Visual Arts Lesson Plan
Grade: 6, 7& 8
Class: Art 1
Time: Per.1, 3 & 5
Lesson Title Cardboard printmaking Media: Printmaking
Time 9 week unit plan
Objective: To introduce students to printmaking through
geometric design.
Objective: Students will be able to create a geometrically
inspired print using corrugated cardboard, exacto knives and
printing inks.
Materials
Newsprint
Rulers
Juice can lids
Cardboard
Exacto knives
Printmaking ink
Brayers
Styrofoam trays
Manila paper
Newspaper
Visual/Resources
Internet sites on Printmaking
Scholastic magazines - Escher and optical illusions
Students and teacher examples of cardboard prints
Video on Escher
Bell ringers on geometric design and printmaking
Home Learning
Sketch ideas for design
Vocabulary
Procedures:
1 .Teacher and students will read and view a video about Escher and optical illusions. Teacher will give vocabulary. Students will copy it in their
duotangs.
2. Teacher will demonstrate different ways of using can lids, and rulers to create a simple geometric design. Students will draw their own geometric
design, breaking the design into solid areas, empty space, and stripes
3. Students will transfer drawing to corrugated cardboard.
4. Teacher will demonstrate the correct and safe use of exacto knives. Students will cut their cardboard , leaving 3 surfaces: solid, stripped and
empty space. Students will cut on newspaper. Teacher will assist as needed.
5. Teacher will demonstrate pulling a print. Students will print, making 1 AP, and 5 edition prints.
6. After drying, students will mat their best print and cardboard printing plate using correct labeling.
7. Students will write an artist’s statement about their work.
8. Teacher will grade prints, display them around school, and enter them into competitions.
Classroom Management
Students will work in small groups using a table captain to give out and collect materials. There will be 10 minutes to clean-up.
Teacher will walk to each table and teach in small groups as needed.
ESE Strategies: Teacher will present and demonstrate using all styles of learning: visual, verbal, auditory, tactile. Teacher will use
small group learning. Teacher will use individual IEP’s to identify individual student needs.
ESOL Strategies: Teacher will use multi-sensory activities: visual, auditory, and tactile. Teacher will use topic building. Teacher will simplify
text. Students will work in cooperative learning groups.
Vocabulary
Abstract
symmetrical
pull a print
Op art
asymmetrical
exacto knife
Optical illusions
printmaking
plate
Line
ink
graphic design
Shape
water soluble
Escher
Geometric shapes
relief
overlapping
brayer
positive space
artist’s proof
negative space
edition
Curriculum Based
http://www2.dadeschools.net/students/cbc/visual.asp
Critical Thinking & Reflection # VA.68.C.1.2; VA.68.C.3.1
Innovation, Technology & Future
#VA.68.F.1.2;VA.68.F.2.2;VA.68.F.3.4
Historical and Global Connections # VA.68.H.1.4 VA.68.H.2.3
Organizational Structure # VA.68.0.1.3; VA.68.0.2.3
Skills and Techniques & Processes # VA.68.S.1.4 ; VA.68.S.2.2.
VA.68.S.3.3
Common Core: MACC.K12.MP.5.1; LACC.6.SOL.1.1; LACC.7.SOL.1.1;
LACC.8.SOL.1.1
Performance Assessment
X Observation of Final Project using Rubrics
X
X
-assessment by student
Portfolio
A. tracking
B. demonstrates growth
C. compiles a variety of processes, techniques, and media
X
A. ideas for projects
B. sketches
C. teacher-generated assignments
Grades (doubled)
Base Assessment
1. Sketch
X
2. Safe cutting w/ knife
3. Artist’s proof
X
4. Edition
X Artist Statement
5. Clarity
6. Neatness
7. Matting
8. Artist’s Proof
Rubrics Assessment
1 point
2 points
3 points
Creative Expression Rubrics
Cultural &
Historical
Aesthetic &
Critical Analysis
Creation &
Communication
Skills &
Techniques
Applications to
Life
The student
demonstrates
knowledge of the
history of printmaking.
The student accurately
identifies and compares
styles of printmaking.
The student’s artwork is
expressive, thematic,
and a good design.
The student
demonstrates safe use of
tools and equipment.
Students will make
clear, distinct, neat
prints.
The student discusses
the importance of using
printmaking as a means
of expression and
communication.
The student’s
knowledge of the
history of printmaking
is weak or incomplete
The student shows an
emerging awareness of
Printmaking.
The student’s artwork
shows some attempt at
expressive, thematic,
and a good design
The student shows an
attempt at
demonstrating safe use
of equipment. Students
will make blurred, light
and messy prints.
The student attempts to
discuss the importance
of using printmaking as
a means of expression
and communication.
The student cannot
demonstrate
knowledge of the
history of printmaking
The student cannot
identify printmaking.
The student’s artwork is
not expressive,
thematic, and a good
design and incomplete.
The student’s artwork
does not demonstrate
safe use of equipment.
Student prints are
unclear.
The student makes no
attempt to discuss the
importance of using
printmaking as a means
of expression and
communication.