The Power of Images:

Challenging Racial Stereotypes in American Visual Culture

Overview:

Lorna Simpson, Wigs (Portfolio)

This unit will explore the power of images, specifically how our understanding and perceptions of our fellow
human beings are shaped by the visual. The major focus of this unit will center around the ways that race is
considered and portrayed throughout the realm of visual culture. Students will be asked to identify the different
ways that race-specific stereotypes are perpetuated through different types of visual representation.

Big Idea: Social Justice

a. Key Concepts: Stereotypes based on race are perpetuated through the various modes of visual

communication we encounter on a daily basis. As artists (and as members of the human race) we need to
be able to identify and challenge harmful stereotypes that permeate our visual culture.
b. Essential Questions: In what ways are stereotypes maintained through visual culture? How can art
provide us with a means of challenging harmful stereotypes?

Rationale:

The purpose of this unit is to help students recognize racial stereotypes that are maintained through the various
modes of image-based communication that make up American visual culture. We are bombarded on a daily basis
with images whose primary goal is to sell a product or idea. Much of the time, a person or people are incorporated
into advertising as a means of promoting a product or idea. Often, harmful stereotypes associated with certain
groups are strategically employed in advertising and as a result said stereotypes are perpetuated. Thus, it is
important that students develop the ability to look critically at images in order to assess whether or not those
images are promoting harmful messages about groups of people. By being able to recognize images that promote
harmful stereotypes, students can avoid perpetuating the negative ideals themselves. Ideally, this is a unit of
instruction that will lead into subsequent units of instruction that will encourage students to challenge themselves
(and others) to think about how they can engage in social activism (whether it be through art or other means) to
promote human dignity for all. The goal of this unit and subsequent units would be, above all else, to cultivate
within students empathy and respect for all human beings.

Target Student Group:

It is intended that this unit be taught at the High School level. Although it was written with an Art II level in mind,
this unit can be adapted to fit just about any High School level art class in any setting (urban, suburban, rural).

Specific Unit Objectives:

Lesson 1- An Introduction to the Work of Michael Ray Charles
Objective:
The objective of this lesson is to introduce the students to the work of Michael Ray Charles. Through looking at his
work and gaining insight into his practice, students will get a first look at the focus of this unit, which involves
recognizing and contemplating racial stereotypes as well as considering the ways in which they are perpetuated
through different modes of representation in American visual culture.

Lesson 2- Defining Stereotype and Identifying Stereotypes in Visual Culture

Objective:
For homework students were asked to describe how they define the term stereotype (among other related
questions). The objective of this lesson will be to first define stereotype as a class based on their answers to the
questions from the homework assignment. Then, using a set of established criteria based on the/those
definition(s), students will engage in an activity that focuses on identifying racial stereotypes in visual culture. At
the end of class, the project will be introduced.

Lesson 3- Printmaking: Carving Into the Linoleum Block

Objective:

During the last class, students were introduced to the project for this unit. Their homework was to continue
brainstorming and sketching so that for this class period they will have at least one final drawing that is mostly
finished. At the beginning of this class, students will be introduced to printmaking using linoleum blocks. The first
step of art making with this printmaking process involves carving into the linoleum block and will be covered
during this lesson (E-Z cut is also a great alternative if this is the first time students will be using carving
techniques to create an image).

Lesson 4- Other Artists Who Challenge Racial Stereotypes

Objective:

Before the students continue working on their projects (at this point they should be transferring images to
linoleum blocks and carving said linoleum blocks) they will be introduced briefly to a collection of artists who
challenge racial stereotypes in their work. Each student will pick an artist from that collection of artists to further
research for homework. Once these artists have been presented and the homework assignment has been
described, students may use the rest of the class period to work on their projects.

Lesson 5- Printmaking: How to Print the Linoleum Block

Objective:
The main goal of this lesson is to introduce students to the process of printing their linoleum blocks. Though the
students may not get to the stage where they actually begin printing, this demo will help them visualize what will
be involved with this last step. During this lesson students will also learn about some key printmaking terms,
particularly in regards to the printing process. Students will also have an opportunity to look at each others work
and identify various strengths of their classmates work.

Lesson 6- Printmaking as a Means of Spreading Ideas

Objective:

During the last class period, students were shown the process for printing the linoleum blocks. Students will
continue working on their linoleum block projects after a presentation/discussion about printmaking and its value
as an art form. Specifically, the students will discuss printmaking as a means of sharing and spreading ideas. After
the presentation, students will have time to continue working on their projects. The goal is for each student to have
two prints completed by the end of class.

Lesson 7- Social Activism Through Art

Objective:

Throughout the course of this unit, students have looked at the ways that visual representations in American
culture perpetuate racial stereotypes and encourage racist thought. Students have looked at the work of artists

who challenge such racial stereotypes in their work. Now, at the close of this unit, students will consider the
importance of social activism. They will be encourage through a discussion-based activity to think about what
issues in the world are important to them. The purpose of doing this is to get students thinking more about social
justice concerns as a lead-in to subsequent units of instruction with the big idea of Social Justice.

National Art Standards, Grades 9-12:

Content Standard #1, Understanding and applying media, techniques, and processes:
apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions
are carried out in their artworks
conceive and create works of visual art that demonstrate an understanding of how the communication of
their ideas relates to media, techniques, and processes they use
Content Standard #3, Choosing and evaluating a range of subject matter, symbols, and ideas:
apply subjects, symbols, ad ideas in their artworks and use the skills gained to solve problems in daily life
Content Standard #4, Understanding the visual arts in relation to history and cultures
analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying
conclusions made in the analysis and using such conclusions to inform their own art making
analyze and interpret artworks for relationships among form, context, purposes, and critical models,
showing understanding of the work or critics, historians, aestheticians, and artists
Content Standard #5, Reflecting upon and assessing the characteristics and merits of their work and the work of
others
identify intentions of those creating artworks, explore the implications of various purposes, and justify
their analyses of purposes in particular works

Virginia Art SOLs, Art II:

AII.1, the student will expand the use of a process art portfolio to include preliminary sketches, completed work,
critical writings, and class notes.
AII.2, The student will make critical and reflective choices to create works of art.
AII.4, the student will use traditional and nontraditional media and concepts as inspiration to create works of art.
AII.6, The student will express personal beliefs and values in works of art.
AII.8, The student will employ elements of art, principles of design, and a variety of media to express meaning in
works of art and design.
AII.10, The student will use drawing media and processes to plan for and create works of art.
AII.13, The student will examine and discuss social, political, economic, and cultural factors that influence works of
art and design.
AII.19, the student will evaluate the effectiveness of the communication of ideas in personal works of art and
design.
AII.21, The student will use constructive critical approaches to critique (formative, peer-to-peer, self-reflective,
summative).
AII.24, The student will describe personal responses to aesthetic qualities found in works of art and design.

