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© 2009 Wilson Publishing
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© 2009 Wilson Publishing
A FunArtLessons.com
ART UNIT
By Kari Wilson
Fins, Feathers and Fur
Linocut Printmaking
An art unit appropriate for students age 8-16 in art classes, scout troops,
recreation classes, after school clubs, independent study, home school settings
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© 2009 Wilson Publishing
Included in this PowerPoint
Teacher Section
Student Section begins on page 20
 About the Author
 “I Can” statements*
 FunArtLessons.com
 Guiding Question
Art unit components
 How to use this Power Point: book or
slideshow
 Project Description
 Journal Response Topics
 National Standards
 Research Task*
 I Can Statements:
 Art Start activities
learning goals and objectives
 Lesson Sequence Chart
 Materials List
 Art Words vocabulary
 Student Gallery
 Project Directions
 Assessment Guide*
 Self-Critique*
 Artist’s Statement*
*Copy master included.
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© 2009 Wilson Publishing
About the Author



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Kari Wilson has been an educator for over twenty years, teaching first through
sixth grades as well as middle school language arts and social studies. Her current
passion is teaching art at a public middle school in Grand Rapids, Michigan. Kari's
own education includes a Bachelor of Fine Arts from San Francisco State
University, a Master of Fine Arts from the University of Arizona, and a Master of
Education, along with teaching credentials.
Kari stepped out of the classroom for several years to serve as a Curriculum
Associate in a large California school district, where she developed a variety of
programs from “Back to School with Basic Health and Safety” to “The Achievement
Club,” a program designed to help struggling readers. This program received the
Golden Bell award from the California School Boards Association. As a member of
the California History Social Science Project (CHSSP), Kari was involved in the
development and implementation of numerous social studies units. Kari’s unit,
ChildWork in Colonial Days, was published by the UCLA branch of CHSSP.
Kari has continued exploring her interest in history as a recent participant in a
Gilder Lehrman summer institute at the Woodrow Wilson Presidential Library,
where she engaged in research for the development of a series of civics lessons
which include integrated art activities. These lessons on the Core Democratic
Values, as well as her other curriculum units for preschool through 10th grade, are
available online at FunLessonplans.com, a companion site to FunArtLessons.com.
© 2009 Wilson Publishing
FunArtLessons
Art Unit Components
Guiding Question
The guiding question provides “food for thought” to help connect
the project to a larger philosophical discussion.
Journal Response Topics
Students write responses in their sketchbooks and share with
partners and group mates. This process helps enrich class discussion
and helps students plan their project.
Art Start
Art Start is a series of independent activities which provide exercise
in basic art skills and concepts needed for the unit project. Students
work independently in their sketchbook the first 10-15 minutes of
class.
Research
The research component encourages students to explore cultural,
historical and environmental connections between the unit project
and the world beyond the classroom.
The Project
Slides provide step-by-step instructions. During project work days
demonstrate additional skills or methods as they become necessary.
The Lesson Sequence chart provides a basic time frame for the
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© 2009 Wilson Publishing
project. During project work days circulate assisting students with
methods, techniques and ideas.
Assessment
Use the “I Can” slide and worksheet to help students track their
learning. Use the Interactive Assessment Guide to engage students
in analyzing the ways in which their art and work habits meet the
project criteria. The self-critique questions ask the artist to reflect
on the art-making process. Answers can be rewritten on the form
provided to create an Artist’s Statement.
Exhibition
It is important for students to have the opportunity to display their
work to complete the process of communication in which artists are
engaged. Instructions are provided for students to create a gallery
information card, write an artist’s statement and find an appropriate
venue for display.
How to use this PowerPoint:
Book or Slideshow
Use this document as a book, a slideshow, or both, depending on your resources.
If you have a computer and digital projector in your classroom:
Read the Teacher Section directly on the computer screen as you plan your lessons. Then,
display the Student Section ArtStart sketchbook activities and step-by-step project
instructions as a slideshow for your class. Print out only the student worksheets, as
needed.
