Printmaking

Unit Inuit Culture

Exploring Printmaking
Established Goals

TRANSFER GOAL

Students will:

Students will be able to reference Inuit printmaking to create a wax crayon transfer print to add
to a class mosaic.

- Know what
printmaking is.

MEANING

- Learn the process of

printmaking.
- Practice the different
techniques of
printmaking such as,
frottage, stenciling,
wax crayon transfers
and stamping.
- Experience how to
use different
printmaking materials.
- Explore printmaking
through Inuit
storytelling, art and
culture to make their
own prints.

Enduring Understandings:

Essential Questions:

Students will understand that

Students will keep considering

U1 That particular materials used for

printmaking will create different results.
U2 Inuit printmaking surrounds the Inuit
peoples storytelling, art and culture.
U3 By making an individual composition, it can
be added to a class composition of a mosaic.

Q 1 How does the artist choose what

they want to draw / print?
Q2 What other objects/material can be
used when printmaking?
Q3 How does the overall artwork change
when multiple artworks are put together?

ACQUISITION OF KNOWLEDGE & SKILLS

Students will know
- How to be apart of an art critique and respect other
artists.
- That everyday material can be used in the
printmaking process.
- How to reference artwork to create their own
composition.
- How the use of color can contribute to expression
within an image.

Students will be skilled at

- Stamping
- Frottage
- Stenciling
- Wax Crayon Transfers
- Using printmaking materials and
applying paint for printing. (Such as
brayers, paintbrushes, and stamps.)
- Using materials properly

STAGE 2 Evidence
Evaluative Criteria

Assessment Evidence

Performance is judged in terms of Skills

Students will need to show their learning by:

Incorporating all learned printmaking techniques,
creating texture in the form of practice prints, and to use
what they know about Inuit printmaking to create a final
wax crayon transfer print to add to a class mosaic.

Participation
- Actively engaging in center based learning, class
discussions and performance tasks.
Skills
- Stamping and stenciling are produced effectively.
- Texture is shown in Frottage prints.
Wax crayon transfers are correctly created.
Critique
- Actively participate with their partner, sharing their
own opinions with ready-made questions.

Transfer Task:
- Students will show their learning by participating in class
discussion, through center-based learning and performance
tasks.
- Students are able to incorporate found objects to create
texture in their frottage prints.
- Students will reference Inuit artists prints and artic
animals to create their final composition.
- Students will produce a final composition by creating a wax
crayon transfer to add to a class mosaic.

Skills and Vocab Printmaking

Unit Summary
This unit has been developed for Grade 2 and is focused on the subject area of Printmaking.
The intention of this unit is to explore different Inuit artists prints in relation to their social studies
unit about the Inuit culture. English language arts will also be incorporated to share the different
Inuit myths and storytelling that surround Inuit printmaking. After theyve done their art study the
art of storytelling will also be incorporated into their learning.
In their art study, students will explore the process of Frottage, stamping, stenciling and
wax crayon transfers. They will also experiment with different printmaking materials to create
different prints. Understanding that there are multiple ways to create prints and that there is many
different everyday objects that can be used. Through the use of examples, Inuit myths and
storytelling, demonstrations and student centered base learning, students will be able to create a
final composition using the wax crayon transfer technique to create their own individual
composition to be later added to a class mosaic.
Artic Adventures; Tales from the Lives of Inuit Artists and Stones, Bones and Stitches;
storytelling through Inuit Art will be two picture book encounters for this unit. They each tell
stories and myths about the Inuit culture as well as biographies of different Inuit artists. The two

