Name: Jade Browning CURRICULUM PLANNING TOOL

Unit Big Idea: The Processes of Printmaking | Grade Level: 9-12th | National Visual Art Goals: Cr1.1.Ia ; Cr3.1.Ia ; Re.7.1.Ia ; Cn10.1.Ia ;

Objective(s):
1. Students will build an understanding of 4 printmaking processes
2. Students will explore the past and present functions and utilizations of printmaking (Re.7.1.Ia)
3. Students will learn how to conceptualize, plan, and execute their designs and ideas (Cr1.1.la) (Cn10.1.Ia)
4. Students will develop projects based off of personal growth, reflection, and collaborative critique (Cr3.1.la)

Session Title of Key Concepts Dialogue/Concepts Historical/MC & Media/Process Reading, writing, and Closure/
Lesson & Important [Essential Questions you Contemporary Art [materials, techniques; step talking about art Assessment
Expected concepts will ask; points of Exemplars by step] [list instances/activities that are [how you will wrap it up and how
Result[s] addressed on big discussion; what they are [artworks, books, synthesized into the lesson, you will grade the lesson’s results]
[& Length of idea learning] interviews, videos, You need to write out not separate] *Make a rubric for each final
Time to visitors] 5 days for each week. project.
Completion]

Week 1 (50 min) Understanding What is printmaking? Andy Warhol Day 1: (sketchbook, writing Day 1: Closing Questions:
what printmaking (screenprint) utensil) - Discuss/define what printing - How do we use art to
Teacher is and how it is Do we still use printmaking Introduce printmaking- what is, what a print is, what the four communicate?
What is utilized today? it is and how we use it. ways prints are made (relief, - What would you want to
Reference: printmaking? throughout art “Printmaking is most Have the class discuss how intaglio, silkscreen, communicate through artistic
http://monot history. commonly seen in t-shirt printmaking can be utilized planography) -Discuss the expression? How would you do it?
design and making using as a form of printing elements (plate, - What are some advantages and
ypeprintma brainstorming/ the process of communication. Discuss impression, edition, and potential disadvantages of using
king.blogsp planning silkscreening” other art mediums and design) print media?
personal experiences with - Discuss printmaking
ot.com/201 Understand how How do you create a print? Portraiture, color, forms of communication historically (documentation,
to communicate “Prints are comprised of a repetition, pattern, through art. communication, book making, Grading for this week will be
2/10/additiv in plate (what you are printing feeling/emotion Day 2: (sketchbook, writing text print, religious documents) based off of participation (in class
e-and- “unconventional” from) and a substrate Hatch Show Print utensil) and printmaking today discussion), the completion of the
ways. (what you are printing on)” (letterpress) Introduce the process of (commercial- branding, design process (sketchbook
subtractract creating a print. How artists advertising, product design) vocabulary, research exercise),
Art as a How is printmaking utilized make creative decisions on - Students share their own the rubric for the first exercise,
ive- communicative as a way to communicate? how to communicate experiences with Effort and willingness to explore
device. “What are these art pieces effectively. Discuss communicative art and how the media presented
self.html conveying? How do you composition, Principles of they have created or seen
know this? Did they Design; Introduce Principles artwork that communicates
communicate these of Design activity to be anything
emotions/intentions completed by the end of the Day 2:
effectively?” class. -Discuss/define composition
Day 3: (sketchbook, writing and how to plan your
How do we communicate? utensil) composition (consider the
What is this Artist as researchers--
“How do you know communicating. How scavenger hunt. Students media/um, subject matter, and
someone is happy just by do you know that? have to find pieces of what you are communicating)
looking at them? How do What emotions/ -Discuss principles of design:
we express ourselves feelings do you get artwork that match as much Balance, Movement (rhythm),
without reading, writing, or from it? of the vocab we have Repetition, Contrast,
Henri Matisse (relief) discussed
speaking? Can we do that Day 4: (sketchbook, writing Emphasis, Pattern, Unity and
through art / printmaking?” utensil) Variety, Proportion
Discuss how color and -Discuss elements of art: Line,
texture changes how we Shape, Form, Value, Color,
see/communicate an Space, Texture
emotion in artworks. Assign - Students complete the design
textures homework. matrix hand out
Day 5:(sketchbook, writing Day 3:
utensil) In groups of 2-4 find and
Go over the homework. analyse 3-5 pieces of artwork.
Portraiture, color, Discuss the different What are they communicating?
emotions? Style? textures and how they can How do we know that? What
Pattern? How does it be interpreted. introduce elements/principles help us
all inform what you are Monotype and portraiture draw that conclusion? What
gaining from it? are the expressions shown that
(monotype) we can connect to an emotion?
Be prepared to share tomorrow
during class.
Day 4:
Using the examples students
found during yesterday's
activity; discuss/have students
discuss the uses of color and
texture to enhance the
meaning of the image
Homework: Textures
worksheet- each student must
create 5 “mood textures”.
Utilizing something around the
classroom or on their person
use a texture to convey 5
different emotions. Can add
color to the “mood textures” if
desired.
Day 5:
-Discuss different textures that
were found and what
connections we can make to
them.
-Monotype: a reverse transfer
of a painting.
-Monoprint: made from a
carved or etched plate.
Week 2 (50 min) Understand what What is Portraiture? Day 1: (sketchbook, writing Day 1: Closing Questions for monotype