Lesson #1- Introduction to the Work of Michael Ray Charles

(Note: these lessons have been written to accommodate an Art II course that meets every day, Monday-Friday, for
60 minutes each session. Lessons can be tweaked according to variation in meeting times as needed).

Objective-

The objective of this lesson is to introduce the students to the work of Michael Ray Charles. Through looking at his
work and gaining insight into his practice, students will get a first look at the focus of this unit, which involves
recognizing and contemplating racial stereotypes as well as considering the ways in which they are perpetuated
through different modes of representation in American visual culture.

SnapshotEach day when the students walk in, they should see 1. A brief outline of the plan for the day and
2. An Initial Prompt to respond to in their sketchbooks (to be completed within the first 5 minutes of class):
1. Have the sequence of events for the class period that day
posted somewhere on the board:
Respond to the Initial Prompt
Watch Art:21 film segment on Michael Ray Charles
Discussion
Closing Thoughts/Homework Assignment
2. Initial Prompt: Post an image of (Forever Free) Servin
with a Smile and have the students answer the following:
1. Describe the work you are looking at. Focus only on
its physical qualities (avoid addressing your
opinion for this answer).
2. Now consider what you think of this piece, how it
makes you feel, etc What are your initial thoughts
about the work without any prior background
information about it?
(Formative Assessment)

Hook-

Make a note on the slide that students should start

with a fresh page in their sketchbooks. Have them
write the date at the top of the page, and Initial
Prompt just below that. Indicate that they should
write the number for the question they are
answering next to their response.

After the students have had some time (about 5 minutes from the
Michael Ray Charles,
start of class) to respond to the Initial Prompt in their sketchbooks,
(Forever Free) Servin with a Smile
give a brief introduction (no more than 2-3 minutes) about the
work of Michael Ray Charles before watching the segment from the Art:21 episode Consumption, which focuses
on his work (approx. 15 minutes in length):
Give the students a 1-minute-heads-up before switching to the brief introduction on Michael Ray Charles
work.
Include the following information when introducing the work of Michael Ray Charles: Michael Ray Charles
studied advertising design and illustration at McNeese State University in Louisiana. His medium of choice
is painting, which he uses to explore racial stereotypes that have been perpetuated through advertisement
and other forms of representation throughout American visual culture. He is interested in the ways that
representations of stereotypes have evolved over time and deals primarily with these present and past
stereotypes in the context of todays society in his work (M.R.C., Art:21 synopsis). His work is met with

mixed feelings: Many believe his works do not challenge stereotypes but perpetuate them, and that
bringing up derogatory images from the past is ultimately a harmful act.
Switch gears: We are now going to watch a segment from an Art:21 episode that focuses on Michael Ray
Charles work. Listen to what the artist has to say about his work and pay attention to how other people
react to his work. Id like you to be taking notes while you are watching this clip. Continue writing on the
page where you jotted down your answers to the Initial Prompt. Make sure to indicate that these are your
video notes (Title: Video Notes)
Watch Art:21 film segment on Michael Ray Charles.

Instructional Input-

Introduction to the work of Michael Ray Charles through Art:21 video segment from the episode Consumption
and follow-up discussion:
Brief introduction to Michael Ray Charles work (see Hook section for details)
Watch Art:21 film segment on the artist

Guided Practice-

After watching the Art:21 film segment, students will answer post-viewing discussion questions on their own, then
with their tablemates, then with the class as a whole. Using a slide in Powerpoint (or some other digital
presentation platform), project the quotes that the discussion questions are based on for the whole class to see.
Also, provide each student with a handout outlining the quotes and corresponding discussion questions. The
students will have about 5 minutes to answer the discussion questions individually in their sketchbooks. Then,
with their tablemates, they will focus on one of the questions in depth. Assign a question to each table: Have a large
sheet of paper with that tables question written on it (make sure the question is not taking up the whole page).
The students will jot down ideas related to the question directly on the large sheet of paper (or on a post-it note
which can then be posted on the large sheet of paper) with the question on it. After this, each table will share their
answers to the question they were asked to focus on. Time will be allowed for other students to respond/add to
the answers posed by each table. As the guide for this discussion, move the discussion along so that there is
enough time for each table to share their thoughts.
Post-Film-Viewing Discussion Questions (Based on the Following Quotes):
1. A lot of people accuse me of perpetuating stereotypes, and I think theres a fine line between perpetuating
something and questioning something, and I like to get as close to it as possible.

What stereotypes is Michael Ray Charles being accused of perpetuating in his work? Give specific examples
based on what you have seen in the Art:21 video. (refer to quote #1)
Does Michael Ray Charles work perpetuate these stereotypes or challenge them? Explain your position.
(refer to quote #1)
In this quote, Charles notes theres a fine line between perpetuating something and questioning
something and he likes to get as close to [that line] as possible. What do you think about Charles
desire to push the boundaries on challenging vs. perpetuating a stereotype? Does it do more harm than
good or does it encourage more critical thinking about tough subjects? (refer to quote #1)

2. I think people today, they operate from an emotional place when they see these images because they think
of the past as being something that happened, and that these concepts dont linger. But these concepts continue
to affect us in many ways.

Why do you think Charles work elicits such strong reactions (negative and positive) from viewers?
Consider the quote above when answering this question.
Charles seems to be saying that the past needs to be addressed in order to push forward and solve the
problems that exist today. Why do you think it might be important to take the past into consideration when
tackling problems that permeate society today?

Independent Practice-

For this lesson, students will have some time to respond briefly to the initial prompt on their own in their
sketchbooks. During the viewing of the Art:21 film segment, students will be asked to take notes in their
sketchbook. They will also have time after viewing the film segment to respond to the related discussion questions
in their sketchbooks before focusing on one specific question with their tablemates. Because this lesson is geared
towards an Art II class that meets for 60 minutes everyday of the week, there will not be enough time during this
first lesson to include a technical demonstration or art-making endeavor. There will only be time for the film
viewing and related discussion.