If you do not have a digital projector in your classroom:
Read the Teacher Section on the computer screen as you plan your lessons. Photocopy
Student Section pages to use as hand-outs. Use the step-by-step project instructions to
plan the project and guide your demonstrations.
If you do not have a computer in your classroom:
Print entire document and use as you would any hard-copy, teacher resource publication.
Make photocopies of Student Section pages to use as handouts.
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© 2009 Wilson Publishing
This Lesson Meets National Standards
This lesson addresses the following standards established by the National Art Education Association:
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Content Standard
Achievement Standard
Understanding and applying media, techniques,
and processes
Students intentionally take advantage of the
qualities and characteristics of art media,
techniques, and processes to enhance
communication of their experiences and ideas.
Reflecting upon and assessing the characteristics
and merits of their work and the work of others
Students describe and place a variety of art
objects in historical and cultural contexts.
Understanding the visual arts in relation to
history and cultures
Students analyze, describe, and demonstrate how
factors of time and place (such as climate,
resources, ideas, and technology) influence
visual characteristics that give meaning and value
to a work of art
© 2009 Wilson Publishing
What Your Students Will Learn
Your students will learn
about art, themselves and
the world in this unit. They
will also have fun! The “I
Can” statements are a kid
friendly way of presenting
the learning goals and
objectives of this unit, all of
which have been aligned
with the National Art
Education Association
Standards.
Have students write each “I
Can” statement in their
sketchbooks as they gain
new skills.
Or, photocopy the “I Can”
statements check-off sheet
in the student section so that
students can track their
progress.
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© 2009 Wilson Publishing
I can:
• Use the characteristics and processes of
linocut printmaking to successfully express
my ideas.
• Describe the characteristics of the “Die
Brücke” art movement.
• Explain how and why linocut methods
developed out of other printmaking
technologies.
Lesson Sequence
Day 1
Day 2
Day 3
Day 4
Day 5
Slides 20-27
Slides 28-30
Slide 31
Slide 32
Slides 34-36
•Introduce project
•Art Start 2
•Art Start 3
•Draw animal
•Discuss Guiding
Question
•Research
•Journal
Response 2
•Introduce
vocabulary
•Share research
in small groups
Slides 14-19
•Show student
gallery images
as time allows.
•Journal Response
1
•Art Start 1
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© 2009 Wilson Publishing
Lesson Sequence
Day 6
Day 7
Slide 37-40
•Demonstrate
carving linoleum
•Work on
carving
•Begin Carving
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Day 8
Day 9
Day 10
Slide 41
Slides 42-43
Slides 44-46
•Demonstrate
Printing
•Finish printing
•Display prints
•Make Gallery
Cards
•Fill out SelfCritique
•Fill out
Assessment
Guide
•Rewrite selfcritique on form
as an Artist’s
Statement for
display
•Make Prints
Materials and Equipment
 Drawing materials: markers,
pencils, pen and ink
 Sketchbooks
 Books and magazines with
pictures of animals
 Printmaking supplies:
 Linoleum block or sheet or
styro foam trays or plates.
 Carving handles and blades
 Brayers and ink
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© 2009 Wilson Publishing
Art Words
Introduce vocabulary as you begin the project. Reinforce terms during Art Start activities. Invite students to write
vocabulary words and definitions in their sketchbook. Encourage students to use Art Words as they answer journal
responses and discuss art work.
 Line
 a mark characterized by length as in
the path made by a moving point
 Texture
 The way a surface feels to the touch
or the way it looks such as bumpy or
smooth.
 Variety
 A principle of design. Visual interest is
created when elements such as shape,
or color shift or change in relation to
themselves.
 Space
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
The distances or area around, between or within
components of an artwork including:


Negative space is the empty space around or within
an object or form; also called white space.
Positive space is filled with something such as line,
color, or shape.
 Linocut

A relief printmaking process whereby a design is cut
or carved into a linoleum surface. The raised areas are
inked with a brayer and can be printed multiple
times.
 Die Brücke
 An art movement in Germany from 1905-
1913. Die Brucke means “the bridge.”
Members intended to form a bridge
between traditional and modern art styles.
