Professional Documents
Culture Documents
Rationale:
We are surrounded by visual information. From architecture to advertising billboards, painting to graffiti,
multi-media installation to MTV, we are submerged in visual culture. Through this information a dialogue is
achieved between our environment and ourselves. Not always clear, we engage with our surroundings, defining
others and ourselves by what we visually encounter. How can students actively participate within this visual
information/understanding? How as art educators can we assist students to critique and engage with this visual
information? This particular art unit focuses attention on both the conceptual based approach of artists as well as the
technical (visual) aspects of the works artists create.
Fostering an appreciation and new insights into art and its impact on society, printmaking can be examined
from many different facets. This particular unit was designed to explore and experiment with various printmaking
techniques within the Senior High Art curriculum (Art 30). Primarily this unit reflects a skill-based approach to
instruction but also incorporates thematic elements throughout. Historically the method of printmaking can be traced
back to 8th century Japan to works depicting everyday life and human interactions as well as the dissemination of
information and instruction. Contemporary artistic practices still incorporate the process of printmaking within
works of art and not only document the everyday lives of individuals but also use the medium of printmaking to
critique deeper social issues and the medium/process itself.
Throughout this unit the Elements of Art and the Principles of Design will be discussed in relation to
artworks of established artists and student works. The conceptual processes that guide these works and the revealing
o f medium within printmaking (in particular the woodcut) will add to the students encounters with the process of
printmaking. In addition to the visual components of artworks students will develop a visual vocabulary through
their participation in group critiques and individually written reflections. As a final component of this unit students
will create a series of multiples and assist and participate in a student exhibition, which will be documented
through digital photography and added to the students portfolio.
The idea of the multiple and the mechanical reproduction can further be explored to reveal technique and
the evolution of process within the history of the print. Students will have the opportunity to discuss (The Great
Bateman Debate) a variety of issues pertaining to the idea of the print, such as what constitutes an original print?
Additionally, students will have the opportunity to examine a variety of artists ranging from the historical study to
the contemporary application of the print through class presentations and open discussions.
Printmaking remains an influential medium of communication and expression. Students will have the
opportunity to experiment with a variety of processes and techniques collagraphs, monoprints and woodcuts further broadening their artistic encounters/understanding with art. Each lesson builds upon the previous lesson to
further strengthen student understanding. Students will also form their own visual messages from the techniques
acquired within this unit study enabling them to participate within their social/visual environments in addition to the
visual surroundings of the classroom/school environment.
As a final note: this particular printmaking unit can be expanded to incorporate the art of papermaking and
the creation of book works.
Printmaking Unit
Art 30 60 Minute Lessons
Dillison A. Malinsky
Spring Semester 2004
Brooks Composite High School
Lesson Summary:
Lesson 1: Introduction to printmaking techniques
Lesson 1 will introduce printmaking techniques and processes. A PowerPoint presentation will highlight
the evolving process of printmaking and contribute to the students encounters with art. A variety of artist will be
identified within the presentation: artist ranging from Albrecht Drer to contemporary artists such as Jim Dine will
be featured. Techniques such as monoprints, collagraphs, intaglio, relief prints woodcuts and linocuts, and
lithography will be presented. In addition to the PowerPoint presentation students will have the opportunity to
visually examine some prints (from the student teachers portfolio) that incorporate these techniques as well as a
variety of tools and papers used during printing. The Great Bateman Debate- a group debate - will also further
students understanding of what constitutes an original print. To end the class a handout referencing the variety of
printmaking techniques - will be provided for the students.
Lesson 2: Monoprint Introduction
For Lesson 2 students will be formally introduced to the process of monoprint technique. An oral/visual
demonstration will start lesson and familiarize students with this particular technique. The focus of texture and mark
making techniques will guide the lesson. Teacher will begin class by having students participate in a visual
demonstration of technique. (Remember: Everything you use creates a mark. The monoprint technique can be
both an additive process paint image on plate subtractive process - draw into image and remove ink or a
combination of the two.) Students will have the opportunity to experiment with this process for the remainder of
the class.
Lesson 3: Monoprint continuation
Previously the class was introduced in Lesson 2 to a variety of artists and a variety of printmaking
techniques. Todays lesson will continue the focus on the monoprint. Materials will have been set out for the class to
start their works. If there are not enough resources students will work together and share these resources. Have
students gather for a brief meeting check if there is any questions from the previous class if no questions arise
allow students to continue with their prints. Remind students: that they must have at least one monoprint pulled for
next class focus remains are mark making techniques and texture.
Lesson 4: Monoprint and Collage
For Lesson 4 the teacher will start with a PowerPoint presentation that explores artists who have used the
elements of collage in their works. The slide presentation will present images from: Cubism (1907-1925) Futurism (1909-1915) - Constructivism (1913-1930) - Dadaism (1916-1925) - Surrealism (1924-1945) - and
Abstract Expressionism (1940-1960). Artist such as Georges Braque, Pablo Picasso, Russian Constructivist artists
and Dadaist artist such as Max Ernst will be shown. Teacher will direct focus on the juxtapositioning of images and
the altering of meaning within a work of art. Text as graphics will also be discussed in relation to the work of
Russian Constructivist artists. An evaluation criterion (a collaborative mark between student and teacher) will also
be handed out to the class to guide student inquiry during their experimentation with monoprint and collage
techniques.
Lesson:
Outcomes
1.
2.
3.
4.
Introduction to
________
Printmaking
Date:
March 1. 2004
Art 30
Class: __________
Materials
1.
2.
3.
4.
5.
6.
7.
8.
Set
Time
1520
Todays lesson will introduce printmaking techniques and processes. A PowerPoint presentation will highlight
the evolving process of printmaking and contribute to the students encounters with art. A variety of artist will be
identified within the presentation: artist ranging from Albrecht Drer to contemporary artists such as Jim Dine will be
featured. Techniques such as monoprints, collagraphs, intaglio, relief prints woodcuts and linocuts, and lithography
will be presented. In addition to the PowerPoint presentation students will have the opportunity to visually examine
some prints that incorporate these techniques as well as a variety of tools and papers used during printing.
Activities
10
Activities
Students
willcontinued:
also have the opportunity to view a variety of
printmaking tools that have lent themselves to the printmaking
process in addition to papers used.
Differentiation /Modification
Variety of methods/strategies can be
implemented for this art lesson:
1. Oral presentation teacher will
speak about various printmaking
techniques.
2. Visual aids PowerPoint
presentation and assorted
printmaking implements shown.
