Download - Leaf Print 2
PRINTMAKING, TEXTURE & REPETITION
TIME REQUIRED: 1 session @ 35-minutes
Leaf Print
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !2
WHAT YOU’LL NEED:
9” x 12” black sulphite paper
Liquid tempera paint (white, green, yellow)
Fresh leaves
Scrap copy or notebook paper
Small sponge pieces
Leaf Print Science & Nature Connection: A leaf’s big job is to collect
sunlight and process the sunlight
into food for the plant. This
process is called photosynthesis.
The veins of the leaf are
important because they move
the food for the plant from the
leaves to the branches. A plant’s
food is called glucose. When
temperatures are cool,
chlorophyll breaks down and the
leaves turn colors and fall off. In
the spring, plants make buds,
which are the start of new leaves.
Leaves come in all shapes, sizes
and colors, depending on the
plant’s needs. Some leaves are
scale-shaped, like the needles of
evergreen trees. Other leaves are
hairy and feel soft. Some leaves
have colored stripes or
are colored red or
purple. Leaves
are beautiful,
but also
important
for a
plant’s
survival.
This is one of those lessons that is super simple, but the results are phenomenal! If you want to teach a lesson on printmaking, this lesson is a good one because your students will also get to learn about texture and repetition.
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !3
Paint the Leaf You’ll need to gather 2-4 leaves per child, or about
50 leaves for a 25-student class so that each child
has a couple of leaves to choose from. Make sure
the leaves are fresh, not the crispy dried ones that
have already fallen. This is important as the paint
must adhere to the leaf well and it will also ensure
that the leaf doesn’t crumble.
Put a stack of scrap paper in the middle of the
table. Talk with your students about how they will
have two pieces of scrap paper: one paper is their
“paint paper” that they will set the leaf on to paint
it white, and a different paper for their “pressing
paper” that they will use to print their leaf on the
black paper. This conversation will, hopefully, help
keep your students’ hands clean and the black
paper neat.
Brush the white paint onto the “rib side” or “back”
of the leaf. Talk about how this side of the leaf has
more texture than the front of the leaf. Be sure to
coat the entire leaf. Place painted leaf, paint side
down, carefully on the black paper.
Paint the “rib side” or “back” of the leaf with
white paint. This side of the leaf has
more defined texture and
creates a better print.
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !4
Print the Leaf Cover with your clean piece of “pressing paper”
and gently rub the leaf until you are sure all the
paint is rubbed on.
Set aside the pressing paper and then peel the
leaf off the black paper. Wow! The kids think this
part is amazing. I do, too.
Repeat process in order to have four or five
leaves printed on the paper. The repetition of
prints will create unity in your artwork. If your
pressing paper gets a little painty, it’s ok. Just
keep going. Encourage the children to go off the
edge of the page for an all-over look.
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !5
Sponge the background After all the leaves have been printed
on, bring out the palettes of pale yellow
and light green paint along with some
small cut-up sponges. I chose to use
yellow and green for sponging to give
this project a springtime feel, though
you could choose other color options:
Warm (red, orange, yellow)
Cool (blue, green, purple)
Analogous colors (3 color wheel
“neighbors”)
Autumn (orange, red, green)
Winter (light blue, gray, purple)
Keep in mind that complementary
colors mix to create brown, so if you
give your students complementary
colors, be prepared to see muddier,
colors.
Using just one sponge per child,
dip sponge in colored paint
and dab around leaves.
There is no need to
use a different
sponge for a
different color. I
think the
background looks
more interesting if
the colors are
slightly mixed.
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !6
Leaf Print Gallery
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !7
CREATING Generate and conceptualize artistic ideas and work — Brainstorm multiple approaches to
art and design—use of various materials to make art
Organize and develop artistic ideas and work — Explore materials to explore personal
interests in art-making—demonstrate safe use/cleaning—repurpose objects into something
new
Refine and complete artistic work—discuss/reflect with peers about choices when creating
artwork
Presenting/producing Analyze, interpret and select artistic work for presentation— categorize artwork based on
a theme or concept for an exhibition
Develop and refine artistic work for presentation — distinguish between different
materials or artistic techniques for preparing artwork for presentation
Convey meaning through the presentation of artistic work — analyze how art exhibited
inside and outside school contributes to communities
Responding Perceive and analyze artistic work- describe aesthetic characteristics of the natural world—
categorize images based on expression Interpret intent and meaning in artistic work — interpret art by identifying the mood
suggested and describing relevant subject matter and identifying the characteristics of
form
Apply criteria to evaluate artistic work— use learned art vocabulary to express preferences
about artwork
Connecting Synthesize and relate knowledge and personal experiences to make art- create works of
art about events in home, school or community life Relate artistic ideas and works with societal, cultural and historical context to deepen understanding —create works of art about events in home, school or community life
NATIONAL CORE ARTS STANDARDS-second grade
X
X
X
X
X
X
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D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !8
CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
After learning facts about leaves and looking at the leaves on their table, ask students questions
about leaves to formally assess their understanding this topic.
CCSS.ELA-Literacy.W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an
opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to
connect opinion and reasons, and provide a concluding statement or section.
Students address this standard when completing the artist statement worksheet (located in Teacher
Aids). They are writing their opinion about the artwork they made based on how it was created and
how they were inspired.
CCSS.ELA-Literacy.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather
additional information, or deepen understanding of a topic or issue.
Encourage students to ask questions about leaves and printmaking in the form of a discussion.
Model for them how to elaborate on artwork by pointing out what elements or principles they see
and how artists can use them to create an intended meaning for their works.
• Today I will learn about LEAVES, so that I CAN create artwork inspired by leaf TEXTURE and
SHAPE.
• Today I will learn about PRINTMAKING and TEXTURE, so that I CAN create prints of a textured
leaf by painting and printing the side of the leaf that is bumpy.
• Today I will learn about REPETITION, so that I CAN create an artwork with UNITY by painting and
printing my leaf many times on my paper.
Common core standards for Leaf Print
I CAN STATEMENTS FOR Leaf Print
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !9
ASSESSMENT CHECKLIST
Student Name:
Can the student tell me at least one fact about leaves?
Did the student paint and print the bumpy side of their leaf?
Did the student create repetition by printing multiple leaves on their paper.
Main Ideas from:
LEAF PRINT