PrintmakingAuthor: Mallory MaugeriDate created: 12/05/2018 4:12 PM EST ; Date modified: 12/07/2018 5:36 AM EST

VITAL INFORMATIONSubject(s) Art

Topic Printmaking

Grade/Level (4 45min periods), Grade 5

Resources

Materials and resources:Found Objects, acrylic or tempera paint, smocks, disposable gloves, acrylic paintbrushes of various sizes (round and flat), paper towels,vessels for water, 8"x8" square paper in several different colors, sketchbooks, graphite, kneaded eraser, fine permanent marker, ZipLockbags, newspaper

STANDARDS & ASSESSMENT

Standards

NJ­ New Jersey Core Curriculum Content Standards for Visual and Performaing Arts (2016)Standard: 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance,music, theatre, and visual art.

Strand: D. Visual Art

Indicator: 1.3.P.D.1 Demonstrate the safe and appropriate use and care of art materials and tools.

Indicator: 1.3.P.D.2 Create two and three­dimensional works of art while exploring color, line, shape, form, texture, and space.

Indicator: 1.3.P.D.4 Demonstrate a growing ability to represent experiences, thoughts, and ideas through a variety of age­appropriate materials and visual art media usingmemory, observation, and imagination.

Indicator: 1.3.P.D.5 Demonstrate planning, persistence, and problem­solving skills while working independently, or with others, during the creative process.

Indicator: 1.3.2.D.1 Create two­ and three­dimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art mediumsand application methods.

Indicator: 1.3.2.D.4 Explore the use of a wide array of art mediums and select tools that are appropriate to the production of works of art in a variety of art media.

Indicator: 1.3.5.D.1 Work individually and collaboratively to create two­ and three­dimensional works of art that make cohesive visual statements and that employ the elementsof art and principles of design.

Standard: 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art indance, music, theatre, and visual art.

Strand: A. Aesthetic Responses

Indicator: 1.4.8.A.3 Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras.

LearningObjective(s)(LearningTarget(s))

In the span of four forty­five minute class periods, fifth­grade students will be able to demonstrate an understanding of printmaking and printmakingtechniques via:

A written formative assessment within 90% accuracyThe creation of four (4) works of art that depict successful printmaking techniques with a found object(s) as well as at least three of the sevenElements of Art within 90% accuracy

Knowledge ofStdnts/UniversalDesign forLearning

This lesson will incorporate Gardner's multiple intelligences, including visual/spacial intelligence (students will be planning out the compositions of theirwork and creating a work of art that demonstrates color, texture, etc.), kinesthetic intelligence (students will be creating artwork with their ownhands), mathematical intelligence (students will be counting how many images they have on their paper and strategically placing marks on their papersbased on how much space they have) and naturalistic intelligence (some students may choose objects literally found within nature for their printmakingprojects).

In addition, this lesson will also incorporate hand­over­hand and traditional scaffolding techniques, as well as Bloom's Taxonomy levels 1)Remembering, 2) Understanding, 3) Applying, 4) Analyzing, 5) Evaluating and 6) Creating.

Modifications to this lesson include but are not limited to:

Students who do not want to get paint on their hands will have access to allergy­safe disposable glovesStudents who do not want to get paint on their clothes will have access to smocks and/or apronsStudents who are hard of seeing and/or hearing will be allowed to move closer to the Smartboard during the PowerPoint presentation.

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Students will have the opportunity to choose their own objects to print with. They will choose up to five objects to practice with beforechoosing one to three objects to print with depending on how comfortable they are with printmaking up to that pointStudents will have to have their final choice of object(s) approved by the instructor to ensure the student will have an enjoyable printmakngexperience and their artwork reflects this

AssessmentPlan

This lesson will include five different assessments throughout; there will be three formative assessments and two summative assessments.

1.) Pre­Assessment: This formative assessment will be distributed to the students via an Entrance Ticket notecard, which they will recieve directlyfrom the instructor as they walk into the classroom. The students will write their answers to a question written on the whiteboard. The question being,"What is printmaking?"