a monotype vs. a utensil) - What is portraiture? How do unit:
Monotype monoprint is What is monotype printing Discuss portraiture in depth. artists create a portrait? What - How does texture change the
Selfie and how does it differ from Introduce the color wheel do/can portraits tell us? feeling perceived in an artwork?
Non-verbal monoprint printing? and significance. Introduce - How does color affect our - How can you add textures and
Create a communication “Monotype and monoprint first project. mood? How can we use color colors to your art that changes or
monotype print (facial both have the root of mono Day 2: (images, plexiglass, to change the way an image is enhances the meaning of your
self portrait expression, color meaning one. However, monoprint inks, paintbrushes, perceived? designs?
pallette, texture, monotype is a single sketchbooks, writing utensil) Project: using an image of
etc.) pulled print. After pulled it Demonstrate how to create yourself (a selfie or one taken Grading for this week will be
is gone except for a faint a monotype plate (painterly, by me or a friend) we will based off of participation (in class
Portraiture “ghost print.” Monoprint subtractive, texture, etc.) create a print of the image. discussion, critique), the
plates have been etched Picasso (color theory) the remaining class time Portraits can be completion of the design process
Color Theory into. The ink is singly should be used for painting abstracted/altered as you paint (sketchbook brainstorming,
applied but can be printed plates. them. Use color and/or texture thumbnail sketches), Effort and
multiple times” Day 3: (images, plexiglass, to convey a feeling or attitude willingness to explore the media
monoprint inks, paintbrushes, presented by the image. presented
sketchbooks, writing utensil)
How do we communicate? Work day. Review and Day 2:
“How do you know discuss how/when to add - First we place the B&W photo
someone is happy just by texture. By the end of class under the plexi glass. -Second,
looking at them? How do the first color or background similar to watercolor, we paint
we express ourselves should be painted on. onto the plexiglass IN
without reading, writing, or Day 4: (images, plexiglass, REVERSE- the first layer of
speaking. Can we do that monoprint inks, paintbrushes, paint you put down is going to
through art / printmaking?” sketchbooks, writing utensil) be the front of your image. You
10 minute process critique may pick up your plexiglass
How does color affect the at their tables or with the and look through the other side
mood set by an artwork? people next to them. The periodically to make sure your
“How does an artwork rest of class will be a work print will come out as you
change based off of the day. By the end of class desire.
color pallette and choices plates should be mostly - To work reductively, add a
made by the artist?” Lewis Sauders complete. layer of ink and wipe away
(texture) Day 5: (images, plexiglass, areas you don't want.
monoprint inks, paintbrushes, - Homework: have 5
sketchbooks, writing utensil) thumbnail sketches of how to
Work day. Students should incorporate texture into their
be painting images and portrait
or/finishing painting Day 3:
- To add texture: press objects
in and removing them, or you
can have objects/fabrics on top
of it when we print them.
Melinda Del Pesco Day 4:
(portrait, color) - With the people next to them
or at their tables students
discuss their project ideas.
Have the other person guess
what is being communicated,
offer advice/feedback on how
to get the desired meaning
Week 3 (50 min) Understand what What is Portraiture? Day 1: (images, plexiglass, Day 1: Closing Questions for monotype
a monotype vs. a monoprint inks, paintbrushes, Demonstrate how to pull print: unit:
Monotype monoprint is What is monotype printing sketchbooks, writing utensil) - first take a damp piece of - How does texture change the
Selfie and how does it differ from Demonstrate how to pull a cotton rag paper and place feeling perceived in an artwork?
Understand how monoprint printing? print from the monotype it on top of your plate - How can you add textures and
to print a “Monotype and monoprint designs made. Remaining - second take a burnisher or colors to your art that changes or
Create a monotype both have the root of mono class should be used to spoon to smooth/press the enhances the meaning of your
monotype print meaning one. However, finish painting and begin paper on the plate designs?
self portrait Non-verbal monotype is a single pulling the first print. Aim to - third, slowly peel back the
communication pulled print. After pulled it have first print pulled by end paper to ensure a clean Grading for this week will be
(facial is gone except for a faint of class. print is pulled. based off of participation (in class
expression, color “ghost print.” Monoprint Day 2: (images, plexiglass, Day 2: discussion), the completion of the
palette, texture, plates have been etched Picasso (color theory) monoprint inks, paintbrushes, Beginning of class process design process (sketchbook
etc.) into. The ink is singly sketchbooks, writing utensil) critique- how did the first print brainstorm, texture worksheet
applied but can be printed Discuss how the first pulled pull? Any issues or successes /exercise), Effort and willingness
Portraiture multiple times” print goes. Troubleshoot anyone would like to share/talk to explore the media presented
any issues that happened about? Now that you have one
Color Theory How do we communicate? while printing. Rest of class print you can add more paint to
“How do you know is a work day. Plates should pull another or pull a “ghost
someone is happy just by be repainted and ready for print” which is a lighter version
looking at them? How do their next print by the end of with less detail of your first
we express ourselves class. print.
