Lesson Plan

Course Name

Title:____Food Linocuts _____________________________________ Drawing & Painting 1

Length:___2 weeks ________________________

Grade Level

9-12

Enduring Understanding (s):

(Statements summarizing important idea(s) and core process(es) that are central to an art topic and have lasting value beyond the classroom. They synthesize what students should understandnot just know or do as a result of studying a particular area of art. Moreover, they articulate what students should revisit over the course of their lifetimes in relationship to art.)

Prepared Graduate Competency (ies):

(List, in bullet form, which Prepared Graduate Level Competency [ies] will be addressed in this lesson as it [they] relate [s] to the enduring understanding [s].)

Students will understand the creative process requires learning productive strategies for meeting challenges. Art is a person response to the environment, and artist draw inspiration form many sources.

Develop and build appropriate mastery in art making skills, using traditional and new technologies, and an understanding of the characteristics and expressive features of art and design Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art through expanded use of media and technologies Analyze, interpret, and make meaning of art and design critically using oral and written discourse

Objectives/Outcomes/Learning Targets: Student will be able to... (Measurable)

(Aligned to: Blooms-Standards-GLEs/ and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. Blooms: _____ - Standard: _____ - GLE: _____. Numeracy, Literacy, and/or Technology)

Students will be able to use experimental mark making and expressive features to create dynamic images. (Blooms: Applying- Standard: Observe and Learn to Comprehend- GLE: Visual art has inherent characteristics and expressive features. Technology.) SWBAT speak in large and small groups about their own work using specific criteria (Blooms: Analyzing- Standard: Envision and critique to reflect- GLE: Interpretation is a means for understanding and evaluating works of art. Literacy) SWBAT complete each step of the printing process correctly and sequentially (Blooms: Applying- Standard: Invent and discover to createGLE: Demonstrate competency is new and traditional art media, applying appropriate and available technology to express ideas. Numeracy) SWBAT justify their choice of subject matter, communicate a specific feeling about that subject (Blooms: Evaluating- Standard: Relate and connect to transfer- GLE: Communication through advanced visual methods is a necessary skill in everyday life. Literacy)

Pre-Assessment: (Hint-Turn objectives into questions.)

(This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/objectives of the lesson. Be specific in describing what you would recognize as proficient skill/knowledge.

Can students use experimental mark making and expressive features to create dynamic images? Can students speak in large and small groups about their own work using specific criteria? Can students complete each step of the printing process correctly and sequentially? Can students justify their choice of subject matter, communicate a specific feeling about that subject?

Accommodations and modifications: (Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale.

Describe the strategies you will use for students who are already proficient and need growth beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.)

Students with cognitive disabilities will create 3 linocut prints with the help of their para. She will assist them in transferring their drawings to the linoleum, and guide them through the printing process individually. They will use their favorite food as the subject of the print and will include the name of the food in English.

Vocabulary:
(List terms specific to the topic that students will be introduced to in the lesson.)

Print Linoleum Relief Printmaking Brayer Pallet knife Ink (not the same as paint) Edition

Materials:
(Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.)

Sketchbooks Pencils Colored pencils Linoleum blocks 2x3 and 4x6 Speedball carving handles Carving tips Brayers Glass pallets for mixing Block printing ink Pallet knives Magazines White paper- cut down to 9x6 Plastic containers for saving ink
Resources:
(List all visual aids and reference material (books, slides, posters, etc.) Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to support/develop the lesson.) List all resources in a bulleted format.)

Printmaking Bible by Ann DArcy Hughes & Hebe Vernon-Morris Slide show introducing printmaking can be found at: https://docs.google.com/presentation/d/1nsa3Z4MfINha6pQy8DLVJzPsVb5gemDWXwvAqqxvkr8/edit?usp=sharing Slide show introducing food in art can be found at: https://docs.google.com/presentation/d/1D_ly32aZgYTYyIbNKBssyO2NFihjYL5T_j4chhekKq4/edit?usp=sharing Images: The Hundred Guilder Print- Rembrandt The Great Wave off Kanagawa Hokusai The Mothers - Kthe Kollwitz Victoria! Destruccion Total Del Fascismo - Taller de Grafica Popular Still life with lobster- Willem Kalf Still Life with Fruit Basket Paul Cezanne Campbells Tomato Soup- Any Warhol Watermelon Slices- Wayne Thiebaud Cakes- Wayne Thiebaud

 Three Machines- Wayne Thiebaud Bakery Counter- Wayne Thiebaud Pressure + Ink: Introduction to Relief Printmaking- http://youtu.be/lR8yK_aKb2Q Oda a la alcachofa By Pablo Neruda (English translation and Spanish recording) http://www.sidewaysstation.com/2008/07/pablo-neruda-od.html
Preparation:
(What do you need to prepare for this experience? List steps of preparation in a bulleted format.)

Create examples and document each step of the process Cut linoleum to size Cut paper to size Create slide shows Gather all printing materials Create slide shows
Safety:
(Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.)

