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Part1Logistics
UnitTitle:
PrintMaking
InstructionalDesigners:
HeatherLightbown,CarlaGraham,

SavannahAymont,AlyssaGoheen

SubjectArea:
Art
Grade:4

CurriculumStrand(s):
Duration:
GLO:
Component10(iii)MEDIAANDTECHNIQUES:

Thisunitisdevelopedover8lessons,whichwouldtakeany
Studentswillusemediaandtechniques,withanemphasison
wherefrom23weeksdependentonhowlongeachclassperiod
mixingmediaandperfectingtechniquesindrawing,painting,
is.
printmaking,sculpture,fabricarts,photographyand

technographicarts.

SLO:C.PrintMaking
Furtherexploreprintmakingmaterialsandtheirusesand
effects.
Makereliefprints(printingfromabuiltupsurface)usingglue
line,string,cardboardorcollagematerials.
Makeprintsusingstencils.
Makesmudgeorblotprintsbyfoldingpaperwithinkbetween.
Exploreprintingwithmorethanonecolour.
Makemonoprints,workingdirectlywiththeplateorasurface.
Continueusingprintmakingtechniqueslearnedinothergrades.
Applyprintmakingtechniquestocompositions.

Rationale:
Howdoesthisunitfitintothesubjectcurriculum?Whyhaveyougroupedthechosensetofoutcomestogether?Howis
theunitplancontentdevelopmentallyresponsive,takingintoaccounttheinterests,abilitiesanddiversitiesofstudents?Atwhattime
ofyearwouldyouofferthisunitandwhy?
Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

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WewouldplacethisunitleadinguptotheholidaySeason,aroundthemiddleofNovemberasitisaninteractiveunit,where
studentscanexploreandcreatepiecesthatarerelatedtotheholidayseason.Wechosetocovertheprintmakingoutcomesin
thegradefourprogramofstudies,astheoutcomescomplimentoneanotherandarebesttaughtinonegrouping.Thisunit
planisdevelopmentallyresponsiveforthestudentsbecauseitallowsthemtoexploredifferenttypesofprintmakingthrough
handsonactivities,wherethestudentsgettolearnthroughexploring,experimenting,andcreatingdifferentprints.The
designsandprintsareopenforthestudentstoenablethemtobringtheirownpersonalinterestsintothepieces.Adaptations
andmodificationshavebeenincludedforeachactivitytoensurethatstudentsofallabilitiesaresupportedinawaythat
fosterslearningandgrowth.

Priorknowledge:
What

priorknowledgeandskillsdostudentsneedtoknowinordertobesuccessfulinthisunit?

(ieWhathave
theylearnedinpreviousyears?)Wherearetheyheaded?(ieWhatdoesnextyearscurriculumsay?)Whatexperiencesdothe
studentsbringtotheunit?Howwillyouinvolvethestudentsinthepreplanningoftheunitanddeterminewhattheyalreadyknow?

Sincethisunitisincontextforgradefourstudentstheywillhavepriorknowledgeonprintmakingfrompreviousgrades.
Thisknowledgeincludes:usingfrottage(texturerubbings),makeliftsortransfers,usingwaxcrayonorfabriccrayon,explore
theuseofprintmakingmaterialsandtheapplicationofpaint,usingbrushesandrollers(brayers),explorefoundobject
printingandthemakingofpatternthroughstamping,useprintmakingimagesinmakingpicturesorcompositions.In
additiontothisstudentswillhavepriorknowledgeaboutcolourandelementsofdesign(line,texture,value,colour,and
shape).Thisknowledgewillbeappliedthroughouttheunitandtowardstheirfinalproject.Sincethestudentswillbeworking
specificallywithComponent10(iii)mediaandtechniques,leveltwocurriculum,forgradesthreeandfour,somestudents
mayhavecoveredsomeofthesetopicpreviouslyingradethree.Thiswillrequireyoutojudgeyourstudentsskilllevel,adapt
andmodifythecurriculumwhereitisnecessarytodoso.Inhighergradesstudentswillberequiredtogomoreindepthinto
printmakingaswellasapplypreviousknowledgelearnedfromothergrades.Itiscrucialthatstudentsdevelopthenecessary
skillsforprintmakinginordertobesuccessfulinfurthergrades.Studentswillbeinvolvedinthepreplanningoftheunit
basedupontheirpreviousknowledgeandskillstheycurrentlyhave.Itiscriticaltoconsidertheuniquelearningneedsofyour
studentswhenpreplanningtheunit.Studentswillbegivenchoicetowardstheirfinalprojectandthisisimportantinthe
developmentoftheirdesiretoparticipateinart.