main artists encounters used in this unit are Pudlo Pudlat and Kenojuak Ashevak. Showing these
picture books that have stories, biographies and examples of these artists work creates a connection
between the Inuit people, their art and their culture. By showing the work of Pudlo Pudlat and
Kenojuak Ashevak will help give students a reference to different Inuit prints for their final
project. The book My Artic 1,2,3 will be used to show students the different animals that live up in
the Artic. Using this picture book will give students lots of different examples of different Artic
animals to be able to reference for their final composition.
Students will get lots of examples and practice with the different types of printmaking
before completing the final project. The final project encompasses what they have learned
throughout the printmaking unit. Once students have made their final composition and all of the
works have been added to a class mosaic, they will partake in a partner critique with ready-made
questions for them to answer to get them used to participating in a critique and respecting other
peoples artworks.
Unit Rationale
This unit is intended for grade 2 art. It is intended to help students understand the
importance of printmaking, the process of printmaking and the different objects/materials the can
be used in printmaking. You will also find that this unit will incorporate a variety of instructional
strategies, such as hands-on center based learning, demonstrations, reference images and project
based work periods.
The two Inuit artist encounters used are Pudlo Pudlat and Kenojuak Ashevak. Each of these
artists represents both genders within the unit. Students will understand printmakings relationship
to the Inuit culture through the stories of Pudlo Pudlat and Kenojuak Ashevak. All of the materials
used throughout this unit are required when printmaking, therefore all of the materials will appeal
to any students depending on their own individual opinion. My materials do not reflect any
stereotypical views of masculinity or femininity because they are needed to make prints and it is
all based on the artist on which materials they use and how they use them. Indigenous students
should be able to connect with the storytelling and myths surrounding the Inuit culture because
they should be familiar with storytelling and myths in their own culture. For my non-Indigenous
students they might be able to relate to the unit through the stories because they might make
connections with those stories in their own lives.
My students are encouraged to be engaged and critical thinkers and to communicate
throughout my unit because of the class discussions that are held every class. They are required to
think about essential questions and what the different printmaking processes are. Doing a
printmaking unit on a different culture teaches my students to be ethical citizens and to be socially
responsible and culture aware. The final assessment piece to this unit also makes my students to be
globally and environmentally aware of the Artic environment and what animals live there. This is
done through the use of picture books and stories. Through the use of my PowerPoint presentation,
my students have to be digitally literate to be actively engaged in the lessons.
Furthermore, doing student-based centers to practice printmaking techniques it teaches my
students self-direction, personal management and leadership while maintain a comfortable learning
environment where exploration is encouraged. To be able to switch from station to station and help
everyone get to work in a timely manner is important for centers to work within the classroom

environment. Students will have to problem solve, be creative, self-direction and innovative and
have an entrepreneurial sprit both in practice and to complete the final project. They are allowed to
have freedom within the constraints of the assignment to do what they choose in terms of colour
and how they portray their Artic animal.
Lesson 1 Summary
This introduction to Frottage will explain to students what the art of frottage is. A
PowerPoint presentation will be shown to students that include the definition of frottage as well as
different pictorial examples of frottage prints. Through demonstrations students will get a sense on
how to make their own frottage prints. Students will begin to understand tone and value within
compositions because of the textural objects that can be used. Higher surfaces will create darker
tones and values where as the lower surfaces will be much lighter.
Lesson 2 Summary
Students will create their own frottage prints through a scavenger hunt activity. Finding
different textural objects and surfaces to rub on to make a textural print. A sensory game will be
used for an introduction activity to get students to think deeper about the differences between
textures. With this game it will help students to tap into their senses to understand what objects
would be good to use to make a frottage print and which ones would not be as good to use. Each
student will create eight different frottage prints using eight different textural objects and surfaces
throughout the classroom during a scavenger hunt activity.
Lesson 3 Summary
In this lesson, students will be introduced to stenciling, stamping and the different materials
used in printmaking. First they will be shown the definitions and examples through a PowerPoint
presentation. Next students will participate in a kinesthetic activity that allows them to move from
one side of the room to the other, to decide if the image on the board is stenciling or stamping.
This helps students to keep their focus by allowing them to get up and move around instead of just
sitting there listening to the lesson. It also helps them to think critically about the image and then to
decide whether the image is an example of stenciling or stamping. Then students will be shown
how to do each of the techniques. These demonstrations include; stenciling using a paintbrush and
paint, using a textural object (everyday found object) to transfer ink on to paper with paint to
create a print, using a brayer and a made stamp using Styrofoam plates to make a transfer print and
using rubber stamps to create prints.
Lesson 4 Summary
This lesson will be a student center-based lesson. There will be four stations that will be
made around the four different demonstrations from the previous class to further explore
printmaking. These four stations will be: stenciling using a paintbrush and paint, using a textural
object (everyday found object) to transfer ink on to paper with paint to create a print, using a
brayer and a made stamp using Styrofoam plates to make a transfer print and using rubber stamps
to create prints. After each center is explained the class will be divided up into 4 even groups and
distributed to each center. Each group will spend 4 minutes at each station, experimenting and
exploring with the different types of printmaking materials and techniques. Through these centers,
students will discover the different printmaking techniques and how to use the materials for