without reading, writing, or Day 3: (images, plexiglass, Day 3:
monoprint inks, paintbrushes,
speaking. Can we do that sketchbooks, writing utensil) - Demo how to alter prints after
through art / printmaking?” Work Day. Review how to being pulled. The “ghost” in
“edit” plates after first pulled that is left behind can be used
How does color affect the print. Prints should be to guide a recreation of the
mood set by an artwork? pulled and repainted as image, can be pulled as its
“How does an artwork needed. Make any own image, or wiped off and
change based off of the adjustments or corrections altered
color pallette and choices as discussed during the Day 4:
made by the artist?” Lewis Sauders process critique yesterday. - Print makers sign their
(texture) Day 4: (images, plexiglass, artwork in terms of edition. In
monoprint inks, paintbrushes, the middle of the bottom print
sketchbooks, writing utensil) border printmakers write what
Work Day. Discuss how to print it is over the total number
sign prints. Students should of prints. On the left side is the
be working on pulling their title, and on the right side is the
prints and repainting their artist signature
plates. Should have at least
two prints pulled by the end Day 5:
Melinda Del Pesco of class. Critique worksheet:
(portrait, color) Day 5: (one finished pulled 1.Describe the art piece (any
monotype print, sketchbook, artwork that is shown) What
writing utensil) patterns/textures are used?
Critique day! Post up your 2.Describe the formal
best pulled print from this elements. What is the focus of
project on the wall and grab the piece? What balance and
a worksheet to be turned in rhythm are seen in the piece?
at the end of class. 3.Interpret the artwork. What is
the artwork communicating?
How do you know that? What
colors, textures, etc. are
conveying that? 4.Evaluate
how it was made. What
techniques were used that we
discussed in class?
Week 4 (50 min) Understand the What is silk screening / Day 1: (sketchbooks, writing Day 1: Closing Questions for screen print
silkscreen how is it made? utensil) -discuss the process of screen unit:
Screen Printing processes “Silk screening is a Introduce screen print. The printing and how it compares - How can a single image have
process of pressing ink process, historical context, to mono type meaning? How does a stand alone
Create a poster Understand the through a mesh screen and how to create a screen -go over silk screen vocab picture communicate?
for a cause of connection of through a stencil onto a print. Practice separating (stencil, squeegee, screen, ink) - How does text change the
your choice texts to images piece of paper, fabric, or layers discuss historical screen communication of artwork?
other surface. This is most Day 2: (sketchbooks, writing printing vs. contemporary - Why is communicating through
Learn different commonly used in t-shirt utensil) screen printing artwork important?
ways of texts and design” Class discussion on how to Day 2: - How does individual beliefs get
fonts that change communicate personal -Have a class discussion on communicated through artwork
the meaning of beliefs through artwork. examples they have seen of with or without text?
an artwork Discuss how text plays a propaganda/ posters to
part in any artwork. emphasize someone's beliefs Grading for this week will be
Day 3: (sketchbooks, writing -Discuss how to create a based off of participation (in class
utensil) poster with the silkscreen discussion, critique, group
Discuss the importance of media activities), the completion of the
text and images. Complete Day 3: design process (sketchbook
How has screen printing “art history meme activity”
been used historically vs. Day 4: (sketchbooks, writing -How does text change an brainstorm, research components
contemporarily? utensil) image? Can there be such a in sketchbook), Effort and
“ Research day! In groups of thing as too much or too little willingness to explore the media
two-three students will look text? Does the font,size,color, presented
up various protest or style the text is in change the
posters that they could use way an image is perceived?
as examples for their -in Shepard Fairey’s posters
project. Introduce project. what would happen if we took
How do we read text? Day 5: (sketchbooks, writing away the text? How would that
“Left to right, top down. utensil) change the image?
How does the spacing and Shepard Fairey Discuss topics chosen, - adding text to an image
design of the text change posters historically inspiration. Rest changes the meaning,
how we read?” of class should be used to enhances, or provide context
finish a design. Designs to what you are looking at. In
Can letters and text be should be finished by the groups at your table “meme”
aesthetically pleasing? next class time-- complete the art history images to create
“How can we use letters to as homework if unfinished meaning or enhance/provide
create a larger image? in class. context to the image (images
How does the font style provided by the teacher)
change the meaning? If Day 4:
something is bold -divide into groups of two-three
compared to italic how to research different
does that change who the types/styles of posters for
words are interpreted?” various causes/beliefs. Project:
coniLab (silkscreen create a poster for a cause
How does adding text to print) (political, climate change,
an image change the bullying, etc.) poster should
meaning of the art? have an image and some sort
“The most common and of text included. Homework: 5
well known version of this thumbnail sketches/
we see is through memes! brainstorms
People add text to an Day 5:
image to change the -in groups at your table / next
meaning or make it more to you share your
relatable or funny” concept/cause that your poster
will represent.
-Discuss historically
inspirations / thumbnail
Kate Gibb (silkscreen sketches / design ideas
print)

