Painting and Printmaking
(.5 credit)
Approved January 2012
1
Introduction to Painting Processes, Tools and Media
Essential Understandings:
1. Painting is the process by which artists apply color to a surface using a variety of tools and paint media.
2. The artist selects paint media, tools and surfaces to express the subject, composition, and content of a painted work of art.
3. A painted artwork both reflects and informs the cultural and historical context in which it is created.
Content Standards:
1. Understand, select and apply media, techniques and processes.
2. Understand and apply elements and organizational principles of art.
3. Consider, select and apply a range of subject matter, symbols and ideas.
4. Understand the visual arts in relation to history and culture.
5. Reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
6. Make connections between the visual arts, other disciplines, and daily life.
Essential Questions: How does basic knowledge of paint media, tools, techniques, and processes provide a foundation for painted
artworks? How has technology affected the development of painting? Why is it essential to have an understanding of the elements and
principles of art in order to create a painted artwork?
Learning Goals: Students will:
Learn and correctly use the art vocabulary associated with painting.
Exhibit responsible behavior in the proper use and maintenance of materials and tools.
Learn location of painting materials and tools in the art room.
Gain knowledge of the history of painting including the genres of still-life, portrait, figure, landscape, and narrative painting.
Develop the ability to identify realistic, stylized, abstract, and non-representational painting styles.
Gain knowledge of innovations in painting technology.
Develop the ability to consider composition in painting.
Recognize the elements and principles of art in a painting.
Apply reading, and listening skills through articles and multimedia study of painting basics.
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century Skills
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Students introduce peers to the painting studio using art vocabulary.
Students demonstrate use of media, tools, and processes after modeling by teacher.
Students explain and experiment with paint media, tools, and engage in paint studio tasks.
Students construct a timeline of key developments in the history of painting.
Students read about and analyze compositions and painting styles including the genres of still-life, portrait,
figure, landscape, and narrative painting.
Students identify elements and principles of art in significant paintings through group critiques.
CFA – Performance review of elements and principles of art.
Daily Teacher Observation
Journal entries based on analysis of paintings.
Performance assessment - Timeline
Performance assessment – Focus on composition and art element of value.
Support text: ArtTalk, by Rosalind Ragans, (Glencoe)
Support text: Discovering Art History, by Gerald F. Brommer, (Davis Publications)
Scholastic Art Magazines: Ice Age Artists, Chinese Painters, Jasper Johns, Pablo Picasso
Books on Sumi-e - Chinese brushstroke painting
Handouts: The Language of Art, Art Facts
DVD – Elements of Design & Principles of Design
Website: www.googleartproject.com/
Website: coudal.org/moom/- MoOM: Museum of Online Museums
Websites listed on handout of Art Museums
Website: Painting Timeline Index - www.timelineindex.com/content/select/1025/912,1,1025
Website: www.timesearch.info/
Online Painting Tutorials as recommended by teacher and researched by student.
Subject, composition, content, elements and principles of art, sumi-e, surface, paint media, pigment, binder,
solvent, water-soluble, oil-based, palette, palette knife, studio, easel
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Access and process information
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Core Ethical Values
Water Media: Tempera and Watercolor
Essential Understandings:
1. Painting is the process by which artists apply color to a surface using a variety of tools and paint media.
2. The artist selects paint media, tools and surfaces to express the subject, composition, and content of a painted work of art.
3. A painted artwork both reflects and informs the culture in which it is created and promotes aesthetic interpretations.
Content Standards:
1. Understand, select and apply media, techniques and processes.
2. Understand and apply elements and organizational principles of art.
3. Consider, select and apply a range of subject matter, symbols and ideas.
4. Understand the visual arts in relation to history and culture.
5. Reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
6. Make connections between the visual arts, other disciplines, and daily life.
Essential Questions: How do artists determine which water medium is most suitable to express their idea(s)? How do the intrinsic
qualities of water media contribute to the physical expression and content of an artwork?