They invented the linoleum printmaking
process.
Student Gallery
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© 2009 Wilson Publishing
Kaleidoscope of Giraffes
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© 2009 Wilson Publishing
Golden Dog
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© 2009 Wilson Publishing
Furry Bear
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© 2009 Wilson Publishing
Patriot Bird
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© 2009 Wilson Publishing
Red Hot Cat
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© 2009 Wilson Publishing
Fins, Feathers and Fur
Linocut printmaking
Student Section
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© 2009 Wilson Publishing
What You Will Learn
You will learn about
art, yourself and the
world in this unit.
You will also have
fun!
Write each “I Can”
statement in your
sketchbook as you
gain new skills.
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© 2009 Wilson Publishing
I can:
• Use the characteristics and processes of
linocut printmaking to successfully express
my ideas.
• Describe the characteristics of the “Die
Brücke” art movement.
• Explain how and why linocut methods
developed out of other printmaking
technologies.
Name
Fins, Feathers and Fur
What You Will Learn
Directions:You will learn about art, yourself and the world in this unit.You will also have fun! Check
off each “I Can” statement as you gain new skills.
I can:
 Use the characteristics and processes of linocut printmaking to
successfully express my ideas.
 Describe the characteristics of the “Die Brücke” art movement.
 Explain how and why linocut methods developed out of other
printmaking technologies.
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© 2009 Wilson Publishing
Art Words
Write vocabulary words and definitions in your sketchbook. Use Art Words as you answer journal responses an discuss art work.
 Line
 a mark characterized by length
as in the path made by a moving
point
 Texture
 The way a surface feels to the
touch or looks such as bumpy or
smooth.
 Variety
 A principle of design - interest is
created when elements such as
shape, or color shift or change in
relation to themselves.
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© 2009 Wilson Publishing
 Space
 The distances or area around,
between or within
components of an artwork
 Linocut
 A relief printing process
where a design is carved into
linoleum. The raised areas are
inked and can be printed
multiple times.
 Die Brücke

An art movement in Germany from 19051913. Die Brucke means “the bridge.”
Members intended to form a bridge between
traditional and modern art styles. They
invented the linoleum printmaking process.
Guiding Question
How has technology influenced
the way images are used?
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© 2009 Wilson Publishing
Journal Response #1
How do you use (make or experience) images in your
everyday life?
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© 2009 Wilson Publishing
The Project
Make Linocut Prints
Use different types of line to show the texture in fins,
feathers or fur, in a series of prints of an animal, real or
imagined.
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© 2009 Wilson Publishing
Art Start 1
 Experiment with stamp
printing.
 Gather objects such as small
bottle lids, corrugated
cardboard or foam packing
pellets.
 Press into a thin layer of
tempera paint and stamp a
design.
 See if you can make an animal
or print your name.
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© 2009 Wilson Publishing
Art Start 2
 Notice how Albrecht Dürer created
different textures on the
rhinoceros's hide with different
types of lines.
 What do you think the lower legs
feel like compared with his chin?
 Make a pencil sketch of a reptile
such as a lizard, turtle or crocodile.
 Use lines to show texture on the
skin. Feel free to borrow from this
Dürer print.
Albrecht Dürer, Rhinoceros, 1515,
woodcut print
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© 2009 Wilson Publishing
Find out About Linocut and Die Brücke
Go to http://www.bruecke-museum.de/english.htm and www.wikipedia.org . Search Die Brucke.
Who are some of the members of Die Brücke?
Why did they invent the linocut printmaking method?
What are three characteristics of the “Die Brücke” art style?
1.
2.
3.
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© 2009 Wilson Publishing
Name
Find out About Linocut and Die Brücke
Go to http://www.bruecke-museum.de/english.htm and www.wikipedia.org . Search Die Brucke.
Who are some of the members of Die Brücke? Why did they form this
group?
Why did they invent the linocut printmaking method?
What are three characteristics of the “Die Brücke” art style?
1.
2.
3.
