Monotype Printmaking; 3rd Grade
Students spent a few days exploring the process of creating a monotype print. The learning was largely based on experimenting with color, texture, and layers.
Objectives:
Provided a slideshow and images, SWBAT understand the history of printmaking and 2 monotype prints by observing "Woman Reading" by Edgar Degas and Wall of Water, Maggi Hambling. (Blooms: Understanding | Standard: Comprehend | GLE: Art has intent and purpose | AL: Literacy and Technology)
Using a monotype plate and tempera paint, SWBAT to create a monotype print by using layers and various subtractive tools successfully. (Blooms: Create | Standard: Create | GLE: Demonstrate basic studio skills | AL: Numeracy)
Experimenting with the monotype process, SWBAT discern where they want to take their prints visually by recognizing trends in their experimenting and making informed decisions for the future of their printing. (Blooms: Applying | Standard: Reflect and Create | GLE: Artists, viewers, and patrons make connections among the characteristics, expressive features, and purposes of art and design | AL: Literacy)
Using prior knowledge, SWBAT transfer their understanding of shape, line, and color into the creation of their prints by visibly showing their understanding of how those elements interact. (Blooms: Create | Standard: Transfer | GLE: Visual arts use emotional responses and personal decision-making to make meaning)
Provided several inquiry questions, SWBAT reflect on their art making during and at the end of printing, by taking time to think about why they made the decisions they did and how they could/did affect their future print. (Blooms: Evaluating | Standard: Reflect | GLE: Describe common characteristics and expressive features of art and design in familiar works of art | AL: Literacy)
Provided a slideshow and images, SWBAT understand the history of printmaking and 2 monotype prints by observing "Woman Reading" by Edgar Degas and Wall of Water, Maggi Hambling. (Blooms: Understanding | Standard: Comprehend | GLE: Art has intent and purpose | AL: Literacy and Technology)
Using a monotype plate and tempera paint, SWBAT to create a monotype print by using layers and various subtractive tools successfully. (Blooms: Create | Standard: Create | GLE: Demonstrate basic studio skills | AL: Numeracy)
Experimenting with the monotype process, SWBAT discern where they want to take their prints visually by recognizing trends in their experimenting and making informed decisions for the future of their printing. (Blooms: Applying | Standard: Reflect and Create | GLE: Artists, viewers, and patrons make connections among the characteristics, expressive features, and purposes of art and design | AL: Literacy)
Using prior knowledge, SWBAT transfer their understanding of shape, line, and color into the creation of their prints by visibly showing their understanding of how those elements interact. (Blooms: Create | Standard: Transfer | GLE: Visual arts use emotional responses and personal decision-making to make meaning)
Provided several inquiry questions, SWBAT reflect on their art making during and at the end of printing, by taking time to think about why they made the decisions they did and how they could/did affect their future print. (Blooms: Evaluating | Standard: Reflect | GLE: Describe common characteristics and expressive features of art and design in familiar works of art | AL: Literacy)
Learning about Printmaking and the Monotype
1. We learned about how China was the first place to use printmaking for more of a utilitarian purpose..to make copies easily. The class had done another form of printmaking prior to this project. So we related that process to this new one.
2. We had a class discussion using Think, Pair, Share regarding these famous prints.
-What do you see?
-How does this artwork make you feel? Why?
-What does this remind you of?
-What do you see?
-How does this artwork make you feel? Why?
-What does this remind you of?
4. I presented a demo of the process, then students were off to print!
Let's Print!
Day 1. Each table in the classroom was its own station with different colors. Students were to create 2 prints each day, each with at least 3 layers. The first day was focused on "additive printing." As a class we talked about we're adding paint to our plates.."A little goes a long way!"
Day 2. The second day we worked on "subtractive printing." Which means we'll be subtracting paint from our plates by experimenting with tools. I did a demonstration on the possibilities.
After each day, we spent time after class talking about discoveries, frustrations, and ways we problem solved. Students naturally played and experimented. My goal was to highlight their experimenting, and further their thinking by reflecting with think, pair, share.
Day 2. The second day we worked on "subtractive printing." Which means we'll be subtracting paint from our plates by experimenting with tools. I did a demonstration on the possibilities.
After each day, we spent time after class talking about discoveries, frustrations, and ways we problem solved. Students naturally played and experimented. My goal was to highlight their experimenting, and further their thinking by reflecting with think, pair, share.
Day 3. Students were able to go back into their prints and "embellish" them with a separate material.
Reflection
Students answered a few questions that were shown on the doc-cam:
1. What is one thing you experimented with?
2. Which print is your favorite? Why?
3. How did you make your favorite print?
Students answered a few questions that were shown on the doc-cam:
1. What is one thing you experimented with?
2. Which print is your favorite? Why?
3. How did you make your favorite print?