3. Group discussion - students are
encouraged to ask questions and
physically interact with visual
material.
4. Individual analysis students will
begin their initial sketches and
planning for next class.
Activities continued
Time
1.
5
2.
Ask students: What is printmaking? Give them time to respond allow them to generate answers.
a. Printmaking refers to processes that used to transfer an image from a plate or block to another
surface such as paper or fabric in order to make multiple copies of the original. Most but not all of
the printing processes use ink or paint.
Mention to students that there are four basic methods: relief, intaglio, planographic and stencil prints.
a. Relief prints: use a plate on which the surface is either cut away or built up.
i. Woodcuts and linoleum, found-object and collagraphs are examples of this technique
b.
c.
Planographic: are made from ink or paint applied to a flat surface in such a way that it creates a
design or picture.
i. Lithography is a complex example and monoprinting is a more direct and simple one
d.
Stenciling: the simplest version of stenciling is to cut one or more openings (designs) in a heavy
drawing paper or waxed stencil paper and then apply colour to open areas. The more complex
version of stenciling is the Serigraph or silk-screening technique, which are made by squeezing
ink or paint through a fine screen.
Debate: Allow time for students to generate their response to this debate. Have students analyze the prints they have
in their homes.
Have students start thinking and collecting items they would like to use within their prints. If time permits have
students record ideas for prints in their sketchbooks and bring to the next class.
Assessment
Time
1.
2.
3.
4.
Closure
5
1.
2.
3.
4.
Self-Evaluation
colour prints.
Lesson:
Outcomes
1.
2.
3.
4.
Monoprint
________
- Introduction
Date:
March 2. 2004
Art 30
Class: __________
Develop and solve design problems by exploring the process of monoprint techniques.
Extend visual knowledge by encouraging individual and group discussion.
Create a monoprint by implementing proper printmaking processes.
Demonstrate thoughtful and attentive listening skills during demonstration.
Materials
1.
2.
3.
4.
5.
6.
7.
8.
Set
Time
Continuation of last lesson on printmaking: Students will be formally introduced to the process of monoprint
technique. An oral/visual demonstration will start lesson and familiarize students with this particular technique.
The focus of texture and mark making techniques will guide the lesson. Teacher will begin class by having
students participate in visual demonstration of technique. (Remember: Everything you use creates a mark. The
monoprint technique can be both an additive paint image on plate - and subtractive -draw into image and
remove ink - process.)
Questions:
How does mark and texture affect the image produced?
How many ways can you express mark and texture within your works?
Activities
To start:
Have the students gather around workspace make sure
everyone can see the demonstration. Throughout the demonstration
talk about the processes (importance of rolling the ink evenly)
and tools (brayers and barens) that are being used. Remember to
stress the importance of keeping a clean work environment.
Monoprint:
Differentiation /Modification
Variety of methods/strategies can be
implemented for this art lesson:
1.
2.
3.
4.
Activities continued:
Time
15
20
After demonstration:
Ask: Are there any questions? Wait for a response from the students. Answer any questions they may have
regarding process and techniques.
If students are unsure: have one of the students come up and go through the steps again. Students can also begin
to plan their works (sketchbook activity) they may want to bring in other tools for mark making in addition have
them start to think about items they wish to collage on to their prints.
If time: Students will now have the opportunity to experiment with this technique for the remainder of the class.
If there are not enough resources available have students share resources. Remind students that they will be working back
into these images - so do not focus to much on detail rather focus on texture and mark making strategies today just
focus on experimentation. These prints will be used within and incorporate in collage elements later on.
Assessment
1.
2.
3.
4.
510
Closure
1.
2.
3.
4.
5.
Self-Evaluation
WHAT IS A MONOTYPE?
Taken from: http://www.waterbasedinks.com/history.html
Is it a monoprint or a monotype? Many publications use the terms interchangeably referring to works
on paper as either monoprint or monotype regardless of how the images were created. This in turn leads
to confusion among printmakers, artists as well as the general public. We hope to clarify this by first
exploring the historical aspects of the monotype, some of its techniques and what is happening with this
technique/medium in the contemporary art scene.
Historically what has come down to us as monotypes/monoprints were in existence since the time
of Rembrandt (1606-1669). The monotype/monoprint was referred to subsequently by many different
names such as: Adam Bartsch (1821) print cataloguer called the technique, "imitating aquatint", Edgar
Degas and Paul Gauguin called them "printed drawings", in the 1880's-1890's they were referred to as
monotones or monochromes, also around the 1880's artists in the circle of Frank Duveneck in Florence
and Venice called them "Bachertypes" because they were printed by Otto Bacher on his portable press.
Similarly the American illustrator William H. Chandlee who made monotypes on a glass surface, called
his prints "vitreographs" signifying glass prints, just as "lithographs" were printed from a stone.
Around 1960 Henry Rasmusen, author of the first important book on the monotype 2,
Printmaking with Monotype wrote that some artists preferred the term monoprint as a way to distinguish
it from the commercial typesetting method known as monotype. Later on in 1975 David Kiehl, a print
curator suggested a difference between monoprint and monotype. Monoprint according to Mr. Kiehl was
a unique image pulled from an engraved or etched plate. Subsequently Jane Farmer an independent
curator wrote in 1978 in the monotype exhibition catalogue which she curated the following definitions
for both monotype and monoprint. Monoprint, she defined as "a unique image where part of the image is
repeatable on a fixed matrix and part is not."1 For monotype, she defined it as "a unique image where
none or the image is from a registered, repeatable matrix."2 This definition has become the standard for
distinguishing the two techniques. This definition is however, difficult to apply to new and inventive
ways of printmaking. Monotypes may be somewhat misleading because 2nd or 3rd images can often be
pulled, called "ghosts", "cognates" or "second pulls". Although much less intense than the original they
tend to be more subtle, lighter and more atmospheric, characteristics which are often more desirable that
the first pull.
HISTORY
Historically the first monotype was attributed to Giovanni Benedetto Castiglione (1616-1670) a
contemporary of Rembrandt (1606-1669). Both artists were painter-etchers, Rembrandt van Rijn in
Amsterdam and Giovanni Benedetto Castiglione in Genoa. Both artists were experimenting with the
printing process to create a tonal effect akin to their paintings. Although mezzotint was already invented it
was still in its infancy and neither artist chose this particular path. Instead Rembrandt chose to leave film
of ink on selected parts of his etched plates to create tone while Castiglione chose to draw into ink that
was spread on a copperplate to create the first true monotype. It is believed that there was perhaps some
cross-fertilization of ideas in that seeing some of Rembrandt's etchings might have influenced
Castiglione.
