Experience
In today's meeting, the students of Cooper Home experimented with printmaking processes. Students were able to create prints using carving tools on an easy cut block, or by using markers on Plexiglas to create a monoprint. Students were asked to consider their favorite part about springtime when creating their art work. Teachers demonstrated safe carving techniques, inking, printing and monoprint methods to the students. The students explored the possibilities and limitations of creating prints using multiple printmaking techniques.
Essential Understandings
Outcomes
Students will be able to:
Skills
Essential Understandings
- Art can be created in a variety of ways and appears in different forms
- Art is a form of expression and symbolism
- Artists will understand printmaking techniques and the abilities of the media
Outcomes
Students will be able to:
- Use tools in innovative ways to create line, shape, and texture
- Understand the capabilities and limitation within the printmaking medium
- Create multiple or unique prints using relief or monoprinting techniques
- Create art that expresses emotion or symbolism
Skills
- Using tools to create marks in innovative ways
- Identify characteristics of different printmaking processes
- Creative problem solving
Documentation |
Reflection
What worked well for this art experience? Why?
There were quite a few things that worked well in this experience; the major one being that no one injured themselves with the carving tools. For the experience itself, though, the students enjoyed the ability to carve out an image that they wanted to make and didn't hesitate to start drawing directly onto the easy-cut block. For a few of the students, it took most of the class period to decide what kind of design or image they wanted to print so they were able to use the full time without too much hang time when they were done printing.
When they did finish their carvings and had extra time at the end, we were able to give them a quick run through on the mono-prints so that they could continue to create prints and learn an entirely different method. This only occurred for a couple of students but they were all fascinated by the way the marker transferred to the paper compared to the way they printed with their carvings. It was a good thing that we discussed the possibility of mono-prints beforehand; otherwise, we would have had some students sitting around for close to half of the class period.
What didn't work well for this art experience? Why?
One of the most major things I noticed from this class period was that not everyone could really enjoy the easy-block carving. Compared to painting and drawing, the block carving required a lot more fine-tuned control over the tools. Some of our students had trouble with this because of their disabilities that affected precision control leaving them frustrated. Sadly, it wasn't until after the fact that we were told specifically about what was happening and could have helped the situation by asking if they wanted to try a mono-print instead. While observing them, they continued to try their hand at carving so it wasn't a one and done attempt, which was nice to see but would have definitely been frustrating.
Another hiccup that we encountered was when one of the students finished within the first hour of class with both carving and printing. The idea was that this could take up at least two class periods if that was the case, so we had to come up with a way to keep him making art rather than sitting around for close to an hour. Even if we think the project will take the entire time there are still those that are able to get through everything quickly and be done within the first hour of the class period.
What would you differently? Why?
So far, most everyone has been able to complete the assigned projects by the end of the class period. For the next class period, it is going to be in our best interest to set up the first main project that we'll be working on and then having one or two side options for them to choose from. Otherwise, there is a chance that they will push through the next project in a hurry and we won't have anything else for them to do. Since we are thinking about using clay then it will be a bit more challenging to come up with another assignment related to this one on the fly.
Another thing would be to keep a grasp on what is going on. One of the main downsides is how difficult it is to make sure everyone can see the demonstrations when they are given because of the table layout. There were a couple students that still had questions about the carving process when we started moving around, after the introduction. The main point being that we should have a little more organization and way to ground ourselves during the lesson. As things started building up speed the wagon went on a downward slope with no real form of brakes to slow it down.
There were quite a few things that worked well in this experience; the major one being that no one injured themselves with the carving tools. For the experience itself, though, the students enjoyed the ability to carve out an image that they wanted to make and didn't hesitate to start drawing directly onto the easy-cut block. For a few of the students, it took most of the class period to decide what kind of design or image they wanted to print so they were able to use the full time without too much hang time when they were done printing.
When they did finish their carvings and had extra time at the end, we were able to give them a quick run through on the mono-prints so that they could continue to create prints and learn an entirely different method. This only occurred for a couple of students but they were all fascinated by the way the marker transferred to the paper compared to the way they printed with their carvings. It was a good thing that we discussed the possibility of mono-prints beforehand; otherwise, we would have had some students sitting around for close to half of the class period.
What didn't work well for this art experience? Why?
One of the most major things I noticed from this class period was that not everyone could really enjoy the easy-block carving. Compared to painting and drawing, the block carving required a lot more fine-tuned control over the tools. Some of our students had trouble with this because of their disabilities that affected precision control leaving them frustrated. Sadly, it wasn't until after the fact that we were told specifically about what was happening and could have helped the situation by asking if they wanted to try a mono-print instead. While observing them, they continued to try their hand at carving so it wasn't a one and done attempt, which was nice to see but would have definitely been frustrating.
Another hiccup that we encountered was when one of the students finished within the first hour of class with both carving and printing. The idea was that this could take up at least two class periods if that was the case, so we had to come up with a way to keep him making art rather than sitting around for close to an hour. Even if we think the project will take the entire time there are still those that are able to get through everything quickly and be done within the first hour of the class period.
What would you differently? Why?
So far, most everyone has been able to complete the assigned projects by the end of the class period. For the next class period, it is going to be in our best interest to set up the first main project that we'll be working on and then having one or two side options for them to choose from. Otherwise, there is a chance that they will push through the next project in a hurry and we won't have anything else for them to do. Since we are thinking about using clay then it will be a bit more challenging to come up with another assignment related to this one on the fly.
Another thing would be to keep a grasp on what is going on. One of the main downsides is how difficult it is to make sure everyone can see the demonstrations when they are given because of the table layout. There were a couple students that still had questions about the carving process when we started moving around, after the introduction. The main point being that we should have a little more organization and way to ground ourselves during the lesson. As things started building up speed the wagon went on a downward slope with no real form of brakes to slow it down.