Unknown (silkscreen
print)
Week 5 (50 min) Understand the What is silk screening / Day 1: (sketchbooks, writing Day 1: Closing Questions for screen print
silkscreen how is it made? utensil, mask ease) -demo how to transfer images unit:
Screen Printing processes “Silk screening is a Show students how to and how to reverse images on - How can a single image have
process of pressing ink reverse their designs/text of a light table or through a meaning? How does a stand alone
Create a poster Understand the through a mesh screen the design and transfer it window. picture communicate?
for a cause of connection of through a stencil onto a over to the mask for their -If the images are not - How does text change the
your choice texts to images piece of paper, fabric, or screen. The rest of the transferred or reversed by the communication of artwork?
other surface. This is most class will be used to flip and end of class - Why is communicating through
Learn different commonly used in t-shirt transfer their design. By the Day 2: artwork important?
ways of texts and design” end of class students -talk about tool safety. Exacto - How does individual beliefs get
fonts that change should have designs on knife safety. communicated through artwork
the meaning of their masks ready for -always cut away from with or without text?
an artwork stenciling. yourself
Day 2: (sketchbooks, writing - they are not toys! Do not Grading for this week will be
utensil, mask ease, exacto use them on anything but the based off of participation (in class
knife) mask ease (including the table, discussion, critique, group
Show how to safely cut out eachother, or yourself) activities), the completion of the
the stencil from the drawing. - demo cutting out the stencil: design process (sketchbook
How has screen printing Rest of class time should be
been used historically vs. used to cut out your stencil. everything that gets cut out will brainstorm, research components
contemporarily? be whatever color you print. in sketchbook), Effort and
Day 3: (sketchbooks, writing Day 3: willingness to explore the media
“ utensil, mask ease, exacto
knife) - using the clear sheet given presented
Demo how to place the with your mask ease, place on
mask ease on the screens, top of your design.
and how to print using the - use a burnisher to ensure
screen/material. By the end that they film is secure on your
How do we read text? of class, everyone should stencil.
“Left to right, top down. have their mask-ease on - peel the back off of the mask
How does the spacing and Shepard Fairey their screens. ease so it is now just your
design of the text change posters Day 4: (sketchbooks, writing design on the clear film
how we read?” utensil, mask ease/stencil, - place the sticky side onto the
screen, squeegee) screen.
Can letters and text be Work day. Remind students - to print; place the screen face
aesthetically pleasing? how to clean up after they down onto a piece of paper or
“How can we use letters to are done printing. By the other printing surface.
create a larger image? end of the day students - put a fair amount of ink on the
How does the font style should have a minimum of top of your screen - using a
change the meaning? If one print pulled. squeegee at a 45 degree
something is bold Day 5: (sketchbooks, writing angle press firmly and drag the
compared to italic how utensil, mask ease/stencil, ink across the screen.
does that change who the screen, squeegee) Day 4:
words are interpreted?” Work day. Everyone should - Discuss Clean up
coniLab (silkscreen have three different print to procedures: scrape ink back
How does adding text to print) be turned in at the end of into the ink jars. Rinse all the
an image change the class. The last 10 minutes ink off of the screen and
meaning of the art? of class will be a short squeegees. Wipe down your
“The most common and discussion on prints. area when finished.
well known version of this Day 5:
we see is through memes! -End of class discussion: see if
People add text to an anyone in the class has the
image to change the same/similar themes as you
meaning or make it more do. Discuss the difference in
relatable or funny” representation and talk about
the different formal elements.
Fill out worksheet:

Kate Gibb (silkscreen

Unknown (silkscreen
print)
Week 6 (50 min) Understand what What is the difference Day 1: (sketchbook, writing Day 1: Closing Questions for relief unit:
a relief print is between positive and utensil) - Discuss the origins of relief - How does texture, balance,
Teacher Relief and how it negative space? Introduce relief printing printing image choice, and other elements
compares to the “Negative space refers to processes, historical - Discuss historical example and principles of design help
Reference: Create an other prints we what it is that you are contexts, contemporary and functions inform the viewer of the meaning
https://www endangered have done printing on. So the usage, styles, and - Discuss the contemporary in your artwork?
species background. Positive examples. functions and artists/examples - How does providing artwork that
.teacherspa postcard Understand the space is the inked space. It Day 2: (sketchbook, writing Day 2: is not just in art galleries, but able
difference is typically the image area, Mary Azarian Round utensil) - review the elements and to take home (postcards, trinkets,
yteachers.c between positive or the space that is Bales. Notice there is Discuss the relationship principles of design etc.) change the way the artwork
om/Product and negative intentional.” nothing of solid color. between positive and - Have a worksheet that has is perceived?
space What is a relief print? Every area of ink has negative space. Have silhouetted images-- have - How does the change in location
/3-Pack- ““Relief printing is the some sort of texture or students complete students draw an outline of the of artwork change what it is that
Be able to utilize opposite of screen printing. depth added. Positive/Negative space image and shade in the the artwork is communicating?
Positive- and discuss Both practices carve away activity/worksheet. negative space (inverting the
and- textures in art a print area. Silkscreen Day 3: (sketchbook, writing image) Grading for this week will be
prints: what you carve utensil) Day 3: based off of participation (in class
Negative- Be able to away of your mask is what Discuss how to create a - Discuss tools and tool safety discussion and critique), the
research and prints. However, with relief lino-cut, tools, and safety. (block, v gouge, u gouges) completion of the design process
Space- brainstorm printing you are carving Introduce project. similar to the exacto knives the (sketchbook brainstorming,
Worksheet- concepts as a away what you don’t want Day 4: (sketchbook, writing v and u gouges are not to be thumbnail sketches, research
part of the art printed leaving the raised utensil) used on anything but the lino- findings in sketchbook), Effort and
for-High- making process area to be inked and Sea Pie Press - notice Design day. Discuss design cut surface. Always cut away willingness to explore the media
printed” that instead of a solid ideas, and how to make from yourself. presented
Grades- background, the artist decisions on positive and
Art as a What are some negative space within their - Project: creating an
4268767 “keepsake” how advantages/ uses texture and endangered species postcard
artists can create disadvantages of having a movement in the design. (similar to the overall posters
for commercial texture rich image/print? background Day 5: (sketchbook, writing of andy warhol). Students
utensil)
communication “Textures add a sense of Design day. By the end of should choose one animal
feeling and depth to Project Example: from the endangered species
class students should have
images and artwork. It also a design ready to be list and do some research
can be used to add transferred to print. Review about said animal. Homework:
movement. Texture is textures, uses, and how to 5 thumbnail sketches and 5
often used as a way to utilize them throughout this facts about their animal.
create more feelings and project. Day 4:
emphasis on artworks” - Discuss how to use the
research they found to make
creative decisions about their
image (ie. ocean animal= blue,
white, waves, smooth, etc.)
- Discuss how to create
positive and negative space.
Have students use a sharpie to
mark the positive (color) and
negative (white) space.
Day 5:
- How to create textures using
relief printing. NO SOLID
COLOR. Similar to Mary
Azarian. No space is just a
solid color, the background
should have some sort of
Andy Warhol texture that relates to the
Endangered species habitat of the animal.
posters
Week 7 (50 min) Understand what What is the difference Day 1: (sketchbook, writing Day 1: Closing Questions for relief unit:
a relief print is between positive and utensil, designs, linocut, v/u - remind students that - How does texture, balance,
Relief and how it negative space? gouge) everything prints in reverse. image choice, and other elements
compares to the “Negative space refers to Review how to reverse and They have to flip the image and principles of design help