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

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Part2DesiredResults
LearningOutcomes:
(Statethespecificlearneroutcomesfromthecurriculumdocument)

C.PrintMaking
Furtherexploreprintmakingmaterialsandtheirusesandeffects.
Makereliefprints(printingfromabuiltupsurface)usingglueline,string,cardboardorcollagematerials.
Makeprintsusingstencils.
Makesmudgeorblotprintsbyfoldingpaperwithinkbetween.
Exploreprintingwithmorethanonecolour.
Makemonoprints,workingdirectlywiththeplateorasurface.
Continueusingprintmakingtechniqueslearnedinothergrades.
Applyprintmakingtechniquestocompositions
EnduringUnderstandings:
EssentialQuestions:
Whatarethebigideasthatyouwantstudentstounderstandand Howcanprintmakingallowyoutocreateuniqueimagesusedin
beabletouseseveralyearsfromnow?
everydaylife?

Studentswillunderstandthedifferenttypesofprintmaking.

Studentswillalsodevelopadeeperunderstandingofthe

elementsofdesign,whichwillcontributetotheirfinalproject.

Studentswillunderstand

Varietyofprintmakingtechniques

Line

Texture

Shape

Value

Colour

Repetition

Unity

Knowledge:

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

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Whatknowledgewillstudentsacquireasaresultofthisunit?
Studentswillknow
howtofurtherexploreprintmakingmaterialsandtheir
usesandeffects.
howtomakereliefprints(printingfromabuiltup
surface)usingglueline,string,cardboardorcollage
materials.
howtomakeprintsusingstencils.
howtomakesmudgeorblotprintsbyfoldingpaperwith
inkbetween.
howtomakeprintswithmorethanonecolour.
howtomakemonoprints
howtoapplyprintmakingtechniquestocompositions
symmetry
identifytexture,value,shape,colour,line
identifypositiveandnegativespace

Vocabulary:
Printmaking,plexiglaspalette,brayer,baren,blanket,blotting
paper,burin/graver,grouges,ground,ink,plate,press,relief,
negativespace,positivespace,line,texture,value,shape,colour,
monotype,intaglio,andsymmetry.

ArtHistory:
Thehistoryofscreenprintingdatesback1,000yearstoChina
duringtheSongDynasty.Itwasthesuccessorofstenciling,
whichwasinventedover40,000yearsago.Bothmethodsare
someoftheearliestformsofartisticexpressionthathaveheavily
influencedartisticinnovationthroughoutthehistoryofman
madeart.Whilesomestencilscanbeseenscrawledonthewalls

Skills:
Whatshouldstudentsbeabletodo?Whatbehaviorswill
theyexhibit?
Think:Verbs!Ex:Thinkingskills(compare,infer,analyze,
interpret),communicationskills(listening,speaking,writing),
studyskills(notetaking),interpersonal,groupskills,research,
inquiry,investigationskills,etc.

Studentswillbeableto
Createanartpiecefollowinginstructionsanddirections.
distinguishthedifferencebetweendifferenttextures
rolloutink,transfertheink,andprinttheimage
createastencil
identifysymmetricalelements
experimentwithavarietyofprintmakingtechniques
createdesign
sharematerialsandresources
workcooperativelywithothers

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

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ofEuropeancaves,stencilingwasnotintroducedtoEuropeuntil
thelate1700s.
Thenamethatismostwellknownforthisuseofartwouldbe
AndyWarhol.Heusedtheefficiencyofthescreenprinting
techniquetohisadvantageandcreatedmultipleversionsofthe
sameimage,usingavarietyofdifferentcolorcompositions.His
artrangedinsubjectmatterfromsoupcanstofictionalcharacters
inAmericanpopculture.AsWarholonceinquired,
Isntlifea
seriesofimagesthatchangeastheyrepeatthemselves?
,
whichsoaptlyreflectshisphilosophyofscreenprintingandhis
oftenemployedstyleofrepetition
http://revolverwarholgallery.com/andywarholscreenprintsproce
sshistory/

Part3AssessmentEvidence
PerformanceTask:

Studentswillpretendtheyhavejustbeenhiredfor
Hallmark.
Sincetheholidayseasonisquicklyapproaching
Hallmark
is
inneedofuniqueholidaycards.Studentswillberequiredtocomeupwithaholidaythemedimageandrecreatethis
imageusingaminimumoftwoformsofprintmaking.Byusingprintmaking,studentswillbeabletocreateaoneofa
kindcardfor
Hallmark.