Rembrandt created monoprints where he changed day and night through the manipulation of the
wiping of the plate, which had an etched image. Castiglione however in his quest for created tone in
printmaking made some 22 known images where he separated the bitten line from the plate tone to
become the first practitioner of the monotype process. The monotype process however was not picked up
by any major artist of any significance for years to follow. Somehow the uniqueness of this particular
printing process was not favored over the ability to mass-produce images using other printmaking
processes.
The only major artist prior to Degas (1834-1917) to pick up on the monotype process was
William Blake (1757-1827) who appeared to use it with egg tempera to create some of his images for his
poems. Probably using a screw press he printed his plates which were of stiff cardboard where he had
used egg tempera, a water medium as opposed to an oil medium to paint the outlines of his designs. He
then painted broad areas of color onto the rest of the board and printed over the initial outlines. He may
have gotten as many as 3 impressions from each ink up and with these he worked over using pen and
watercolor. His technique with which he was quite secretive never quite caught on either because of this
secrecy or perhaps because he was out of the mainstream at the time. It was not until the etching revival
of the 1860's that the monotype was also revived.
During the etching revival Vicomte Ludovic Napoleon Lepic (1839-1889) used a process he
called, "l'eau-forte mobile" (variable etchings) where he used one set of an etched image of a landscape
and created 85 dramatic variations on the basic composition simply by the wiping of his plate. He
advocated that the artist who used etching should be a painter or draughtsman who uses the needle and the
rag as another uses the paintbrush and pencil. Lepic claimed to have single-handedly inspired a new
course for modern printmaking. "I claim authorship for 'variable etching', that is for the labor of art that
permits us to break with common practices and obtain such results with the liberty of ink and rag.
Besides, regarding its exclusive control, without their having to ask for it and even to those publishers of
engraving who might request it, I bequeath my rag to all artists."3 His prints were monoprints and not true
monotypes, but his etchings were so minimal and the attempts at creating paintings on the surface of the
plate so ingenious that he is mentioned because of his influence on future artists like Degas.
Edgar Degas (1834-1917) picked up the "rag" bequeathed by Lepic to become the greatest
innovator and practitioner of the monotype in the nineteenth century. Edgar Degas by pushing the
technique further than any artist before him made the monotype a more acceptable medium. He took
advantage of the spontaneity of the medium and used it to its full potential, accidents and all. He
experimented with the medium/technique to seek solutions to problems, which could not be fully
explored with pencil or brush. As a result of this search, Degas created some 300-500 monotypes. Degas'
enthusiasm affected other contemporaries who also explored the technique: Camille Pissarro, Mary
Cassatt, and Paul Gauguin to just name a few.
In America the main practitioners of the monotype were Frank Duveneck, William Merritt Chase,
Charles A. Walker, and Maurice Prendergast. Frank Duveneck (1848-1919) fame is owed to great part to
the survival of his monotypes in Boston and Cincinnati and the documentation of his followers/students
of their "bachertypes" done in Venice and of their encounters with Whistler who may have been
introduced to the monotype by them. William Merritt Chase (1849-1916) a painter and teacher who
although was not the first to exhibit the monotype in America was a fashionable painter and as an art
teacher was instrumental in popularizing the process. Charles A. Walker (1848-1920) appeared to have
discovered the technique of monotypes independently of Chase and Deveneck. His main subjects were
landscapes and imagery from the Barbizon school. Of the four the only one to really integrate into his
"art" was Maurice Prendergast (1859-1924) who created over 200 monotypes. He exhibited and sold his
monotypes throughout his career and although his monotypes were both well known and received there
were few imitators.
The monotype process continued to grow both in Europe as well as in the United States. The
"drawback" with monotypes was that there was no continuing history or tradition and that each artist
seemed to discover and rediscover the medium over and over again in his or her way. Many artists began
experimenting with the process like: Pablo Picasso (1881-1973) who created over 100, Georges Roualt
(1871- 1958), and Henri Matisse (1869-1954). On the American side there was: Milton Avery (18931965), Adolph Gottlieb (1903-1974), Richard Diebendorn (b.1922), Robert Motherwell (b.1915), Mary
Frank (b.1933), Nathan Oliveira (b.1928), and Jasper Johns (b.1930) to name a few of the better known
contemporary artists. It is beyond the scope of this paper to include everyone who has done a monotype,
but two books which are very good references are the Metropolitan Museum of Art's The Painterly
Print: Monotypes from the Seventeenth to the Twentieth Century and Joann Moser's Singular
Impressions: The Monotype in America.
TECHNIQUE
Monotypes are primarily a painter's medium. Although it originated in the printshop it was born
through the painter's imagination and restlessness. It also became a perfect tool for exploring
improvisation. Historically the first monotype by Castiglione was in the dark field also known as
reduction or subtractive monotype. The basic technique entailed the rolling up of a non-porous surface
and in the case of Castiglione most likely a copperplate normally used for etching at the time, with
printing ink. Most likely it was first printed in the same manner as the etched plate due to its historic
relationship to the etching with damp paper and an etching press. Similarly the plate was most likely
prepared in much the same manner as an intaglio plate before "wiping". In the dark field or reductive
method the image is wiped with rags, finger or sticks which may very well have been the back of
paintbrushes that can be used later to brush back into the image, to correct an edge or build tone. The
removed or wiped areas would appear white in the finished print.
The second method that was probably realized from trial and error was that you can also approach
the monotype from the additive or "light field" manner. Here a clean plate is used as an empty field or
canvas and printing ink is applied much like oil paints. While the ink was quite thick and viscous in the
dark field monotype, in the light field it is thinned with solvent making the ink resemble something like
watercolor. Where more tone was desired more ink was added, when softer tones were desired, more
solvent was used.
Intrinsic to monotype is the bit of ink left over after the 1st print is taken. Second and even third pulls
result in fainter images known as "cognates", or "ghosts". While all printing processes can yield lighter
impressions their ghosts in monotype play a special role because they create a new set of tonal values,
which can be, reworked or merely used references for the next image or series.
The technique of monotype is quite varied and its beginnings has not been taught as much as
rediscovered and reinvented by each artist who uses it. The artist in turn emdows the technique with his or
her own style, technique and artistic concerns.
The question arises as to why a monotype and not a painting or watercolor? Why a "print"? The
answer may be that a great deal of surprise is built into the printmaking process where the image is:
reversed, the image varies depending on how it's inked, how much pressure is applied, is it printed by an
etching press or by hand using a baren? There are a lot of unpredictables involved and the spontaneity of
the process demands energy, improvisation, gesture, expressiveness and directness. The artist must also
appreciate the lushness and sensuality of working with ink.