printmaking. By the end of the lesson, each student will have made four different prints, one at
each station.
Lesson 5 Summary
Wax crayon lift / transfers are another form of printmaking. In this lesson, students will
discover what wax crayon lift / transfer prints are and the difference between the lift and the
transfer. Students will also have to know what the primary colours are and will be made aware of
colour; warm vs cool colours and what moods and feelings each of these colours exude. Through a
demonstration on how to do a wax crayon lift / transfer print students will be able to understand
how to do them independently.
Lesson 6 Summary
Throughout this lesson students will be able to experiment with the use of colour and how
certain colours make compositions feel. They will be allowed to explore the use of pressure to
figure out what types of pressure will create different line, tone and value within their prints. Each
student will make two different prints, one using warm colours and one using cool colours. Both
prints can be made using any drawn image they choose.
Lesson 7 Summary
In this lesson, students will use their newly acquired knowledge of printmaking, use of
printmaking materials and colour with their previous knowledge of Inuit art to create a final
composition. Using the encounters Pudlo Pudlat and Kenojuak Ashevak, both of whom are Inuit
artists, students will be able to reference their work to make their own Inuit print. Students can also
reference the book My Artic 1,2,3 to find the different Artic animals. From the stories and myths
that will be read to them that surround the Inuit culture and art, students will understand that they
can do their own representation of an Artic animal, because transformations, done by the
Shamans, are a component of the Inuit culture. This lesson will be used in conjunction with
English language arts and Social Studies. Students will be allowed to choose what animal they
would like to portray and what colours they use to make their wax lift / transfer prints. Both their
lift and their transfer will be apart of the final class mosaic. After the final mosaic has been
completed, students will take part in a critique of the final mosaic. Using ready-made questions,
students will answer each question and explain their answers to their partner. Partaking in a
critique at this young age will help students to be able to become more comfortable with the
process of critique and will help them learn to respect other peoples artwork.
Name: Caitlyn Kasprick Adapted by Kasyn Sell
Grade/Subject: Art/ Grade 2
Unit: Printmaking
Lesson 1: Introduction to Frottage
Date:
Class Length: 30 minutes
GLO: Component 6: Students will show different objects and forms surface qualities.
Component 10 (iii): Students will explore the direct methods of printmaking by using techniques
and media.
SLO: Concept A: Through rubbings or markings, texture can be captured.
Concept C: Student will explore frottage (texture rubbings)
Learning Objectives: Students will:


1) Understand how to make frottage prints through demonstration.
2) Understand that different surfaces will create different prints.

Assessment Methods:
1. Students are actively engaging in class discussion.
2. Students are actively listening and watching demonstrations on how to do the process of
frottage.
Materials:
SMART Board
PowerPoint
Paper
Pencil or graphite
Textural object
Vocabulary:
Texture - senses, quality
Medium
Materials - Ready-made objects, found objects, created objects, organic objects
Tone light, dark
Frottage
Rubbing
Value
Introduction: (5 minutes)
Create a class discussion based on these questions:
Does anybody know what Frottage is? (Wait for answers, depending on answers move on
to the next question)
Does anyone know what texture rubbing is?
Body: (Based on the answers to the questions in the introduction, will help to know what needs to
be addressed more thoroughly)

Activity #1: (2 minutes)
Introduction to Frottage / Rubbing. Using a PowerPoint slideshow, explain what Frottage /
Rubbing is.
Activity #2: (10 minutes)
Take a poll to see how many have done the plastic plate crayon rubbings as a child. (Show
a picture of an example of these plates) How many of you have used these plastic plates to
do crayon rubbings? Hands up.
Then show different pictures of frottage prints
SMART board activity have different everyday objects/nature things students can cross
out good textures and circles the ones that would produce good texture. examine why
theyd be good or bad.

Explain that each different object will create a different print because of the different
texture. Just like the plates have different images on them, they will create different prints.

Activity #3: (7 minutes)

Demonstrate how to make a frottage print using different textural objects.
- Create a frottage print in front of class (something in classroom) to show them how
to do it first
- Get a couple volunteers to come up and create a couple other examples
- Pass the prints around.
As they are being passed along:
Ask why some parts of the print are darker and other parts of the print are lighter?
Explain why this is, because the parts that are darker are higher on the surface then
the parts that are lighter, making those lines darker in value.

