Lesson Plan Title:____Printmaking_Diptych_________ Length:_________________________________

Pre-Assessment:
This will need to be done prior to teaching the lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.

Students will be given a small quiz about printmaking to see if students have heard of it or any part of it in the past. The types of questions on it will look like this:

1. What do you think a “brayer” is?

2. What does it mean to “print” a piece?
3. What goes into printmaking/what do you know about the process of making a print?

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative, the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT - Role/Audience/Format/Topic)

Students will learn how to carve styrofoam and make a print. Students are taking the role of a printmaker and learning the process of making a successful print.

R: Printmaker
A: Peers, teacher, family
F: Styrofoam and printing ink
T: Animal and habitat diptych

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless, and transferable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation. Look for concepts in the standard, content
specific curriculum, etc.

Line
Style
Composition
Expressions
Shape
Rhythm

Enduring Understanding(s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferable, and universal.

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Using line, students will create a composition that will lead to a successful print.

Utilizing shape, students will show expression and rhythm throughout their pieces.

Students will show their style by using line and shape to make a successful print.

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

Using printing ink and printmaking techniques, students will create a successful print. (Bloom’s: create - Standard: Create - GLE: Demonstrate technical proficiency and
craftsmanship in the creative process. - Art learning: Printmaking)

Students will learn about printmaking and the processes behind it by engaging in a presentation about printmaking (Bloom’s: Understand - Standard: Comprehend - GLE:
Interpret works of art using the language of visual art and design and conceptual art frameworks. - Art Learning: Comprehend)

Students will learn and understand how printmaking is utilized in the art world (Bloom’s: apply, analyze - Standard: Transfer - GLE: Interpret the ways individual makers
become agents that express the interdependent relationship between art, culture and social contexts. - Art Learning: Transfer)

By engaging in a full-class reflection, students will reflect on what they have created. (Bloom’s: Analyze, evaluate - Standard: Reflect - GLE: Analyze, interpret and make
informed judgments about works of art using different points of view. - Art Learning: Reflection)

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)

(Multiple means for students to access content and
multiple modes for student to express understanding.) - Students will have the opportunity to use easy grip - Students get to choose what animal/habitat they create,
brayers if needed allowing them to choose something simple if needed

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 - Students will be given multiple tools to help them be
successful
Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)
- Students will be given multiple tools to help - Students get to choose what animal/habitat
them be successful they create, allowing them to choose
- Students will be shown how to make a print, something complex
and can choose to make several

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Brayer
Printing Ink
Printmaking
Detail
Diptych

Students will write these terms and their definitions down in their sketchbooks, and they will continue to hear this vocab throughout the lesson. Students will be asked to use the
correct terms for the brayer and ink to get the vocab words ingrained in them.

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools.

Brayers
Printing ink
Trays
Paper
Styrofoam
Ballpoint pens
Tape
Scissors - sometimes

Resources:
List all visual aids and reference material (books, slides, posters, etc). Make reference to where the material can be found. (These are the resources used by the teacher to support/develop the lesson.)

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Students will be shown several examples of what a print looks like and how they are created. They will see both a carving, and the print of the carving so they understand that
their lines will come out white. Students will be shown examples outside of the subject they are creating, as well as examples of animals/habitats so they both understand what a
print is and what it looks like, and they can understand how an animal and habitat can be approached with printing.

Preparation:
What do you need to prepare for this experience?

I need to prepare the styrofoam so it is ready

Create a presentation (or touch up my past presentation)
Prepare brayers, ink, and printing trays
Get ball-point pens ready
Get cleaning supplies ready and in an easy to reach place for students

Safety:
Be specific about the safety procedures that need to be addressed with students.

Do not put ink on your skin or in your mouth. It is water-soluble and non-toxic, but students still are not allowed to do that
Make sure you are keeping aisles clear for when students go to the printing table
Do not use the pens or scissors inappropriately (playing games with them, don’t run, etc)
Wash everything thoroughly

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate the student's interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose?

How can you make a successful print with a lot of detail, while also using a subject you enjoy?

What animal/habitat do you think is aesthetically pleasing or otherwise fun to look at?

What does it mean to be a printmaker? What do printmakers do to make a successful piece?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete, or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

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Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience

Day Instruction - Learning - Students will...

