Unit Title:

Grade Level: High School (9 12) Area(s) of Integration: Printmaking techniques

Unit Overview
Through this lesson plan, students will explore four of the more common printmaking techniques. Students will also be required to explore a brief history of printmaking and works by other artists, contemporary and historic. By the end of this lesson, students will be able to create a relief and a collograph print. These prints will demonstrate their ability to identify the important characteristics of each type of printmaking and apply them appropriately to their own artwork. Vocabulary: Monotype, monoprint, intaglio, relief, lands, grooves, brayer, baren, proof, impression, edition, ala-poupee, bona tier

Procedure and Schedule

Day 1: Day 2: Day 3 5: Day 6 8: Day 9: Day 10 12: Day 13 14: Day 15: Day 16: Introduction to printmaking and terms Introduction to relief printmaking Brainstorming and Carving Relief Printmaking Introduction to collograph printmaking Brainstorming, material collection, plate making, and sealing Collograph printmaking Collograph crayon rubbings Class critique

Relief Printmaking
PROCESS Transfer/draw image onto easy cut linoleum. Original image will print in reverse. Carve out design. Lands print and grooves [cuts] are white. Grooves do not need to be very deep. Roll ink evenly onto plate with brayers. Print on dry or barely damp paper using a press, spoons, or barens. PROJECT REQUIREMENTS Use hatching and/or crosshatching to develop values and forms. Only use one ink color. RESOURCES AND MATERIALS Easy Cut Linoleum Carving tools Ink, Brushes, Brayers Printing press OR spoons OR barens Paper ARTIST EXAMPLE: Kthe Kollwitz Background German painter, printmaker, and sculptor in the first half of the 20th century She received her first art tuition from Rudolph Mauer (18451905) in Knigsberg in 1881. She continued her training in 1885 in Berlin under Karl Stauffer-Bern and in 1888 under Ludwig Herterich (18561932) in Munich. Conceptual Framework Kollwitz focused on the impact of war, poverty, and hunger. Works were inspired by personal experiences, values in social activism, and empathy for human suffering. Started with the use of Naturalism, but eventually turned to an expressionistic style.

Key Artworks

Frontal Self-Portrait 1923

Self-Portrait 1924 Woodcut on soft Japan paper

The Mothers (Die Mtter) 1923 (plate 6) from War (Krieg)

Collograph
PROCESS Collect an assortment of materials that are fairly thin and flat, but also very textured. Glue materials down to cardboard in the shape/pattern of your design. Seal plate with Mod Podge. Rub ink into the resulting grooves and crevices. Wipe any ink off selected areas and lands. OR Roll ink onto the high points of the resulting textures. Use damp/soaked paper and roll through the printing press. PROJECT REQUIREMENTS Design at least one image/plate that has a large amount of texture. Print this design at least twice without any ink so that the resulting impression focuses on the texture and design without any influence from color. RESOURCES AND MATERIALS Cardboard Scrap materials with texture (lace, string, yarn, netting, sandpaper, etc.) Ink, Brushes, Brayers Printing press OR spoons OR barens Paper

Standards and Benchmarks

The following is a list of standards that this unit covers. The list clarifies which of the Michigan State Standards are satisfied using the state codes and descriptions and the school code for each standard in brackets. Also included are descriptions of the Enduring Understandings the students are supposed to gain and the Essential Questions students should be able to answer by the end of the unit.

Standard 1: Apply appropriate media, techniques, and processes. [SK2] ART.VA.I.HS.2 Intentionally use art materials and tools when applying techniques and skills to communicate ideas. [SK5] ART.VA.II.HS.2 Create artwork using materials and techniques with skill so that personal intentions are carried out. Enduring Understanding: An individuals informed choice and appropriate application of media, techniques and/or processes enhance personal expression and determine the quality of art. Essential Questions: 1. Why is it important to experience different materials? 2. How do different techniques, media, and processes affect self-expression? 3. Why must art materials and tools be used in a safe and responsible manner?