Closure-

Use this time to wrap-up the whole-class discussion of the questions based on the film segment. Then, explain the
homework assignment for the next day.
Wrap-up Discussion: Give the students a heads up that there are only a few minutes left for the whole class
discussion. When the time comes, indicate this will be the last comment before we talk briefly about the
homework assignment.
Explain Homework Assignment: For homework, the students will be asked to revisit the image from the
Initial Prompt and answer the following (1 paragraph response per question minimum in sketchbook):
Look back at your answers to the questions posed about this image at the beginning of class:
1. How has your opinion about/your thoughts and feelings associated with this image changed
since first viewing it (if there is any change)?
2. If your thoughts and feelings have changed regarding this piece, why do you think this might
be? Likewise, if they have not changed, what do you think the reason(s) are for this?
Regardless of whether or not he achieves his intentions, Charles has indicated that his work is
meant to challenge racial stereotypes, not perpetuate them. Consider how you would go about
challenging racial stereotypes through art making:
3. Would you approach it the way Charles does, in which you get as close to that line that
separates perpetuating and challenging something as possible? Or would you want your
intentions to be absolutely clear?
4. How would you define stereotype? Today, weve seen how Michael Ray Charles challenges
harmful, racist stereotypes that negatively affect Black Americans. What other populations are
negatively impacted by stereotypes associated with people of color?
5. What specific racial stereotypes would you challenge through your art? List 3-5 examples of
harmful, racist stereotypes being perpetuated in our visual culture that you believe need to be
addressed.
Homework assignment should be in handout format and must include the four questions listed
above as well as an image of (Forever Free) Servin with a Smile. Students should respond to the
questions in their sketchbooks.
(Summative Assessment: Part of ongoing sketchbook grade)

Approximate Breakdown of Pacing (60 minutes total)

Initial Prompt (5 minutes)

Introduction to Artist (2-3 minutes)
View Art:21 Segment on Artist (15 minutes, approx.)
Individual Time to Respond to Discussion Qs (5 minutes)
Discussion of One Q with Tablemates (10 minutes)
Table Groups Share Answers with Class and Discuss (15 minutes)
Wrap-up/Explain Homework Assignment (5 minutes)

Lesson #2- Defining Stereotype and Identifying Stereotypes in Visual Culture

ObjectiveFor homework students were asked to describe how they define the term stereotype (among other related
questions). The objective of this lesson will be to first define stereotype as a class based on their answers to the
questions from the homework assignment. Then, using a set of established criteria based on that definition(s),
students will engage in an activity that focuses on identifying racial stereotypes in visual culture. At the end of
class, the project will be introduced.

Snapshot-

Each day when the students walk in, they should see 1. A brief outline of the plan for the day and
2. An Initial Prompt to respond to in their sketchbooks (to be completed within the first 5 minutes of class):
3. Have the sequence of events for the class period that day posted somewhere on the board:
Respond to Initial Prompt
Discussion: Defining Stereotype
Identifying Stereotypes in Visual Culture
Introduction to Project
4. Initial Prompt: Post an image still from the Art:21 film segment on Michael Ray Charles that shows Charles
comparing the Tarzan figurine and the Leopard Man figurine. Have the following quote by Charles included
alongside the image:
if its not said directly, its said indirectly, and its understood
indirectly then [it is] forced on subconscious levels that Black is bad.

Post the following questions along with the quote and

the image and have students answer in their
sketchbooks:
Think back to the context of this statement (Tarzan
figurine vs. Leopard Man figurine): What is Michael
Ray Charles trying to get at when he says this? What
do you think about his assertion? Do you agree?
Explain your point of view.
(Formative Assessment)

*Go around and do a homework check while the students

are working on the Initial Prompt.

Hook-

After the students have had some time to respond to the Initial Prompt in their sketchbooks (about 5 minutes from
the start of class), briefly remind the students about what went on during the last class and have them find the
page in their sketchbooks where they responded to the questions assigned for homework. Use this to lead into the
class-based mini-discussion in which the term stereotype is defined collectively by the class (based on the
responses to homework questions). As the teacher, you will be guiding students, calling on them when they have
ideas to share, and writing said ideas on the board (a brainstorm diagram with Stereotype as the central word
would be a good organizational approach). Here are some questions to ask the students to help them generate
responses:
Why are stereotypes formed? What is their purpose? (Possible responses: grouping, categorizing,
generalizing, simplifying, etc)
What do you think of when you hear the term stereotype? What thoughts, feelings, words? (Possible
responses: bias, negative, assumptions, labels, hurtful, used in humor, etc)

Use the ideas generated by the students to collectively come up with a definition for stereotype. Write this
definition on the board next to the Stereotype brainstorm diagram. Make sure that this definition and the
brainstorm diagram can be referred back to during the next part of the lesson.
(*Note: it would be good for you and the students to have a copy of the definition and brainstorm diagram. Snap a
picture at the end of class and use it to create a handout for you and the students to refer to throughout this unit of
instruction.)

Instructional InputOnce you and the students have come up with a solid definition for the term stereotype, give a brief presentation
on stereotypes that hits on some key points. This should done to re-emphasize points brought up during the
Hook activity as well as hit on any points that may not have been brought up during the activity. Students should
take notes in their sketchbooks during this presentation. The following are the major points that should be brought
up during the presentation:
Stereotype Defined:
-www.merriam-webster.com: to believe unfairly that all people or things with a particular characteristic
are the same
-www.dictionary.com: A too-simple and therefore distorted image of a group, such as Football players are
stupid or The English are cold and unfriendly people.
-www.oxforddictionaries.com: A widely held but fixed and oversimplified image or idea of a particular type
of person or thing.
Why do we stereotype? To categorize and group people, to create generalizations that at least initially
inform our first impressions of a person. This can be harmful because then we make assumptions
Assumptions and Biases: How we depend on these to gain more knowledge about a person before really
knowing them. How assumptions and biases are developed early on and are based on individual
experiences and exposure to a visual culture that relies heavily on employing stereotyping for a variety of
reasons. Making assumptions about a person based on stereotypes can be harmful
Because a persons identity is incredibly complex and is composed of so many intersecting elements. Race
(or gender or class or sexuality, etc) alone do not define a person, and members of a particular race do
not share the exact same experiences in common.

Guided Practice-

Once the presentation has come to a draw, transition into an activity where students will be tasked with identifying
racial stereotypes in visual culture using the definition and criteria they developed. This will start as a group
exercise in which each table will receive an image (an advertisement of some sort) to discuss with their tablemates
(5 minutes). Once the students have had a few minutes to discuss the image as a group, each table will share their
findings with the rest of the class (5 minutes).
Along with the definition and criteria developed by the students, the following questions can be posted to help the
students as they critically engage with the image and identify the racial stereotypes:

Identify the broader purpose of the image you are looking at: is the image being used to sell a product or
idea? If so, what is being promoted by this image?
Describe the human element present in the image. What is the person or people in the image doing? What
activity is the person (or the people) engaged with in this image?
What associations do you immediately draw between the human element and the main goal of this image?
How is the human element being used to bolster this main goal?