Closure: (6 minutes)
By showing me a thumb up, thumbs down, or thumbs to the side, show me if you
understand what frottage is?
Can someone point out what would not be a good object to use to make a frottage
print?
Next class, we are going to do a scavenger hunt to create your own frottage prints.
Try to bring one object from home you think has an interesting texture
Name: Caitlyn Kasprick Adapted by Kasyn Sell
Grade/Subject: Art/ Grade 2
Unit: Printmaking
Lesson 2: Frottage Scavenger Hunt
Date:
Class Length: 30 minutes
GLO: Component 6: Students will show different objects and forms surface qualities.
Component 10 (iii): Students will explore the direct methods of printmaking by using techniques
and media.
SLO: Concept A: Through rubbings or markings, texture can be captured.
Concept C: Student will explore frottage (texture rubbings)
Learning Objectives: Students will:
1) Create their own frottage prints by using found objects within the classroom.
2) Demonstrate the understanding that different textural surfaces / objects will create
different prints.

Assessment Methods:
1. Students are actively participating in class discussion.
2. Students are independently working on their frottage prints.
3. Students are actively thinking about what surfaces and objects will create different prints.
Materials:
Paper
Pencil or graphite
Textural objects or surfaces

Vocabulary:
Texture - senses, quality
Medium
Materials - Ready-made objects, found objects, created objects, organic objects
Tone light, dark
Frottage
Rubbing
Value
Introduction: (7 minutes)
Sensory Game:
Placing different objects in opaque bags, ask students to stick their hand in the bag and feel the
object. Using their sense of touch, describe the object. (This will help students to further explore
texture using their senses.)
Have students answer questions on ready-made sheets to explain what they are feeling in each bag.
Question Sheets for Sensory Game:
Circle a word for each object that you feel.
Object #1: Is it?
Smooth surface

or

Are the edges:

Jagged

Rough surface

Soft

Hard

Round

or

Soft

It does not have any.

What do you think it is? _______________________________________________

Object #2: Is it?
Smooth surface

or

Are the edges:

Jagged

Rough surface
Soft

Hard
Round

or

Soft

It does not have any.

What do you think it is? _______________________________________________

Object #3: Is it?

Smooth surface

or

Are the edges:

Jagged

Rough surface
Soft

Hard
Round

or

Soft

It does not have any.

What do you think it is? _______________________________________________

Body:

Activity #1: (3 minutes)

Go through each of the bags that had the textural objects in them. Before taking the object
out, ask the students which word they circled to describe what they felt by taking a poll of
hands.
Show the objects so the students can make a connection between the object and what they
felt without seeing the object.
Explain that these are kinds of textural objects that they should be looking for in their
activity today.
Activity #2: (2 minutes)
Hand each of the students a pack of 8 small sheets.
Ask each of the students to write their names on the back of each sheet of paper.
Explain that they are going to find 8 different textural objects within the classroom to
do a frottage print.
They will use one object for each sheet.
Demonstrate visually so students can understand better.

Tell them they have 15 minutes to complete the activity.

Once they are done they are to hand in their prints to me and gather on the carpet.

Activity #3: (15 minutes)
Have students go on a scavenger hunt to make their 8 different prints.
o Monitor noise level
o Help any students who may need help finding different textural surfaces or
objects.

Conclusion: (3 minutes)
Clean up all materials used and make sure you have handed in your prints.
Get a few students to share their work with the class once everyone is on carpet
hand in prints
Next class we will be exploring some different printmaking techniques such as
stenciling and stamping.

Extension Activity: Could also have students use colour or differing value to understand
how different materials and/or pressure affects outcome of a rubbing (and drawing)

Name: Caitlyn Kasprick Adapted by Kasyn Sell
Grade/Subject: Art/ Grade 2
Unit: Printmaking
Lesson 3: Introduction to Stamping and Stenciling
Date:
Class Length: 30 minutes
GLO: Component 10 (iii): Students will explore the direct methods of printmaking by using
techniques and media.
SLO: Concept C: Students will explore different printmaking materials and use found objects to
create stamping and stenciling prints.
Learning Objectives: Students will:
1) Understand how to make stamping and stenciling prints through demonstrations.
2) Understand that found objects will create different transfer prints.
3) Explore the different materials used for printmaking.
Assessment Methods:
1. Students are actively engaging in class discussion.
2. Students are actively listening and watching demonstrations on how to make stenciling and
stamping prints.
3. Students are participating in the stencil or stamp game.
4. Students are actively listening and watching demonstrations on how to use printmaking
materials properly.

