Friday, November 19, 2010
PRINTMAKING EXPERIENCES
We did many different printmaking processes in class. But there are so many other possibilities. Think of another material or way of making prints. This is your opportunity to think outside the box. If you can't think of any, find a new printmaking process on the internet that is suitable for children, ages 2 to 8. Describe this printmaking process, what skills children will learn, and how math or science standards are addressed. Be specific with the standards addressed. In order to do this, you will have to go to the Ohio Department of Education website and look for the link to the standards in each discipline & grade level. Just choose one grade level that your printmaking activity is appropriate for & state three specific standards that could be addressed.
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Using styrofoam to create prints is such an affordable way to teach the printmaking process to students without spending a fortune on materials such as linolium or copper. A couple ideas of mine : use potatos, sponges, recycable items. Having students bring in recycable items such as cookie trays or plexiglass, paper, plastic bags, and old shirts, to use for a project can provide an teaching opportunity about the importance of recycling.
ReplyDeleteWith small children, using something a simple as a potato can be a fun experience to create prints with. You can cut potatoes any way you want and have students carve a pattern into the potatoes with a safe object to stamp onto recycled material such as an old shirt or construction paper. They get to learn about the properties of a vegetable and learn valuable things about how printmaking is done. The students are forced to use critical thinking/problem solving since they they will discover how the images/patterns/text that is drawn will be reversed onto paper.
3 Science Standards :
1. Explore that some materials can be used over and over again (Ie: using recycled objects as part of the project).
2. Explore differences between living and non-living things (explain where the potato came from and how it grew in time and how it it different from paper and other nonliving things).
3. Explore that several steps are usually needed to make things (help the students achieve each step in the printmaking process).
I decided to find a print making activity that would go with the season! Christmas is around the corner and the kids love to do activities that remind them of the holiday.
ReplyDeleteThis activity is for ages 4-8.
What you will need is small vegetable or fruit baskets- one per every three children is best. Washable white glue. Glitter. Sturdy paper. plastic trays.
small vegetable or fruit baskets - one per every 3 children is best
washable white glue
glitter
sturdy paper (dark color)
After getting all the supplies you need is when you can start the project.
First you can discuss the linear quality of the baskets.
With help of teacher, children cut out a circle from the bottom of the fruit basket. (The type which has a radiating pattern is best.)
You should end up with a "snowflake template", the fun thing is if you have different baskets then all the children will have different templates. Then dip the template into glue in a tray. The child will lightly and gently stamp glue covered template onto paper. There should be a glue print left on the paper. Sprinkle glitter over glue "print". Shake excess glitter off. Allow to dry. Extend by writing about snow, winter, Christmas memories, etc.
Science Standards
1.Generate questions based on observations.
2.Explore that several steps are usually needed to make things (help the students achieve each step in the printmaking process).
3.Students will read, write, listen, and speak for social interaction.
( After writing about memories, they can tell other students about them)
Happy Thanksgiving!!!
One of the more modern types of printmaking is called a giclee print. These types of prints are made on high resolution ink jet printers using archival paper and ink. One of the major benefits to this type of printing, is that the artist can create reproductions of their artwork without having to learn different archival techniques. This would be great for children because they will be able to enhance their computer skills. If they have not been exposed to scanning on a computer, this will allow them to do so. They can scan their original artwork and print out multiple copies. One of the math standards this can meet is being able to compose 2 and 3 dimensional objects if the children were asked to create a print using geometrical patters such as cubes, triangles and cones etc. One of the standards they are meeting within the science and technology benchmarks is knowing what various objects are made of when they create their prints. For example, they can explore how the paper is made. That can develop into a conversation about being more green and only printing when necessary to avoid cutting down more trees. There are many different types of conversations that can be held with this.
ReplyDeleteOne way to think outside of the box when it comes to printmaking is to consider using recycled and natural materials. You could have each child bring in old shoes or sandals that the soles can be used to make prints. Each child could also use their own fingers or hands. Puzzle pieces, lego's, old bike tires, potatoes, tennis balls and sponges are just a few more ideas for natural and recycled materials but the possibilities are endless. For Kindergartners there are many standards that can be met but here are three; In Science and Technology students can;
ReplyDelete1. Explore that objects can be sorted as "natural" or "man-made".
2. Explore that some materials can be used over and over again (e.g., old shoes, tires or glass containers, cardboard boxes and tubes).
In Geometry and Spatial sense students will be able to;
3. Describe and create plane figures: circle, rectangle, square, triangle, hexagon, trapezoid, parallelogram and rhombus, and identify them in the environmental Sense.