*Before this activity begins, make a note that students should focus primarily on identifying racial stereotypes in
these images. However, also make it known that any other stereotypes they may notice (based on gender, class,
ability, age, sexuality, looks, etc) are absolutely worth noting. This can be an opportunity to briefly describe
intersectionality (although you may have already hinted at it in the presentation, but itll be worth noting again)
and highlight the term as something that will be looked at in much more depth in subsequent lessons/related units
(spark interest in the idea now and continue to come back to it and cultivate more and more interest). You will

want the students to be taking notes during this exercise anyways, so emphasize that any other stereotypes they
notice should be written down in their sketchbooks for future reference.

Independent Practice-

After the groups have presented their findings, switch gears and introduce the first phase of the unit project.
Explain to the students that they will be tasked with creating an artwork that challenges a racial stereotype (or
stereotypes) and employs printmaking techniques, specifically, linoleum block printing. Note that this process will
be explained in more depth during the next lesson. For now, have the students focus on brainstorming concepts
and coming up with preliminary sketches. Note the following parameters (for the physical artwork) for this first
phase:
Focus on drawing for now
The drawing should be 4 X 6
The concept can manifest itself in a number of ways. The following are some ideas for how the students might
approach conceptualizing about this project:
You could take an advertisement and edit it in some way.
-Take a pre-existing character in an advertisement and re-draw them free of stereotype
-Take an advertisement and mark it up with edits
-Create a satirized version of an advertisement that blatantly points out the stereotype
You could create a social activist-oriented work that would be intended to reach as many people as
possible
Once youve introduced the project and have answered any questions the students may have, allow the remaining
class time (minus 2 minutes for closure/homework assignment at the end) to start brainstorming for their
projects. Have a handout prepared for the students with a description of the project, specific parameters, etc The
handout should also include a rubric and specified expectations that the student can reference throughout the
duration of the project.

Closure-

When there are about 2 minutes left of class, switch to a slide that details the homework assignment and briefly
describe the expectations. The following information should be on the slide:
Continue working on your concept brainstorming and sketching for the project. For the next class, you should have 3 strong
concepts and a thumbnail sketch for each. Pick your favorite of the 3 concepts and begin working on a more thorough sketch
that fits the 4 X 6 parameter. Try to get at least halfway through this sketch for tomorrow.

(Formative Assessment)
At this time, students can ask any questions they might have and may begin packing up.

Approximate Breakdown of Pacing (60 minutes total)

Initial Prompt (5 minutes)

Defining the Term Stereotype (10 minutes)
Presentation on Stereotypes (10 minutes)
Identifying Racial Stereotypes in Visual Culture (10 minutes)
Introduction to the Project (5 minutes)
Begin Brainstorming/Conceptualizing (18 minutes)
Homework Assignment/Wrap Up (2 minutes)

Lesson #3- Printmaking: Carving Into the Linoleum Block

ObjectiveDuring the last class, students were introduced to the project for
this unit. Their homework was to continue brainstorming and
sketching so that for this class period they will have at least one
final drawing that is mostly finished. At the beginning of this
class, students will be introduced to printmaking using linoleum
blocks. The first step of art making with this printmaking process
involves carving into the linoleum block and will be covered
during this lesson (E-Z cut is also a great alternative if this is the
first time students will be using carving techniques to create an
image).

Snapshot-

Each day when the students walk in, they should see 1. A brief
outline of the plan for the day and
2. An Initial Prompt to respond to in their sketchbooks (to be
completed within the first 5 minutes of class):
1. Have the sequence of events for the class period that day
posted somewhere on the board:
Respond to the Initial Prompt
The Artist at Work: William Kentridge Video Clip
Printmaking Demo: Carving
Studio Work
2. Initial Prompt: Post the following quote from Michael Ray
Charles along with related response questions for
students to answer in their sketchbooks during the first 5
minutes of class:
I think beauty embodies what we consider ugly as well as what we
consider beautiful.

Response Questions:
Consider the quote above: do you agree or disagree with
this statement? Explain your reasoning.
How do you determine if an artwork is beautiful or if it is
ugly?
Does art have to be beautiful for it to have value?
(Formative Assessment)

William Kentridge,
Walking Man Turning Into a Tree

*Go around and do a homework check while students are working on the Initial Prompt.

Hook-

Once students have finished responding to the Initial Prompt, switch gears and have them view this video clip on
William Kentridge: http://www.youtube.com/watch?v=ja4Wk7g6sdE

Instructional Input-

After students have watched the video showing a snapshot of William Kentridge working in the studio, they will
look at his woodcut piece Walking Man Turning Into A Tree (often referred to as Walking Man). Explain that
Kentridge is an artist who works with many different materials and many different processes. Printmaking is one
of the many processes Kentridge employs for art making and Walking Man is a prime example of his work with

printmaking. Explain that Walking Man is an example of linoleum block printing, which is the printmaking
technique the students will be exploring for their projects. Walking Man is a lino cut that measures 97.5 inches high
by 40 inches wide, printed on rice paper. Have the students consider the following questions pertaining to this
piece:
Describe the formal qualities of the piece: How is line playing a key role in the work? What different types
of line work are present in this piece? How are the flat areas of color (black) functioning in this piece?
Have the students consider these questions and ask them to share their thoughts. Write some of these thoughts
down for the students to refer back to as they refine their images/prepare for lino cut carving during studio time.

Guided PracticeNow its time to move onto the demo: transferring images and carving into the linoleum block.
MATERIALS:
Your 4 X 6 Image for the Demo
4 X 6 Linoleum Block
Carving Tools
Transfer Paper
Carbon Paper
Pencil
Ball Point Pen
Sharpie
Optional: Stamp (preferably with text) and Stamp Pad
PROCESS:
Part One, Image Transfer:
1. Have your image and materials ready for the demonstration.
2. Make a note first and foremost that when you print an image,
the image will print in the reverse. You can demonstrate this
to them by quickly demonstrating using a pre-made stamp
and stamp pad. Because images print in the reverse, they will
want to draw and carve out the reverse image of what they
want onto the linoleum block. This is especially important if
they plan on incorporating text into their image. Note at this
point that they can draw directly onto their linoleum blocks or
they can use the following transfer technique.
3. If they would like to use a transfer technique instead of
directly drawing the image onto the linoleum block, the first
step is to draw the outline of the image onto a sheet of
transfer paper. Once this is done, the paper can be flipped
over and voila! You have the reverse of the image.
4. Next, the reverse image can be copied onto the linoleum block
using carbon paper. If they are not already, cut down the
carbon paper and the transfer paper with your image on it to
fit the size of the linoleum block. Tape the carbon paper onto
the surface of the block so that the carbon side is face down.
Next, tape the transfer paper down so that the reverse side of
the image is facing up. Using a ballpoint pen, tracing the image
outline onto the block. Stress the importance of not using too
much pressure. Too much pressure can cut into the surface of
the linoleum block. Once this is done, remove the transfer
paper and carbon paper. Touch up the image on the linoleum
block as needed.