Materials:
SMART Board
PowerPoint
Stencils (and or objects for stenciling)
Stamps (and or objects for stamping)

Brayers
Paintbrush
Paints / ink
Paper
Styrofoam plates
Pens

Vocabulary:
Medium
Materials - Ready-made objects, found objects, created objects, organic objects
Tone light, dark
Colour
Stamping
Stenciling
Transfer print
Introduction: (5 minutes)
Create a class discussion based on these questions:
Discuss printmaking show exmaples
Who has used stencils before?
Has anyone used stamps before?
Did you ever think that it is a form of printmaking?
Body: (Based on the answers to the questions in the introduction, will help to know what needs to
be addressed more thoroughly)

Activity #1: (5 minutes)
Introduce stamping and stenciling. Using a PowerPoint slideshow to explain the definition of
stamping and stenciling and to show an example of each.
Activity #2: (7 minutes)
Guess if it is stamping or stenciling.
Using picture examples of each type of printmaking show an example and ask students to
go to one side of the room if they think it is stenciling and go to the other side of the room
if they think it is stamping.
Show the answers on the next slide and then repeat.
Activity #3: (25 minutes)
Demonstrate how to make stamping and stenciling prints.
- Using everyday objects to create a transfer print (stamping) from the surface of the
object to the paper using paint or ink.
- Use rubber stamps to show an example of a different way to make a stamp print.
- Use stencils with a paintbrush for an example of stenciling.
- Make a drawing on a Styrofoam plate using a ballpoint pen. Use the brayer and ink
to make a transfer ink stamp print.
- Hang up the print once you are done so it can dry.

Do a gallery walk of each demonstrated print.

Closure: (3 minutes)
By showing me a thumb up, thumbs down, or thumbs to the side, show me if you think you
can do these prints tomorrow?
Next class, I am going to set up centers for each of you to try the different types of
printmaking that I showed you today.

Extension Activity: Have students make these stencils and stamps themselves and have them
do a gallery walk (pre-made stencils perhaps to save time).
Name: Caitlyn Kasprick Adapted by Kasyn Sell
Grade/Subject: Art/ Grade 2
Unit: Printmaking
Lesson 4: Printmaking Centers
(this lesson may take up 2 classes)
Date:
Class Length: 30 minutes
GLO: Component 10 (iii): Students will explore the direct methods of printmaking by using
techniques and media.
SLO: Concept C: Students will explore different printmaking materials and use found objects to
create stamping and stenciling prints.
Learning Objectives: Students will:
1) Create their own stamping and stenciling prints through student center based
learning.
2) Understand that found objects will create different transfer prints.
3) Explore the different materials used for printmaking.
Assessment Methods:
1. Students are actively participating in class discussion.
2. Students are independently working at their centers.
3. Students are actively thinking about what objects will create different transfer prints.
4. Students are working with required materials correctly to produce results.

Materials:
Stencils (and or objects for stenciling)
Stamps (and or objects for stamping)
Brayers
Paintbrush
Paints / ink
Paper
Styrofoam plates
Pens
Vocabulary:
Medium
Materials - Ready-made objects, found objects, created objects, organic objects
Tone light, dark

Colour
Stamping
Stenciling
Transfer print

Introduction: (7 minutes)
Explain that todays class will be a center-based class.
At each center there will be a different materials to do a different type of print.
Everyone will get to go to each station. Introduce each of the 4 centers individually.
Have students follow you to each station and demonstrate what to do at the station.
Body:

Activity #1, 2 & 3: (16 minutes)

Split students up into 4 equal groups for each station.
Each station will have enough supplies to accommodate multiple students at each station.
Allow students to work in centers for the remaining of the period.
Switching stations every 4 minutes, switching 4 times.
Students will be required to make at least one print at each station, so a total of 4 prints.
- Station One: stenciling using a paintbrush and paint
- Station Two: using a textural object (everyday found object) to transfer ink on to paper
with paint to create a print
- Station Three: using a brayer and a made stamp with using Styrofoam plates to make a
transfer print
- Station Four: using rubber stamps to create prints

Conclusion: (5 minutes)
Ask the students to write their name on the back of each print that they made and hand
them in.

