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Ashley BergerTitle: Personal vs. Public Space: Your Childhood MemoryContent: I am teaching the Printmaking class a monoprint lesson. A monoprint is a single original print that cannot be copied again. Other printmaking techniques include carving a more permanent block that can be printed several times. In monoprinting you have about three choices: you can paint ink onto a plate before pressing the paper on top; ink the plate and then draw or wipe off ink for your design; or ink the plate, press the paper on top, and then draw your image on the back side of the paper before pulling the print. Monoprinting is still a form of printmaking because you are making a copy of another image. Instructional Strategy: I will be using the Think Aloud (#43) Fisher and Frey instructional strategy, specifically “Connecting: Text to Self—personal connections” (pg 121 Figure 43.1). This strategy will be used during the introduction to the lesson through a power point and class discussion relating the lesson to prior knowledge and personal experiences. Audience: There are 30 students in the Printmaking class with 15 males and 15 females including the following racial and ethnic backgrounds: 17 Caucasian, 9 Latino, 2 African American, 1 Asian, and 1 of Middle Eastern descent. There is no information on language. Special needs include Learning Disabled: Reading comprehension and Learning Disabled: Emotional Impaired. This is a beginning printmaking class, so they have not learned or been involved in monoprinting yet this trimester. The prior knowledge they have about this lesson is etching, linocut, and block printmaking. They are familiar with many printmaking processes and making several copies of their plates. Monoprinting is a little different from other printmaking techniques because each print they make will be different even if the same design is drawn, it will have slight differences. Length of Lesson: The lesson will be split up between three class periods because of the class progress on other projects. The first week will include a 5-10 min demonstration and introduction with an independent practice assignment. The following week I will be working with a small group of students on printing their designs while the rest of the class continues their printmaking projects. (45min). On the third week, the groups of students will rotate and I will work with a new group of students on monoprinting (45 min). Materials Needed: Teacher: Personal monoprint examples, famous artist monoprint examples (PowerPoint), computer, overhead projector, student handout, sink (warm water), plexiglas plate, block ink (black and pink), brayer, wooden tool, sponge, and paper (8.5 by 11in paper cut in half—8.5 by 5.5in).Students: Sketchbook, pencils, plexiglas plates, ink (Black and a color of choice), tools: sticks, sponges, spoons, brayers, and paper (8.5 by 11in paper cut in half—8.5 by 5.5in).Rationale: Monoprinting is an important skill to encounter in Printmaking. It contrasts the notion of printing several copies from a single plate or carved block, but is considered a form of printmaking because of the action of pulling a paper copy from an inked image. Because of its quick one-step printing process, results can be varied and highly experimental. This lesson is guided by the student’s main idea and then morphed into further explorations based on the chosen monoprinting method. Students learning this lesson should have some prior knowledge in other printmaking techniques. Monoprinting can be difficult to understand if a student does not first know about printmaking. I would introduce a relief printmaking technique before this lesson to demonstrate the concept of carving a block and printing copies from it as most printmaking techniques do. Once students understand the printmaking process, they will be able to modify it through monoprints. Following the monoprinting lesson, I would do a stenciling spray paint lesson. Stencils are introduced as an option in the monoprint lesson to block out ink in specific areas. The stenciling lesson will further elaborate on this concept by only covering areas cut out from the template. The monoprinting lesson fits into the Michigan Curriculum Framework through the Creation and Presentation processes of the Michigan GLCE strands. Students will be involved in the creative experimentation process through pre-sketches and printing discoveries in a series of prints. Each print will be an original copy but carry a consistent theme along with technique modifications. The presentation of their work will also be used by applying personal experiences and emotions to the fundamental elements of monoprinting. Lesson Objective: The students will recognize the role of personal privacy for a public audience by relating a favorite childhood memory to the focus and creation of a monoprint that is well-printed and clearly representing a childhood memory as defined by the independent assignment. Grade Level Content Expectation (GLCE): Strand I: Create (C) The student will: C.1 Engage in full iterative cycles of the artistic/creative process by problem seeking, exploring, making analytical, application, aesthetic, and design choices before completion. Students will be assigned to develop personal sketches and prepare a successful design before drawing the image during the printing process. As the printing process begins, students may have to revise their designs and amount of ink used for pulling a well-printed monoprint or explore different ways to remove ink from the plate for a final design that successfully supports their artistic intent. Strand II: Perform/Present (P) The student will: P.1 Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts discipline to communicate ideas, emotions, experiences, address opportunities to improve daily life, and solve problems with insight, reason, and competence. After students have learned about monoprints and have experimented with printing techniques, they will apply their skills to their prior knowledge to express themselves through the personal experiences of their