Lesson plan/observation report



Lesson Plan/Format

NAME Dina Hoeynck COURSE INSTRUCTOR

I. PROJECT TITLE: Color Scheme Monoprinting

A. Where High School

B. Grade/Student Level 10th Grade

C. Class/Date/Times 3-4 class periods; 50 minutes per period

D. Room Description Art Classroom

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A. Where Art Classroom

B. Grade/Student Level 11th Grade

C. Class/Date/Times 4 days; 55 minutes per period

D. Room Description

II. CURRICULUM CONTENT: Art Studio, Art History, Art Appreciation, Art Criticism

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Grade Level Indicators:

10th grade:

Create original artworks in at least two three-dimensional media and several two-dimensional media that show the development of a personal style.

11th grade:

Create original works of art that demonstrate increased complexity and skill and use a variety of two-dimensional and three-dimensional media.

A. General Description

Students will experiment with a variety of monoprinting techniques to produce a series of four prints, each utilizing a different color scheme.

B. Cognitive Goals: (Bloom)

1. Understand the element of color.

1. Create a monochromatic monoprint

2. Create an analogous monoprint

3. Create a complementary monoprint

4. Create a triadic monoprint

2. Understand the principle of pattern.

1. Create monoprints using patterns abstracted from photographic sources

3. Understand monoprinting.

1. Create monoporints using oil paint sticks and solvent

2. Distinguish between a monoprint, an editioned print, and a painting.

C. Affective Goals: (Krathwohl)

1. Appreciate the aesthetic qualities of monoprints

2. Focus to create an original monoprint

3. Share outcomes with other students

D. Psycho/Motor Skill Goals (Simpson)

1. Apply oil paint stick to acetate sheet

1. Peel skin off oil paint stick using paper towel

2. Trace over appropriate image areas using oil paint stick

2. Remove excess paint with q-tips

1. Dip q-tip in solvent

2. wipe across areas where white is desired

3. Pull print using hand pressure

1. Register paper using tape hinge

2. Lay paper over painted surface

3. Press firmly using baren or other hard object

E. Vocabulary: defined

Color: The property possessed by an object of producing different sensations on the eye as a result of the way it reflects or emits light.

Pattern: A principle of art; the repetition of an element (or elements) in a work.

Monoprint: A print that is created only once. Unlike other prints, these are generally spontaneous and made without a matrix.

Matrix: An object upon which a design has been formed and which is then used to make an impression on a piece of paper, thus creating a print.

Monochromatic: A color scheme using only one color.

Complementary: A set of two colors opposite each other on the color wheel.

Analogous: A set of three colors adjacent to each other on the color wheel.

Triadic: A set of three colors evenly spaced around the color wheel.

F. Materials/Tools: quantity and quality specified

• 25 sheets 8.5” x 11” acetate

• 25 Black and white 8.5” x 11” prints of patterns from nature (provided by T)

• Oil paint sticks—12 sets

• 3 cups odorless turpentine

o divided into 6 glass jars, ½ cup per jar

• 150 sheets smooth block printing paper, 8.5” x 11”

• 6 barens or other smooth, hard objects for burnishing prints (e.g. doorknobs, bonefolders)

• assorted paint brushes

• 12 brayers

• One box of Q-tips

• 2 rolls masking tape

G. Teacher Resources

• Overhead Projector

• Slideshow of Koichi Yamamoto’s monoprinting process

• Color theory quiz

• Color Wheel poster

• Teacher Exemplars

• Color theory study guide:

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H. Bibliography

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III. TEACHING STRATEGIES

A. Motivation: (Artistic, Intellectual, Imaginative, Kinesthetic) describe

Students will use their upper body strength to pull prints by hand, without the aid of a press.

B. Methodology/Procedures (Hunter)

******************DAY ONE******************

1. T. introduces color theory

1. T shows color wheel to class, asks for recognition

2. T questions S about previous exposure to color wheel

3. T distributes 1 page color theory guide

4. T reviews color theory with S

1. Primary colors

2. Secondary Colors

3. Intermediate Colors

4. Color Schemes

1. Monochromatic

2. Complementary

3. Analogous

4. Triadic

5. T explains there will be a quiz the following day, offers opportunity to ask questions publicly or privately

2. T introduces concept of monoprinting

1. T asks S, “What is a print?”

1. S answer

2. T asks, how do you think a monoprint is different from other types of print?

1. S answer

3. T introduces term “matrix”

3. T demos monoprinting

1. T explains that S will use a black and white print with a pattern to draw from

2. T tapes reference image to table, then tapes acetate over reference image.

3. T registers printmaking paper over acetate and creates a hinge with masking tape at top of paper

4. T flips paper off of acetate

5. T tell S they will do a monochromatic color scheme first

1. T selects color plus white and black from oil paint sticks

6. T traces over black and white photo using oil paint sticks

7. T paints over oil paint sticks with small amount of solvent to make them more fluid

8. T flips paper onto painted surface and uses baren to apply pressure to back of paper

9. T lifts paper carefully to check for transfer

10. T repeats steps 3.6 through 3.9 as needed

4. S create monochromatic monoprints

1. S select black and white pattern in nature print or print own image from class computers

2. S repeat monoprint steps as demoed by T.

******************DAY TWO******************

5. T introduces complementary colors

1. T explains that complementary colors are across the color wheel from each other

2. T asks S what they think would happen if you mix two complements

1. S answer

3. T explains that 2 complements = brown/neutral

6. S repeat activity from previous day but using complementary colors

******************DAY THREE******************

7. T introduces analogous colors

1. T defines analogous colors as any group of three colors next to each other on the color wheel

2. T asks S to provide examples of analogous colors

8. S create monoprints using analogous colors, following same procedure as previous days.

******************DAY FOUR******************

9. T introduces triadic color scheme

1. T defines triadic scheme as any three colors evenly spaced around the color wheel

2. T asks S for examples

10. S create monoprints using triadic color scheme, following same procedure as previous days

IV. ASSESSMENT/EVALUATION: critical analysis of observed results

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V. COMMENDATIONS AND RECOMMENDATIONS FOR FUTURE LESSONS

• Toxicity may be avoided by using watercolor crayons and water as solvent.

o To help watercolor crayons adhere to acetate, acetate should be lightly sanding and wiped free of shavings with a damp paper towel before beginning drawing.

o Water may be applied over drawing with a soft brush or with a spray bottle.

• Lesson would be best done over six rather than 4 days, allowing a full day at the start for presentation and demos and a full day at the end for quiz and critique. This would allow students a full class period to work on each piece.

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Content Standard: Creative Expression and Communication

Students create artworks that demonstrate understanding of materials, processes, tools, media, techniques and available technology. They understand how to use art elements, principles and images to communicate their ideas in a variety of visual forms.

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