Learning Goals: Students will:
Explore, compare and contrast tempera and watercolor media.
Learn and use the art vocabulary associated with tempera and watercolor painting.
Gain knowledge and develop appreciation of recognized masters of egg tempera and watercolor painting.
Gain knowledge of watercolor papers and surfaces.
Develop the ability to use watercolor techniques.
Develop the ability to select from and apply a variety of painting genres and styles.
Develop the ability to assess one’s own work and the work of others through class critiques and individual analysis.
Exhibit responsible behavior in the use and maintenance of tools, media, and studio space.
Develop the ability to express personal thought and feeling through painting.
Keep a record of ideas, thoughts, progress, and projects through regular journal entries.
Learn how to mat and display artwork.
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century Skills
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Students use tempera and watercolor in color mixing exercises.
Students label exercises with appropriate art vocabulary.
Students identify examples of egg tempers and watercolor painting in Google Art and create an artwork folder
of favorite paintings with written notes.
Students experiment with a variety of watercolor techniques and papers after demonstration by teacher.
Students select a personal focus for a watercolor painting from a list of suggestions.
Students compose a small study of final painting through sketches, thumbnail plans and color studies.
Students share their thoughts, ideas, sketches, and painted studies in small groups.
Students will learn to use a mat cutter to frame out their final painting.
CFA – Performance review - color mixing
Daily Teacher Observation
Sample sheet of watercolor techniques
Rubric – Assessment of student created Google Art folder
Performance assessment – Plan for final painting
Performance assessment – Final watercolor painting
Writing – Artist’s Statement
Support text: ArtTalk, by Rosalind Ragans, (Glencoe)
Support text: Discovering Art History, by Gerald F. Brommer, (Davis Publications)
Art Room Library - Books on watercolor techniques and artists
Scholastic Art Magazine – Winslow Homer, George Seurat, Georgia O’Keeffe
Publications: The Artist’s Magazine, Watercolor Artist
Teacher Handouts
Website: www.googleartproject.com/
Website: coudal.org/moom/- MoOM: Museum of Online Museums
Websites listed on handout of Art Museums
Website: Painting Timeline Index - www.timelineindex.com/content/select/1025/912,1,1025
Online Painting Tutorials as recommended by teacher and researched by student.
List of watercolor techniques, masking, Arches, Fabriano, 140 lb. paper, atmospheric perspective, brush
materials and types of brushes – sable, synthetic, brights, flats, rounds.
Productive habits of mind
Quality work
Communicate effectively
Collaborate and cooperate
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Access and process information
Core Ethical Values
6
Acrylic Painting
Essential Understandings:
1. Painting is the process by which artists apply color to a surface using a variety of tools and paint media.
2. The artist selects paint media, tools and surfaces to express the subject, composition, and content of a painted work of art.
3. A painted artwork both reflects and informs the culture in which it is created and promotes aesthetic interpretations.
Content Standards:
1. Understand, select and apply media, techniques and processes.
2. Understand and apply elements and organizational principles of art.
3. Consider, select and apply a range of subject matter, symbols and ideas.
4. Understand the visual arts in relation to history and culture.
5. Reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
6. Make connections between the visual arts, other disciplines, and daily life.
Essential Questions: How do artists determine acrylic media and techniques most suitable to the expression of their idea(s)? How do the
intrinsic qualities of acrylic media contribute to the physical expression and content of an artwork?
Learning Goals: Students will:
Learn and use the art vocabulary associated with acrylic painting.
Gain knowledge and develop appreciation of recognized masters of acrylic painting.
Gain knowledge acrylic painting surfaces.
Develop the ability to use acrylic techniques.
Develop the ability to select from and apply a variety of painting styles and genres.
Develop the ability to consider composition, value, space, and color in painting.
Develop the ability to assess one’s own work and the work of others through class critiques and individual analysis.
Exhibit responsible behavior in the use and maintenance of tools, media, and studio space.
Develop the ability to express personal thought and feeling through painting.