GGoal
Whatshouldstudentsaccomplishbycompletingthistask?
Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

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Throughthisperformancetask,studentswilldemonstratetheknowledgeandskillstheyhaveacquiredthroughthe
printmakingunitinthecreationofafinalprintthatincorporatesdifferentmethodsandtechniquesstudiedoverthepast8
weeks.

RRole
Whatrole(perspective)willstudentsbetaking?

Studentswilltakeontheroleof
Hallmark
artists,hiredtocreateaoneofakindcardfortheupcomingholidayseason.

AAudience
Whoistherelevantaudience?

Studentswilldisplaytheirimagetofellowprintmakingartists(theirclassmates)andthecreativedirectorofHallmark(the
teacher).

SSituation
Thecontextorchallengeprovidedtothestudent

ThegeneraloutcometobeexploredoverthecourseofthisunitwasComponent10(iii),theuseofmediaandtechniques
withanemphasisonmixingmediaandperfectingtechniques,specificallyinprintmaking.Throughthevariouslessons,
activitiesandprojectsincorporatedinthisunit,studentshaveacquiredthenecessaryknowledgeandskillsrequiredto
demonstratetheirunderstandingofthisoutcomeinafinalperformancetask.Attheendoftheunit,studentswillwork
individuallyandapplytheirknowledgeofprintmakingtothedesignofafinalprintthatincorporatesatleasttwoofthe
techniquesstudiedthroughouttheunit.Demonstratingtheirapplicationofthesetechniques,studentswilltakeontherole
ofHallmarkartists,helpingtocreateanimageforaholidaycard

PProduct,Performance
Whatwillthestudentcreate?

AsemployedartistsoftheHallmarkgreetingcardenterprise,studentswillcreateaholidaythemedprintfora
greetingcardusingatleasttwodifferentprintmakingtechniques.
Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

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SSuccesscriteria
Whatdotheyneedtoinclude/do/show?

Studentprintsmust:
be5x7insize
incorporateatLEAST2differenttechniques
includemorethanonecolour
beofaholidayrelatedtheme

OtherEvidence:
Howwillyougatherevidenceoflearningthroughtheunit?Listyourformative,summativeandstudentselfassessmentideas.
Thesemayincludeworksamples,observations,quizzes,tests,journalsorothermeansforstudentstodemonstrateachievement
ofoutcomes.
Wewillgatherassessmentthroughtheunitthroughstudentchecklists,teacherobservations,andteacherchecklists.

SelfAssessmentChecklist
(FoundObjectPrinting)
TeacherChecklist
(StyrofoamPlatePrinting)

Part4LearningPlan
WhatteachingandlearningexperienceswillyouusetoachievethelearningoutcomesinPart2andpreparethemfortheassessment
tasksinPart3?Whatwillthesequenceofinstructionbeforthisunit?

IntroductoryActivity
Howwillyouengagestudentsandgenerateinterestatthebeginningoftheunit?Describeyouranticipatoryset.

NegativeandPositiveSpace(Lesson11class)
Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
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1.Introtolessonshowstudentsavideoaboutnegativeandpositivespace:

https://www.youtube.com/watch?v=EYk_ZXTHdD8
2.Showstudentsdifferentpicturesthatincorporatenegativeandpositivespace(MarilynMonroeandAlbertEinstein,two
facesandavase,etc.)
3.Forthislessonstudentswillcolourapieceofpaperusingavarietyofcolours.Theywillthendrawasubjectonthepaper
andcutoutthenegativespace.Thiswillallowthemtovisuallyandphysicallyseethedifferenceofpositiveandnegative
space.

MATERIALSREQUIRED:
Constructionpaper
Whitepaper
Markers
Crayons
PencilCrayons

Exemplar:

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

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Lesson LearningOutcome
#
(Curriculum)

Activities
(Instruction)

Assessment
(FOR/OF/
AS)

#2
Makereliefprints
1class (printingfromabuiltup
surface)usingglueline,
string,cardboardor
collagematerials.