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Intro: - Engage in a presentation
- Students will begin this lesson by engaging in a presentation - Participate in turn-and-talks
- This presentation will go over what printmaking is, the - Share their opinions
process of making a print, and what a successful print looks - Understand what makes a print successful
like - Understand what makes a diptych successful
- Students will see multiple examples and have an
opportunity to engage with the examples in different ways
- First, we will talk about what a successful print looks like;
ink thickness, level of detail, and clean lines
- Once students have been shown how to make a successful
print, they will look through several examples. After each
example, they will engage in a small turn-and-talk to
discuss whether or not that example is successful
- Students will have a chance to share their ideas so that by
the end of the intro, they will all have a clear idea on what
makes a successful print
- They will go through the same process with diptychs as
well, learning what a successful one looks like, and judging
whether examples are successful
- This should give them enough practice to know what a
printmaking diptych is, and how to be successful when
creating one

Day
2 Ideation: - Begin planning for their project
- After the initial introduction from the class before, students - Follow the steps for ideation correctly
will get a chance to ideate and come up with an idea
- This project is making a diptych of an animal and its
habitat, so the ideation process will reflect that
- First, students will write a list of three animals they
may be interested in using for their project
- Once they have a list of three, they will sketch each
one with a reference to decide which animal they
would prefer to do for their final
- Once they have chosen an animal, they will do a
bit of research to find out what that animal's habitat

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 is, and draw a quick sketch of that in their
sketchbook as well.
- Once students have completed these steps, they will show
me their sketches and I will give them the paper to get them
started.

Day
3 Finish Ideation: - Finish ideation
- Students will be given one more period to finish their - Start the first step of the final
ideation
- As they finish, they are expected to show me and get started
immediately on the final

Day
4 Draw Image: - Begin drawing their diptychs on specifically sized paper
- As students finish up their ideation, they will begin their - Have a fully finished idea they are ready to flesh out
final by drawing their animal, and habitat, on two separate
pieces of specifically sized paper
- They need to make sure they have their basic image, but not
to go too hard on the details until they start carving into
their styrofoam so they aren’t having to do all the details
twice

Day
5 Styrofoam Carving: - Begin the next step of their project
- Once students are done with their drawings, they will bring - Use the correct tools and pressure to successfully carve into their
them to me and I will tape them onto a piece of styrofoam styrofoam
- Students will be given a ballpoint pen to use for the carving,
and a reminder of how deep they want their lines to go.
- Because they will need to carve all of the details in, students
will have a few days to carve their styrofoam

Day
6 Styrofoam Carving Day - Work on carving their styrofoam

Day
7 Styrofoam Carving Day - Finish carving their styrofoam
- Make sure all of the details they want are carved and ready for
printing day

Day
8 Printing Day: - Print their piece
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 - Students will be shown the station for printmaking; where - Follow the directions
the brayers are, the trays, the ink, and how to void making a - Avoid making a mess
mess - Clean and print following the steps provided
- Students will then be asked to take the paper off of their
styrofoam and will be called one table at a time to gather the
supplies needed
- As they are printing, I will be actively monitoring to make
sure that messes are being avoided, and students are
applying ink to their styrofoam appropriately
- Once students have created at least one print, they will clean
everything up, and put their print and styrofoam on a drying
rack

Day
9 Printing Day: - Receive feedback on their prints
- Students will receive feedback on their previous prints - Reprint if needed
- Some students may need to reprint if they didn’t do it - Finish printing by the end of the period
correctly the first time
- Those students who have a successful print will be given the
opportunity to make another
- All printing needs to be done by the end of the period

Day
10 Reflection: - Reflect on their project
- Students will be given theri printed diptychs back - Leave positive comments for their peers
- They will lay them out on their tables, along with a - Think through what they liked and would’ve done differently
reflection sheet with their own piece
- Each table group will stand up and rotate around the tables
in a guided manner
- At each table, students will be asked to leave a positive
comment about each piece
- After all table groups have been to every table, students will
go back to their piece and silently read the comments
- After reading the comments, they will write a quick
two-sentence reflection about what they liked about their
piece, and what they would do differently if given a chance.
- All reflection sheets will be due at the end of the period

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.
https://docs.google.com/presentation/d/1KHwHgZ7vXNvgF6Se61ufjvrujIqnyZIwJuq5APvqjs0/edit?usp=sharing
8/9/15 Fahey
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