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© 2009 Wilson Publishing
Art Start 3
 Fold a long, horizontal piece of paper
into fourths so that just one section is
shown at a time. If possible use a four
foot length of butcher paper or chart
paper.
 Work with the paper so that when you
are finished it will unfold horizontally.
 Group members take turns drawing the
following animal parts in each box,
folding the paper over so that the next
person does not see the drawings:
1.
2.
3.
4.
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Head
First section of body
Second section of body
Tail
© 2009 Wilson Publishing
Journal Response 2
 The “Die Brücke” artists
wanted to break with
traditional, realistic style in
their artwork in order to
emphasize self expression.
Look at this woodcut print,
“The Prophet,” 1912, by
Emile Nolde. Do you think
it is good art? Why or why
not?
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© 2009 Wilson Publishing
Let’s Get Started on the Art Project
Follow the steps
outlined in the next few
slides to create your
own linocut animal
prints.
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© 2009 Wilson Publishing
Step One
plan your design
 Choose an animal real or
imagined that you would like
to draw.
 Cut paper the size of the
linoleum you will use.
 Plan your drawing carefully
so that you include texture
lines and marks to show the
fins, feather or fur.
 Read the next slide for
helpful hints.
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© 2009 Wilson Publishing
Step Two
Helpful hints
Remember:
 your design will print
backwards!
 The parts you cut away will
not print.
 If you want a line or shape
to print it must be in
“relief ” – not the part cut
away!
 Use a variety of lines to
create texture.
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© 2009 Wilson Publishing
Step Three
Safety Demonstration
Before you begin, watch a
demonstration by your teacher. Be
sure to follow safety rules!
1.
Always use a bench hook.
2.
Keep your “holding hand” out of
the path of the carving tool.
3.
Always cut away from your body:
Turn your linoleum, do not
move your hand to the front of
your linoleum!
4.
Remind others if you see them
forgetting the rules.
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© 2009 Wilson Publishing
Step Four
Copy drawing
 Copy your drawing onto the linoleum.
 To transfer your drawing easily
1.
2.
3.
4.
5.
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Rub pencil all over the back side of
your drawing paper.
Place the pencil side down on your
carving surface so that your
original animal drawing is facing
up.
Lightly trace over the lines of your
drawing.
Lift your paper off the linoleum
and you should see the light lines of
your drawing.
Redo any lines which are too light.
© 2009 Wilson Publishing
Step Five
Carve
 Set up your bench hook so
that the wooden strip on the
bottom rests firmly against
the edge of your table.
 Gather several different
cutting tools from a fine to a
large size.
 Begin by carving the contour
line of your animal with a
medium wide blade.
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© 2009 Wilson Publishing
Step Six
Carve your design
 Carve details such as eyes,
mouth, teeth and claws.
 Use a variety of blades to
carve lines and marks to
show the texture of the
fins, feathers or fur of your
animal.
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© 2009 Wilson Publishing
Step Seven
Get ready to print
 Gather newspaper, ink,
brayers and inking boards
such as a plastic lunch tray, or
styro foam plate.
 Set up a station for each
different color you want to
use.
 Change the newspaper after
each person so that ink
doesn’t get on clean paper.
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© 2009 Wilson Publishing
Step Eight
Inking
 Put a grape-sized dollop of
ink on the board.
 Roll the brayer horizontally
and vertically, just the width
of the brayer to evenly ink the
roller.
 Roll the ink in both directions
over your linocut until it is
spread evenly and completely
covered.
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© 2009 Wilson Publishing
Step Nine
Make a test print
 Place your inked “plate” or linocut face




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up on clean newspaper.
Carefully set your printing paper on
top of the inked plate.
While holding the paper and plate with
one hand, gently rub with the heel of
your hand all over the paper. Do not
use your finder tips as this can cause the
paper to sink into cut away portions of
the plate.
To remove your print carefully peel it
off the plate.
Examine your print and recarve where
necessary to get the effect your want.
© 2009 Wilson Publishing
Step Ten
Final printing
 Make at least four prints.
 Be sure to rinse your printing
plate when you change ink
colors.