FoundObjectPrinting:
1. Blindfoldstudentsandhavethemtouchdifferent
objectswithdifferenttextures.Discusstheway
differenttexturesfeelandlook,andhowtheywill
transferinaprint.
2. Discussfoundobjectmonoprintingasaclass.
3. Theteacherwilldemonstratethepropertechnique
formonoprintingusingfoundobjects:
a. requiredmaterials
b. collecting/mixingtheinkusing
appropriatetools
c. rollingouttheink
d. transferringinkontotheobject
e. transferringtheobjectontoyourpage
4. Studentswillhavetheopportunitytocreatetheir
ownfoundobjectmonoprints,usingmaterials
suppliedbytheteacherorappropriatematerials
thattheyhavefound.
a. discussAPPROPRIATEmaterials!!!
(fingers,recycleditems,objectsfrom
nature,etc)

Adaptations/Modifications:
limittheamountofcoloursusedbyeachstudent

FOR
AS:
Self
Assessment
attached

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

Resources/
Materials
(media,
technology,audio,
visual,internet,
community,
equipment,
software,etc.)
Printingpaper
ink(multiple
colours)
Mediumweight
paper
Plexiglaspallette
Softbrayer(s)
Shallowdishof
water
Papertowels
Newspaper
maskingtape
Whitetestpaper
Varietyofobjects
toprint

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adjustthesizeofthepapertobeprintedon
setrequirementsonthenumberofobjectstobe
used
havestudentsworkinpairstocreateanimage
studentscanworktocreatespecificshapesor
scenesusingfoundobjects
havehigherachievingstudentsdemonstratetheir
understandingofcompositionbyintentionally
leadingtheviewerseyethroughthe
piece/creatingafocalpoint

Exemplar:

#3
Makeprintsusing
1class stencils.

StencilPrinting:
FOR
1. Studentswilluseavarietyofstencilstocreatea
monoprint.
2. Theteacherwilldemonstratethepropertechnique
formonoprintingusingstencils:
a. rollingouttheink
b. transferringinkontothestencil
c. rollingontothestencil
d. transferringthestenciledshapeontoyour
page
3.Allowstudentstheopportunitytoexperiment
withavarietyofstencilsandcolours.

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

Printingpaper
ink(multiple
colours)
Mediumweight
paper
Plexiglaspalette
Stencils
Softbrayer(s)
Shallowdishof
water
Papertowels
Newspaper

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Adaptations/Modifications:
studentscancreatetheirownstencilsusingscrap
paper
providestudentswithpremadestencils
limittheamountofstencilsused
limittheamountofcoloursused

Exemplar:

Whitetestpaper

#4
1class

Makesmudgeorblot
printsbyfoldingpaper
withinkbetween.

BlotPrinting
FOR
1. Introducesymmetrytostudentsbyplayingagame
ofmirroring(studentspartnerupandmirrorone
anothersmovements)
2. Talkaboutsymmetryandtheimportanceofitfor
anyformofmedia,butparticularlyfor
printmakingtoday.

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

Differentcolours
ofpaint
Mediumweight
paper
Shallowdishof
water
Papertowels
Newspaper

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3. Introduceblottingtostudentsbydemonstrating
howitworks.
4. Studentswilluseblottingasformofprintmaking
tocreateuniqueimages.
5. Allowstudentstheopportunitytoexperimentwith
blotprintingandencouragethemtotrydifferent
coloursbutremembertothinkaboutsymmetry.

Whitetestpaper

Adaptations/Modifications:
Havestudentslookforshapes/trytocreateshapes
withintheirblotprints
Havestudentsdrawalinedownthecentreofthe
piecetobetterseethesymmetry
Havestudentscreateanimals/objectsthatthey
knowaresymmetrical

Exemplar:

#5
Exploreprintingwith
1class morethanonecolour.

LinePrinting
1. Dipyourstringintothepaint
2. Usingacraftstick,immerseandcoatthestring
withthepaint

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

FOR

heavyweig
htdrawing
paper

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3. Holdingthestringaboveyourpaper,letyourarm
dropandletthestringgolimpontothepaper
4. Continuewiththemotionuntilyouarereadyto
changecolours.
5. Useonestringpercolourtoavoidmixing
6. Anothermethodofprintingistodragthestring
acrossthepaper

Adaptations/Modifications:
Havestudentsdrawintothepatternscreatedin
theirlineprints
Havestudentscolourthedifferentareascreated
withinthelineprint
Havestudentscreateanadditionalprintthatis
madeintoacertainimage
Havestudentsusemoreorlesscolours

Exemplar:

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

liquid
acrylic
paint
paintcups
cotton
string
scissors
craftsticks

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#6
Makemonoprints,
1class workingdirectlywiththe
plateorasurface.