Part Two, Carving:

1. Start by noting that when you carve the linoleum block you
are carving away the areas that will not print. That is, you are
carving out the areas that will not hold ink (hence why this is
a form of relief printmaking). If this is at all confusing to
students, you can have them color in the image on the
linoleum block with sharpie. Any areas not colored in with
sharpie are the ones they should carve out.
2. As you begin demonstrating the carving process, make note
of the proper safety guidelines the students should be aware
of as they are carving. Emphasize the importance of always
keeping the blade pointed away from your body, carving
away from yourself. You should not place your hands in the
path of the blade at any time while you are carving.
3. In addition to stressing the importance of safety, make sure
to emphasize the proper carving technique. The carving tool
should not be used to gouge the linoleum block. The carving
doesnt have to go really deep for the relief printing to work.
Describe the way and demonstrate method for carving as
skating across the surface of the linoleum block. If youre
using EZ Cut instead of a linoleum block, digging too deep can
make holes in the block or make the materials flimsy and
more prone to breaking apart, which can then ruin a block.
4. Have them think about the ways they can use the carving tool
to create different kinds of line. Show them how to switch the
blades and demonstrate the different marks that each blade
makes. Have some examples of completed linoleum blocks
and their corresponding prints to show. This will help
reinforce the techniques youre demonstrating and will help
the students visualize the reverse image aspect of printmaking.

Independent PracticeStudents will now have the remaining class period to work on their projects. They should be finishing up their
drawings and preparing for the carving process (transferring image to linoleum block). The carving will most likely
not begin today, but students should try to get done with as much of the pre-carving work as possible(Its actually
best if the focus is on finishing drawings/pre-work today. The carving should begin during the next class. Each
student will need to take a safety quiz before they get their carving materials). Make sure to check in with each
student as they are finalizing their drawings. Stress to the students before beginning studio time that they will
need to talk to you about their image first before you give them their linoleum block. Also, make sure to emphasize
to the students that they should refer back to the responses to the questions about William Kentridges Walking
Man as they refine their images. How will they use line and solid blocks of color to their advantage in their our
work?

Closure-

When there are about 2 minutes left of class, switch to a slide that details the homework assignment and briefly
describe the expectations. The following information should be on the slide:
Do some more research on William Kentridge and his piece Walking Man. Create an Artist Page in your sketchbook that
answers the questions outlined on the handout.

As mentioned above, each student should receive a handout for this assignment. They should fill it out and put in
their sketchbooks. Include the following on the handout along with designated space for the students to respond to
questions:
1. Image of Walking Man

2. Information About Artist:

Find out where they are from, where they went to school.
Discuss their practice: what materials do they work with? What processes? What themes do they focus
on in their work?
Find a good quote from the artist.
3. Information About the Piece:
What concept(s) is Kentridge exploring in this piece?
What thoughts/feelings does this work evoke for you?
Think back to the quote and the related questions from the Initial Prompt about beauty: Do you find
this image beautiful? And, regardless of whether or not it is beautiful, do you think this image has
value? Why or why not?
(Summative Assessment: Part of ongoing sketchbook assignment)
Once the students have been briefed on the homework assignment and have received the handout they can start
cleaning up/putting materials away.

Approximate Breakdown of Pacing (60 minutes total)

Initial Prompt (5 minutes)

The Artist at Work: Watch William Kentridge Video (3 minutes)
Walking Man: Look, Describe, Share Observations (5 minutes)
Demo: Transferring Images and Carving the Linoleum Block (10 minutes)
Studio Time (35 minutes)
Homework Assignment/Closure/Clean Up (5 minutes)

Lesson #4- Other Artists Who Challenge Racial Stereotypes

ObjectiveBefore the students continue working on their projects (at this
point they should be transferring images to linoleum blocks and
carving said linoleum blocks) they will be introduced briefly to a
collection of artists who challenge racial stereotypes in their
work. Each student will pick an artist from that collection of
artists to further research for homework. Once these artists have
been presented and the homework assignment has been
described, students may use the rest of the class period to work
on their projects.

SnapshotEach day when the students walk in, they should see 1. A brief
outline of the plan for the day and
2. An Initial Prompt to respond to in their sketchbooks (to be
completed within the first 5 minutes of class):
1. Have the sequence of events for the class period that day
posted somewhere on the board:
Respond to the Initial Prompt
Betye Saar: Thoughts from the Artist
Artists Who Challenge Racial Stereotypes
Carving: Techniques and Safety Quiz
Studio Time
Homework Assignment
Betye Saar,
The Liberation of Aunt Jemima
2. Initial Prompt: Post self-assessment related questions and
have the students respond to each on post-it notes. Give
each student a post-it note for each question (one post-it per question). Have them write the corresponding
question number with each answer and make sure they write their names on the back of each post-it note.
You will want to collect these post-it note self-assessments, so make sure there are sheets of Xerox paper
on each table for the students to stick their post-its to when theyre done. The following are the questions
they should respond to:
How are you challenging a racial stereotype or stereotypes in your work? What method or methods
of communication are you engaging (Is the work sarcastic or satirical? Straightforward and to the
point? Are you transforming an image to eliminate a stereotype? Etc)
Do you think your work is effectively challenging the stereotype? Explain why or why not.
Where do you stand with your work so far? What is working for you? What do you think you might
change before beginning the carving process?
(Formative Assessment)
*Go around and do a homework check while students are working on the Initial Prompt

Hook-

Students will view a video clip of an interview with Betye Saar. In this interview, Saar gives some insight into how
she approaches art making, how some work she does not mind parting ways with while other works have more
sentimental value and are harder to let go of (she would prefer to keep such works).
http://www.youtube.com/watch?v=S9WVROfZUFM
The purpose of watching this video clip is twofold: For one thing, showing this clip (and other videos/video clips
that look into an artists process) demonstrates to students that there are many different ways in which artists

work. Exposing students to videos and writings about an artists process can help students understand that art
making is a fluid process that can and should be determined by the artists needs. There is no one right way of
creating art. The goal is to encourage students to think critically about their own process so that they can begin to
discover what works best for them.
The other reason for showing this video is to introduce one of the artists in the presentation that will follow (see
the Instructional Input section for details). This video will provide a perfect transition into the presentation.