Carving tips are sharp and should be treated as such. The students free hands should always stay behind the carving tool, holding the linoleum steady. Students should not eat the ink (as much as it may look like yellow peanut butter) The teacher will be in charge of washing all the glass pallets, students can wash all other tools. Ink spills will be cleaned up immediately- by everyone who is available to help, not just the spiller

Action to motivate/anticipatory set:

(Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: presenting a skit, telling a story, posing a series of questions, role-playing, etc.

Day 1- Brief slideshow on relief printmaking containing: A definition of printmaking in general- What would the advantages be to create multiples of an image rather than doing just one drawing or painting? In terms of money, access to materials, dissemination of ideas, ect. A little bit of history An introduction to how the relief printing process works is it a reductive or additive process? How does it relate to the paper cutting project we just did?

 A video from MoMA explaining the process and specific techniques Examples! Focusing on bold expressive mark-making After the slide show I will do a short demo on how to use the carving tools safely, as well as how to change the tips. Each student will get a carving handle and a 2x3 inch piece of linoleum to practice using the materials. They should try all 5 tips before the end of class. Day 2- Class discussion on why food is used as the subject of art When the students enter the room an English translation of Pablo Nerudas Ode to the Artichoke will be projected on the board. When everyone is settled I will play a recording of the poem being read in Spanish. Once the poem has ended we will briefly discuss the meaning of the poem and try to determine why Neruda would choose things like vegetables and bread to personify in poems I will show a few examples of food in art through time, then several paintings of food by Wayne Thiebaud. After they have seen examples of how food is used in art we will move onto brainstorming for their pieces. We will go around the room and have everyone answer the following questions one at a time: What is a food you love to eat? What is a food you hate eating? What is your favorite dessert? What is something you know how to make? For our last brainstorming activity I will project pictures of four different foods, and ask students to choose a food and write every word they can think of associated with that food for one minute
Ideation/Inquiry:
(Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry questions and processes you will engage students in to help them develop ideas and plans for their artwork.)

During the action to motivate activity on the second day we will be focusing on how food is a major part of all our lives. We il all answer a few basic questions like: What is a food you love to eat? What is a food you hate eating? What is your favorite dessert? What is something you know how to make? Students will be able to start thinking about what foods are important to their lives and why. After our group brainstorming students will have a few minutes to compile a list of foods they might want to use as their subject. I will encourage students individually to choose a food, which they feel strongly about.

Procedures: (Align with instructional methodologies and approximate times for instruction.)
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially (include approximate time for each activity). Include motivation and ideation/inquiry where appropriate.)

Day 1: (Second half of a block)

Brief slideshow on relief printmaking containing: An definition of printmaking in general- What would the advantages be to create multiples of an image rather than doing just one drawing or painting? In terms of money, access to materials, dissemination of ideas, ect. A little bit of history

An introduction to how the relief printing process works is it a reductive or additive process? How does it relate to the papercutting project we just did? A video from MoMA explaining the process and specific techniques Examples! Focusing on bold expressive mark-making After the slide show I will do a short demo on how to use the carving tools safely, as well as how to change the tips. Each student will get a carving handle and a 2x3 inch piece of linoleum to practice using the materials. They should try all 5 tips before the end of class.
Day 2: (Friday)

Class discussion on why food is used as the subject of art When the students enter the room an English translation of Pablo Nerudas Ode to the Artichoke will be projected on the board. When everyone is settled I will play a recording of the poem being read in Spanish. Once the poem has ended we will briefly discuss the meaning of the poem and try to determine why Neruda would choose things like vegetables and bread to personify in poems I will show a few examples of food in art through time, then several paintings of food by Wayne Thiebaud. After they have seen examples of how food is used in art we will move onto brainstorming for their pieces. We will go around the room and have everyone answer the following questions one at a time: What is a food you love to eat? What is a food you hate eating? What is your favorite dessert? What is something you know how to make? For our last brainstorming activity I will project pictures of four different foods, and ask students to choose a food and write every word they can think of associated with that food for one minute When the brainstorming is over I will gives students the rest of the time in class to work on at least three thumbnail sketches for their lino cuts

Day 3: (Monday)

Overview of the printing process. I will project the images of the steps I followed to make my examples print: Sketch in pencil Create a 4x6 cully colored plan Draw your images in reverse on the linoleum Carve out white spaces Print in your lighter color Carve out the areas you want to stay that lighter color Print again in the darker colors, on the same paper you used the first time Sign and number prints in your edition Once students have a sense of how the process will work, I will give them the rest of class to work on their plans. They will need a lot of prompting to make sure they are infusing their images with a specific feeling or idea.

Day 4: (Tuesday)

Pass out the rubric/ hand out at the beginning of class. Go over all the requirements for the project as well as the guiding questions. Most students should start carving their linoleum by the end of class. Their color plans need to be checked off by me before they can get their materials.
Day 5: (Block day)

Start the class off with a printing demo highlighting: how to mix the ink with the pallet knives how much ink they will need for their prints, and how to transfer that to a magazine page how to roll up the brayers with ink- what an even roll up looks like, and why its important inking the block printing- how to position the paper for easier registration what to look for in a good proof how to clean up- they are responsible for cleaning ink off everything but the magazine, which they can just close, and the glass, which I will wash for them. Get an idea of who is ready to print and who is lagging behind. Most students should be able to print their first layers. (In third hour- there is not enough space or materials for everyone to print at once, so have students pair up and print together. A good decision of labor might be a clean hands partner and a inky hands partner)
Day 6: (Friday)

Printing day! Briefly remind students of the printing process. Since most of them will have one layer done, explain again that they should be carving away the areas that they want to REMAIN that first ink color. All of the raised areas will be covered by the second ink color. Students should be more confident with printing the second time around, but if they need a little help, try out the printing partners.
Day 7: (Monday)

Students should be starting to finish up on this day. I will model how to sign and number editions, as well as how we will be reflecting on the projectDocumentation Station!