 Experiment with color:
 Print twice on one piece of paper
in two different colors. Off set
your plate slightly so both colors
show.
 Ink different parts of the plate with
different colors.
 Use different colored papers.
 Place prints on a shelf or rack to
dry. Do not overlap!
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© 2009 Wilson Publishing
Finishing
 If you like, choose a print
to mount on mat board or
construction paper.
 Display your artwork in a
hallway or the refrigerator
door at home!
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© 2009 Wilson Publishing
Make a Gallery Card
Directions: Make a gallery card to put next to your prints in a display case or bulletin board. Fold an unlined index card or piece of
card stock in half so that it will stand up like a tent. Write the following information on your gallery card in dark or colorful marker.
 Title
 Artist’s Name
 Medium (materials you used in your art)
 Date
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© 2009 Wilson Publishing
Interactive Assessment
Guide
Directions: For each category where you feel you have earned a 1 or 2 make notes in the boxes to explain
why.
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Wow!
All Criteria Met
Fins, Feather and Fur
Animal Prints
Sketchbook
I Completed 3 Art Start activities
with care and attention to detail. I
Completed journal response 1 & 2
thoughtfully and neatly.
Animal Print Design
I used a variety of lines and marks
to show texture in fins, feather or
fur. I include additional details in
my animal.
Craftsmanship
I made four prints in a variety of
colors. My prints are free of finger
prints or stray ink. The carving was
deep enough to print well.
Effort
Citizenship
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I always used class time wisely. I
completed each part of the
assignment to the best of my
ability.
I was careful with supplies and
equipment. I cleaned up after
myself and helped others. My
attitude was enthusiastic and
respectful.
© 2009 Wilson Publishing
2
Good Job!
Most Criteria Met
1
Keep Trying!
Some Criteria Met
Interactive Assessment
Guide
Name
Directions: For each category where you feel you have earned a 1 or 2 make notes in the boxes to explain
why.
3
Wow!
All Criteria Met
Fins, Feather and Fur
Animal Prints
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Sketchbook
I Completed 3 Art Start activities with
care and attention to detail. I
Completed journal response 1 & 2
thoughtfully and neatly.
Animal Print Design
I used a variety of lines and marks to
show texture in fins, feather or fur. I
include additional details in my
animal.
Craftsmanship
I made four prints in a variety of
colors. My prints are free of finger
prints or stray ink. The carving was
deep enough to print well.
Effort
I always used class time wisely. I
completed each part of the
assignment to the best of my ability.
Citizenship
I was careful with supplies and
equipment. I cleaned up after myself
and helped others. My attitude was
enthusiastic and respectful.
© 2009 Wilson Publishing
2
Good Job!
Most Criteria Met
1
Keep Trying!
Some Criteria Met
Art Self-Critique
(Kri-teek: to discuss a creative work giving an assessment of its successful qualities.)
Directions: Look carefully at YOUR work of art. Answer each question in complete sentences. Use four vocabulary
terms: linocut, texture, variety, space. Circle each term you use.
1. Describe your artwork. Tell about the materials you used, include information about
texture, variety and space.
2. What are some of the challenges you faced in making your linocut? What did you learn
from this project?
3. Choose an element or principle of art that is used successfully. How has it contributed to
your artwork?
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© 2009 Wilson Publishing
Name
Art Self-Critique
(Kri teek: to discuss a creative work, giving an assessment of its successful qualities.)
Directions: Look carefully at YOUR work of art. Answer each question in complete sentences. Use 4 vocabulary terms: linocut, texture, variety, space. . Circle
each term you use.
1. Describe your artwork. Tell about the materials you used, describe details such as texture,
variety and space.
2. What are some of the challenges you faced in completing your linocut? What did you learn from this project?
3. Choose an element or principle of art that is used successfully . How has it contributed to your artwork?
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© 2009 Wilson Publishing
Artist’s Statement by
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© 2009 Wilson Publishing
The End
Thank you for using
this FunArtLessons.com
Art Unit!
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© 2009 Wilson Publishing