Creative Arts Methods, ARE 361-001

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Lesson Plan _2_ Name and date: Kaitlin Thorpe, 2/28

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Presenter: Kaitlin Thorpe

Lesson title: Playing with Printmaking

Age range: 1st/2nd grade

Medium: Printmaking: tempera and acrylic paint

A. Description:
Students will engage with every day materials (including balloons, fun!) to create prints
from their impression in paint. They will use what they have learned from their ma-
terials exploration to create their own piece that reflects who they think they are!
Student will be allowed to choose 1 symbol they believe represents them and utilize
printmaking by using the prints of an object to either form the symbol itself, or the
background of their piece. Afterwards, we will discuss how artist choices affect how
others view the artist and their identity, and what they may have learned about
themselves.

B. Enduring ideas/essential questions:

How can we utilize every day materials in artwork?
How can we make artwork fun and affordable?
What can a symbol represent about the identity of an artist?
How do artist choices reflect the artist themselves?

C. Objectives (the participants will):

a. Explore every day materials and how their prints can be manipulated on paper.
b. Compose a piece reflecting their self-image by utilizing a symbol of their choice that
includes elements of printmaking.
c. Investigate avenues of visual art that focus on process and craft, rather than aes-
thetic significance. (Andrew Tegarden, Made in the shade)
d. Consider how artwork and symbol choices can reflect aspects of identity.

D. Arizona Visual Arts Standards:

Anchor Standard #2 Organize and develop artistic ideas and work
a. Explore uses of materials, tools, approaches to create works of art or design.
b. Demonstrate safe and proper procedures for using materials, tools, and equipment
while making art.
c. Identify and classify uses of everyday objects through drawings, diagrams, sculp-
tures, or other visual means.
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Anchor Standard #3: Refine and complete artistic work

a. Discuss and reflect with peers about choices made in creating artwork.
Anchor Standard #7: Perceive and analyze artistic work
b. Determine messages communicated by an image.
Anchor Standard #8: Interpret intent and meaning in artistic work
a. Interpret art by categorizing subject matter and identifying the elements and princi-
ples
C. Instructional approach:
Material exploration and experimentationLesson will have an emphasis on exploring
everyday materials and printmaking to discover their properties when used as a
print/stamping them.
Craft-based art educationEmphasizing meaning-making through art education while
realizing the value of everyday materials.
Identity-based art educationFocus on identity and self-realization, as well as the iden-
tity of others through artistic choices.

D. Vocabulary:
Canvas
Acrylic paint
Tempera paint
Expression
Craft
Print
Printmaking
Stamp

E. Materials/resources:
Twine or any type of string
Toothpaste cap
Balloons (can blow these up too)
Doilies
Lacy ribbon
Tissue paper
Acrylic paint
Tempera paint
Paintbrushes
Absorbent craft paper

F. Activities/sequence:
1. Prepare materials (lay them out) and prepare paint in trays.
2. Give students instruction of materials exploration process and remind them of the pur-
pose of the activity.
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a. Purpose: To see what each object does when a print is made with the object on
paper and to be able to choose which items they will use when they create their
final piece (which manipulations did they like, or not like?)
3. Design prompt:
a. Now that you have seen what a physical print or stamp of everyday objects can
look like on your paper, I want you to create a piece of artwork that represents you.
In order to do this, you will pick one item or symbol to represent you and use the
prints you have made as either a background, as a composition of the symbol itself,
or for both. You can also combine other elements (marker, colored pencil, crayon) if
you would like **consider adjusting language for 1st and 2nd graders
4. After completion of the artwork, facilitate a class discussion about why they chose what
they did, what it says about them, and relate it to how artist choices reflect the artist
themselves.
5. Clean up.

G. Accommodations:
Participants can have the option to choose which items they will stamp onto their paper
(some are easier to manipulate than others, but it will be ensured that there are eas-
ier to use materials, like actual stamps).

H. Enrichment activities:
Discovering the artistic process by first exploring materials before creating an artistic
piece. Rough drafting it.

I. Closure:
Follow-up questions:
What did you learn, if anything, about how artists make choices?
What did you learn about yourself or your classmates that you did not know be-
fore?
Why do you think we used household items instead of professional prints?

J. Assessment procedure:
Summative checklist:
_Y_ Students understood printmaking.
_Y_ Students recognized elements of their own identity.
_N_ Students adequately reflected the identity aspects of their peers and the rela-
tionship between artist choice and identity.
The big part of this problem is that I did not get to this part of the lesson (overplan-
ning). If I had restricted the time for exploring materials a little more I think we
would have had a lot more time for the actual lesson. I need to work on my
timekeeping skills and getting my students/peers to transition and move on
quickly.
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_N_ Adequate reflection on individual relationship to art materials, tools, and pro-
cesses related to graphic art making? If not, why?
We explored materials but did not touch on this particular aspect of the lesson. I
think I was just so crunched for time and so dead-set on getting to the actual
lesson part of it (main lesson) that I was not thinking about this aspect of the
lesson.
_Y_ Participant focus centered on process rather than finished product? If not, why?
They focused SO MUCH on the process which made me super happy, however, I feel
like maybe we could have moved on a little quicker.

K. (Please attach pictures of instructor sample, set-up, and participant work)

Instructor sample: **string, balloon, toothpaste caps, markers

Participant work:
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L. Notes/additional reflections during or after teaching the lesson:

My students would follow directions but did not seem very engaged. They did the actual ac-
tivities with some engagement but when it came to me talking to them about the lesson or
asking them questions, or to do something, it was all blank stares. Im not sure if they were
tired or if I need a more demanding presence but I will try to work on my articulation for fu-
ture lessons. I was very frenzied because my group was larger than expected and I think I
was stressed a lot about trying to make sure everyone was engaged and understood what I
was asking of them and that they had enough materials, that I did not enjoy it as much as I
could have. In future I think I can improve on preparation and clean up (that was very very
messy). I am very happy overall, with their artwork and with the lesson itself. It was fun to
work with the balloons and I think they did a good job following my instructions.

M. Other: integration, art history, multicultural, visual culture, elements/principles, etc.

A little integration present with craft-based art, materials based exploration, and identity-
based component.