Before Thanksgiving, I was babysitting for two little boys and on cut out leaves-we were writing what we were thankful for. We then hung them on the chandalier for the family to see. As we were doing this activity, I thought of using leaves for printmaking because children are able to look out during fall and see different colored leaves and hold them to feel the different textures. So for my activity, I chose a fall reflection printmaking idea.
ReplyDeleteAge 4-6
Students will create a fall scene using the monoprinting method. They will create simple space, the foreground and the background using one line.
Here are some of the science requirements from the Ohio Department of Education:
-Discover that many objects are made of
parts that have different characteristics.
-Describe and sort objects by one or more properties (e.g.,
size, color and shape).
-Use the five senses to make observations about the natural
world.
-Draw pictures that correctly portray features of the item
being described.
What You Need:
•one piece of 80lb white paper 12x18
•brushes
•water
•newspaper
•tempera paint (full palette)
•watered down blue tempera or blue watercolor
•crayons
What You Do:
1.Fold the 12 x 18 white paper the long way "hotdog" way
2.On the middle fold going up, draw a series of trees using the "Y" method. Draw a straight line for the trunk and then a "V" in the middle so it looks like a "Y". Branch off drawing with "V"'s from there. Keep the tree very simple and varied. Have some tall and some bending. Try to work them across the paper until it is full of trees.
3.The space below is the water which will reflect the trees.
4.Once you've drawn the trees, fold the paper back again, and with a ruler edge rub the trees so that the crayon transfers to the bottom (water area).
5.Next, taking dabs of autumn colors work one tree at a time, dotting the branches and then bending the paper to create the blob on the bottom, Continue doing so, until you've got a autumn look.
6.Then have kids take the watered down tempera and fill in blue area, sky and water.
*Some children will want to draw in more, they will need to do before painting*
You canput them on a matt board in the fall for the children to see what they have accomplished
Grade 2-3
ReplyDeleteVisual Math Terminology Flashcards
Even if the other teachers aren't cooperative at first, I'm sure they'll realize the benefits of me being a COLLABORATIVE art teacher, meaning, most of my lessons will be based around what they are teaching in their classrooms. I will collaborate with the teachers during summer/ early in the year/before standardized testing week to see when they will be working with basic shape concepts and get a list of terminology. The goal of the project is to create a visual math flash cards to help students understand the terms.
BACKGROUND KNOWLEDGE
Before creating this math dictionary booklet, all students would be involved in an experimental day of printmaking. Using found objects and mono block prints with meat trays, they would cut out the meat trays into different letters or shapes and see what a print would look like from common toys, shoes and house hold objects in order to familiarize with the process and capabilities of the materials and their imaginations! The results of their experimental paper will be turned into a mini envelope for their flashcards!
DIRECTIONS
1. Each student will get 2 large (most likely 11x16") pieces of thick white paper, which they will fold into 6 squares on each piece of paper (assuming there are 12 terms to learn) ***the number of folds can be altered, depending on the number of math terms.
2. Next, each student will use a ruler to trace over the folded lines with a black marker so they are easier to see for cutting.
3. Cut out each box to create separate smaller cards.
4. On the bottom front of each card, write the term in pencil(congruent, pattern, turn, flip, slide, symmetrical, asymetrical, possitive and negative shapes, etc.)
5. On the back of each card, each student will write (in pencil) the definition from the book (extra credit for correctly creating a definition in their own words!) that coordinates with the term on the front of the card, using a ruler as a guideline to keep it neat.
***After the teacher and/or assistant has determined that the term and definition are correct and legible, using correct spelling, the child will be given a skinny black felt tip marker to go over their writing for better visibility.
6. Students will then be required to use at least one example of the two methods, if they prefer the found objects to the monoprint tray cut-outs, or vice versa to create their flashcards with visual representations to match the term. Students will bring their math textbooks to class. If there is time left over after drying, students will test each other using their newly made flashcards!
Because I am 99% sure I will teach in Michigan, all standards listed below come directly from: http://www.michigan.gov/documents/MathGLCE_140486_7.pdf
MATH STANDARDS GRADE 2
GEOMETRY- Create and Describe Shapes:
G.LO.01.02 Describe relative position of objects on a plane and in space, using words such as above, below, behind, in front of.
G.TR.02.06 Recognize that shapes that have been slid, turned, or flipped are the same shape,
e.g., a square rotated 45° is still a square.
G.GS.02.02 Explore and predict the results of putting together and taking apart two-dimensional
and three-dimensional shapes.