Standard 2: Identify and apply the elements of visual art and principles of design. [EP1] ART.VA.I.HS.3 Demonstrate understanding of organizational principles and methods to solve specific visual arts problems. [EP2] ART.VA.II.HS.3 Apply organizational principles and methods to create innovative works of art and design products. Enduring Understanding: An understanding of the elements and principles of design can lead to an effective use of visual communication in all areas of life; aesthetic choices are achieved through this understanding. Essential Questions: 1. 2. 3. 4. Why do we need to know about the elements and principles of art? How do the elements and principles of art help to create a better visual image? How do the elements and principles of art help us analyze works of art? What if a work of art were created without utilizing the elements and principles of art?

Standard 3: Select and apply a range of subject matter, symbols and ideas. [CR2] ART.VA.II.HS.4 Apply knowledge and skill to symbolize the essence of an idea. Enduring Understanding: An individuals ability to choose subject matter, symbols and ideas as a basis for personal expression enhances the visual communication of ideas. Essential Questions: 1. How does art communicate meaning through subject matter, symbols and ideas? 2. Why do art forms and ways of making art stay the same? Change? 3. How would society interact with the creation of new art forms? 4. What if the meaning of traditional symbols evolves into different meanings over time?

Standard 4: Understanding the visual arts in relation to history and culture. [HS1] ART.VA.IV.HS.1 Observe and describe artwork with respect to history and culture. [HS2] ART.VA.IV.HS.2 Describe the functions and explore the meaning of specific art objects within varied cultures, times, and places. [HS3] ART.VA.IV.HS.3 Analyze the correlation between art, history, and culture throughout time. [HS4] ART.VA.IV.HS.4 Use knowledge of art and design history to inform personal artwork. Enduring Understanding: Recognition of the visual arts as a basic aspect of history and human experience can play a significant role in creative expression. Essential Questions: 1. 2. 3. 4. 5. What are the purposes for which cultures create art? Where can you identify cultural influences reflected in art? How have art materials and techniques been unique to a culture? How have historical developments affected the visual arts? What are some similarities and differences that can be identified in art from other cultures? 6. How have cultures influenced the development of art within the United States? 7. What if there was no evidence of other cultures in history?

Standard 5: Analyze, interpret and evaluate their own and others' artwork. [A1] [A2] [A3] ART.VA.III.HS.1 Analyze and describe the formal characteristics of a work of art or design. ART.VA.III.HS.2 Describe how organizational principles are used to elicit emotional responses. ART.VA.III.HS.3 Critically observe a work of art to evaluate and respond to the artists intent using art vocabulary and terminology. ART.VA.III.HS.4 Evaluate the quality and effectiveness of ones artwork. ART.VA.III.HS.5 Recognize and understand the relationships between personal experiences and the development of artwork.

[A4] [A5]

Enduring Understanding: Informed opinions promote the ability to analyze, respond to and evaluate art in daily experiences. Essential Questions: 1. 2. 3. 4. 5. 6. What makes an art work successful or unsuccessful? When do personal experiences impact specific art forms? What if there were no expectations for evaluation in making art? How does art terminology describe individual expression? How do criteria influence personal artistic growth? What if there were no standards for evaluation?

Standard 6: Students will make connections among the visual arts, other disciplines, and daily life. [MC1] ART.VA.V.HS.1 Design creative solutions that impact everyday life. [MC4] ART.VA.V.HS.4 Identify commonalities, differences, and connections between the art diciplines. [MC5] ART.VA.V.HS.5 Recognize the role of art across the academic curriculum. [MC6] ART.VA.V.HS.6 Understand artistic knowledge as an important tool for successful living in the 21st century. [MC7] ART.VA.V.HS.7 Analyze the impact of visual culture on society. [MC8] ART.VA.V.HS.8 Identify the role visual arts play in enhancing civic responsibility and community. Enduring Understanding: Recognizing how the arts relate to all aspects of learning in relationship to the practical characteristics of daily life enhances the ability to make connections and solve problems. Essential Questions: 1. How do the visual arts influence other disciplines? 2. What are the connections between the visual, musical, dance, and theatrical arts? 3. Why is art important to our daily lives? 4. What if art didnt exist? 5. What if all art was created electronically? 6. What is the relationship between art and technology?