childhood. Classroom Organization: I will begin with a power point and student discussion while they are seated around two long group tables. Following the introduction to the lesson, the class will gather around the back end of the first table for a monoprinting demonstration. This will be an opportunity for any additional student questions. The printing portion of the lesson will be conducted on the counter by the windows where an appropriate printing station will be set up with newspaper, ink, and brayers to condense the amount of mess. Since only a small number of students can print their monoprints at one time, students not printing will be at the tables working on either their sketches for this lesson or carving blocks for their other class assignment from my mentor teacher. I will be assisting the progress of a smaller group of students with monoprints. The remaining students will seek advice from my mentor teacher relating to their project. I will look for individual students not participating in either project and ask to see any preliminary sketches they have prepared or discuss with them possible ideas for the monoprinting lesson. This lesson will be conducted on a very individual basis through small group instruction and guidance of monoprinting techniques. There will be an acceptable amount of “buzz” in the room as students will be working on their individual projects (monoprinting or relief). Students are allowed to socialize while working as long as they are on task with their projects and not a distraction to others. It is most important for students to take advantage of this in-class work time since printmaking tools and materials cannot be taken outside of the classroom or sent home. What is Happening in the LessonWhat is Being Said in the LessonOrientationI will introduce the topic through a short power point presentation and student discussion relating prior knowledge to the lesson’s objective. I want students to understand the relationship between personal privacy in artistic expression for a public audience including the amount of personal information shared. Technology will be used during the orientation through a Power Point presentation. Check for Understanding: Comprehension and Analysis Levels of Blooms.Check for Understanding: Comprehension and Application Levels of Blooms. Check for Understanding: Knowledge Level of Blooms. So I know that you are all working on finishing your “Day of the Dead” prints for tomorrow, but today we’re going to get started on your next project in this class using Monoprinting. The theme for this lesson is about personal childhood memories. So first, let’s talk about what “personal” means to you because artists share pieces of themselves all the time. How do you share personal memories in a way that is acceptable for others to see? Give me some examples you think of. (self-portrait, abstract representation of real events, withholding privacy while sharing main events,…)Have you also thought about who your audience is? What’s the difference between showing who you are through a self-portrait and on a MySpace profile? Even if your profile is set to private, aren’t you still putting yourself out there? (depends on what you post or represent, a self-portrait is related to art and myspace is for fun, I don’t know if I agree with the stuff about myspace) Just something to think about. So if some things about yourself are easier to share with the public than others. What do you think about telling a story from when you were a kid? This may be something as simple as losing two front teeth or the first time you went with your family to the beach. Looking at some of these examples, what is one of the best days you had as a kid that you remember? (going to the zoo, first day of Kindergarten, my surprise birthday party etc) State the ObjectiveThe students will recognize the role of personal privacy for a public audience by relating a favorite childhood memory to the focus and creation of a monoprint that is well-printed and clearly representing a childhood memory as defined by the independent assignment.For this lesson, you will be making a monoprint of one of your favorite childhood memories.Presentation of ContentDefinition of a Monoprint and differences from other Printmaking techniques. Check for Understanding: Knowledge Level of Blooms. Quality of a good print and Monoprinting demonstration (gathered around back table). Check for Understanding: Knowledge and Comprehension levels of Blooms. Monoprint examples passed around(including digital examples via PP slide and physical monoprints made prior to lesson) Technology is used during this section. This includes passing out a handout for Independent Practice, monoprint examples shared with the class, and a Power Point slide.This slide shows a couple different examples of monoprints. The print in the top left is actually a mixed-media monoprint because the artist painted paper before printing. Does anyone know what a monoprint is? What do you see that might be different in monoprints than using linocut or etching? (varied responses; different colors, looks like a painting, brush strokes etc) Good. So we’re noticing that a monoprint is quite a bit different from a block print. So you will need about 2 squirts of ink and evenly roll it on your plate which most of you already do for inking your linocuts. Now that you have an inked plate you can either draw into the ink and press the paper down or you can press your paper down and draw into the back of the paper. This is will make a positive or negative line. Can someone tell me what the difference between a positive and negative line is? (A positive line is a dark line that you can mark with a pencil and negative is the white space around that line. So a negative line would be white with dark around it). So now that you’ve created your design, run to the sink where your paper has been pre-soaked and blot it out with this phone book or newspaper and press it onto your plate (if you were using the negative option where you draw first into the plate). And there you have it! A monoprint. One original copy