Keep a record of ideas, thoughts, progress, and projects through regular journal entries.
Learn how to display paintings.
7
Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century Skills
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Students utilize acrylic in color mixing and technique based paint exercises.
Students label exercises with appropriate art vocabulary.
Students identify examples of acrylic painting in Google Art and create an artwork folder of favorite paintings
with written notes.
Students experiment with a variety of acrylic techniques and surfaces after demonstration by teacher.
Students select a personal focus for an acrylic artwork from a list of suggestions.
Students compose a small study of final artwork through sketches, thumbnail plans and color studies.
Students share their thoughts, ideas, sketches, and painted studies in small groups.
Students will gain knowledge to how to present their final artwork for display.
CFA – Performance review - color mixing and brushwork
Daily Teacher Observation
Sample sheet of acrylic techniques
Rubric – Assessment of student created Google Art folder
Performance assessment – Plan for final artwork.
Performance assessment – Final acrylic artwork.
Writing – Artist’s Statement
Support text: ArtTalk, by Rosalind Ragans, (Glencoe)
Support text: Discovering Art History, by Gerald F. Brommer, (Davis Publications)
Scholastic Art Magazines: Jasper Johns, Wayne Theibaud, Robert Rauschenberg
Art Room Library - Books on acrylic techniques and artists
CRHS Library
Publications: The Artist’s Magazine, Art in America
Teacher Handouts
Website: www.googleartproject.com/
Website: coudal.org/moom/- MoOM: Museum of Online Museums
Websites listed on handout of Art Museums
Website: Painting Timeline Index - www.timelineindex.com/content/select/1025/912,1,1025
Online Painting Tutorials as recommended by teacher and researched by student.
Acrylic, polymer, acrylic mediums, modeling paste, glaze, impasto, gesso, underpainting
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
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Access and process information
Core Ethical Values
9
Oil Painting
Essential Understandings:
1. Painting is the process by which artists apply color to a surface using a variety of tools and paint media.
2. The artist selects paint media, tools and surfaces to express the subject, composition, and content of a painted work of art.
3. A painted artwork both reflects and informs the cultural and historical context in which it is created.
Content Standards:
1. Understand, select and apply media, techniques and processes.
2. Understand and apply elements and organizational principles of art.
3. Consider, select and apply a range of subject matter, symbols and ideas.
4. Understand the visual arts in relation to history and culture.
5. Reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
6. Make connections between the visual arts, other disciplines, and daily life.
Essential Questions: How do the intrinsic qualities of oil paint contribute to the physical expression and content of an artwork?
Learning Goals: Students will:
Learn and use the art vocabulary associated with oil painting.
Gain knowledge and develop appreciation of recognized masters of oil painting.
Gain knowledge oil painting surfaces.
Develop the ability to use oil painting techniques.
Develop the ability to select from and apply a variety of painting styles and genres.
Develop the ability to create mood using the elements and principles of art in an effective composition.
Develop the ability to assess one’s own work and the work of others through class critiques and individual analysis.
Exhibit responsible behavior in the use and maintenance of tools, media, and studio space.
Develop the ability to express personal thought and feeling through painting.
Keep a record of ideas, thoughts, progress, and projects through regular journal entries.
Learn how to display paintings.
10
Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Students utilize oil paint in color mixing and technique based paint exercises.
Students label exercises with appropriate art vocabulary.
Students identify examples of oil painting in Google Art and create an artwork folder of favorite paintings with
written notes.
Students experiment with a variety of oil techniques and surfaces after demonstration by teacher.
Students select a personal focus for an oil painting from a list of suggestions.
Students compose a small study of final artwork through sketches, thumbnail plans and color studies.
Students share their thoughts, ideas, sketches, and painted studies in small groups.
Students will gain knowledge to how to present their final artwork for display.
Daily Teacher Observation
Sample sheet of oil techniques
Rubric – Assessment of student created Google Art folder
Performance assessment – Plan for final oil painting.