Standard 7: Understand the range of careers in the field of visual arts and identify careers associated with this field. [MC2] ART.VA.V.HS.2 Explore and understand the variety of art and design careers. [MC3] ART.VA.V.HS.3 Explore and understand the application of the creative process throughout career pathways. Enduring Understanding: An individuals ability to present their skills determines the quality of post-secondary choices, work, and life. Essential Questions: 1. 2. 3. 4. 5. 6. What careers are available to individuals interested in the visual arts? How would a cumulative student portfolio demonstrate artistic growth? How are portfolios put together? Why do artists develop portfolios to present their work? When would an artist present their portfolio or an exhibition of work? What defines a successful portfolio?

Assessment/Evaluation/Rubrics
Activities Make one of each type of print. Brief History of prints Exploring printmaking artists If time permits, Bring up prints not being covered and look at examples Make a print that combines the printmaking techniques

Additional Project Requirements

1. 2. 3. 4. 5.

Complete studio assessment rubrics with an organizational principles and functions component. Complete response journals, sketches, lists, notes that are informed by an art style or an art period, or are related to an art style or and art period. Complete response journals sketches, lists, notes that demonstrate specific characteristics, functions, and aesthetic relationships. Complete response journals, sketches, lists, notes that demonstrate specific intent of the artist. Effectively organize materials and unstructured work time.

Rubrics
Unit Printmaking: Relief (70 points) Name: ____________________ Elements and Principles-Uses Elements and Principles of design to create a strong composition.
Shows Understanding of composition Balance of positive and negative space Composition chose a compositional arrangement. Subject matter is designed large enough and touches two sides of the plate. Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis) with great skill. 1 ART.VA.I.HS.3 Demonstrate understanding of organizational principles and methods to solve specific visual 10 EP1 arts problems. (21st Century Skills: I.4, II.5, III.3) Apply Elements of Design in the Composition Created a print with crosshatching to create values Variety of lines (thick and thin) Evidence of texture in print
2 EP2 ART.VA.II.HS.3 Apply organizational principles and methods to create innovative works of art and design products. (21st Century Skills: I.1, I.2, III.3)

9 8 7 6

10 9 8 7 6

Creativity-Applies media/techniques to express unique original ideas

Thoroughly explored various compositions/techniques before deciding on final project. Experimented with medium/technique, worked out problems in the drawing or first print Evidence of risk taking or experimentation Engages the viewer with visual qualities Expressive mark making with lino-cutting tools 3 ART.VA.II.HS Identify, define problems, and reflect upon possible visual solutions. (21st Century Skills: I.2, CR1 .1 I.3, I.4) Explored art techniques and edited work if needed Ability to see if work needed more carving
4 CR3 ART.VA.II.HS.5 Reflect, articulate, and edit the development of artwork throughout the creative process. (21st Century Skills: I.4, II.7, III.3, III.4)

10 9 8 7 6

10 9 8 7 6

Craftsmanship-Works with mediums and tools to create well-crafted work with attention to detail
Skillfully worked art mediums Uses materials well, technique is excellent No fingerprints on outer edges 5 ART.VA.II.HS Create artwork using materials and techniques with skill so that personal intentions are carried .2 out. (21st Century Skills: I.1, 1.2, II.7, III.3) SK 5 Care of materials, tools, and equipment Cleaned up work area brayers, printing plates washed off, counter space cleaned 6 ART.VA.I.HS. Responsibly and safely manage materials and tools. (21st Century Skills: III.4, III.6, III.8) 5 Sk4 Performing in the arts-followed required steps to complete the project Meets all project requirements in the creative problem solving process (follow directions)
7 SK1 ART.VA.I.HS.1 Apply acquired knowledge and skills to the creative problem solving process. (21st Century Skills: I.4, II.2)

10

10

10 9 8 7 6

Elements and Principles

Exceeds 9-10 Student exceeds criteria of design problem. Applicable principles are demonstrated in an exemplary manner Creativity Exceeds 9-10 Student exceeds criteria of design problem. Student is proficient in creative problem solving. Craftsmanship Exceeds 9-10 Student exceeds criteria for using a technique or process. Student demonstrates genuine craftsmanship. Meets 8 Student successfully achieves criteria of design problem. Applicable principles are evident Meets 8 Student shows considerable growth in creative problem solving. Basic 7 Student achieves criteria of design problem. Some applicable principles are evident. Apprentice 6 and below With much teacher assistance, student can compose a minimally acceptable design. Applicable design principles are missing. Apprentice 6 and below Student shows little growth in using creative problem solving.

