LESSON TITLE: Printing with Everyday Materials

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1 AGE RANGE: Elementary (K-2 nd ) DURATION: minutes LESSON RATIONALE: By encouraging students to think critically about the function of common materials, this lesson will allow them to understand the basic elements of art. Through participating in the process of constructing patterns and shapes from these common materials, reinforcement of student s knowledge of geometry will take place. EVALUATION CRITERIA/ EVIDENCE OF SUCCESS UCCESS: Did students use the class time to create a monoprint? Did students create patterns in their monoprints? Did students participate in a class discussion about their process and what they made? LESSON OBJECTIVES [Include NYS State standard reference with each objective]: Students will understand the process of making a monoprint by studying the prints of Tara Donovan. (NYS Art: S1, S2, S3, S4) Students will be able to define positive and negative space. (NYS Art: S1, S2, S3) Students will be able to discuss elements of art and design such as: texture, line, shape, etc. (NYS Art: S1, S2, S3) Students will learn about composing patterns and constructing shapes on a flat surface. (NYS Art: S1, 2, NYS MST: S1, S6, CCSS Math: CONTENT.K.G.A.2-3, CONTENT.K.G.B.4-6, CONTENT.1-3.G.A.1) Students will be able to compare and recognize the processes in Tara Donovan s work in relation to their own. (NYS Art: S1, S2, S3, S4) Can students identify the elements of art, such as shape, line, color, and pattern/texture? ASSESSMENT STRATEGY/ INSTRUMENT: Could students explain their answers to introductory discussion? Students created a monoprints that show correct usage and understanding of pattern and shapes. In a post-project class review, students can correctly identify elements of art in their own work and in their classmates. NYS Visual Art Standards: Common Core Math Standards for K-2 K nd grade: Standard 1: 1 Creating, Performing, and Participating in the Arts CCSS.MATH.CONTENT.K.G.A.2-3: Identify and describe shapes Standard 2: 2 Knowing and Using Arts Materials and Resources CCSS.MATH.CONTENT.K.G.B.4-6: Analyze, compare, create, and compose shapes Standard 3: 3 Responding to and Analyzing Works of Art CCSS.MATH.CONTENT.1-3.G.A.1 3.G.A.1: Reason with shapes and their attributes Standard 4: 4 Understanding the Cultural Dimensions and Contributions of the Arts NYS Math, Science, and Technology Standards: Standard 1: 1 Analysis, Inquiry, and Design Standard 6: 6 Interconnectedness: Common Themes AUTHOR Nina D Alfonso Page 1 7/31/2015

2 VISUAL REFERENCES Tara Donovan (American, born 1969) Untitled, 201 Monoprint, 57 x 97 inches Parrish Art Museum, Water Mill, New York Museum purchase with funds provided by the Parrish Art Museum Collector's Circle, and Sherry Brous and Douglas Oliver. AUTHOR Nina D Alfonso Page 2 7/31/2015

3 VOCABULARY/CONCEPT 1. Monotype: a form of printmaking where the image can only be made once 2. Positive space: Positive space is the area or part of a painting's composition that the subject occupies 3. Negative space: Negative space is the space between objects or the parts of an object 4. Stencil: a device for applying a pattern, design, words, etc., to a surface 5. Pattern: the repetition of an element (or elements) in a work 6. Shape: pertains to the use of areas in two-dimensional space that can be defined by edges. Shapes can be geometric or organic. 7. Composition: manner of being composed; a structure 8. Mass produce: to produce or manufacture objects (goods) in large quantities, especially by machinery 9. Recyclable: something that can be used again PUBLICATION/WEBSITE/MATERIAL CULTURE SOURCES Tara Donovan: AUTHOR Nina D Alfonso Page 3 7/31/2015

4 EDUCATOR ACTIVITY STUDENT ACTIVITY MOTIVATION Educat ducator will take students into gallery to view Donovan exhibition (If not Students will participate in an introductory discussion in either the galley or in gallery show a PowerPoint of her work). Educator will explain a little classroom first. about Donovan s work and pose questions to get students thinking critically, such as: Students will answer scaffold questions about the teacher examples to Looking at Donovan s monoprint, what do you notice first? Does it remind you of better understand the activity. anything that you have seen before? How do you think it was made? Does anyone know what a monoprint is? What do you think made those marks? Does anyone know what the word stencil means? Explain positive and negative space, practice with examples to reflect on what they just learned to prove evidence of understanding. Should take about minutes. EXPLORATION Educator will take students back to studio (or classroom at school) and introduce the materials for the project.. Educator will then demonstratd emonstrate e to the students what they will be using, making sure they understand the activity. Explain the directions clearly. Ex: Look at the materials you have. What patterns can you make with them? What shapes can to create? First apply paint to your mat, and then place you materials in a pattern of your choice on the mat. When ready press a piece of plain paper on top of the mat. Explain the alternative lesson so students know what to do if they finish early. (*See modifications section) Student will watch demo and listen to instructions given by educator. Students will use the remaining 20 minutes to arrange their designs, and create their prints. If student has finished his or her work early he or she will move onto the alternative lesson station for the rest of the time period. (*See modifications section) (Both introductions in total should take about minutes.) REFLECTION/RETURN Educator will prompt a post-activity discussion with the students. Ex: Going around the room, let s look at each other s prints. Does anyone see a particular print that they like? Let s talk about it. What patterns do you see? Can you see any shapes? What types of lines do you see? Continue the discussion. Students will look at each other s s work and answer questions prompted by the teacher to discuss d the elements they can find in their classmates work. In the last minutes, students will clean up by placing clean materials back into the clean boxes and dirty materials in dirty boxes. Students will take turns washing the materials. Newsprint can be taken off of worktables and thrown away. AUTHOR Nina D Alfonso Page 4 7/31/2015

5 MODIFICATIONS Keep a presentation or slideshow open on the overhead for students who need a reminder about the concepts. For students who finish early: have them do the alternate activity below. * Alternate Lesson: If educators do not want to do an in studio activity, students can just simply experiment with common objects and compose patterns and shapes with them. Students can arrange their designs on portable Masonite boards, or clip boards. Set up stations with each material and have students rotate in groups so they can experiment with each one. *Extension Lesson: Teacher will take photos of all the compositions student s created in the galleries or in class, and as a follow up review lesson students can look at their photos on the computer and identify the shapes and patterns they see in their work. INSTRUCTIONAL (SUPPORT MATERIALS) The artwork in the museum that students observed, computer with Internet capabilities, the artist s website, and a presentation or slideshow with images on it. SUPPLIES Different common objects each separated into their own box: toothpicks, paper clips, rubber bands, etc., foam printing mats, brayers, acrylic paint, paper, smocks, containers for clean and dirty materials, boxes of clean materials, and boards ready for students who may need to do the alternate lesson. SAFETY PROCEDURES Respect the materials, don t misuse or abuse, and do not use any sharp materials. CLASS PREPARATION Have boxes of supplies and boxes for material disposal ready on tables. Have work tables covered with newsprint for easy clean up. Have boxes of clean materials and boards ready on another table set as a station for students who need to do the alternative lesson. Have one table cleared for students to put their finished prints to dry and also so students can walk around the table and look at each other s work. AUTHOR Nina D Alfonso Page 5 7/31/2015

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