Printmaking

Names: Tonya M. and Elissa R.

Lesson Title: Print making

Grade Level: Third grade

Developmental Characteristics:

·         Stage of beauty and realism

·         Believes the purpose of art is to represent something

National Standards/Content Standards:

1.  Content Standard: Understanding and applying media, techniques, and processes

Achievement Standard: Students

a.know the differences between materials, techniques, and processes

b.describe how different materials, techniques, and processes cause different responses

c.use different media, techniques, and processes to communicate ideas, experiences, and stories

d.use art materials and tools in a safe and responsible manner

3. Content Standard: Choosing and evaluating a range of subject matter, symbols and ideas

Achievement Standard: Students

a.explore and understand prospective content for works of art

b.select and use subject matter, symbols, and ideas to communicate meaning

Materials and Resources:

·         Foam sheet

·         Ink

·         Roller/sponge

·         Power point

·         Paintbrush

·         White paper

·         Construction paper

Vocabulary:

·         Printmaking

Procedure:

1.       Anticipatory Set:  The teachers will do a Power Point presentation.

2.       Objectives:

a. Art Production: Students will use a roller to fully cover the foam sheet with a thin layer of paint.

b. Artistic Perception: Students will describe how their projects relate to them in daily life.

        3.    Instructional Input:

·         PowerPoint

·         Art examples

·         Demonstration

·         Safety rules

        4.    Modeling:

                The instructors will demonstrate how to create a sketch in the foam paper to fill the   composition. The instructors will have visuals of scenery that will be examples to use to sketch   from.  The instructors will demonstrate how to apply paint using a roller to the foam paper.  The instructors will demonstrate how to apply the painted foam paper to a white sheet of paper.

        5.    Check for Understanding:

                Teachers will go through the rubric and grading procedures so that the students understand the criteria for the project or activity.  Teachers will walk around the room and observe the students as they work.

        6.    Guided Practice:

                The students will begin to draw their nature scene on paper while the teachers walk around the room and give individual help.

        7.    Independent Practice:

                The students will use their drawing to sketch their scene onto the foam paper using the end of a paintbrush.  Once they have completed their scene, they will pick an ink color.  They will use the roller to roll ink onto the foam paper.  Once they completely filled the foam paper, they will put  the ink side of the foam down onto a white piece of paper.  They should make sure all parts of the foam press down onto the paper.  They will then remove the foam paper carefully to reveal their scene.  The students will be able to do more than one print if they would like.  They will choose their favorite print and attach a border for their final project.  While the students are waiting for their project to dry, they will write three or four sentences about their print.  This will be hung up with the prints.

        8.    Clean up:

                Students are responsible for cleaning up their area before they can line up at the door.  The rollers and paint treys must be washed in the sink.  If they are finished with their project, the foam sheets must be thrown away.  Their supplies must be put away.  Once they pick their best piece, they must put it in the drying rack.

        9.    Closure:

                Students will write about their project and once it dries, glue it on a border to be handed in by Wednesday, December 7.

        10.  Integration:

                Other themes that could be used for this lesson; seasons, animals, faces/emotions, states/geography.  You could use the final product as a picture for a storybook. The students would write the story themselves.

        11.  Student/Teacher Evaluation:

·         Create a rubric for scoring project.  

·         Complete the self evaluation to access the learning that has taken place during the lesson.

        12.  Display:

                Teachers will design a layout for the bulletin board.



Stained Glass

We started by picking a picture to use.  We chose from different Christmas pictures.  We stapled the picture onto the top of our choice color of construction paper.  We then used an exacto knife to cut out the picture.  The next step was to choose the colors of tissue paper we would use.  We were told to pick a color sceme.  I chose to use the primary and secondary colors.  We cut out pieces of tissue paper and glued them to the back of the cut out picture.  Once we covered all of the open areas, we could cut out around the outside of the picture.
Another activity you could do is start with white construction paper.  The students will use a black marker to draw their picture.  They will then put elmer's glue over their marker lines.  Once the glue is dry they will use primary colors for the picture and secondary colors for the background.  The students will choose their medium.  For the fourth and fifth graders, I would try and direct them to use watercolors.