As a Girl Scout leader I used printmaking in our meetings often. Some of my favorite things to do were to create clothing or bags that the girls could use over and over again. On a mother daughter campout we once made troop sweatshirts by collecting leaves on a hike and then using them to create a leaf shirt. The girls and moms quickly figured out that they could mix colors on the leaves to create similar looks to the actual multicolored leaves that they had found. They also determined that the leaves would look different depending on the side of the leaf used and the size of the veins each leaf had. Another shirt that we made used sliced apples and again the girls mixed colors to make the apples many colors, at first by accident and then realizing their creation and the dramatic effect it made they set out to see how many colors of apples they could make. Both of these printings used natural items and the apples were rinsed well and then tossed in the woods for the animals since we used nontoxic paint. The final activity we did was to create a duffel bag for their sleeping bags. I purchased large cloth laundry bags and a few colors and gave the girls’ rectangle sponges. They were told they could cut the sponges anyway they wished and mix colors on plates on directly on the sponges themselves. The girls were very creative and somehow were able to write their names using cut up pieces of sponge as well a design elaborate decorations and patterns. When my daughter left for college we packed her sheets and comforter in that bag to transport it to her dorm.
ReplyDeleteThe standards that these print making activities relate to can include:
Science:
Life science: K: Heredity, investigate the variations that exist among individuals or the same kind of plant or animal. (Leaves and apples)
Science and Technology: 1st: Abilities to do technological design, Explore that several steps are usually needed to make things. (Creating designs with sponges)`
Scientific Inquiry: 2nd: Doing scientific inquiry, Ask “how can I/we” questions. (Create leaves with various colors)
Math:
Patterns, Function and algebra: K: Use patterns relations and functions, Sort, classify and order objects by size, number and other properties. (Size and number of apples/leaves)
Geometry and Spatial Sense: 2nd: Characteristics and
Properties Spatial Relationships, Predict what new shapes will be formed by combining or cutting apart existing shapes. (Cutting sponges)
There are so many possibilities involving printmaking and linking it to physical sciences. The main goal that comes to mind in line with the Pre – K standard of Observations of Materials and Objects would be to take children outside to explore the environment in which they live. Have the children interact with rocks, leaves, sticks and other organic thing around the area, identifying each thing and having a small discussion about the object's weight, texture, color, shape and size. After this, the take the objects inside. Once here, there are many things you can do to use the objects as printmaking tools. To emphasize texture, use a brayer to roll ink onto leaves or rocks, then press them onto paper like a stamp. This will show the child the simplified texture of the object. Also, you can take organic objects like flowers, and put them between to sheets of paper. Then, burnish the objects with something heavy, rubbing evenly across the paper. This will squeeze the pigments out of the flower petals emphasizing
ReplyDeletecolor.
Observe and ask questions about the natural environment
Plan and conduct simple investigations
Communicate about observations, investigations and explanations; and
Review and ask questions about the observations and explanations of others.
I believe using fruits and vegetable is an inexpensive way to introduce printmaking to students. This can be for K-4. Age 4-8.
ReplyDeleteWhat you need: Paint or ink, sponges, old cookie tray or styrofoam tray.Paintbrushes, water and water containers, paper and make sure your tables are covered so it doesn't matter if the paint would get on the table. Then lastly, fruits and vegetables. Need a good variety, some that I thought of were; carrots, apples, broccoli,cauliflower, starfruit, pomogrante, tomatoes, mushrooms, oranges.
What you do: basic idea is to di[ fruits and vegetables into the paint or printing ink and stamp them out, either by color, shape, fruit or vegetables or patterns.
When finished they can choose sections of the finished print and draw the patterens they see.
Objective of this is so the children are learning fruits and vegetables, some of them may be new to the students, you can discuss, color, shape,the five senses, weight and texture of them.
ODE: Science-descirbe figures like circle,square etc.
-describe their properties for example, size ,color, shape
-use the five senses.
Math- functions and algebra: patterns and functions, sort, classify and order objects by size, number and other properties.
There are so many ways to do printmaking. One that I have always loved is fairly simple. Using paint (tempera or otherwise will work well), the children can make an image on a piece of plexi-glass. I would encourage mixing colors, overlapping, and also voiding areas with tape or even just laying down some scrap paper in places. Once the child is satisfied, they can take a piece of paper (again any variety will work) and lay it on top of the plexi-glass. Just by using their hands, the children can rub the paper to print their images.
ReplyDeleteSupplies Needed:
Plexi-glass
Paint
Brushes
Paper
This is an easy, in-expensive, and open-ended project that can work for any age level, but the older children will be able to really make interesting designs and patterns. Perhaps the best age for this project would be 6-8 years. The students will learn application of paint, basic principles of design (harmony, unity, balance, etc.), and is a great opportunity for them to take the entire process into their own hands.