Performance assessment – Final oil painting.
Support text: ArtTalk, by Rosalind Ragans, (Glencoe)
Support text: Discovering Art History, by Gerald F. Brommer, (Davis Publications)
Art Room Library - Books on oil painting techniques and artists
CRHS Library
Scholastic Art Magazine: The Fauves, Henri Matisse, Alice Neel, Vincent van Gogh
Publications: The Artist’s Magazine, Art in America. Plein Air, American Artist
Teacher Handouts
Website: www.googleartproject.com/
Website: coudal.org/moom/- MoOM: Museum of Online Museums
Websites listed on handout of Art Museums
Website: Painting Timeline Index - www.timelineindex.com/content/select/1025/912,1,1025
Online Painting Tutorials as recommended by teacher and researched by student.
Binder, linseed oil, solvent, turpentine, glazing, wash, scumbling, alla prima, sgraffito, primer
Productive habits of mind
Quality work
Read critically
Communicate effectively
Access and process information
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Core Ethical Values
12
Introduction to Printmaking Processes, Tools, and Media
Essential Understandings:
1. Printmaking is a process in which an artist repeatedly transfers an original image from one prepared surface to another.
2. The artist selects print media, tools and surfaces to express the subject, composition, and content of a print.
3. A print artwork both reflects and informs the cultural and historical context in which it is created.
Content Standards:
1. Understand, select and apply media, techniques and processes.
2. Understand and apply elements and organizational principles of art.
3. Consider, select and apply a range of subject matter, symbols and ideas.
4. Understand the visual arts in relation to history and culture.
5. Reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
6. Make connections between the visual arts, other disciplines, and daily life.
Essential Questions: How are the three basic steps of printmaking utilized in the different printmaking processes? How is a specific
printmaking process related to the visual elements of a print? Why is it essential to have an understanding of the elements and principles
of art in order to create a printed artwork?
Learning Goals: Students will:
Learn and correctly use the art vocabulary associated with printmaking.
Exhibit responsible behavior in the proper use and maintenance of materials and tools.
Learn location of printmaking materials and tools in the art room.
Gain knowledge of printmaking steps and techniques.
Gain knowledge of the history of printmaking and master printmakers.
Develop the ability to consider appropriate printmaking techniques to express their ideas.
Recognize the elements and principles of art in a print.
Develop the ability to express personal thought and feeling through printmaking.
Keep a record of ideas, thoughts, progress, and projects through regular journal entries.
Support a master printmaker’s significance in history or culture in a written essay.
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century Skills
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Students explain and experiment with print media, tools, and engage in print studio tasks.
Students construct a timeline of key developments in the history of printmaking.
Students read about and analyze prints that illustrate different print techniques.
Students identify elements and principles of art in significant prints through group critiques.
Students reflect on, compare, and select appropriate print techniques to express their thoughts and feelings.
Students select and assess the importance of a master printmaker in a written essay.
CFA – Match printmaking tools and equipment with their name and definition.
Daily Teacher Observation
Performance Quiz –Utilize tools to create small prints demonstrating technical skill.
Journal entries based on analysis of elements and principles of art in prints.
Timeline of developments in printmaking and master printmakers.
Written essay.
Support text: ArtTalk, by Rosalind Ragans, (Glencoe)
Support text: Discovering Art History, by Gerald F. Brommer, (Davis Publications)
Scholastic Art Magazines: Kathe Kollwitz, Rembrandt, Albrecht Durer, M.C. Escher
Art Room Library - Books on Printmaking
Teacher Handouts
Teacher demonstration and examples of original prints
Website: www.googleartproject.com/
Website: coudal.org/moom/- MoOM: Museum of Online Museums
Websites listed on handout of Art Museums
Website: Painting Timeline Index - www.timelineindex.com/content/select/1025/912,1,1025
Website: www.timesearch.info/
Online printmaking tutorials as recommended by teacher and researched by student.