CONTEMPORARY MONOTYPES
The idea of the monotype as being a "bastard child" is no longer the prevalent case and has
instead become the "favorite son". Perhaps it is the changing of the times. Much like the etching revival
of the 1860's there is a revival of the print by the artist. There are similarities because the wiping of a
monotype plate had to done by the artist, since the process of creating the image and the art of wiping the
plate were identical. The idea of the artist manipulating the ink over the plate with their fingers and
leaving their fingerprints have become a visual testimony to the artist's personal involvement in the
printing process, not to mention leaving their actual fingerprints.
Milton Avery made some 250 monotypes during the 1950's, which he exhibited. Although
opening to critical reviews not one piece sold. Apparently the hybrid nature of the monotype and the lack
of an edition turned off collectors of prints. Painting collectors were not interested because they viewed
the monotype as a print. Recently, however Milton Avery's monotypes as well as monotypes by other
artists have been enjoying unprecedented popularity. Artists who have never printed monotypes are trying
it and those that have been printing monotypes are exhibiting them.
The rediscovery of the monotype appears to have been greatly influenced by both the showing of
78 of Degas's monotypes in 1968 by Eugenia Parry Janis and the subsequent catalogue , which
reproduced more than 300 of his monotypes. Of equal importance was the exhibition organized by Matt
Phillips in 1972, The Monotype: An Edition of One which traveled throughout the United States. Artists
that were influenced by one or both were numerous. Of note were Nathan Oliveira, Michael Mazur, and
Richard Diebenkorn. Not only were these successful artists but they were also teachers and educators.
Their taking the monotype as a serious medium could only have enhanced its acceptance not only
amongst the artistic crowd, but perhaps a whole generation of artists who studied under them either
directly or indirectly.
Jasper Johns was also one of the artists to realize the potential of the monotype as a creative
medium. His early forays into the medium were as result of his taking his discarded lithographs ( which
he was probably working with a master printer) and killing time by printing his own
monotypes/monoprints over the "flawed" lithographs. This is quite reminiscent of the etching revival
when artist wanted to reclaim the print by freeing it up from the craftsman, i.e.: master printer.
In our own quest in creating "the painterly print" we have searched along the lines of William
Blake and Gauguin in exploring the use of a water based medium to execute monotypes. Similarly artists
are seeking less toxic ways to approach printmaking and monotype is one area where that is quite easy.
Much like Milton Avery who took up the monotype in the 1950's after a heart attack or Adolph Gottlieb
in the 1970's when his health began to decline or Reuben Kadish in the 1980's when their health declined,
artists of the 1990's are actively seeking easier ways of creating prints like monotypes without having to
wait until their health declined.
A fairly recent innovation involving monotypes has been the creation of the Monothon by Master
Printer Ron Pokrasso, which harks back to Duveneck (1880's), and his "boys" where monotypes were
created as recreation during large gatherings. In the case of the Monothon artists are invited to create
monotypes. There is a fee, but a sponsor can cover this. At the end of the Monothon printing sessions one
print of each artist is chosen and the prints are both displayed and auctioned off. There have been
Monothons in Sante Fe, New Mexico where it started to California and most recently at the Connecticut
Graphics printcenter in Norwalk, Connecticut.
Researching and reading about the history as well as the techniques involved in creating a
monotype has been tremendously enlightening. Much like other painter/printmakers we thought we had
stumbled upon this painterly printing technique all on our own. Instead, we learned that the monotype has
been around as long as the 1640's when both Rembrandt and Castiglione, painter/printmakers were
experimenting with creating tone in their etchings. Further research introduced us to the monoprinter
Vicomte Ludovic Lepic, the "queer fish"4 as referred to by Degas who bequeathed his "rag" to all, but it
was Degas who realized the potential of this "rag" and ran with it. Interestingly these "painted drawings"
were never exhibited widely if at all during Degas' lifetime, but somehow they managed to survive to
inspire yet another generation of Artists like Michael Mazur, Richard Diebenkorn and Nathan Oliveira.
The monotype has managed to maintain its momentum and has even managed to achieve its own website,
www.Monoprints.com. So, we guess it is safe to say that the monotype will continue to grow and evolve
even as we write this paper!
Notes
1 Moser, Joann. Singular Impression: The Monotype in America,
(Washington, D.C.:The Smithsonian Institute Press, 1997) p. 2
2 Ibid., p.2
3 Metropolitan Museum of Art. The Painterly Print: Monotypes from the
Seventeenth to the Twentieth Century, (New York: The Metropolitan Museum
of Art ,1980), p. 19
4 Ibid., p. 23
Bibliography
Ayres, Julia. Monotype: Mediums and Methods for Painterly Printmaking.
New York: Watson-Guptill, 1991
Laliberte, Norman /Alex Mogelon. The Art of Monoprint: History and Modern
Techniques (New York, Van Nostrand Reinhold Company, 1974)
Metropolitan Museum of Art. The Painterly Print: Monotypes from the
Seventeenth to the Twentieth Century, (New York: The Metropolitan Museum of Art ,1980)
Moser, Joann. Singular Impression: The Monotype in America,
(Washington, D.C.:The Smithsonian Institute Press, 1997)
Lesson:
Outcomes
1.
2.
3.
4.
Monoprints
________
continued
Date:
March 3.2004
Art 30
Class: __________
Develop and solve design problems by exploring the process of monoprint techniques.
Extend visual knowledge by encouraging individual and group discussion.
Create a monoprint by implementing proper printmaking processes.
Demonstrate thoughtful and attentive listening skills during minilesson.
Materials
1.
2.
3.
4.
5.
6.
7.
8.
9.
Time
Set
Previously the class was introduced to a variety of artists and a variety of printmaking techniques. Todays
lesson will continue the focus on the monoprint. Materials will have been set out for the class to start their works. If
there are not enough resources students will work together and share these resources. Have students gather for a brief
meeting check if there is any questions from the previous class if no questions arise allow students to continue with
their prints. Remind students: that they must have at least one monoprint pulled for next class focus remains are
mark making techniques and texture. Next class these prints will be used in collage.
Activities
1.
Differentiation /Modification
Variety of methods/strategies can be
implemented for this art lesson:
1.
2.
3.
4.
Time
35
Activities continued
5. Students will work largely unassisted that is, through their own personal investigation with the process
of printmaking students will develop their own personal relationship with the medium.