Clean up all materials and centers and put the classroom back to the way it was. Thank the
class for their cooperation and participation.
Ask some students to share what their favourite station was if time allows.

Extension Activity: Have students create an image of something. Let them begin thinking of design
and where they place things. Be intentional about the premade stencils and stamping materials so
that an image could be made. Get them to stencil words and then have stamping around it to help
tell the words story. They can still play around with different stamping and stencil types, but the
outcome is a meaningful image that can be showcased.
Name: Caitlyn Kasprick Adapted by Kasyn Sell
Grade/Subject: Art/ Grade 2
Unit: Printmaking
Lesson 5: Introduction to Wax Crayon Transfers
Date:
Class Length: 30 minutes
GLO: Component 6: Students will show different objects and forms surface qualities.
Component 10 (i): Students will express a message or feeling through art.
Component 10 (iii): Students will explore the direct methods of printmaking by using techniques
and media.
SLO: Concept A: Through rubbings or markings, texture can be captured.
Concept C: Visually feelings and moods can be represented.
Concept C: Students will make prints by exploring how to make wax crayon transfers or lifts.
Learning Objectives: Students will:
1) Understand how to make wax crayon transfers / lifts through demonstrations.
2) Understand how colour affects the overall composition.
3) Understand that different pressures will create different tones, values and line in the
print.
Assessment Methods:
1) Students are actively engaging in class discussion.
2) Students actively listening and watching demonstrations on how to make wax
crayon transfers / lifts.
Materials:
SMART Board
PowerPoint
Crayons
Pencils or pens
Paper
Vocabulary:
Medium
Materials - Ready-made objects, found objects, created objects, organic objects
Tone light, dark
Value
Line
Expression

Colour
Lift prints
Transfer print
Pressure
Composition
Mood
Primary colour
Warm colours
Cool colours

Introduction: (5 minutes)
Create a class discussion based on these questions:
Has anyone heard of a wax crayon lift print?
What about a wax crayon transfer print?
Body: (Based on the answers to the questions in the introduction, will help to know what needs to
be addressed more thoroughly)

Activity #1: (5 minutes)
Introduce wax crayon lifts and transfers prints. Using a PowerPoint slideshow to show an example
of what the overall idea is.
Activity #2: (7 minutes)
Explain the difference between a lift and a transfer using the definitions and showing
picture examples.
Talk about colour. (Warm colours vs cool colours Primary colours)
Activity #3: (10 minutes)
Demonstrate how to make wax crayon lift and transfer prints.
Students will learn how to:
- Make two different prints.
- Get a couple student volunteers to help you so they can actively participate in the
demonstration.
One using warm colours
One using cool colours
Ask students what feeling the warm colour print gives.
Then ask students what feeling the cool colour print gives.
Make them aware of the feeling that they want to portray in their own prints and that every
decision they make affects this.
Closure: (3 minutes)
Next class, we are going to practice making these wax crayon lifts and transfers. You will be
able to experiment with different colours and images to figure out what you will want to
make. This will prepare for you final project.

Name: Caitlyn Kasprick adapted by Kasyn Sell

Grade/Subject: Art/ Grade 2
Unit: Printmaking
Lesson 6: Practice Creating Wax Crayon Transfers
Date:
Class Length: 30 minutes
GLO: Component 6: Students will show different objects and forms surface qualities.
Component 10 (i): Students will express a message or feeling through art.
Component 10 (iii): Students will explore the direct methods of printmaking by using techniques
and media.
SLO: Concept A: Through rubbings or markings, texture can be captured.
Concept C: Visually feelings and moods can be represented.
Concept C: Students will make prints by exploring how to make wax crayon transfers or lifts.
Learning Objectives: Students will:
1) Create their own wax crayon transfer / lift prints.
2) Experiment with different colours and how it affects the composition.
3) Explore how different pressure will create different tones, value and lines in the prints.
Assessment Methods:
1. Students are actively participating in class discussion.
2. Students are independently working on their wax crayon transfer / lift prints.
3. Students are experimenting and actively thinking about what colours will affect the overall
composition.
Materials:
Crayons
Pencils or pens
Paper
Vocabulary:
Medium
Materials - Ready-made objects, found objects, created objects, organic objects
Tone light, dark
Value
Line
Expression
Colour
Lift prints
Transfer print
Pressure
Composition
Mood
Primary colour
Warm colours
Cool colours
Introduction: (4 minutes)
Review what a lift is.