Cave paintings

This project was fast, easy and fun.  The teachers mixed paint with mud to create colorful mud.  They already had paper bags cut up and scrunched up.  They showed us a PowerPoint of cave paintings and their history.  We had to think of a favorite memory from our past.  That is what we were to paint on the paperbags.  I chose to paint a picture of my sister and I playing volleyball in the backyard.  We could only use our fingers to paint.  Once we finished our painting, we added leaves or sticks to our picture.
The teacher will find a book about cave paintings.  They will read the book as a class.  The students will create one big cave painting as a class.  They will use colored mud paint and only use their hands to paint with.  They will also use natural elements to add to the picture once the painting is finished.

Fall leaves

This project was based on fall, crayons and oil pastels.  We started by practicing drawing leaves. Next we used warm colored crayons and a shaving tool to shave crayons onto wax paper.  Next, the teacher used an iron to iron the wax paper.  This caused the crayons to melt and blend together.  The next step was to use a permanent marker to draw a leaf onto the wax paper.  Once I drew four leaves, I cut them out and glued them onto paper.  Using oil pastels, the next step was to draw cool colored leaves behind the warm colored leaves to create a collage of leaves.  Finally, I glued my project onto construction paper.

For an extension activity, the studetns could go on a scavenger hunt to find leaves.  They would then paint their leaves and press them onto paper to create leaf prints. 

Scratch Art

The theme for our scratch art project was the ocean.  Once I chose what animal I would draw, I practiced my drawing on white paper.  Then I used a wooden tool on the scratch paper.  I started by scratching off the outline of my whale.  I went back and added shadows to my whale.  Then I filled in the background with seaweed, fish and a jellyfish.  I made lines for water and created texture in my seaweed.
To extend on this activity, the students could write a story to go along with their ocean scene.  Each student would write a one page story then glue their story and their picture onto construction paper.  The teacher will laminate each students story and combine them to create one big book.

Birds of a Feather

We started this project by coming up with a character for our bird.  We would decorate our bird to become that character.  Once we finished our character, we cut out the pieces of the bird.  We had to cut out the body, wings and tail.  Then we could decorate the bird.  We could choose whatever medium we wanted.  I chose to use markers.  We had 2 requirements.  We needed to show texture in our choice of medium and with feathers.  I chose to put feathers on the tail.  Once we finished decorating, we glued on the wings and put the tail on and hung the bird up by yarn.

You could use these birds that the students made to have them put on a play.  They would use the characters they created.  In small groups, the students would write a script for their play.  Once they had the script approved by the teacher, they would perform their play in front of their classmates.  This would be for fourth or fifth grade.

Clay Necklace

This project was pretty easy and fun too!  We started by getting a chunk of clay and breaking off a small piece of it.  We would then roll the clay into a ball, then flatten it out.  We had a small wooden stick to wrap the clay around.  Once we perfected our bead, we could carefully slide it off the stick.  While we were making the other beads, the others would be drying.  By the time we finished making our beads, the first ones we made were dry.  We could then paint the beads.  Once they were dry, we strung yarn through the beads and had our final product!

An extention activity could be making clay bowls.  The students could use their imaginations on how to create the bowls.  Once the bowls dry, they can paint them.  If the materials are available, the students could glaze their bowls and the teacher would then fire them.

Hidden Animal Collage

     We started this project by practicing drawing lines upside down.  We then picked a safari animal from a group of pictures.  We were told to draw the animal upside down on a white sheet of paper with a light blue colored pencil.  We could use any cool color for our drawing, but light blue works the best.  The next step was to take out our warm colored crayons.  We were to make patterns over the safari animal on our paper.  We needed to cover the whole paper and try to hide our animal. 

     Before we started our collage we made safari glasses so that we could see our hidden animals.  Once we finished the collage, we could look through our glasses at our picture to find the hidden safari animal.

An extension activity for this project could be reading a story along with making the collage.  They could also make an ecosystem for the safari animals or draw a map of the country that safari animals live in.