The notecards will be collected one to two minutes after the bell has rung, or when everyone has finished. The instructor will then read and discuss theanswers with the class. This assessment is meant to measure the level of knowledge and understanding the students have with printmaking. It will begraded as classwork.

2.) Worksheet: This formative assessment will be given to the students in the form of an worksheet at the end of Day 2. This worksheet willcontain three questions:

1. Define "printmaking".2. Have you enjoyed printmaking so far? Why or why not?3. What item will you use for your final project? Why did you choose this item?

This assessment will take approximately five to ten minutes to complete. Students will hand the assessment in to the instructor as they leave the roomafter the bell has rung. The assessment will be graded as classwork.

3.) Soft­Assessment: This formative assessment will be implemented during the second and third days of instruction. The students will have to havetheir objects of choice approved by the instructor before moving on. This assessment will not be graded.

4.) Self­Assessment: This summative assessment will be given to the students in the form of a self­assessment rubric. The rubric will require studentsto assess themselves on a scale of 1­5 based on the following criteria:

1. Printmaking Techniques ­ Is the paint sloppy or uneven? Do all or almost all of the images look identical?2. Elements of Art ­ Did you implement at least three of the seven Elements of Art?3. Participation and Effort ­ Did you perform to the best of your ability?4. Time Management ­ Did you use your time wisely throughout the creative process?5. Use of Materials ­ Did you respect the materials that you used?

This assessment will be completed by the students during the Closure of the last day of the lesson. It will be handed in to the instructor as the studentsare leaving the room once the bell has rung. This assessment will be graded as a quiz.

5.) Teacher's Evaluation: This summative assessment will be in the form of a rubric, which will be filled out by the instructor once all of the studentshave turned in a final project. Like the self­assessment rubric, this rubric will also measure:

1. Printmaking Techniques ­ Is the paint sloppy or uneven? Do all or almost all of the images look identical?2. Elements of Art ­ Did the student implement at least three of the seven Elements of Art?3. Participation and Effort ­ Did the student perform to the best of his or her ability?4. Time Management ­ Did the student use his or her time wisely throughout the creative process?5. Use of Materials ­ Did you respect the materials that you used?

This assessment will be filled out and returned to the students with additional comments about their project one to two weeks after the project hasbeen handed in. This will count as a project grade.

Attachments:

1. Printmaking Rubric.docx2. Printmaking self assess.docx3. Printmaking Worksheet.docx

IMPLEMENTATION

This short introductory unit to printmaking will encompass four class periods in total. Most, if not all of the students will be familiar with the word"print", but not necessarily the correct form of the word (in this case "print" in printmaking refers to the art itself as a genre as well as the act ofprinting, with or without a printing press). Most, if not all of the students will be familiar with using acrylic and/or tempera paints. Most, if not all of thestudents will have been introduced to the Elements of Art during a previous lesson.

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LessonRationale

Most, if not all of the students will be unfamiliar with the art of printmaking, but many of them may be familiar with the concept of using objects foundin nature, found objects, or recycled objects to make art with.

The art and act of printmaking has been around for thousands of years and is perhaps one of the more underrated art genres. Though many facets ofprintmaking can be taxing and error­prone, many other facets can be simple, experimental, and fun, especially for this type of age group. The simpleact of making repetitive marks and patterns with another object in itself is an art form, and many students will find that they are geared more towardsaesthetics associated with printmaking than more "conventional" forms of art such as watercolors or illustrating with graphite. It is important forstudents to become familiar with a plethora of art mediums, genres and forms in order to build confidence in the art room and beyond, as well asdevelop new skills and ideas in a variety of aspects.

This lesson may be especially successful with students who are a) often off­task and easily distracted and/or b) unenthused about art or lackingconfidence in art. Many students of this age group compare themselves and their art to one another's without knowing that there are many ways ofmaking art that they are unaware of.

Model ofInstruction

This lesson will incorporate direct instruction (lectures and PowerPoint presentations), modeling (via demonstrations), and inquiry based instruction(the creative process).