The state standards that I feel best fit with this printmaking project are:
Mathematics:
1. Geometry and Spatial Sense – Students will use their knowledge of shapes and spacing to create an image to print
2. Patterns, Functions and Algebra – Students will make patterns to make their printmaking image
Science
1. Scientific Inquiry – Students will analyze and problem solve how their image will be reversed onto their paper after they print
A great printmaking lesson that the kids would enjoy to do would be shaved crayon printmaking. The shaved crayon would be based on children ages 4 to 8. The supplies you will need are: crayon shavings from old crayons, wax paper, iron. What you would do for the crayon shaving print making is take the crayons and peel them into shavings. You then put the shaved peelings of the crayons onto a wax paper and you can arrange the shavings however you would like into shapes or different colors. Next put another wax paper over the top of the shaved crayons, with a towel over and then run the iron over the top. You should then have a crayon sheet once the crayon shavings have been melted. Just make sure there is an adult present at all times because children should not be using an iron on own or use the tools to peel the crayon.
ReplyDeleteScience Standards
1. Describe and sort objects by one or more properties
2.Explore that several steps are usually needed to make things
Math Standards
1. Patterns, Functions and Algebra – Students will make patterns to make their printmaking image
One of my favorite ways to create a print is to use heavy cardboard cut into geometric shapes to create an abstract print. This can be accomplished using these supplies:
ReplyDelete1. heavy cardboard, such as mat board or foam core. Use scraps saved from mounting and framing other artwork. You will need one larger piece 8 1/2 x 11 in. or 5 x 8 in. You will also need small pieces that can be cut into geometric shapes.
2. Scissors.
3. Printer's ink.
4. brayers
5. paper
6. White glue
7. Plastic plate or small piece of Plexiglas.
Cut out geometric shapes from the cardboard. Lay out these shapes on the larger piece of cardboard to create an abstract design. When you are sure of your design. Glue the cutouts to the larger piece of cardboard. Place some printer's ink on the plastic plate or Plexiglas. Roll the brayer over the ink, then over the cardboard design. Carefully place a sheet of paper over the inked design. Run through a press or use the back of a spoon or your fist to rub and press the design onto the paper. Remove the paper and allow it to dry.
This activity fits state standards for Math, geometry and spatial sense as well as patterns and functions. It also fits Science standards of scientific inquiry, analyzing and problem solving as to the creation of a reverse image.
I read through everyone else’s printmaking activities and I couldn’t think of one that wasn’t already taken or created. So the printmaking idea I found through the Internet is Monoprinting. Monoprinting is a process whereby only one print is pulled from the printing plate. This activity is for children ages 4-7.
ReplyDeleteWhat You Need:
• Printmaking ink if you have it or a thick water-based paint. (Acrylic or tempera ... you can add flour to tempera to make it thicker and stickier like ink).
• Paintbrushes.
• Sheets of plexi glass (approx 12"x12").You can sometimes find plexi glass for next to nothing at your local lumber yard or hardware store. Just ask for the off cuts they normally throw away. You can also use old garage sale signs (the plastic ones) for this activity.
• Paper.
• A covered work area.
• Soft rubber brayer or small paint roller. (optional)
• Popsicle stick or pencil with eraser.
What You Do: There are many of different ways to do this activity but here’s a few;
Method # 1
1. Using the brayer, roll ink out onto the plexi glass, covering it completely.
2. Using the end of a pencil or a popsicle stick, draw an image on the plexi glass.
3. Place paper on plexi and rub lightly.
4. Peel away paper.
Method # 2
1. Using the brayer, roll ink onto the plexi glass, covering it completely.
2. Place paper over plexi glass.
3. Using a pencil, draw an image on the paper.
4. When you peel away the paper, the image will have transferred itself.
5. This is very similar to using carbon paper.
Method # 3
1. Using your paintbrush, paint a design onto the plexi glass using as many or as few colors as you like. Work quickly ... don't let the paint dry!
2. Place paper over the plexi glass and rub lightly with the palm of your hand.
3. Peel away paper.
4. Sign your work.
5. I love this activity because it’s not as messy and it’s pretty cheap. The students discover new tools to create art with.
This activity covers a few of the science standards for grades k-12.
Standards:
1. Physical Science
. Discover that many objects are made of parts that have different characteristics.
Describe these characteristics and recognize ways an object may change.
(popsicle sticks are made of wood- wood comes from trees)
2. Life Science
Discover that there are living things, non-living things and pretend things, and
describe the basic needs of living things (organisms).
(wood and paper is made of trees, trees are living things)
one way that i like to do printmaking as a project is uning eraser stamp art. this can be done by using an eraser and drawing a design on it with a magic marker. all sides can be used and designs can be repeated to create patterns. on of the discusions can be of African art history and the adinkra symbols used by the people of ashante. they create symbols that have their own meaning, these can be used to describe someones character. this can be be done by children of a young age 5 years or older. all that is needed is erasers, markers, and paper. this can go with mathematic standards using paterns to create an image. and along with social studies standards getting into history with the adinkra simbols.
ReplyDelete