When talking about wax crayon transfer / lift prints what part of the print is the lift print?
Review what a transfer is.
When talking about wax crayon transfer / lift prints what part of the print is the transfer
print?
Review colour.
What are the primary colours?
What is considered cool colours?
What is considered warm colours?

Body:
Activity #1: (4 minutes)
Explain the activity of practicing wax crayon lifts and transfers.
Everyone will be practicing how to make wax crayon lift and transfer prints like I
demonstrated last class.
Everyone will make two different prints.
One using warm colours and the other using cool colours
You can choose any image you want to make your wax crayon lift and transfer prints. If
students dont know what to choose help them brainstorm or they can pick an image to
draw from a hat
Each of you will get 2 sheets of paper to make your prints on.
Fold sheets in half one half you will colour and the other will have the transfer image.
When you are finished, please put your name on the back of them and hand them in.
Activity #2: (10 minutes)
Make their cool colour wax crayon lift and transfer prints.
(If they start with the warm colour print then activity #3 will be their cool colour print)
Activity #3: (10 minutes)
Make their warm colour wax crayon lift and transfer prints.
(If they start with the warm colour print then activity #3 will be their cool colour print)
Conclusion: (2 minutes)
Lets clean up all of the materials, and make sure you hand in your prints to me.
Reflect: What did the cool colours make you think about? Warm colours?
Do you notice what happened when you pressed harder?
Next class we will be working on our final project in our printmaking unit.
Name: Caitlyn Kasprick adapted by Kasyn Sell
Grade/Subject: Art/ Grade 2
Unit: Printmaking
Lesson 7: Final Project
(This lesson will take a minimum of 3 classes
if not more to complete.)
Date:
Class Length: 30 minutes
GLO: Component 6: Students will show different objects and forms surface qualities.

Component 10 (i): Students will express a message or feeling through art.

Component 10 (iii): Students will explore the direct methods of printmaking by using techniques
and media.
SLO: Concept A: Through rubbings or markings, texture can be captured.
Concept C: Visually feelings and moods can be represented.
Concept C: Students will make prints by exploring how to make wax crayon transfers or lifts.
Learning Objectives: Students will:
1) Create a final composition using the wax crayon lift / transfer printmaking technique.
2) Reference Pudlo Pudlat and Kenojuak Ashevak artwork as a reference to Inuit
printmaking.
3) Reference My Artic 1,2,3 to reference different Artic animals that live where the Inuit
people live.
Assessment Methods:
1. Students are actively working on their final composition.
2. Students will participate in a final critique once all final projects are complete.
Materials:
Soft Crayons/ Oil Pastels
Pencils or pens
Paper
Vocabulary:
Medium
Materials - Ready-made objects, found objects, created objects, organic objects
Tone light, dark
Value
Line
Expression
Colour
Lift prints
Transfer print
Pressure
Composition
Mood
Primary colour
Warm colours
Cool colours
Inuit printmaking
Artic animals
Shaman
Transformation
Introduction: (4 minutes)
Read My Artic 1,2,3
This book will help the students reference different animals that live in the Artic.

Body:
Activity #1: (10 minutes)
Show Pudlo Pudlat prints and share his biography and
story. In the book Artic Adventure; Tales from the Lives of
Inuit Artists.
Show Kenojuak Ashevak and share her biography and
story. In the book Stones, Bones and Stitches; Storytelling
Through Inuit Art and Artic Adventure; Tales from the Lives
of Inuit Artists.
Discuss book ask what they now know of Inuit
culture and the animals that you may see in the Artic

Activity #2: (10 minutes)

Explain the final project.
All students will create a final composition of their
choice while referencing Inuit printmaking.
All prints will be an Artic animal of their choice or a
rendition of an Artic animal.
Like the Inuit prints we have seen they do not need to be realistic and they can show
transformation or tell a story.
The prints can be any colour that they choose.
It will be a full page of computer paper (8.5 x 11)
- How to make a transfer
Colour one side with crayon
Take another piece of paper (or fold paper in half)
Make sure the coloured side is facedown and on top of the other piece of
paper
Draw on the back of the coloured paper (and on top of other paper)
The crayon colour should transfer what you draw on the backside to the new
piece of paper
Both their lift and their transfer will be included in the final project.
Once everyone has completed their prints we will put all of the prints into a class mosaic.
Allow for time to start on their prints if there is time.