Instructional Input-

Use the video clip on Betye Saar to transition into a presentation on artists who challenge racial stereotypes. Betye
Saar will be the first of the artists presented. Make a note to the students that they should be taking notes at this
time because their homework assignment will require that they further investigate one of the artists discussed in
this presentation. The following artists can be included in the presentation:
-Betye Saar (definitely include since she is part of the Hook lead-in)
-Renee Cox
-Faith Ringgold
-Robert Colescott
-Laylah Ali
-Kara Walker
-Lorna Simpson
Include an image of a work by each artist and very briefly describe the concepts that fuel each artists practice. No
more than about 30 seconds per artist- you want this to be a short introduction. It will be up to the students to dig
deeper with more in-depth research.
At the end of the presentation, switch to a slide that outlines the homework assignment. The following information
should be included on the slide:
1. Pick one of the artists introduced during the presentation. You will create an Artist Page in your
sketchbook based on that artist.
2. Include the following on your Artist Page:
An image of a work by the artist
Answers to the following questions
Where is the artist from? Where did they go to school?
Discuss their practice: What materials does the artist work with? What processes? What themes do
they focus on in their work?
How does this artist challenge racial stereotypes/racism through their work?
Verbalize these requirements and embellish them if necessary. Make sure the students understand what is
expected of them. Students should receive a half-sheet handout with these guidelines outlined on it as well as a list
of the artists they can research for this assignment.
(Formative Assessment)

Guided Practice-

After the presentation has come to a close, students may begin working on their projects. Students who are ready
to move on to the carving phase must first take and pass a techniques and safety quiz. Use this quiz to evaluate
the students understanding of the proper safety rules and technical skills regarding the use of the linoleum block
carving tools. Check the quizzes before giving students carving tools. The following should be covered on the quiz:
-How to hold the carving tool properly (pointed away from the body at all times).
-Avoid putting hands in the path of the carving tool.
-Skating the surface of the linoleum block as opposed to gouging (ask why this I important on the quiz)
-When no longer using the carving tool, all blades should be placed back inside of the blade holder (blade holder is
located in the hollow body of the carving tool)

Independent Practice-

Students will have the remaining class period time to work on their projects. They should be transferring their
image onto their linoleum blocks and carving into the linoleum blocks at this point. Each student must complete a
techniques and safety quiz before they are allowed to use the carving tool (see above in the Guided Practice for
details). Check the students quizzes before giving them carving tools. If there are questions that are answered
incorrectly, go over them with the students and make sure they understand all of the safety precautions before
giving them carving tools. If there are some students who finish early with the image transferring and carving they
may begin the homework assignment. Make sure you have some reading materials about the artists available in
case this happens and there are some students who finish the image transferring and carving early. The demo for
printing the linoleum block will happen during the next class and in in the interest of time it would be best only to
have to demonstrate this process once.

ClosureStudents will use the last four minutes of class to clean up and put away materials for the day. If it has not already
been done, the half-sheet handouts detailing the homework assignment should be passed out to the students
before they leave.

Approximate Breakdown of Pacing (60 minutes total)

Initial Prompt (5 minutes)

Thoughts from the Artist: Betye Saar Video Clip (3 minutes)
Presentation on Artists for Further Research (8 minutes)
Carving Safety Quiz/Studio Time (40 minutes)
Closure/Clean Up (4 minutes)

Lesson #5- Printmaking: How to Print the Linoleum Block

ObjectiveThe main goal of this lesson is to introduce students to the
process of printing their linoleum blocks. Though the students
may not get to the stage where they actually begin printing,
this demo will help them visualize what will be involved with
this last step. During this lesson students will also learn about
some key printmaking terms, particularly in regards to the
printing process. Students will also have an opportunity to look
at each others work and identify various strengths of their
classmates work.

SnapshotEach day when the students walk in, they should see 1. A brief
outline of the plan for the day and
2. An Initial Prompt to respond to in their sketchbooks (to be
completed within the first 5 minutes of class):
3. Have the sequence of events for the class period that
day posted somewhere on the board:
Respond to Initial Prompt
Kthe Kollwitz,
Post-It Note In-Progress Quick Crit
Mothers
Printmaking: Key Terms
Woodcut
Printing Demo
Studio Time
Homework Assignment
4. Initial Prompt: Post an image of Lorna Simpsons print installation piece Wigs (Portfolio) along with the
following questions for students to respond to in their sketchbooks:
Describe the work that you are looking at. What do you recognize? What do the different parts of
this collective piece have in common? What differences do you notice? What stands out to you?
What do you think the artists intentions are with this piece? How might they be trying to critique
assumptions about race and identity through this work?
(Formative Assessment)
*Go around and do a homework check while students are working on the Initial Prompt

Hook-

Before students begin working on their projects for the day, they will have a look at what their classmates have
been up to so far. Each student will be asked to set their linoleum blocks along with their sketches and final
drawing out at their table space. Each student will identify specific strengths for five of their classmates works-inprogress. They should write down these observed strengths in their sketchbooks. For homework, they will be
asked to embellish on why they considered these particular aspects of the works-in-progress strengths. For now
(for the sake of time) they should just focus on identifying these strengths, keeping in mind that they will be asked
to write more in depth responses later on.

Instructional Input-

Some key terms in printmaking should be gone over before the students begin the printing portion of this project.
Some of these terms will be review and some will be related to the printing process. Students should take notes in
their sketchbooks during this presentation. Key printmaking terms that should be covered during this presentation
include the following:

-Printmaking: The process of designing and producing prints using a printing block, woodcut, etching, lithograph,
screenprint, etc
-Relief Print: A means of making prints by creating a raised design on a flat surface. The design is inked or covered
with color and stamped on paper or another surface.
-Linoleum Print: A type of relief print in which the image is cut into a piece of linoleum.
-Gouge: In relief printing, a tool for clearing non-image areas from a block of wood or linoleum. (though we do not
actually gouge out the material: we use the skating technique for carving)
-Baren: A round, smooth pad, either flat or slightly convex, used to press paper against an inked wood or linoleum
block to lift an impression from the block.
-Burnishing: The act of gently applying even pressure with a baren to print an inked linoleum block onto paper.
-Brayer: A small, hand-held rubber roller used to spread ink evenly on a surface before printing.
-Trial Print (Proof): A print pulled from a block, plate, or stone to check the appearance of the image to make sure it
is alright before printing subsequent copies. Changes can be made to the block (or plate, stone) based on this proof.
-Proofing: the process of printing and making changes to a block (or plate, stone) and checking those changes by
printing until the image prints as desired.
*Images can be included along with each definition to help students better visualize the key terms.