6. Have students pull more than one print off of the same plate have students compare these images Is
there a difference? In most cases the second image will be a lighter ghost image compared to the initial pull.
Ask: How is the process similar or different from other mediums they have experimented in?
Why do you suppose artists choose the technique of printmaking?
How can the process of printmaking be incorporated into your own personal style?
Will your message what you communicate change using the medium of printmaking?
7. Allow students time and space to explore these questions.
8. If students finish more than one monoprint have them start cutting out and collecting resources for their
works. Ask: What do they want to communicate through their print?
Assessment
1.
2.
3.
4.
10
Closure
1.
2.
3.
4.
5.
Self-Evaluation
A
Lesson:
Outcomes
1.
2.
3.
4.
Monoprint
________
& Collage
Date:
March 4.2004
Art 30
Class: __________
Materials
1.
2.
3.
4.
5.
6.
7.
Set
Time
15
To continue from last class: the teacher will start todays lesson with a PowerPoint presentation that explore artists who
have used the elements of collage in their works. The slide presentation will present images from: Cubism (1907-1925)
- Futurism (1909-1915) - Constructivism (1913-1930) - Dadaism (1916-1925) - Surrealism (1924-1945) - and
Abstract Expressionism (1940-1960). Artist such as Georges Braque, Pablo Picasso, Russian Constructivist artists
and Dadaist artist such as Max Ernst will be shown.
Activities
Differentiation /Modification
1.
2.
30
Time
Assessment
1.
2.
3.
4.
510
Closure
1.
2.
3.
4.
5.
Self-Evaluation
A
Monoprint/Collage Project:
Visual Note:
Student:
Grade:
Date:
Student: Please circle the mark you would assign yourself Justify your assigned mark with a reflective critique.
Note: This is a collaborative mark between student and teacher.
Grade Scale: half marks can be assigned e.g., 4.5
5 = Excellent
4 = Proficient
3= Satisfactory
2= Limited
1= Inadequate
Visual Critique:
Teacher:
Grade:
4 = Proficient
3= Satisfactory
2= Limited
1= Inadequate
Visual Critique:
Lesson:
Outcomes
1.
2.
3.
4.
Group Critique
________
Date:
March. 05.2004
Art 30
Class: __________
Materials
1.
2.
3.
Set
Time
Todays lesson completes the weeks work on monoprints and collage elements. Students will bring in their
completed prints to share with the class. Students will be encouraged to hang their works within the room to aide in
visual presentation. Students will have five (5) minutes to arrange their works and prepare to engage in-group critique
of the weeks events and the final presentation of the completed work.
Activities
Students will be reminded of proper group critique etiquette
before starting visual critiques. That is, comments and
questions regarding individual works must be thoughtful.
Personal attacks and inappropriate behaviour will not be
welcomed.
50
Differentiation /Modification
Variety of methods/strategies can be
implemented for this art lesson:
1.
2.
3.
4.
Time
Assessment
1.
2.
3.
4.
Closure
1.
2.
3.
4.
5.
Self-Evaluation
A
Lesson:
Outcomes
1.
2.
3.
4.
Collagraph
________
Printmaking
Date:
March 8.2004
Art 30
Class: __________
Materials
1.
2.
3.
4.
5.
6.
7.
Set
Time
510
Todays lesson will begin construction of the collagraphic plates. The word collagraph is derived from the
Greek colla, meaning, glue, and graphos, to write. The process is a constructive one objects are added to the
surface of the plate as opposed to the subtractive process of most intaglio techniques. Students will be completing one
collagraph without ink (to create an embossed effect) and one with ink. To start this lesson students will view both the
ink and no ink collagraph techniques taken from the teachers portfolio.
Activities
3540
Differentiation /Modification
Variety of methods/strategies can be
implemented for this art lesson:
1.
2.
3.
4.
Time
Assessment
1.
2.
3.
4.
510
Closure
1.
2.
3.
4.
Self-Evaluation
A
Lesson:
Outcomes
1.
2.
3.
4.
Collagraph
________
Printing
Date:
March 09.2004
Art 30
Class: __________
Materials
1.
2.
3.
4.
5.
6.
7.
8.
9.
Set
Time
This lesson continues from the previous classes construction of the collagraphic plate. Todays lesson will
focus on the printing process using the printing press to pull prints created from a collagraphic plate. Teacher will
both orally and visually walk students through the required procedure of pulling prints from a printing press. Students
will be encouraged to work in pairs to assist each other in the printing process. Note: Maintaining a clean work
environment is essential during the printing process.
Activities
10
Differentiation /Modification
Variety of methods/strategies can be
implemented for this art lesson:
1.
2.
3.
4.
Activities continued
Time
6.
Next, teacher will demonstrate registration of print by laying marked newsprint onto printing bed
first.
a. Plate is set (face up) onto newsprint.
b. The blotted rag paper will be set onto the plate.
c. Another piece of newsprint will be set on top of the rag paper.
d. Next, the printing blankets will be set over the newsprint ensure blankets do not have any
wrinkles in them wrinkles in the printing blankets may transfer to the print.
e. Run plate through press.
i. Collagraphic plates maybe run through more than once demonstrate to students
that the pressure may need to be adjusted when adjusting the printing rollers
mention to students that pressure must be even to ensure proper pull.
7.
Once demonstration is complete allow time for students to experiment with the press.
8.
Some students may be ready to pull their prints while others may need time to complete their
collagraphic plates the remaining time in the class will be given to working on prints.
9.
Teacher will circulate through the class assisting students and guiding printing press procedure.
10. Remind students that their first (non-ink) collagraphic prints must be completed by the end of the
next class.
30
Assessment
1.
2.
3.
4.
10
Closure
1.
2.
3.
4.
Self-Evaluation
A
4 = Proficient
3 = Satisfactory
2 = Limited
1 = Inadequate
Visual Critique:
Teacher:
Grade:
4 = Proficient
3 = Satisfactory
2 = Limited
1 = Inadequate
Visual Critique:
Lesson:
Outcomes
1.
2.
3.
4.
Collagraphic
________
Printmaking
Date:
March 10.2004
Art 30
Class: __________
Materials
1.
2.
3.
4.
5.
6.
7.
8.
9.
Set
Time
Todays lesson will continue to build on the previous collagraphic lessons. Students will have been shown the
proper technique when tearing their paper, soaking of paper, and using the printing press. Students will immediately
begin preparing for pulling prints using the press. Teacher will circulate through the room assisting students who
require help. Students will be encouraged to assist other students during the printing process. Students who have
completed their prints may browse through the printmaking books supplied in class.