Subject SpecificLanguage

Previous vocabulary that has already been introduced: Elements of Art, color, shape, line, space, form, texture, value, paint, paintbrush,graphite, sketchbook, scrap paper, experiment

New vocabulary: application, printmaking, print, surface, even coating, tempera, acrylic

InstructionalMaterials(handouts, etc.)

Attachments:

1. Printmaking Packet.docx2. Printmaking PPT.pptx

Day One

Anticipatory Set (first ten minutes of class): Students will be handed a blank note card by the instructor as they enter the classroom quickly andquietly. The lights will be off, but there will be music playing in the background as the students settle. There will be a question projected on theSmartboard that reads, "What is printmaking?", and the students will be prompted to write their names and answers to this question on the note card.The students will have five minutes to complete this task once the bell has rung. Once five minutes has passed, the instructor will collect the notecards, turn the music off, and turn the lights on. A brief discussion about the answers provided will ensue (answers that are read aloud will be keptanonymous). Some of the students may have the correct answer, which should be something along the lines of, "Printmaking is the act of pressing onemedium against another surface resulting in a reflected image". Since these are fifth graders, an answer like this will most likely not be given. This willact as a segway into the Instructional Process.

Instructional Process (20­25 minutes): The instructor will now introduce printmaking to the students via a PowerPoint presentation. Students whoare hard of seeing/hearing will be asked to move closer to the Smartboard at this time if they wish. The PowerPoint will cover the basics ofprintmaking (origin, masters of, types of, techniques, etc.) as well as found object printmaking, using tempera paint, and the Elements of Art. Studentsmay record notes in their sketchbooks if they want to, but this is not required. A packet containing information that was covered in the Powerpointwill be distributed at the end of the presentation for students to refer back to during the creative process.

Modeling (5­10 minutes): Following the Instructional Process, the instructor will prompt the students to gather around the demonstration table.Once the students have given their full attention, the instructor will demonstrate how to apply paint to various objects in order to get the best result onthe paper, as well as different printmakinging techniques (overlapping, more paint vs. less paint, etc). Students will be prompted to ask questions atthis time. The instructor will also show students the materials they will be using during the next class.

Closure (last five minutes): The instructor will have the students sit back down in their assigned seats. She will then explain to the students that theywill need to bring in at least two different objects (found, recycled, etc) to experiment with during the following class period. The instructor will besure to explain to the students that they should choose an object with a surface that will be easy to paint and/or will produce an interesting result onthe paper. The students will have been shown examples via the PowerPoint and their reference packets.

Day Two

Anticipatory Set (first 5 minutes of class): Students will enter the room quickly and quietly. There will already be newspaper spread out on thetable (since students will be using paint) There will be music playing softly in the background as the students settle in. There will be a message writtenon the board instructing the students to take out the objects they will be experimenting with during this class period. Once the bell rings, the instructorwill stand at the front of the room and garner the attention of the students.

Once the instructor has the attention of the students, she will ask for some volunteers to raise their hands and remind her and the rest of the class whatwas discussed during the previous class. Following this brief re­cap, the instructor will ask a handful of students (at random if necessary) to share withthe rest of the class the objects that they have brought in to print with, and why they chose those objects.

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Procedure

Instructional Process (5­10 minutes): Following the anticipatory set, the instructor will provide students with scrap paper that will be used topractice with. Students will be told to write their names on these papers. The instructor will then inform the students that they will be practicing printingtechniques with all of their objects, and that they should be open to trying new things, experimenting, and getting their hands dirty. Students will be toldthat they will have the entire class period to experiment with the materials. Students will also be told at this time to get a smock/apron and/ordisposable gloves.

At this time, the instructor will prompt the students one table at a time to collect their remaining materials from the demonstration table. Thesematerials include a cup filled with water (for cleaning brushes), 1­3 paintbrushes, paper towels, and tempera paint. The tempera paint will bedistributed in small plastic cups, and will have been poured out and sorted by color for students to grab at their leisure. The instructor will have donethis before the class begins for efficiency purposes. Students will be instructed to begin practicing once they have all of their materials. In addition,students will also be encouraged to ask questions and refer to their packets if necessary.