There will be a digital camera on the round table off to the side of the room along with a list of possible reflection questions. Students can use the station with partner- one person who will be documenting their work, and one person who will work the camera. Students will show their prints to the camera, and the answer at least 3 of the reflection questions as completely as possible. I expect the cameraperson to do a little nudging if necessary. If you cant use the equipment appropriately and responsibly, you will be asked to write a one page reflection paper instead. Students will have the class period to finish printing and use the documentation station.
Day 8: (Tuesday)

Prints are due today! Give students a few minutes to sign their prints or use the documentation station if they need it. Give everyone a slip of paper to write his or her name on. Once they are done collect the names in a bowl. Then ask for 3 volunteers to have their work critiqued. (Do a little bit of math after attendance to figure out how many works we need to look at for everyone to get a chance to speak) Put the first work up and explain that we will be using the 4 part critique structure to talk about these works. For each part I will pull a name, or names out of the bowl to complete that section. Once that person has spoken, other students may add to their analysis. If there is still a lot of time left after this traditional crit, we will put all of the work up, and pretend we are choosing work to go into an imaginary gallery or art publication. We will come up criteria as a class, and begin judging all of our work against the critera, until we have a handful of works to put in this made up exhibition.

Student reflective/inquiry activity:

(Sample questions and activities [i.e. games, gallery walk, artist statement, interview] intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and grade level expectations of the lesson.)

Documentation station interviews: Students will complete short interviews on camera about their work and the processes they completed to create it. When they have finished printing students will be able to check out the digital camera in pairs to complete their interviews. They will have to answer at least three of the following reflection questions: 1. 2. 3. 4. 5. 6. 7. 8. What steps did you take to create your art piece? What part was the hardest/easiest? What were your feelings like as you created the art piece? What part of the process did you enjoy the most? Why? What was frustrating for you? Why? What would you add? Why would you add this? What idea or message are you trying to get across? How would you summarize your art work?

9. What rating between 1 and 10 would you give your art work and why? 10. What have you learned from creating this art piece? 11. Were you happy with the final result? Why or why not? 12. Did you enjoy the project? Why or why not?
Post-Assessment (teacher-centered/objectives as questions):
(Have students achieved the objectives and grade level expectations specified in your lesson plan?)

Post-Assessment Instrument:
(How well have students achieved the objectives and grade level expectations specified in your lesson plan? Rubric, checklist, rating scale, etc.)

Have students used experimental mark making and expressive features to create dynamic images? Have students spoken in large and small groups about their own work using specific criteria? Did students complete each step of the printing process correctly and sequentially? Did students justify their choice of subject matter, communicate a specific feeling about that subject?

5 Student created a fully colored 4x6 plan which could be used as a tool Student created an image of food, which has a clear meaning behind it Student created an edition of at least 3 prints using two colors Student created a variety of marks which are expressive & show changes in value

Planning Student created Student created a Student created a Student created a only a rough 4x6 plan but did not 4x6 plan but did not fully colored plan, sketch color it color it completely but it was not very helpful while carving Subject Matter Student did not Student created an use food as image which only their subject loosely relates to food Student created Student created only one print, only one print, with one color using two colors Student only used one type of mark Student used a few marks, but they are not very expressive, or dynamic Student created an image of food but it does not have a clear intention Student has less than 3 prints, and used two colors Student created an image of food but the meaning is a bit confusing Student created an edition of 3, using two colors, but prints are messy

Printing Process

Markmaking

Student used marks Student used a which are variety of expressive, but expressive marks there is not a lot of variety

Work Ethic

Student wasted class time and distracted others.

Student was often distracted and did not put much effort into their work

Students used most Student was focused Student was focused of their time wisely and used all of their and used time and put effort into time wisely wisely. Student their work challenged themselves

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice, reteach content, etc.)

I think this lesson went really well. I think because I love printmaking, I put out a lot of extra-positive energy during this project and students probably picked up on that. Most students met the objectives and really gained a lot of new skills. I think the introduction to the project and brainstorming was really successful. The only place where I think we fell short of the objective was in the mark making students used. Although there was a day to practice with the linoleum, I wish I had done more to help them understand how to be expressive with their marks. Im not sure thats really something that can be completely investigated in one lesson, but I wish it had been a stronger element. We also ran into problems with materials. Certain colors of ink ran out quickly so many students were forced to use inconstant materials within one print. That was probably the most frustrating aspect for most students. I think overall the lesson is effective, but there is definitely room to challenge students and push them further.