Activities
45
Differentiation /Modification
Variety of methods/strategies can be
implemented for this art lesson:
1.
2.
3.
4.
Time
Assessment
1.
2.
3.
4.
10
Closure
1.
2.
3.
4.
5.
Self-Evaluation
A
Lesson:
Outcomes
1.
2.
3.
4.
Collagraphic
________
Printmaking
Date:
March. 11.2004
Art 30
Class: __________
Materials
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Collagraphic prints
Printing ink (oil-based or water-based) brayers, trowels, matt board, paper towels/rags, telephone book paper
Paper rag paper
Water basin for soaking paper
Printing press
Blotting papers
Plastic sheeting for printing bed
Rolling pin
Newsprint
Rubber gloves
Set
Time
Todays lesson will be one of the final lessons within the collagraphic-printing lesson this lesson will have
students working on finishing their prints (non-ink) and completing an inked version of their print utilizing printing ink.
First have students tear paper for prints and set into basin for soaking. Next, have students gather around for a brief
demonstration of printing using ink. Teacher will need to stress the importance of maintaining a clean work
environment to ensure that ink will not be transferred to another surface in addition, ink must not be transferred to the
printing blankets as this will ruin the blankets and possibly stain other prints.
Activities
1015
Differentiation /Modification
Variety of methods/strategies can be
implemented for this art lesson:
1.
2.
3.
4.
Activities continued:
Time
35
9.
Collagraphic plate must be cleaned up after use depending on the printing ink used varsol/paint
thinner for oil-based and water for water-based ink.
10.
Ensure proper disposal/storage of rags after clean up.
Teacher may ask students if there are any questions before proceeding with their individual prints.
Allow students the rest of the class to experiment with both techniques.
Students will need to share resources and printing press so ensure that they have enough class time to
complete their prints.
Have students compare their non-inked collagraphs with their inked collagraphs: How has the use of ink
changed the visual composition of the print? Does your print read differently than the non-inked print?
Have students store their finished print (between two pieces of newsprint).
Assessment
1.
2.
3.
4.
10
Closure
1.
2.
3.
4.
5.
Self-Evaluation
A
Lesson:
Outcomes
1.
2.
3.
4.
Collagraphic
________
Printmaking
Date:
March. 12.2004
Art 30
Class: __________
Materials
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Collagraphic plates
Printing ink (oil-based or water-based) brayers, trowels, brushes, rags, telephone books
Paper rag paper
Water basin
Printing press
Blotting papers
Plastic sheeting for printing bed
Rolling pin
Newsprint
Rubber gloves
Printmaking books - sketchbooks
Set
Time
This class will be used to complete the final prints for the collagraphic lesson. Students will be encouraged to
use their class time to complete both the non-inked and inked prints for their portfolio. Teacher will circulate
throughout the class assisting students and holding individual critiques of works that have been completed. Students
that have both prints completed will have the opportunity to browse through printmaking sources and plan for the next
printing technique: woodcut relief prints. Students may sketch print ideas in their sketchbooks.
Activities
45
Differentiation /Modification
Time
Assessment
1.
2.
3.
4.
10
Closure
1.
2.
3.
4.
5.
Self-Evaluation
Lesson:
Outcomes
1.
2.
3.
4.
5.
Group critique
________
Date:
March. 15.2004
Art 30
Class: __________
Materials
1.
2.
Set
Time
Students will be introduced to the four steps involved in the visual critique: Description, Analysis,
Interpretation, and Judgment. In the area of analysis students may need to be reminded of the elements of art and
principles of design when considering a visual work: Elements of Art Line, Colour, Texture, Shape, Form, Space,
Value & Principles of Design Harmony, Unity, Emphasis, Variety, Proportion, Balance, Rhythm/Pattern, and
Movement. Have these elements written onto the board for students to reference while completing discussion.
Activities
45
Differentiation /Modification
Variety of methods/strategies can be
implemented for this art lesson:
1.
2.
3.
4.
Time
Assessment
1.
2.
3.
4.
10
Closure
1.
2.
3.
4.
Self-Evaluation
A
Lesson:
Outcomes
1.
2.
3.
4.
Woodcut relief
________
prints
Date:
March 16.2004
Art 30
Class: __________
Demonstrate active and attentive listening skills during the PowerPoint presentation.
Develops skill and technique by experimenting with a variety of traditional tools within work.
Composes a work that explores personal depth and style.
Generate a work that implements the woodcut relief technique.
Materials
1.
2.
3.
4.
Soft wood pine, poplar, basswood or plywood can be used cut into small squares.
Variety of tools: woodcut knife, gouges & sandpaper
Bench hooks
PowerPoint presentation: Featuring artists such as Ernst Ludwig Kirchner Three Figures 1909, Emile
Nolde Fischdampfer (Fishing Boat) 1910, Edvard Munch The Kiss 1902, Paul Gauguin Te Atua (The
Gods) 1891-93, Roy Lichtenstein Modern Head #1 1970, Katsushika Hokusai View on a Fine, Breezy
Day ca.1830.
Set
Time
1015
Students will participate in a brief PowerPoint presentation highlighting the Woodcut relief technique. The
influence of Japanese woodcuts ukiyo-e - on European and Western artists will be noted within the presentation.
Students will be asked: The ukiyo-e style was based on the pleasures of everyday life how did European and Western
artists translate this style into their works? Look at the flat pictorial space, angles of vision, abstract patterns, cropped
images, lyrical line, flattened colours, calligraphy, theatricality, shortened perspective, economy of form, atmospheric
effects, preoccupation with nature and compelling human emotions. (p.34 Saff&Sacilotto).
Ask: Two artists in particular: Paul Gauguin and Edvard Munch were influenced by the Japanese ukiyo-e
technique. In the images seen here (Te Atua and The Kiss) describe/identify the themes developed in these particular
woodcuts.
Activities
35
Differentiation /Modification
Variety of methods/strategies can be
implemented for this art lesson:
1.
2.
3.
4.
Time
Assessment
1.
2.
3.
4.
10
Closure
1.
2.
3.
4.
Self-Evaluation
A
Note:
For an alternative to Woodcut relief prints:
Plaster Relief Prints
From: History and Process: Printmaking, Donald Saff/Deli Sacilotto. Published by University of South Florida,
1978, pp. 82-83.
For making plaster relief prints, the printing plate is cast in plaster and worked with various tools, both
while it is still wet and after is has driedPrinting is done in the same manner as for an ordinary woodcut.