Basic 7 Student shows some growth in using creativity and problem solving

Meets 8 Student meets all criteria for using a technique or process. Student demonstrates satisfactory craftsmanship.

Basic 7 Student meets some criteria for using a technique or process. Student demonstrates some ability in craftsmanship

Apprentice 6 and below With teacher assistance, student attempts a technique or process. Minimal craftsmanship is evident.

Unit Printmaking: Collographs

(70 points)

Name: ____________________

Elements and Principles-Uses Elements and Principles of design to create a strong composition.
Shows Understanding of composition Balance of positive and negative space Composition chose a compositional arrangement. Subject matter is designed large enough and touches two sides of the plate. Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis) with great skill. 1 ART.VA.I.HS.3 Demonstrate understanding of organizational principles and methods to solve specific visual 10 EP1 arts problems. (21st Century Skills: I.4, II.5, III.3) Apply Elements of Design in the Composition Printing plate makes use of texture Space and depth at least three levels of material
2 EP2 ART.VA.II.HS.3 Apply organizational principles and methods to create innovative works of art and design products. (21st Century Skills: I.1, I.2, III.3)

9 8 7 6

10 9 8 7 6

Creativity-Applies media/techniques to express unique original ideas

Thoroughly explored various compositions/techniques before deciding on final project. Experimented with medium/technique, worked out problems in the drawing or first print Evidence of risk taking or experimentation Engages the viewer with visual qualities 3 ART.VA.II.HS Identify, define problems, and reflect upon possible visual solutions. (21st Century Skills: I.2, CR1 .1 I.3, I.4) Explored art techniques and edited work if needed Ability to see if work needed more layers or cuts Ability to see if the student needed to reprint their plate
4 CR3 ART.VA.II.HS.5 Reflect, articulate, and edit the development of artwork throughout the creative process. (21st Century Skills: I.4, II.7, III.3, III.4)

10 9 8 7 6

10 9 8 7 6

Craftsmanship-Works with mediums and tools to create well-crafted work with attention to detail
Skillfully worked art mediums Uses materials well, technique is excellent No fingerprints on outer edges 5 ART.VA.II.HS Create artwork using materials and techniques with skill so that personal intentions are carried .2 out. (21st Century Skills: I.1, 1.2, II.7, III.3) SK 5 Care of materials, tools, and equipment Cleaned up work area brayers, printing plates washed off, counter space cleaned 6 ART.VA.I.HS. Responsibly and safely manage materials and tools. (21st Century Skills: III.4, III.6, III.8) 5 Sk4 Performing in the arts-followed required steps to complete the project Meets all project requirements in the creative problem solving process (follow directions)
7 SK1 ART.VA.I.HS.1 Apply acquired knowledge and skills to the creative problem solving process. (21st Century Skills: I.4, II.2)

10

10

10 9 8 7 6

Elements and Principles

Exceeds 9-10 Student exceeds criteria of design problem. Applicable principles are demonstrated in an exemplary manner Creativity Exceeds 9-10 Student exceeds criteria of design problem. Student is proficient in creative problem solving. Craftsmanship Exceeds 9-10 Student exceeds criteria for using a technique or process. Student demonstrates genuine craftsmanship. Meets 8 Student successfully achieves criteria of design problem. Applicable principles are evident Meets 8 Student shows considerable growth in creative problem solving. Basic 7 Student achieves criteria of design problem. Some applicable principles are evident. Apprentice 6 and below With much teacher assistance, student can compose a minimally acceptable design. Applicable design principles are missing. Apprentice 6 and below Student shows little growth in using creative problem solving.

Basic 7 Student shows some growth in using creativity and problem solving

Meets 8 Student meets all criteria for using a technique or process. Student demonstrates satisfactory craftsmanship.

Basic 7 Student meets some criteria for using a technique or process. Student demonstrates some ability in craftsmanship

Apprentice 6 and below With teacher assistance, student attempts a technique or process. Minimal craftsmanship is evident.

Closure and Follow-Up

Students will have time to discuss what they have learned at the end of the unit. Students should consider the following: How are the techniques different? The same? How are the techniques useful when trying to achieve a specific look?

After the closing discussion, possible follow up activities include: Combining different techniques in one image. Discuss other printmaking techniques like reduction prints or screen printing. Explore printmaking additives like chine-coll.