StyrofoamPlatePrinting
1. Studentswilleachgettheirownstyrofoamplate
withtheedgescutoffaroundtheoutside,making
aflatpieceofstyrofoam.
2. Draw,usingadullpencil,ballpointpen,orsticka
patternordrawingintothestyrofoam.Makesure
thatthelinesthatareinthestyrofoamaredeep
enough.
3. Studentswillthenuseinkandarabicdropsto
createagradientthatshowsvalueintheimages.
4. Theywillusethepatternontheirstyrofoamplate
andputinkontothesurface,thenusingarolleror
spoonpressthatimageontoalargesheetofpaper.
Theywillthenaddadropofarabicintotheink
androllthatontotheplaterepeatingthesame
procedure.Thisimagewillbeplacebesidethe
firstimage.Theywillrepeatthisstepagain,
addinganotherdropofarabicandplacingthe
imagenexttothepreviousone.Continuethe
processuntilthereare5imagesshowinga
gradientofcolours.

Adaptations/Modifications:
Havestudentscreateaseriesofprints,
experimentingwithvalue
HaveStyrofoamplatesalreadycutandreadyto
use

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

FOR:
Teacher
Checklist
attached.

Styrofoam
plates
ballpoint
pens,dull
pencils,
sticksetc.
ink
arabic
drops
large15
piecesof
paper
inkrollers

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Havethestudentsnotusearabicdropstocreatea
simplertask

Exemplar:

#7
1class

Continueusing
printmakingtechniques
learnedinothergrades.

PotatoPrinting
FOR
1. Theseactivitiesneedadesign.Youmaywantto
discusssomedesignideasbeforehandandshow
plentyofexamples.Haveeachstudentcreatea
finishedrough(adrawingtoworkfrom)before
proceedingontocarvingintothepotato.
Encouragesimpledesigns,withlargeareastobe
printed.Detailwillgetlostinapotatoprint.Also
bearinmindthatwhateveriscarvedintothe
potatowillappearinthereversewhenprinted.
2. Forayoungeragegroup,youmightliketo
experimentwithfruitsandvegetablescutinhalf
toproduceaprint.Forexampleagreenpeppercut
inhalfmakesalovelydesigninitself.Nocarving
needed.
3. Makeaseriesofpotatoprints
4. Createafairlysimpledesignanddrawfreehand
ontothecutsideofthepotato(ortracearounda
cutoutdesign)withthefinefelttippen.

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

Washed
potatoes,cutin
half,onehalf
potatoforeach
printdesign
Surfacefor
printing(fabricor
adrawingpaper)
Acrylicpaints
Varietyofpaint
brushes
Plasticplateor
smalldishesfor
mixingpaint
Watercontainers
Smallcraftknife,
paringknifeor
peeler

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5. Cutawaythefleshofthepotatofromthe
backgroundareaofthedesignabout1/4"intothe
potato.Acraftknifewillyieldfinerdetail.Sticka
forkintothebacksideofthepotatoforeasier
handling.
6. Mixadesiredcolorofacrylicpaint.Paintontothe
cutsurfaceofthepotato.
7. Applythecutandpaintedpotatoupsidedown
ontoyourdesiredprintingsurfacewithabitof
pressure.Tryafewpracticeprintsonscrapstosee
ifhowitcomesout.Morepotatocanbecutaway
ifdesired.Theprintingworksbestifthetableis
tablepaddedwithafewsheetsofnewsprint.
8. Allowtheprinttodrycompletelybeforehandling.
Thestudentmaywishtoaddmorecolorwith
coloredpencil.Thisiscalledhandcoloring.
9. Exchangeprintswithclassmates.

Adaptations/Modifications:
Havepremadepotatostampsavailableforthe
studentstouse
Studentscansharestampswithoneanother
Experimentwithvalue
Experimentwithlayeringandmixingcolours
Drawontotheprinttoconnecttheprints

Exemplar:

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

Finelinefelttip
marker
Apronsmightbe
advisable

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#8
Furtherexplore
GRASPSTask
OFandAS
23
printmakingmaterialsand
classes theirusesandeffects.
Adaptations/Modifications:
Adjustthenumberoftechniquesthatarerequired
Applyprintmaking
Showmoreexamples(forstudentsthatneedthe
techniquesto
ideas)
compositions.
Changetoanonholidayrelatedcard
havestudentscreatemultiplecards
HavestudentssendcardsintoaHallmarkcard
competition.

Exemplar:

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

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References

http://www.opb.org/education/atschool/lesson_plans/4
https://education.alberta.ca/media/312998/elemart.pdf
https://gabrielamartinez.wordpress.com/aworkingvocabularyprintmakingtermsyoushouldknow/
http://revolverwarholgallery.com/andywarholscreenprintsprocesshistory/

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.