3 Layer Linocut Prints

Big Idea: Process

Rationale:

By studying the idea of process with help students to better understand the importance of sequence and performing the correct steps in order to complete a task. In linocut prints you must take the task one step at a time; if you were to try to do your reduction layers in the wrong order the print wouldn’t work correctly. Students will create a three-layer reduction print while paying close attention to the order in which they create their layers; making sure they understand the concept of the process.

Key Concepts:

Process is important Process is the sequence Process is a series Process completes a task Process is what brings us to an accomplishment Process is the operation Process is the action of forward motion Process is systematic Process is a procedure Process is a series of progressive steps

Essential Questions:

Why is process important? Would a lino ut be effective if the process were ignored?

Unit Objectives:

Students will create their own three layer linocut reduction prints Students will have a better understanding of linocut reduction prints

Performance Tasks:

Students will create sketches of the image they will use for their print. Students will create a three layer print of an image of their choice.

Student Self-Assessment and Reflection:

Students will reflect on the success of their print in a self assessment form.

Students will reflect on advice and feedback given to them by their peers during an oral critique.

Lessons in a Unit:

Day 1: Unit Introduction with short quiz. Students will begin sketching ideas

Day 2: Students will complete their sketches and some students will begin their linocuts

Day 3: Students should be finishing carving on layer one and some will begin printing layer one.

Day 4: Students should be finishing printing layer one and working on carving layer two.

Day 5: Students should be finishing printing layer two and beginning carving out layer three.

Day 6: Students should be starting to print layer three. Day 7: Students should be finishing their prints. Day 8: Work day for students to finish up any work, during this time

students will also fill out their self evaluations and turn in all of their work

Day 9: Students will participate in an oral critique in which we will view everyone’s completed work and talk about what went well and how it could be improved.

Lesson:

I. Lesson Title: Linocut Reduction PrintsII. Grade Level: 10th-12th GradeIII. Time Frame: 9 days, 50 minute class periodsIV. Goal of the lesson: Create a three layer linocut reduction printV. Objectives: Students will use the linocut reduction printmaking

technique to create their own work of art.VI. Specific Art Concepts: Linocut Reduction PrintingVII. Resources: Artist examples, video demonstration, “easy cut” print

making blocks, cutting tools, block printing ink, brayers, paper.VIII. Instructional Sequence:

a. Day 1: Introduction of lesson, showing artists examples, explaining the process, and watching the demonstrational video and a short quiz. If there is any time remaining at the end of the presentation students will begin sketching their ideas for the print.

b. Day 2: Students will finish their sketches and begin the process of their reduction print.

c. Day 3-8: During this time students will working on going through the process of cutting and printing the layers of their reduction prints. On day 8 students should be printing their last layer and preparing for the oral critique on Day 9.

d. Day 9: We will hang up all student’s prints on the close line in the room and each student will discuss their print, their color choices and as a class will discuss ways in which prints could be improved.

IX. Management/Clean Up Procedures: The last 10 minutes of each class will be dedicated to cleaning up the rom and putting tools and supplies back where they belong. 4 points of the rubric grade will be earned by the student’s ability to clean their work area and return their supplies to the correct place.

X. Assessment of Understanding: There will be a short quiz after the introductory presentation before they begin any work on the reduction prints. During each class period I will walk around the room to check for understanding and to answer any questions.

XI. Summative Evaluation: Oral critique will be held at the end of the unit, students will perform their self-evaluation, and a rubric will be filled out and returned to each student.

XII. Interdisciplinary Connections: Science and Math, understanding the importance of process and making the proper steps in the proper sequences will help students make connections with processes in math and science.

XIII. Modifications: Students will be given adequate time to work on all stages of the process. None of the rubric or grading will be based on the artistic quality of the students work; all students will have the opportunity to make a good grade based on effort and on task behavior.

National Standards:

1. Understanding and applying media, techniques, and processes

2. Using knowledge of structures and functions

3. Choosing and evaluating a range of subject matter, symbols, and ideas

4. Reflecting upon and assessing the characteristics and merits of their work and the work of others

5. Making connections between visual arts and other disciplines

Arkansas State Standards:

CP .1.AII.1 CP .1.AII.3 CP .1.AII.5 CP .1.AII.10 CP .1.AII.13 RR.2.AII.2 RR.2.AII.8

Examples Given:

Rachel Newing

Ian Phillips

Ann Lewis

Kerry Day

Liz Toole

Picasso