of a design…see the ink is dry and I can’t print this plate again. I can, however, use my stenciled shape to stamp back onto my print. Here are some examples that I made for you to see different monoprinting techniques. Check out the umbrella on the last print, that is another example of a stencil. I just cut out a shape I drew and then laid it on my plate before printing so it would block the ink. I could ink that stencil again in a different color and stamp it onto my finished print too. Checking for UnderstandingCheck for Understanding: Knowledge Level of Blooms. Check for Understanding: Application Level of Blooms. Does anyone have any questions about the printing process? What are some other ideas you might use in your monoprints? (Use of color, two plate printing by pulling another print of your monoprint, additional ideas/questions?...) Independent PracticeSee attached handout. Students will be given the independent assignment after the presentation of content and monoprint demo on the first week. They will have until the next week to prepare their sketches for the printing class. Alright if there aren’t any other questions, go ahead and pass these around. This just lays out for you what we’ve already talked about. You will have until next Thursday to get your sketches done and then we’ll start printing them next week. . So you can continue working on your “Day of the Dead” prints for tomorrow. Thanks! Guided Practice(One week following the Presentation of Content and Independent Practice) I will oversee the printing process on the side counters for those who are beginning their monoprinting during the printing class. Students may ask if their final sketch is appropriate for the assignment or prepared for printing. I will assist those questions as they come and remind students of proper inking and printing techniques. Examples of student prompts on printing progress: What do your sketches look like from last week? Can I see what you’ve decided on? Which option are you using for the monoprint technique?Do you think you might use stencils? Did you pre-soak your paper? Don’t forget to use newspaper so your paper isn’t smudged. Etc. Dialogue will vary. ClosingBecause this lesson is over a couple weeks of my field placement, I will not officially close the lesson as my mentor teacher would in one class session. However, this lesson is being counted as one of their class projects and will be turned in to my mentor teacher for a grade. So you will continue to work on your monoprints for this class along with your other projects. Mr. Kukla will let you know when the monoprint project is due. Assessment: The final print should be well-printed including an evenly-balanced ink consistency where the darks are dark and the lights are light and smudge-free borders. Subject matter must reflect a favorite childhood memory. Additional prints incorporating stamping or the use of color may also be considered for submission. If students can print to these expectations, they will have met the lesson objective for a well-printed monoprint based on personal childhood memories. Images will be assessed by my mentor teacher along with other projects due at the end of the term. I will discuss the progress and results of these prints with my mentor teacher as they come. Meeting the Needs of All Students: Student NeedsHow I will address the NeedJohn- Learning Disabled: Reading comprehension I will be through, direct, and specific in my communication of orientation and presentation of content through multiple learning strategies. Students will speak, listen, view, and physically manipulate materials in this lesson. A handout with written directions will also be given for additional clarifications. Jane- Learning Disabled: Emotional ImpairedI will allow relaxed transitions between portions of the lesson including the following: 1 week to prepare sketches, options for use of time to complete assignments in class, and encourage small group interactions through the lesson. I also like to relate to a student on their strengths instead of only focusing on their weaknesses during the creative process. Technology: I am using a Power Point presentation in my lesson to visually support the student discussion and introduction of content. It is also useful for providing monoprint examples from famous artists. Technology will be used during the Orientation section of the lesson. Handout: The attached handout below includes a brief description of the lesson’s topic and printmaking process. It is also designed as a form of independent practice through pre-sketches of the printed results. I designed the handout on Microsoft Word and passed copies out to the students following the monoprinting demonstration. Students used the handout as a reference for formulating subject ideas and preparing sketches through independent practice for the next printing class. PROJECT Personal vs. Public Space: Your Childhood MemoryProject: Draw 2 sketches of your favorite memories (ages 5-12). Include a representation of a figure/person.Choose one image and make a final sketch. Make a monoprint—choose one of two options listed below (What to Do section)Print in Black and choice of using one other color What is a Monoprint? A single original print (only ONE copy can be printed!)–can be similar, but no 2 are alike.It IS still printmaking, because you are pulling a print/copy from your inked design.Prints can be a positive or negative pull by drawing on top of paper or pressing paper on lastWhat to do: 1. Ink plate evenly 2. Draw imagery OPTION 1:NEGATIVE wipe back areas with sponge/rag, or draw with pointed edge, marks will be whiteOPTION 2:POSITIVE draw on paper over inked plate, your marks will be dark ALSO, can use cut out paper stencils to block out shapes. 3. Pull print: Option 1—(press paper onto plate and lightly rub, pull) ; Option 2—(Pull print from drawn in design/plate)NOTE:-Work quickly so ink doesn’t dry-Using too much ink covers your design with ink blobs ---(Can press another paper onto print and pull a lighter print) ................
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