key
      2 = poor, below standard
      4 = fair, approaching standard
      6 = good, meeting standard
      8 = excellent, above standard


      Directions: Fill in the appropriate points for each
      category


      Points
      Meeting the General Expectation

      Artwork (proof & edition) labeled correctly and
      handed in on time? ______
      Were all directions and safety procedures followed?
      ______

      Technical Competence
      Was control of materials and technique
      demonstrated? ______
      Showed good craftsmanship (neat and
      consistent)? ______

      Application of Previously Learned Elements/Principles
      Did you use line, shape, form and contrast?
      ______

      Creativity
      Is the artwork original and relate to the theme of
      motion or action? ______

      Vocabulary Quiz

      ------------------------------------------------
      Magic Square explanation:

      Magic Square

      The terms are listed A. through I. or however many and
      coincide with a table that has in this case 3 columns
      and 3 rows numbered horizontally A. through I. like a
      tic tac toe set up. The Definitions are listed 1.
      through 10. or whatever (I usually put in an extra
      definition that has no match not to be cruel but so
      that they have to think and they seem to enjoy letting
      me know they found 'my mistake' as they call it). The
      students put the number of the correct definition in
      the corresponding table cell. When the numbers (of the
      definitions) in the cells are added both across and
      down, they should be the same and that is the magic
      number.
      -------------------------------------------------

      Judy Decker
      Incredible Art Department
      http://www.princetonol.com/groups/iad/
      Incredible Art Resources
      http://www.princetonol.com/groups/iad/lessons/middle/
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