Print, reproduction, printing plate, ink, transfer, impression, edition, monotype, collagraph, relief printing,
intaglio, etching, lithography, screen printing, serigraphy, bench hook, linoleum cutter, brayer, baren, press
Productive habits of mind
Read critically
Communicate effectively
Access and process information
Core Ethical Values
14
Monotype Printing
Essential Understandings:
1. Printmaking is a process in which an artist repeatedly transfers an original image from one prepared surface to another.
2. The artist selects print media, tools and surfaces to express the subject, composition, and content of a print.
3. A print artwork both reflects and informs the cultural and historical context in which it is created.
Content Standards:
1. Understand, select and apply media, techniques and processes.
2. Understand and apply elements and organizational principles of art.
3. Consider, select and apply a range of subject matter, symbols and ideas.
4. Understand the visual arts in relation to history and culture.
5. Reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
6. Make connections between the visual arts, other disciplines, and daily life.
Essential Question: How do artists use a simple printmaking technique to explore the possibilities of contemporary materials?
Learning Goals: Students will:
Learn and correctly use the art vocabulary associated with monotype printing.
Exhibit responsible behavior in the proper use and maintenance of materials and tools.
Experiment with monotype printmaking steps and techniques.
Gain knowledge of the history of monotypes and examine monotypes created by notable artists.
Develop the ability to utilize specific monotype techniques to express personal thought and feeling.
Apply the elements and principles of art in a monotype.
Keep a record of ideas, thoughts, progress, and projects through regular journal entries.
Develop the ability to assess one’s own work and the work of others through class critiques and individual analysis.
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century Skills
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Students explain and experiment with monotype media, tools, and processes.
Students record on timeline key developments in monotype printing.
Students analyze monotypes created by contemporary artists for aesthetics, technique, and content.
Students identify elements and principles of art in monotypes through group critiques.
Students reflect on, compare, and select appropriate monotype techniques to express their thoughts and
feelings.
Students keep record of each monotype produced including their selected media, tools, and processes.
CFA – Match monotype tools and equipment with their name and definition.
Daily Teacher Observation
Performance Quiz –Utilize tools to create small prints demonstrating technical skill.
Journal entries based on analysis of elements and principles of art in contemporary monotypes.
Student’s written record of techniques explored in each monotype.
Performance assessment – Three monotypes demonstrating a choice of techniques.
Support text: ArtTalk, by Rosalind Ragans, (Glencoe)
Scholastic Art Magazines: Jim Dine, Edgar Degas, William Blake
Art Room Library - Books on Printmaking i.e., Monotype – Mediums and Methods for Painterly Printmaking,
Ayres, Julia, Watson-Guptill Publications.
Teacher Handouts
Teacher demonstration and examples of original prints.
Website: www.googleartproject.com/
Website: coudal.org/moom/- MoOM: Museum of Online Museums
Websites listed on handout of Art Museums
Online printmaking tutorials as recommended by teacher and researched by student.
Monotype, plate, “ghost” print, plexi-glass, squeegee, soaking tub, Rives printing paper, felts, registration.
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Access and process information
Core Ethical Values
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Relief Printing
Essential Understandings:
1. Printmaking is a process in which an artist repeatedly transfers an original image from one prepared surface to another.
2. The artist selects print media, tools and surfaces to express the subject, composition, and content of a print.
3. A print artwork both reflects and informs the cultural and historical context in which it is created.
Content Standards:
1. Understand, select and apply media, techniques and processes.
2. Understand and apply elements and organizational principles of art.
3. Consider, select and apply a range of subject matter, symbols and ideas.
4. Understand the visual arts in relation to history and culture.
5. Reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
6. Make connections between the visual arts, other disciplines, and daily life.
Essential Question: Why does the content of a relief print need to be considered when planning the final print?
Learning Goals: Students will:
Learn and correctly use the art vocabulary associated with relief printing.
Compare and contrast the characteristics of linocuts and woodcuts.
Exhibit responsible behavior in the proper use and maintenance of materials and tools.