Resources:
Kanada, Margaret Miller. Color Woodblock Printmaking: The Traditional Method of Ukiyo-e. Shufunotomo Co.,
Ltd. 1989. ISBN: 4-07-975316-0.
Saff, Donald & Sacilotto, Deli. History and Process: Printmaking. Holt, Rinehart and Winston. 1978. ISBN: 0-03042106-3.
Lesson:
Outcomes
1.
2.
3.
4.
Woodcut relief
________
prints cont.
Date:
March 17.2004
Art 30
Class: __________
Materials
1.
2.
3.
4.
5.
Woodcut blocks
Variety of tools: woodcut knives and gouges
Bench hooks
Printmaking books for student resources
Evaluation criteria for individual work provide grading criteria for students
Set
Time
Teacher will begin lesson by checking in with the students progress. Answer any questions that may arise.
Students will be encouraged to start immediately into their woodcuts resources such as printmaking books may be set
out to further assist students individual encounter with the woodcut process. Students are encouraged to ask questions
and further their independent research with their materials.
Activities
45
Activities continued:
Differentiation /Modification
Variety of methods/strategies can be
implemented for this art lesson:
1.
2.
3.
4.
Time
Assessment
1.
2.
3.
4.
10
Closure
1.
2.
3.
4.
Self-Evaluation
A
4 = Proficient
3 = Satisfactory
2 = Limited
1 = Inadequate
Visual Critique:
Teacher:
Grade:
4 = Proficient
3 = Satisfactory
2 = Limited
1 = Inadequate
Visual Critique:
Lesson:
Outcomes
1.
2.
3.
4.
Woodcut relief
________
print cont.
Date:
March 18.2004
Art 30
Class: __________
Materials
1.
2.
3.
4.
5.
6.
7.
Set
Time
To start this lesson the teacher will have students bring out their finished woodcut blocks. Survey the class to
ensure that all students have completed their woodcut blocks more time may be needed due to the laborious technique
of woodcut. Have student gather around for a brief minilesson on the application of ink and rubbing of woodcut in
order to pull print.
Activities
10
Differentiation /Modification
Variety of methods/strategies can be
implemented for this art lesson:
1.
2.
3.
4.
Activities continued
Time
11. Image may need to be worked on further using the woodcut tools depending on desired effect of
print.
12. Depending on ink (oil-based or water-based) clean surface of the block if more work is needed.
13. If not continue on with printing.
35
Remind students that they must clean the surface of their block at the end of their printing.
Have students store their prints between newsprint and either in their portfolios or assigned draws for next
class.
Additionally: students may need to be reminded that they must maintain a clean working surface in order to avoid
transferring ink to other surfaces and to other prints.
Have students work on the process for the remaining class. They must pull an edition of 5 prints for this
particular module. These will be signed by the artist and editioned: 1/5, 2/5, 3/5 etc
Teacher will continue to circulate the room providing assistance and guidance when needed.
Encourage students to work in pairs or as teams in order to assist each other in the printing process it is a
good practice to have one individual with clean hands available to transfer paper and image.
Assessment
10
1.
2.
3.
4.
Participation in-active listening skills and completion of an edition of woodcut relief print.
Questioning I ask you and you ask me.
Observation a. eye contact; b. body language; c. facial expression.
Listening are students asking questions are students comprehending the lesson through their questioning.
Closure
1.
2.
3.
4.
Self-Evaluation
Lesson:
Outcomes
1.
2.
3.
4.
Group critique
________
Woodcut prints
Date:
March 19.2004
Art 30
Class: __________
Materials
1.
2.
3.
Set
Time
Students will bring in their completed prints to share with the class. Students will be encouraged to hang their
works within the room to aide in visual presentation. Additionally, students will have to select a print they wish to
submit to the final gallery hanging (out of all their prints) which would occur next class. Students will have five (5)
minutes to arrange their works and prepare to engage in-group critique of the weeks events and the final presentations.
of the completed work.
Activities
Students will have become familiar with the group critique
procedure by this point in the unit. Initially the teacher guided the
critique through structured questioning. For this group critique
students will be encouraged to lead the discussions. Students were
requested to prepare questions to guide discussion in the critiquing
of students work.
Remember: Description, Analysis, Interpretation, and
Judgment
45
Differentiation /Modification
Variety of methods/strategies can be
implemented for this art lesson:
1.
2.
3.
4.
Time
Assessment
1.
2.
3.
4.
10
Closure
1.
2.
3.
4.
Self-Evaluation
Lesson:
Outcomes
1.
2.
3.
4.
Gallery
________
Installation
Date:
March 22.2004
Art 30
Class: __________
Materials
1.
2.
3.
4.
5.
6.
Set
Time
The class will start by having students submit their work for gallery installation. Students were required to
decide on the selection of their prints prior to the beginning of this lesson. Have students gather their works for the
exhibition. Frames, matting and labels will be provided for students students will be required to matt, frame and fill
out a label for the work(s) they submit. In addition to installation the students will document their works through digital
photography and decide on an exhibition title for the works presented for the school.
Activities
30
15
Differentiation /Modification
Variety of methods/strategies can be
implemented for this art lesson:
1.
2.
3.
4.
Time
Assessment
1.
2.
3.
4.
10
Closure
1.
2.
3.
Self-Evaluation
Unit Exam
Printmaking Unit
Rationale & Test
Spring Semester 2004
Rationale:
The final unit exam developed for Art 30s Printmaking Unit
focuses on both the visual aspects of the works discussed in class as
well as the conceptual processes that have guided the works.
Throughout the unit students will have been exposed to a variety of
artists and artworks both contemporary and historical. Students are
encouraged to ask questions throughout their visual encounters with
these artists and these artworks that result in the topics of
discussions they wish to further explore through guided and
individual research.
This unit has been built on the three major components of visual
learning as outlined by the Alberta Education: Program of Studies Art curriculum (10-20-30). That is: Drawings or delineations;
Compositions or structures; and Encounters with art - are
incorporated throughout this unit. It is important to note that these
areas are essential elements within the program of study. That is, not
only the technical and skills aspects are explored but also the
Investigate
DEVELOP AND REFINE DRAWING SKILLS AND STYLES.
Concepts:
B. Explorations of a technical or creative nature may lead
individuals into highly personalized work sessions.
Communicate
EXHIBIT A PERSONAL STYLE THROUGH IN-DEPTH STUDIES.
Concepts:
B. A series of complete compositions presented for public display
provides a visual statement about an artist.