Eric Carle Project

This project was based on Eric Carle’s work.  We had to paint random colors and textures onto paper, then let them dry.  Next we drew story idea onto 12x18 inch paper.  We used that drawing to cut out the shapes of our drawing on the colored paper.  For my story idea, I chose to make an elephant.  The words on my paper are “E is for elephant.”  The only troubles I had were when I needed to use an exacto knife when all I had were scissors.  I also wish I would have cut out my grass before I started my elephant.

For an extension activity, a teacher could have the students make an ecosystem.  They could cut out the colored paper and glue it onto another piece of paper.

Cityscape collage

I really enjoyed the other Starry Night project.  We started by cutting strips, curves or circles of tissue paper.  We used a variety of colors.  Next, we took a sheet of 12 x 18 construction paper (color of your choice) and placed our strips of tissue paper on it.  Then we took a type of paste and “painted” the strips onto the construction paper.  The next step was to cut out some type of city scape from black construction paper.  I chose to cut out a barn and fence line.  After it is cut out you need to glue it onto the other prepared construction paper.  Once everything is dry, use a metallic sharpie or white oil pastel to draw swirls and wavy lines in the background.  Also, draw simple lines one the city scape too.  If I would have made a city scape, I would have drawn windows on it with the sharpie, but since I drew a barn and fence, I just made simple lines on them representing the grain in the wood.

Extension activity: This project could be used with any grades from third to seventh.  The project would just be a little more complex with older grade levels.  If using this project in the science content area, the student could cut out a silhouette of an animal and use that instead of a city scape.  If used in reading, the student could cut out a silhouette of the main part of the story they are reading.

Van Gogh Fingerpainting

The finger-painting project was in reference to Van Gogh’s Starry Night painting.  We were to use bright colors and also use a swirly swipe with our fingers as we painted.  We needed a foreground, middle ground and background.  In my painting, my background was inspired by Van Gogh’s Starry Night.  It was blue with hues of white and black.  There was also yellow color in the background too.  The middle ground was green pasture.  In the foreground I painted a barn.  I painted a barn because I grew up on a farm and I live on a farm now.  I also put people in my painting in the middle ground.  They are supposed to represent my family.

Extension activity:  Finger-painting would be for the lower grade levels.  A teacher could do an extension activity with finger-paints in science.  If you are working on a certain animal or place, the students could paint a picture of the animal or the animals environment. 

Elements and Principles of Art Scavenger Hunt

Element-Line

Piano in the house I grew up in.

Element-Organic Shape

Tree outside our house.

Element-Space

Storm clouds-Clark County

Element-Value

The sunset on a lake near Crocker, SD.

Principle-Symmetrical Balance

Carson Reppe laying on a blanket

Elissa's Footprint

The theme of my footprint is mainly green, because green is my favorite color. Each letter represents a part of who I am.

E- The camouflage represents my fondness of hunting.  My husband and I enjoy to go hunting together.  The barn and the cow represents that we live on a ranch and raise Black Angus cattle.

L- Volleyball has been a part of my life since I was a little girl.  I played for a year in college, and then went to Northwestern to coach. 

I – I really enjoy listening to music and singing.  Country and classic rock are my favorite genres.

S- This represents clouds, weather and the environment.  I love being outside.

S- The rings and the numbers “10-22-11” represent when my husband and I got married.  The ‘A’ is for Adam, my husband.  4-18-11 is when our son Carson was born.

A- Painting is a main hobby of mine.  It is my stress reliever.  I also really like to take pictures.



This footprint is a way to introduce yourselves to your class and get to know your students.  Your students will trace one foot or both feet.  They will then use a variety of mediums to describe who they are.  Their footprint must have their name on it and at least three different mediums.

To do the footprint activity in another content area, you can just tweak the requirements a little.  For science, you could have the students pick an animal and have them cut out their footprint and enlarge it.  They would then use symbols and pictures to describe that animal; where they live, what they eat, etc. Once finished, they would present their footprint to the class.



Another way you could introduce yourselves to your class and get to know your students is a partner activity.  The students get in groups of two students each.  You give them a list of questions to answer.  The questions can be anything from what town they were born in, to their favorite food or sport or classes.  The twist to this activity is that they have to answer the questions using symbols and pictures.  The only thing they can use letters for is their name.  Because they are in a group, one student will draw pictures of the other students’ answers.  They will come up and introduce their partner to the class.