Create an other prints we what it is that you are transfer a print onto a before printing either on a light inform the viewer of the meaning
endangered have done printing on. So the block/plate, and how to table or window. in your artwork?
species background. Positive safely carve the block. By - remind students to always - How does providing artwork that
postcard Understand the space is the inked space. It the end of class images carve away from themselves is not just in art galleries, but able
difference is typically the image area, Mary Azarian Round should be transferred to and not use the tools as toys to take home (postcards, trinkets,
between positive or the space that is Bales. Notice there is block and have begun Day 2: etc.) change the way the artwork
and negative intentional.” nothing of solid color. carving. - review the difference is perceived?
space What is a relief print? Every area of ink has Day 2: (sketchbook, writing between positive and negative - How does the change in location
“Relief printing is the some sort of texture or utensil, designs, linocut, v/u
gouge) space and how to apply that to of artwork change what it is that
Be able to utilize opposite of screen printing. depth added. their artwork and make the artwork is communicating?
and discuss Both practices carve away Review positive and aesthetic decisions with it
textures in art a print area. Silkscreen negative space. The rest of Day 3: Grading for this week will be
prints: what you carve class is a work day. By the - rolling the ink out into a small based off of participation (in class
Be able to away of your mask is what end of class the background area square with a brayer. The discussion and critique), the
research and prints. However, with relief should be carved. ink should be relatively thin completion of the design process
brainstorm printing you are carving Day 3:(sketchbook, writing with the appearance of an (sketchbook brainstorming,
utensil, designs, linocut, v/u
concepts as a away what you don’t want gouge) orange peel and make a small thumbnail sketches, research
part of the art printed leaving the raised Demo how to ink and pull a swishing sound as you roll. findings in sketchbook), Effort and
making process area to be inked and Sea Pie Press - notice print. Students should be Make sure to life your brayer at willingness to explore the media
printed” that instead of a solid finished carving by the end the end of each roll to ensure presented
Art as a What are some background, the artist of class. that the barrel rolls to get ink
“keepsake” how advantages/ uses texture and Day 4:(sketchbook, writing on the entire surface.
artists can create disadvantages of having a movement in the utensil, designs, linocut, v/u - Gently roll the ink over your
for commercial texture rich image/print? background gouge) plate. Make sure to cover the
communication “Textures add a sense of Start class with a short entire surface-- the ink has a
feeling and depth to Project Example: process critique. Rest of shine to it so you will be able to
images and artwork. It also class is a work day. tell if the entire area has been
can be used to add Students should have one covered.
movement. Texture is print pulled by the end of - Place your print on top of the
often used as a way to class. block and burnish with a
create more feelings and Day 5:(sketchbook, writing burnisher or the back of a
emphasis on artworks” utensil, designs, linocut, v/u spoon.
gouge) - Gently pull the paper back up
Critique day. Post up your and place prints on the drying
best relief print for rack. Students should be
discussion. Reflect on the finishing carving and printing.
semesters work and what Day 4:
have been created. - discuss any concerns or
issues students have while
working
Day 5:
- Last day critique. Discuss
every ones postcards

Andy Warhol
Endangered species
posters
Project One: Monotype Selfie

Points Project Content Effort Craftsmanship Knowledge Participation

4 ● Fully completed the 5 ● Tried their best regardless of ● The colors printed are solid and ● Able to knowledgeably define ● Actively participates in class
thumbnail textures plan in their skill level not transparent techniques used in their work discussion
sketchbook ● Used time wisely ● Ink is not smeared or blended ● Able to create a plan for their ● Provides personal insight
● Has 3 self-portrait monotype ● Stayed on task throughout ● There are no fingerprints visible image during class discussion
prints class time on the print ● Able to discuss why the ● Is respectful of other opinions
● Uses both color and texture ● Did not rush the completion ● There is a clean border around composition and formal elements during class discussion
within the image of project the print emphasizes what they are ● Participates in critique
communicating ● Complete critique worksheet