Compositions
Students will:
Components
USE PERSONAL EXPERIENCES AS SOURCES FOR IMAGE MAKING.
Concepts:
B. Planned and spontaneous methods of working are ways of
developing visual images.
Relationships
Encounters
Students will:
Sources of Images
RESEARCH SELECTED ARTISTS AND PERIODS TO DISCOVER FACTORS IN THE
ARTISTS ENVIRONMENTS THAT INFLUENCED THEIR PERSONAL VISIONS.
Concepts:
Through
Time
Taxonomic
Level
(Breadth)
Predominant
Content
Demonstrates
understanding of
printmaking
principles by
applying these
principles within
works. (Ap)
Combines personal
elements to create
individualized
work. (S)
Quiz 15%
Contributes
thoughtfully to
group critiques
and selfreflections. (E)
Supports
printmaking
techniques used
within individual
works through
group/individual
critique. (E)
Compiles research
(individual
endeavor) on
selected artists
and art
movements. (Ap)
Analyzes artworks
for personal,
social, historic or
artistic
significance. (An)
Generates a series
of complete
compositions
Analysis,
Synthesis,
Evaluation
(Depth)
Projects 75%
Four (4)
projects
(18.75% each):
Each project will
build on the
previous lesson
and incorporate
elements from
the predominant
content outlined:
1. Monoprint
/Collage
2. Collagraph
no ink
3. Collagraph
ink
4. Woodblock
print
Table of Specifications
Grade 12 Art 30: Printmaking Unit
Spring Semester 2004
Taxonomy and
Content
Evidence of Learning
11
(1)
14
(1)
16
(1)
12
(1)
13
(1)
15
(1)
Applica Content
tion
Analysi
s
Synthes
is
Identify historical
origins (timeline) of
printmaking
Identify visual
processes within
printmaking
techniques
Recognizes and
identifies visual
terminology
Weighting 15%
Matching M u l t i
ple
Choic
e
Short
Answ
er
Total
11 (1)
1 (1)
14 (1)
16 (1)
2 (2)
12 (1)
13 (1)
15 (1)
3 (3)
(1)
17 (4)
18 (4)
19
(16
)
1-10 (1)
6
(6)
1
(16
)
12 (18)
Distinguishes
between printmaking
processes by
identifying main
components of each
Recognizes and
outlines major
components within
fine art topics of
debate
Summarizes
printmaking
techniques and
processes
Applies previous
knowledge of artists
and artworks to
novel situations
Totals
Legend:
K - Knowledge
C - Comprehension
# - Number of question
(#) - Weighting of question
17 (4)
1 (4)
18 (4)
1 (4)
19 (16)
1 (16)
1-10 (1)
10 (10)
10
(10)
6 (6)
3 (24)
19
(40)
Art 30
Printmaking Unit Test
Brooks Composite High School
Spring 2004
Name:
__________________________
Date:
___________________________
Column I
II
Column
1. __________
A. Margaret Shelton
B. Andy Warhol
C. Ernst Ludwig
Kirchner
D. Max Beckmann
E. Edgar Degas
F. Claes Oldenburg
G. Jim Dine
H. Roy Lichtenstein
I. Edvard Munch
J. Chuck Close
K. Josef Albers
L. Henri Matisse
2. ________
3. ___________
7.
________
4. __________
________
8.
5. __________
9.
________
6. _________
10.
________
Multiple
Choice:
compositions
depictions
diagrams
publications
stone
stone
stone
stone
washing
carving
writing
printing
woodcut techniques
collagraph techniques
intaglio techniques
lithography techniques
artists proofs
presentation proofs
printers proofs
state proofs
Short
brayer
baren
rocker
squeegee
Answer:
17. An exhibit of Relief prints has just opened in Brooks. You have
decided to take your family to this exhibition. While you and your
family are walking around the gallery admiring the beautiful works
one of your family members asks you: What is the difference
between a woodcut print and a wood engraving? With your
extensive background knowledge in printmaking techniques you
provide your family with an answer by distinguishing between the
two techniques.
Hint: A visual cue to answer the question (4 marks)
Wood cut
Wood engraving
19. You have just completed a series of prints for your portfolio,
which explored and incorporated the techniques of: monoprint
making, collagraph (no ink and ink), Dry point printmaking and
woodblock processes. Briefly summarize aspects of each technique
four processes in total. Your answer should include 1. Materials used
in each process, 2. Tools needed (if any) e.g., printing press and 3.
Resulting visual components/elements of each; e.g., is there a
reversal of image that results from that particular technique. You
may use point form to construct your answer. If you need more space
please use the back of the exam booklet. If you continue your
answer on the back of the exam booklet - remember to clearly
Art 30
Printmaking Unit Test
Brooks Composite High School
Spring 2004
Time: 60 minutes
Total Marks: 40
Exam Key
Match the Artwork with the Artist (Out of 10
marks 1 mark each)
1.
2.
3.
4.
G Jim Dine
J Chuck Close
I - Edvard Munch
B Andy Warhol
5. H - Roy Lichtenstein
6. F - Claes Oldenburg
7. A - Margaret Shelton
8. C - Ernst Ludwig Kirchner
9. K - Josef Albers
10. D - Max Beckmann
Artists left: Edgar Degas and Henri Matisse
d. 8th century
b. depictions
c. stone writing
a. woodcut techniques
a. artists proof
b. baren
Short Answer:
(Out of 24 marks: 4 marks for #17, 4 marks
for #18 and 16 marks for #19)
Answers may contain the following elements
in order to receive the full marks.
Note: If question is worth 4 marks student must
state 4 points to receive full marks, that is the
student will only need to select/use 4 points out of
the following provided answers.
18.What is the difference between a Woodcut and
Wood Engraving? 4 marks 4-point s need to be
presented in order to receive full marks from the
following answers.
Woodcut:
Engraving:
Printmaking Unit
Art 30 60 Minute Lessons
Dillison A. Malinsky
Spring Semester 2004
Brooks Composite High School
Resources:
Kanada, Margaret Miller. Color Woodblock Printmaking: The Traditional Method of Ukiyo-e. Japan:
Shufunotmo, 1989.
Peterdi, Gabor. Printmaking: Methods Old and New. New York: The Macmillan Company, 1971.
Platzker, David et al. Hard Pressed: 600 years of prints and process. New York: Hudson Hills Press,
2000.
Sacilotto, Deli & Saff, Donald. History and Process: Printmaking. New York: Holt, Rinehart and
Winston, 1978. *
* This book is an essential printmaking guide to history and process. Highly recommended and an
invaluable source of information regarding printmaking.