Activity #3: (10 minutes)

Once the mosaic has been created students will participate in a partner critique.
With ready-made questions, students will answer questions with their partners about the
final composition of the mosaic.
Ready-made questions for the partner critique.
1. How do people represent the Inuit culture and Artic animals differently?

________________________________________________________________________

________________________________________________________________________
2. What do you like about the mosaic as a whole?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Is there something about the mosaic you wish you could change? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. What emotion / mood do you feel when looking at the mosaic?
________________________________________________________________________
________________________________________________________________________
Conclusion: (2 minutes)
Have a class discussion:
About what they liked best about the printmaking unit.
- Which techniques did they like the most? (Frottage, stamping, stenciling, wax
crayon transfer prints)
About other critique questions that can be discussed with the whole group.
Conclude the unit by thanking them, for their participation throughout the unit and that you are
really impressed with the way the mosaic turned out.
Critique Questions on Mosaic
1. How do people represent the Inuit culture and Artic animals differently?
2. How do the different colors chosen contribute to the artworks mood?
3. Looking at the final mosaic as a whole, how does it make you feel? What emotion does the
mosaic show?
4. What do you like about the mosaic as a whole?
5. Is there something about the mosaic you wish you could change? Why?
6. Is there anything that the mosaic reminds you of?
7. Which colours work the best in the mosaic? Why?

RUBRIC: will be used for all of the assignments because the outcomes do not change from assignment to
assignment. The rubric will be used for all of the assignments: Frottage Scavenger Hunt, Student Center
Prints and Warm and Cool Wax Crayon Transfer Prints. It will just be modified for the assignment being
marked. This is the rubric for final project. The small print under the level criteria headings will change
based on what assignment is being marked.

Level
Criteria

Excellent

Proficient

Adequate

Limited *

Insufficient /
Blank *

Creativity
(x2)
- The choice of
colour and how
colour is used.
-The Artic animal
chosen and how
the Artic animal is
portrayed.

Understanding of
Unit Content
(x2)
- The final wax
crayon lift /
transfer was done
procedurally
correct and
represents Inuit
culture.

Requirements
Completed
- Does the student
represent the Inuit
culture?
- Has the student
made a successful
wax crayon lift and
transfer to add to
the class mosaic?

Use of Materials
and Tools
-How the crayons
are used?
-What is used to
make the lift?
-What is used to
make the transfer?

The student
demonstrates
an insightful
use of materials
to show their
own personal
creativeness
throughout
their
composition.

The student
demonstrates a
meaningful use
of materials to
show some of
their own
personal
creativeness
throughout their
composition.

The student
The student
demonstrates an demonstrates a
appropriate use superficial use of No score is awarded
because there is
of materials to
materials to
insufficient evidence
show a minimal show hardly any
of student
performance based
amount of their
of their own
on the requirements
own personal
personal
of the assessment
creativeness
creativeness
task.
throughout their throughout their
composition.
composition.

The student
The student
The student
The student
displays an in-
displays a
displays an
displays a basic
depth
substantial
inaccurate
understanding of
understanding of understanding of
understanding of
the unit content
the unit content the unit content
the unit content
through their
through their
through their
through their
artwork.
artwork.
artwork.
artwork.

No score is awarded
because there is
insufficient evidence
of student
performance based
on the requirements
of the assessment
task.

The student
specifically
meets the
minimum
requirements
needed to
complete the
assessment task.

The student
simply meets
the minimum
requirements
needed to
complete the
assessment task.

The student
does not
(incomplete)
meet all of the
minimum
requirements
needed to
complete the
assessment task.

No score is awarded
because there is
insufficient evidence
of student
performance based
on the requirements
of the assessment
task.

The student uses The student uses

the materials
the materials
and tools
and tools
purposefully and effectively and
skillfully to
logically to
complete the
complete the
assessment task. assessment task.

The student uses

the materials
and tools
appropriately
and in a
simplistic way to
complete the
assessment task.

The student uses

the materials
and tools in an
undeveloped
and
questionable
way to complete
the assessment
task.

No score is awarded
because there is
insufficient evidence
of student
performance based
on the requirements
of the assessment
task.

The student
significantly
exceeds the
minimum
requirements
needed to
complete the
assessment task.