3 ● Has 2 self-portrait monotype ● Tried to do well regardless ● Some colors are becoming ● Able to define techniques used ● Partially participates in class
prints of skill transparent; can see a few brush in their work discussion
● Uses either color or texture ● Had to be reminded to stay strokes ● Able to create a plan for their ● Does not offer personal insight
within the image on task ● Some of the inks have blended image during class discussion
● Completed ⅗ or more ● Rush a bit through parts of ● There are no fingerprints visible ● Able to describe the reasoning ● Is respectful of other opinions
thumbnail texture plans the project on the print of techniques through discussion during class discussion
● The boarders has some ink on ● Partially participates in critique
them ● Completes ¾ of critique
worksheet

2 ● Has 1 self-portrait monotype ● Tried very little regardless of ● Majority of colors are ● Able to define techniques used ● Only participates in class
print skill transparent; have visible brush in their own words discussion when called on
● Does not use texture or color ● Had to be reminded 2-3 strokes ● Able to create a plan for their ● Does not offer personal insight
within the image times to remain on task ● Most of the ink are blended image during class discussion
● Completed less than ⅗ ● Rushed through the project ● There are some fingerprints on ● Able to describe some ● Is respectful of other opinions
thumbnail texture plans the print reasoning of technique usage during class discussion
● The boarders have some ink on ● Does not participate in critique
them ● Completes less than ½ of
critique worksheet

1 ● Has no complete self-portrait ● Did not attempt to create a ● All of the colors are transparent; ● Unable to define techniques ● Does not participate in class
monotype prints self-portrait monotype print have visible brush strokes used in their work discussion when called on
● Does not use texture or color ● Had to be reminded to stay ● All of the inks are blended ● Did not create a plan for their ● Does not offer personal insight
within the image on task more than 4 times ● There are fingerprints on the image during class discussion
● Did not complete any ● Rushed to finish in less than print ● Unable to discuss the ● Is not respectful of other
thumbnail texture plans 5 minutes of class ● The boarders have ink on them reasoning of the techniques the opinions during class discussion
chose in the image ● Does not participate in critique
● Does not complete critique
worksheet

Project 2: Screen Print Posters

4 ● Fully completed the 5 thumbnail ● Tried their best regardless ● The colors printed are solid ● Able to knowledgeably define ● Actively participates in class
sketches/plans in their sketchbook of skill level ● The image is not over inked techniques used in their work discussion
● Has 5 written research components ● Used time wisely ● Ink is not smeared or blended ● Able to create a plan for their ● Provides personal insight during
included in their sketchbooks ● Stayed on task throughout ● There are no fingerprints visible image class discussion
● Used a legible text on their poster class time on the print ● Able to discuss why the ● Is respectful of other opinions
● Incorporated imagery into their ● Did not rush the composition and formal elements during class discussion
poster completion of project emphasizes what they are
● Participates in critique
● Printed 3 variations of their poster communicating
● Complete critique worksheet

3 ● Completed 3/5 or more thumbnail ● Tried to do well ● Some colors are too thin; can see ● Able to define techniques used in ● Partially participates in class
texture plans regardless of skill some streaking in the ink their work discussion
● Has 3/5 written research ● Had to be reminded to ● Some of the inks appear in large ● Able to create a plan for their ● Does not offer personal insight
components included in their stay on task quantities leaving screen image during class discussion
sketchbooks ● Rush a bit through parts impressions ● Able to describe the reasoning of ● Is respectful of other opinions
● Used a difficult to read text on their of the project ● There are no fingerprints visible techniques through discussion during class discussion
poster (unintentional) on the print
● Partially participates in critique
● Incorporated imagery into their
● Completes ¾ of critique
poster
worksheet
● Printed 2 variations of their poster

