Unit Plan
Title: Silk Screen Stencils
Level: Visual Arts, Grade 12, University/College Preparation (AVI4M)
Lesson Prep: Students
General Expectations:
will need to prepare their
 Use appropriate terminology related to art works, crafts and applied design
screens. Instructions for
forms.
this are included in the
 Demonstrate an understanding of modern and contemporary art
appendix. See
 Demonstrate an understanding of the historical context and stylistic evolution
methodology for more
of some fine art, applied design and craft forms.
specific prep instructions.
Specific Expectations:
Timeframe: 2-3 Weeks
Art History and Culture:
 Describe aspects of the history of modern art
Instructional Aids:
 Describe the influence of art works and artist from the past (and present
Overhead projector,
on their own art works.
computers with access to
 Describe the influences of technology on crafts, fine arts, and applied
adobe photoshop are
design forms.
ideal but not necessary,
Perceiving and Planning:
research time in the
 Research and describe historical and recent works of art from around
library to be booked.
the world that specifically relate to the processes used (silk screening)
and the issues and concerns expressed in their own work.
Art Exemplars: Students
Experimenting and Producing:
will be encouraged to
 Demonstrate competence in silk screening techniques through the
research their own
production of either an edition of 5 prints with a minimum of 2 colours or
exemplars. Ideas for
a project of similar depth (for example: t-shirt designs, fabric design,
exemplars include but
doll design, printing on various objects etc.)
are definitely not limited
 Solve a series of artistic problems, showing an awareness of formal
to: Japanese stencilling,
qualities, visual conventions and relevant ideas and concepts.
WWI flags/banners,
 Create and transform visual images, using both new and traditional
advertisements, T-shirts,
technologies.
Pop Art, contemporary
 Use materials, equipment and processes safely when producing
street art etc.
artworks.
Accommodations:
Ensure that you make it
very clear to students
when and how to reverse
their images. This project
also requires excessive
cutting with an exacto
knife. Ensure that all
students are aware of
proper technique and
safety.
Materials:
Wooden frames
Screen mesh
Or pre-made silk screens
Shellac
Mactac or acetate
Spray adhesive (only if using acetate)
Screen printing ink
Squeegees
Card board for registration
Packing tape
Paper
Methodology:
Research Paper (2 lessons): My History of Silk Screen
Students will complete a research project on the history of silk screen. They will
briefly research 3 artists that have used silk screen and comment on their work.
This activity is a preparation activity for the idea generation phase. Hopefully
the students will research artists whose work inspires them. See resources for a
list of artists who do screen printing.
Idea Generation (1 lesson): Students should spend a lesson generating ideas.
They can use digital cameras or the internet (watch for copyright issues) to
source images. At the end of the lesson students should hand in some
(minimum 10) thumbnails and at least one image. If needed have students
complete a mini worksheet in partners to discuss their ideas. You can give them
a theme to work from or not depending on the strength of your class. Ideas for
themes include: legends, journeys, the environment, a snapshot of culture etc.
Demonstrations (2 lessons): The following Demonstrations are necessary to
the technique of Silk Screen. For details on their completion, see the silkscreen
hand out. Do each demonstration then allow for some time for the students to
work on the technique. This will avoid having a huge mass of information for the
students to remember. I would do demos a, b and c together at the beginning of
the first technique lesson, then d at the beginning of the second lesson. You
could offer the optional demos at any time after demo d.
(a) How to alter an image with technology for stencil creation (beginning of first
lesson).
(b) How to alter an image by hand for stencil creation (beginning of first lesson).
(c) How to create a stencil (beginning of first lesson).
(d) How to register and print (beginning of second lesson).
(e) Signing and editioning prints
(f) Optional Demos: The “rainbow roll,” printing of fabric, wood etc.
Work Periods (5 lessons): Once you have taken two periods to demonstrate
the technique of silk screen students should be given some time to actually
print. Encourage them to follow the steps outlined in the silk screen handout as
it is easy to get confused. When I created my exemplar, I was able to do
approximately one colour per 75 minutes, but I am experienced in screen
printing. If students are doing a 3 colour print it should take them about a week
of reasonably hard work to complete the print.
Critique (1 lesson): Students will complete a written statement on their work
then work in small groups to critique each other’s pieces.
Resources:
http://www.moma.org/exhibitions/2001/whatisaprint/flash.html, part of MOMA’s
website that details what a print is. It has little flash animations of how to do
each printmaking process AND a gallery of artists who print.
http://www.screenulacra.at/, a DIY t-shirt printing page
http://www.youtube.com/watch?v=Ee_8IMx0uMo, a youtube video of how to
print t-shirts using photo emulsion. It’s pretty entertaining.
http://www.americanposterinstitute.com/flatstock/, the Flatstock Poster
Institute’s website. It has lots of contemporary screen printing artists listed.
www.screensilk.com, it has screen printing demos and tutorials.
Artist Ideas for Research:
 Ralston Crawford
 Josef Albers
 Bridget Riley
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Roy Leichenstein
Edward Ruscha
Robert Indiana
Blinky Palermo
Julian Opie
Chuck Close
Anthony Velonis
Adolf Dehn
Thomas Benton
Marigold Santos
Georges Schreiber
Bill Laing
Banksy (British street artist)
Andy Warhol
Malcolm Ruthven
Japanese Katazome artists
Chinese Song Dynasty prints
Contemporary T-shirt artists
WWI flags/banners
Etc.
Assessment: Student’s research on silk screen should be assessed on completion and theoretical integrity (how
well did they describe the elements and principles of design in the art work). Prints should be evaluated on
technique and ideas conveyed as well as how historical artworks have informed the print. Marks for working in
class and clean up can be given under the “uses materials and techniques safely” curriculum guideline.