Gain knowledge of the history of relief prints and indentify major themes suited for the relief technique.
Develop the ability to utilize relief techniques to express personal thought and feeling.
Apply the elements and principles of art in a relief print.
Develop the ability to print and sign an edition of relief prints.
Keep a record of ideas, thoughts, progress, and projects through regular journal entries.
Develop the ability to assess one’s own work and the work of others through class critiques and individual analysis.
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century Skills
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Students explain and experiment with relief media, tools, and processes.
Students record on timeline key developments in relief printmaking.
Students analyze relief prints created by notable artists for aesthetics, technique, and content.
Students identify elements and principles of art in relief prints through group critiques.
Students reflect on, compare, and select appropriate relief techniques to express their thoughts and feelings.
Students create an edition of a relief print including an artist proof.
CFA – Match relief tools and equipment with their name and definition.
Daily Teacher Observation
Performance Quiz –Utilize tools to create small prints demonstrating technical skill.
Journal entries based on analysis of elements and principles of art in relief prints.
Performance assessment – Plan for final artwork.
Performance assessment – Final linocut or woodcut edition of prints.
Support text: ArtTalk, by Rosalind Ragans, (Glencoe)
Support text: Discovering Art History, by Gerald F. Brommer, (Davis Publications)
Scholastic Art Magazines: Hokusai: Japanese Prints
Art Room Library - Books on Printmaking
Teacher Handouts
Teacher demonstration and examples of original prints.
Website: www.googleartproject.com/
Website: coudal.org/moom/- MoOM: Museum of Online Museums
Websites listed on handout of Art Museums
Online printmaking tutorials as recommended by teacher and researched by student.
Relief, block, positive and negative space, texture, high contrast, gouge, artist’s proof, reduction block print.
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Access and process information
Core Ethical Values
18
Intaglio Printing
Essential Understandings:
1. Printmaking is a process in which an artist repeatedly transfers an original image from one prepared surface to another.
2. The artist selects print media, tools and surfaces to express the subject, composition, and content of a print.
3. A print artwork both reflects and informs the cultural and historical context in which it is created.
Content Standards:
1. Understand, select and apply media, techniques and processes.
2. Understand and apply elements and organizational principles of art.
3. Consider, select and apply a range of subject matter, symbols and ideas.
4. Understand the visual arts in relation to history and culture.
5. Reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
6. Make connections between the visual arts, other disciplines, and daily life.
Essential Question: Why does the content of an intaglio print need to be considered when planning the final print?
Learning Goals: Students will:
Learn and correctly use the art vocabulary associated with intaglio printing.
Compare and contrast the characteristics of drypoint and etching intaglio techniques.
Exhibit responsible behavior in the proper use and maintenance of materials and tools.
Gain knowledge of the history of intaglio printing and indentify major themes suited for the intaglio/drypoint technique.
Develop the ability to utilize intaglio/drypoint techniques to express personal content of portrait or place.
Apply the elements and principles of art in an intaglio/drypoint print.
Develop the ability to print and sign an edition of drypoint prints.
Keep a record of ideas, thoughts, progress, and projects through regular journal entries.
Develop the ability to assess one’s own work and the work of others through class critiques and individual analysis.
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Students explain and experiment with intaglio – drypoint media, tools, and processes.
Students record on timeline key developments in intaglio printmaking.
Students analyze intaglio prints created by notable artists for aesthetics, technique, and content.
Students identify elements and principles of art in intaglio prints through group critiques.
Students reflect on, compare, and select appropriate intaglio techniques to express their thoughts and feelings.
Students create an edition of an intaglio- drypoint print including an artist proof.
CFA – Match intaglio tools and equipment with their name and definition.
Daily Teacher Observation
Performance Quiz –Utilize tools to create small prints demonstrating technical skill.
Journal entries based on analysis of elements and principles of art in intaglio prints.
Performance assessment – Plan for final artwork.
Performance assessment – Final intaglio – drypoint edition of prints.