Guided PracticeNow its time to move onto the demo: printing the linoleum block.
MATERIALS:
Your 4 X 6 completed linoleum block carving
Printing inks (water-based for this project)
A slab for rolling out inks (glass or plexi-glass)
A roller (brayer)
A wooden spoon or burnisher
Paper for printing
Ruler
Straight Edge
Pencil
PROCESS:
Part One, Preparing the Paper and the Ink Slab
1. Though cutting down paper is something students will be thinking more about when they get to the point
of editioning, the process involved with this should be gone over during this demo. Show the students how
to identify the front and the back of a piece of printmaking paper (pay attention to the water mark). Have
them get in the habit of marking the back of the paper when they identify it with their initials. Then show
them how to measure out and cut down the paper. Emphasize the importance of accounting for margins.
For example, if you want 2 in. margins, add 4 inches to each side of the print size. So, a 4 X 6 in print with 2
in. margins would call for 8 X 10 in. sheets of printing paper. Be sure to stress that measuring and cutting
should be done on the back of the paper. The front of the paper should be facing down on a clean surface.
Stress the importance of cutting down all sheets of printing paper before the printing actually begins to
reduce the likelihood of getting ink on the clean paper.
2. Once the paper has been cut down and set aside somewhere ink-free, the ink slab can be prepared on a
small piece of glass or plexi-glass. Note at the beginning and throughout the process of ink-related
processes the importance of keeping hands as clean as possible so that clean paper doesnt get unwanted
ink smudges. Use water-based inks for this first project to simplify the clean up process, but make sure to
emphasize to the students that water-based inks tend to dry faster so they will need to work more quickly
with them. Students should use smaller amounts of ink at a time to avoid wasting ink. They can always
replenish ink if they need to. Lay out three lines of ink slightly longer than the width of the brayer, spaced
apart evenly on the slab. Use the brayer to roll these lines of ink into an evenly coated rectangle. This
rectangle will be used to charge the brayer. The rectangle should appear to have the texture of an orange
peel. If there are big globs of ink on the rectangle or on the brayer then there is too much ink. If this

happens, remove ink as needed until the texture of the rectangle and the ink on the brayer is a smooth and
even coat.
Part Two, Inking the Block
1. Now that the paper and ink slab has been prepared, the linoleum block can be inked. Make sure the brayer
is fully charged with a smooth, even coat of ink. Students should note that they will not need to use (and
should not use) a lot of pressure to lay the ink on the block. Have them focus on letting the weigh of the
brayer do most of the work. Several passes with the brayer will have to be made to get the image fully
inked, especially with this first round of inking. The brayer will also need to recharged a few times. This is a
good time to remind and show the students that they will need to work fast with the water-based inks so
that they dont dry out before printing.
Part Three, Printing the Image
1. Once the linoleum block has been coated with a smooth, even layer of ink, the image can be printed. Since
this linoleum block is on the smaller side, it can be pressed down on paper like a stamp before flipping it
over so that the paper side is up. Make sure to emphasize that when they do this the students should
remember to take their margins into account. The block should be placed down on the paper so that it is as
close as possible to being centered on the paper. There are other more accurate techniques that can be
employed to ensure that the print in centered on the paper, but since this is more of an introduction to
printmaking this more rudimentary technique will work just fine.
2. Once the linoleum block has been pressed down on the paper it should be flipped over so that the paper
side is facing up. Using a baren or wooden spoon, apply gentle pressure to the back of the print and use
circular motions to work from the center of the print out. This process is called burnishing. The key is to
apply an even, gentle pressure so that paper does not rip or tear.
3. Once the burnishing process is complete, the print can be pulled away from the block. Gently peel the paper
away from the block. At this point the image can be assessed: do you need to go back in a do more carving?
If this is the case remaining ink can be wiped away and additional carving can be done. If the image is ready
to go, subsequent prints can be pulled. All completed prints should be placed on the drying rack.

Independent Practice-

Students will finish carving their linoleum blocks and will hopefully begin printing. If not, that is okay: the next
class will focus primarily on printing. As they are finishing up with carving, students should reflect on the work of
their classmates. If they observed a particular strength or strengths in a classmates work that they would like to
explore in their own piece, now would be the time to do so.

Closure-

When five minutes of class time are left, students will begin cleaning up and putting away materials. While they are
doing this, post the following guidelines for the homework assignment:
For homework, embellish on why you identified certain aspects of your classmates work as strengths. Think about and
describe in writing how these strengths are functioning within the piece as a whole. Really dig deep and think critically about
why certain elements of a work grabbed your attention. Write at least a paragraph for each of the five strengths you identified.

(Summative Assessment)
Students may pack up once they have cleaned up and put away their materials and have written down the
homework assignment.

Approximate Breakdown of Pacing (60 minutes total)

Initial Prompt (5 minutes)

Post-it Note In-Progress Quick Crit (5 minutes)
Key Terms for Printmaking (5 minutes)
Printing Demo (10 minutes)
Studio Time (30 minutes)
Closure/Clean Up (5 minutes)

Lesson #6- Printmaking as a Means of Spreading Ideas

ObjectiveDuring the last class period, students were
shown the process for printing the linoleum
blocks. Students will continue working on
their linoleum block projects after a
presentation/discussion about printmaking
and its value as an art form. Specifically, the
students will discuss printmaking as a means
of sharing and spreading ideas. After the
presentation, students will have time to
continue working on their projects. The goal
is for each student to have two prints
completed by the end of class.

Snapshot-

Each day when the students walk in, they

should see 1. A brief outline of the plan for the
day and
2. An Initial Prompt to respond to in their
sketchbooks (to be completed within the first
5 minutes of class):

Kthe Kollwitz,
Die Uberlebenden: Krieg dem Krieg!
Woodcut

3. Have the sequence of events for the class period that day posted somewhere on the board:
Respond to the Initial Prompt
Discussion: The Word Print
Some Thoughts on Printmaking
Studio Time
Clean Up
4. Initial Prompt: Post the following question for students to respond to in their sketchbooks:
What does the word Print bring to mind?
What thoughts/feelings?
Objects/things?
Processes?
Etc...?

(Formative Assessment)
*Go around and do a homework check while students are responding to the Initial Prompt

Hook-

Together with their tablemates, students will consider and respond to the question they considered and responded
to during the Initial Prompt. Have each table chose a scribe to write down ideas. These responses will come in
handy during the lecture/discussion that will follow.

Instructional Input-

During this combined lecture and discussion, printmaking as a means of sharing and spreading ideas will be
explored. The following are key points that should be noted and discussed:
1. Responses to the Hook activity: Ask students to share what they wrote down and then reveal a list on the
Powerpoint slide. Point out any that may not have already been mentioned before moving onto the next
slide.