2 ● Completed 2/5 or less thumbnail ● Tried very little regardless ● Majority of colors too thin; leaving ● Able to define techniques used in ● Only participates in class
sketches/plans in their sketchbook of skill streaks or not complete color their own words discussion when called on
● Has 2/5 or less written research ● Had to be reminded 2-3 sections ● Able to create a plan for their ● Does not offer personal insight
components included in their times to remain on task ● Most of the ink is too much image during class discussion
sketchbook ● Rushed through the leaving screen impressions and a ● Able to describe some reasoning ● Is respectful of other opinions
● Used illegible text in poster project build up of ink of technique usage during class discussion
(unintentional) ● There are some fingerprints on
● Does not participate in critique
● Incorporated imagery into their the print
● Completes less than ½ of
poster
critique worksheet
● Printed 1 variation of their poster

1 ● Did not complete thumbnail ● Did not attempt to create ● All of the colors do not have ● Unable to define techniques used ● Does not participate in class
sketches/plans in their sketchbook a self-portrait monotype enough ink to be solid in their work discussion when called on
● Does not have research print ● All of the inks have too much ink; ● Did not create a plan for their ● Does not offer personal insight
components in their sketchbook ● Had to be reminded to leaving too much on the paper image during class discussion
● Did not use text in their poster stay on task more than 4 ● There are fingerprints on the print ● Unable to discuss the reasoning ● Is not respectful of other opinions
● Did not incorporate imagery in times of the techniques the chose in the during class discussion
their poster ● Rushed to finish in less image
● Does not participate in critique
● Does not have a printed poster than 5 minutes of class
● Does not complete critique
worksheet

Project 3: Endangered Species Postcards

4 ● Fully completed the 5 thumbnail ● Tried their best regardless ● Has fully carved lines; ● Able to knowledgeably define ● Actively participates in class
sketches/plans in their sketchbook of skill level thick/deep enough to not techniques used in their work discussion
● Has research components ● Used time wisely capture ink ● Able to create a plan for their ● Provides personal insight
included in their sketchbooks ● Stayed on task throughout ● Ink is not smeared image during class discussion
● Includes texture in their entire class time ● There are no fingerprints ● Able to discuss why the ● Is respectful of other opinions
image ● Did not rush the completion visible on the print composition and formal elements during class discussion
● Has one complete printed of project ● Boarders are free of ink emphasizes what they are ● Participates in critique
postcard communicating ● Complete critique worksheet

3 ● Fully completed the 3/5 or more ● Tried to do well regardless ● some of the lines aren’t fully ● Able to define techniques used ● Partially participates in class
thumbnail sketches/plans in their of skill carved; some lines capture ink in their work discussion
sketchbook ● Had to be reminded to stay ● Ink is not smeared ● Able to create a plan for their ● Does not offer personal insight
● Has partial research components on task ● There are few fingerprints image during class discussion
included in their sketchbooks ● Rush a bit through parts of visible on the print ● Able to describe the reasoning ● Is respectful of other opinions
● Includes some texture in ¾ of the project ● Boarders are free of ink of techniques through discussion during class discussion
the image ● Partially participates in critique
● Has one complete printed ● Completes ¾ of critique
postcard worksheet

2 ● Fully completed the 2/5 or less ● Tried very little regardless ● most of the lines are not fully ● Able to define techniques used ● Only participates in class
thumbnail sketches/plans in their of skill carved; most lines capture ink in their own words discussion when called on
sketchbook ● Had to be reminded 2-3 ● Ink is mostly smeared ● Able to create a plan for their ● Does not offer personal insight
● Has no research components times to remain on task ● There are fingerprints visible image during class discussion
included in their sketchbooks ● Rushed through the project on the print ● Able to describe some ● Is respectful of other opinions
● Includes some texture in ½ of ● Boarders have ink in them reasoning of technique usage during class discussion
their image ● Does not participate in critique
● Has one complete printed ● Completes less than ½ of
postcard critique worksheet

1 ● Did not complete thumbnail ● Did not attempt to create a ● Has partially carved lines; ● Unable to define techniques ● Does not participate in class
sketches/plans in their sketchbook self-portrait monotype print lines capture ink used in their work discussion when called on
● Has no research components ● Had to be reminded to stay ● Ink is smeared ● Did not create a plan for their ● Does not offer personal insight
included in their sketchbooks on task more than 4 times ● There are fingerprints visible image during class discussion
● Does not include texture in their ● Rushed to finish in less on the print ● Unable to discuss the reasoning ● Is not respectful of other
image than 5 minutes of class ● Boarders have ink on them of the techniques the chose in the opinions during class discussion
● Does not have a postcard image ● Does not participate in critique
● Does not complete critique
worksheet