Support text: ArtTalk, by Rosalind Ragans, (Glencoe)
Support text: Discovering Art History, by Gerald F. Brommer, (Davis Publications)
Scholastic Art Magazines: Rembrandt, Albrecht Durer, Mary Cassatt, Max Beckmann, Alex Katz, Milton Avery
Art Room Library - Books on Printmaking
Teacher Handouts
Teacher demonstration and examples of original prints.
Website: www.googleartproject.com/
Website: coudal.org/moom/- MoOM: Museum of Online Museums
Websites listed on handout of Art Museums
Online printmaking tutorials as recommended by teacher and researched by student.
Intaglio printing, etching, burr, engraving, plate, burin, incise, dauber, tarlatan cloth, etching press
Productive habits of mind
Quality work
Communicate effectively
Collaborate and cooperate
Access and process information
Core Ethical Values
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Screen Printing or Serigraphy
Essential Understandings:
1. Printmaking is a process in which an artist repeatedly transfers an original image from one prepared surface to another.
2. The artist selects print media, tools and surfaces to express the subject, composition, and content of a print.
3. A print artwork both reflects and informs the cultural and historical context in which it is created.
Content Standards:
1. Understand, select and apply media, techniques and processes.
2. Understand and apply elements and organizational principles of art.
3. Consider, select and apply a range of subject matter, symbols and ideas.
4. Understand the visual arts in relation to history and culture.
5. Reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
6. Make connections between the visual arts, other disciplines, and daily life.
Essential Question: How have technological changes to the screen-printing process impacted the contemporary visual culture?
Learning Goals: Students will:
Learn and correctly use the art vocabulary associated with screen-printing.
Examine the influence of digital technology on screen-printing in contemporary culture.
Exhibit responsible behavior in the proper use and maintenance of materials and tools.
Gain knowledge of the history of screen-printing and distinguish fine art versus applied art applications of screen-printing.
Develop the ability to utilize screen-printing techniques to design a visual symbol related to contemporary culture.
Apply the elements and principles of art in a screen print.
Develop the ability to print and sign an edition of screen prints.
Develop the ability to reproduce screen print using Adobe Photoshop and/or Adobe Illustrator.
Keep a record of ideas, thoughts, progress, and projects through regular journal entries.
Develop the ability to assess one’s own work and the work of others through class critiques and individual analysis.
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Students explain and experiment with screen-printing media, tools, and processes.
Students record on timeline key developments in screen printmaking.
Students analyze screen and digital prints created by notable artists for aesthetics, technique, and content.
Students identify elements and principles of art in screen and digital prints through group critiques.
Students reflect on, compare, and select appropriate screen techniques to design a visual symbol related to
contemporary culture.
Students create an edition of a screen print.
Students design a digital print adapted from screen print.
CFA – Match screen print tools and equipment with their name and definition.
Daily Teacher Observation
Performance Quiz –Utilize tools to create small prints demonstrating technical skill.
Journal entries based on analysis of elements and principles of art in screen and digital prints.
Performance assessment – Plan for final artwork.
Performance assessment – Final screen edition of prints.
Performance assessment – Digital print adapted from screen print.
Support text: ArtTalk, by Rosalind Ragans, (Glencoe)
Support text: Discovering Art History, by Gerald F. Brommer, (Davis Publications)
Scholastic Art Magazines: Andy Warhol, Robert Rauschenberg
Art Room Library - Books on Screen Printing
Teacher Handouts
Teacher demonstration and examples of original prints.
Website: www.googleartproject.com/
Website: coudal.org/moom/- MoOM: Museum of Online Museums
Websites listed on handout of Art Museums
Online printmaking tutorials as recommended by teacher and researched by student.
Silkscreen, mesh, back clamps, mask, stencil, bleed, clogging, copyright, digital imaging, digital transfer, heat gun
Productive habits of mind
Quality work
Communicate effectively
Collaborate and cooperate
Access and process information
Core Ethical Values
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