2. Printmaking Allows You To Make Multiple Copies of the Same Image Ask students what some benefits of
this might include and then reveal a list of key benefits. Benefits of being able to print multiples include
being able to go through stages of revision, being able to experiment with different colors/addition of other
materials, and sharing prints with others.
3. Printmaking as a Means of Sharing Ideas with Others Ask students why they think this is
beneficial/important. In what different contexts can prints be shared? Between friends and family? As a
means of promoting social justice? Etc Provide a couple of examples that demonstrate how printmaking
has been used as a means of sharing or spreading ideas in the past (Uncle Sam poster, political prints by
Kaethe Kollwitz, etc).

Guided Practice-

The Instructional Input and Guided Practice sections for this lesson will be interwoven. Refer to the
Instructional Input section for details.

Independent PracticeAfter the combined presentation and discussion on printmaking as a means of sharing/spreading ideas, students
will continue working on their projects. They should be finishing any last bits of carving and moving onto the
printing process. The goal is for each student to have at least two completed prints by the end of the class period.

ClosureStudents will take the last five minutes of class to clean up and put away materials. All prints should be placed on
the drying rack.

Approximate Breakdown of Pacing (60 minutes total)

Initial Prompt (5 minutes)

The Word Print (5 minutes)
Some Thoughts on Printmaking, Lecture/Discussion (10 minutes)
Studio Time (35 minutes)
Clean Up (5 minutes)

Lesson #7- Social Activism Through Art

ObjectiveThroughout the course of this unit, students have looked at the ways that visual representations in American
culture perpetuate racial stereotypes and encourage racist thought. Students have looked at the work of artists
who challenge such racial stereotypes in their work. Now, at the close of this unit, students will consider the
importance of social activism. They will be encourage through a discussion-based activity to think about what
issues in the world are important to them. The purpose of doing this is to get students thinking more about social
justice concerns as a lead-in to subsequent units of instruction with the big idea of Social Justice.

Snapshot-

Each day when the students walk in, they should see 1. A brief outline of the plan for the day and
2. An Initial Prompt to respond to in their sketchbooks (to be completed within the first 5 minutes of class):
5. Have the sequence of events for the class period that day posted somewhere on the board:
Respond to the Initial Prompt
6. Initial Prompt: Post the following quote by Michael Ray Charles (along with an image still from the Art:21
film showing Charles working in his studio):
I like to say that one can make a difference, so I think that each painting that I do can evoke thought and encourage someone
to perhaps consider things a little differently than theyve understood it in the past.
-Michael Ray Charles

Along with the quote, post the following questions for the
students to respond to:
Discuss two artists you have learned about
during this unit whose work has encouraged
you to think more critically. How has their
work challenged your thinking?
(Formative Assessment)

HookWatch Youth Activism in the Era of Social Media: Emily's Entourage at TEDxLMSD (16 min):
http://www.youtube.com/watch?v=He2Jw9GYAN8
Use this to transition into short presentation and the social justice activity that will follow. Generate interest in
youth activism.

Instructional InputPrepare a presentation that includes the following and use as a lead in to a critical thinking activity (outline in
Guided Practice section). Make sure to include images and write out any key points the students should make
note of in their sketchbooks:
Much of our focus during this unit has been on learning to identify the ways that racial stereotypes are maintained
through visual representations in American culture, whether that be through the media or other modes of visual
communication. Weve spent a lot of time looking at the work of artists who seek to challenge these stereotypes
through art making. Many of these artists consider themselves social activists and are trying to engage their
audience in ways that force them to think more critically about the still very present reality of racism in our
country. We have seen through looking at their work that art can be a powerful means of critiquing social
injustices, of advocating for change, to fight for human dignity for all.

Guided Practice-

After presenting on the information outlined above in the Instructional Input section, switch to a slide the
outlines the following questions:

Why is social activism important?

What are some small ways a person can promote social justice?
What are some big ways a person can promote social justice?
What issues are important to you?
What injustices in the world do you think need to be addressed?

Write each of these questions on a large sheet of paper (butcher paper works nicely). There should be one sheet for
each table in the classroom. These sheets of paper will circulate around the room to each table. During the first
round, students will discuss the question already at their table. As they come up with ideas, they will write them
down directly on the big sheet of paper with the question on it (they should limit themselves to writing down their
three favorite responses so that students at later tables wont run out of responses to jot down). When the first
round is over, each big sheet of paper will move to the next table (clockwise or counter-clockwise). This will go on
until each big sheet has been to every table and each group of students has gotten the chance to respond to each
question. Once each big sheet reaches its table of origin, students at each table will share their three favorite
written responses to their tables question with the rest of the class. These posters can be used by the teacher to
help determine student interests and structure the next Social Justice-based unit of instruction around those
interests.
*Time will vary based on the number of questions, which directly correlates to the number of tables in the
classroom.

Independent Practice-

Students will use the remaining class period to do any last printing of their linoleum blocks.

ClosureStudents will take the last 5 minutes of class to clean up and put away materials. In addition, a homework
assignment that focuses on self-assessment will be handed out to the students.
Self-Assessment Homework Assignment: This handout should include the following questions, designated space
for them to respond to the question, and a space for the student to make a sketch of their finished project:
Describe the physical qualities of the work:

Identify different types of line you explored in making this work. What techniques covered in previous
lessons did you employ? (cross-hatching, parallel lines, loose scribbly-esk lines, etc)
Identify larger block of flat color: how do these parts relate to the line-based areas?
Is there a balance between areas that have more line and areas that are solid blocks of color? Or is there more
line work present than blocks of solid color, or vis versa?

Describe the concepts you explored in this work (the content of the work):

What racial stereotype or stereotypes did you set out to challenge through your piece?
How did you approach challenging this stereotype or stereotypes through art making?
Do you think you were successful in doing this? Why or why not? Explain your reasoning.
How do think printmaking lends itself to social justice-oriented works?

What aspect of the linoleum block printmaking process did you enjoy the most? (Planning, drawing, carving,
printing?) Explain.
What part or parts of the process did you struggle with? Why do you think this happened?

Describe the process of making this work:

(Summative Assessment)

Students may pack up once they have cleaned up/put materials away and have received the self-assessment
handout.

Approximate Breakdown of Pacing (60 minutes total)

Initial Prompt (3 minutes)

Activism Video (16 minutes)
What Weve Learned (2 minutes)
Social Activism: Whats Important to You? (15 minutes)
Studio Time: Finish Up Last Prints (19 minutes)
Closure/Clean Up (5 minutes)