Independent Practice/Check for Understanding (25 minutes): Students will have the remainder of the class period to practice printing with theirobjects and ask questions to the instructor if they have any. As the students practice, they will show the instructor the objects they are experimentingwith, and which object or objects they will likely use for the final project. The instructor will meet with each student individually to help them choosean object(s) that will result in more successful prints.

Closure (10 minutes): Students will be asked to wash all brushes and return all materials to their proper places at the demonstration table. Alldisposable gloves will be thrown away, and all aprons/smocks will be returned as well. Students will place their papers on the drying rack. All printingitems will be placed in a bin on the demonstration table. Objects that are perishable will be placed in a plastic bag, though students may need to bringa replacement for the next class (ex. orange slice).

Day Three

Anticipatory Set (first five minutes of class): Students will come into the classroom quickly and quietly, sitting in their assigned seats. There willbe newpaper already spread out on the tables, since the students will be working with paint. They will be prompted via a message written on thewhiteboard to take out the objects they will be using for the final project that they have had approved by the instructor. The instructor will prompt thestudents to take a couple of minutes after the bell rings to share their objects with the rest of the people at their table, and why they ended up choosingthe object(s) that they chose.

The instructor will also engage the students in a brief question­and­answer session, in which the instructor will access prior knowledge with re­capquestions such as "Who remembers how much paint to apply to an object?" and "How can we make a print more interesting?"

Instructional Process (5 minutes minutes): The instructor will hand back the students' practice papers before telling the students that they will bestarted the final projects today, and they will be finishing during the following class period (so they will have two full class periods to work on theseprints).

The instructor will call the students up one table at a time to collect four different colors of 8"x8" paper squares (there will be multiple colors to choosefrom). Students will put their names on the papers immediately. The students will be told to try to pick four different colors. Students will be told thatthey will be completing four finished works featuring various printing techniques and at least three Elements of Art shown throughout the works.

The students will also collect their other necessary materials, including smocks, gloves, aprons, paint, paintbrushes, water vessels and water, andpaper towels. Any students who do not have objects for any reason will have objects to choose from that have been provided by the instructor.

Independent Practice (25 minutes): The students will have approximately 25­30 minutes to work on their prints. They will also be able to ask theinstructor questions at this time.

Check for Understanding/Closure (last 10 minutes of class): Students will be asked to clean up and place any wet artwork onto the dryingrack. All materials will be washed if needed and returned to the demonstration table. All printing objects will be placed in a large bin on the demotable. Objects that are perishable will be placed in a plastic bag, though students may need to bring a replacement for the next class (ex. orange slice).Once this has been done, the students will complete a short formal assessment, which will be handed in to the instructor as they are walking out of theroom when the bell rings (the instructor will be outside holding the door as the students leave).

Day Four

Anticipatory Set (2­5 minutes): Students will enter the room quickly and quietly. There will be newspaper on the tables since the students are workingwith paints. They will be told to immediately begin working on their projects via a written message on the whiteboard. All materials, objects andprojects will be out for students to grab at their leisure.

Independent Practice (25­30 minutes): The students will have approximately 25­30 minutes to work on and finish their prints. They will also beable to ask the instructor questions at this time. Students who finish early will be prompted to clean up, return all materials, place wet work in thedrying rack, and begin the self­assessment. All work that is dry will be placed on the back counter to be collected by the instructor.

Closure (last 10 minutes): All students will place wet work on the drying rack, and all dry work will be placed on the back counter. All materialswill be washed and returned. All printing objects will be washed and placed into the bin on the demo table. Students will complete the self­assessmentif they have not done so already. The self­assessment will be placed in a pile on the demonstration table once the student has finished.

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COMMENTARYEvidence­BasedReflectionSample StudentProducts

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