SUBJECT: Visual Arts CODE: AVI3M

TOPIC: Linocut
CURRICULUM EXPECTATIONS: ASSESSMENT STRATEGY:
 A1. The Creative Process: A1.1, A1.2  Anecdotal notes on
 A2. The Elements and Principles of Design: A2.1, A2.2 learning skills
 A3. Production and Presentation: A3.2, A3.3  Observation and
Conversation throughout
 B2. Art, Society, and Values: B2.3
 C1. Terminology: C1.1, C1.2, C1.3
 C2. Conventions and Techniques: C2.1, C2.2
 C3. Responsible Practices: C3.2, C3.3

ACCOMMODATIONS:
 ESL considerations for all students. Visual and audio instructions.
LEARNING GOALS/OBJECTIVES (Written on board):
 We can create linocut that uses the elements and principles of design that shows our emotions or
feelings towards a social justice or environmental issue of our choice

SUCCESS CRITERIA
 We can create a plan in our sketchbook for the different values on our face as the first step of the
creative process
 We can ask for feedback from our peers and teacher and make revisions as we prepare our face to be
painted
 We can use the elements and principles to convey emotion and express our personal feelings towards
an issue related to social justice or the environment
 We can use Linocutting techniques and the cutting and inking tools in our original artworks
 We can prepare our artworks for presentation
 We can reflect on how creating this artwork has informed us or changed our view of the particular
topic
 We can use the appropriate elements and principles and terminology while creating, talking about,
and writing about our linocuts and the works of our peers
 We can demonstrate appropriate safety precautions while working with the gouges (cutting away
from fingers)
 We are careful about disposing of ink, and not letting it run down the sink drain as it affects the
environment
AGENDA: NOTES:
1. Handout the linocut tools sheet and go through each tool with the class 
so they are familiar with each and what they do

2. Give the assignment handout and rubric and go through the step with the
students. Explain that they will create a linocut that expresses their personal
feelings and emotions towards a social justice or environmental issue using
the elements and principles.

3. Students need to research a current social justice or environmental issue

online. If this is given for homework on a Friday, it can save spending a
whole class in the computer lab.

4. Students need to spend time working on thumbnail sketches in their

sketchbook, and should have the teacher check the positive and negative
space of each design before they select one for their project.

5. Once the design is approved, students can transfer it to the linoleum with
pencil lightly (difficult to erase). They should use the marker to identify the
parts that are going to be removed from the linoleum. Anything they put on
their linoleum will turn up on the page backwards, so works and numbers
need to be backwards in their sketches and linoleum.
Encourage students to have a boarder or some kind, possibly show examples

6. Safety! When introducing the gouges stress that they can cause real
damage and that students need to be careful when cutting.
 Always cut away from yourself and hands/fingers
 Know where your fingers are at all times, no matter how much
control you think you have, your hand can slip, so make sure your
hands are not in the way of the blades
 If students get any cut have a look even if its small

7. At this point students will all be in different places in the project so you
will need to demonstrate the cutting. Can be done with the full class at one
time or as each student becomes ready show them how to practice cutting
in larger areas that will be removed from their plate. Begin by cutting away
the negative space (the parts that you want to show up white on your print).
Note that you can always cut more away but you cannot put it back, so be
slow and careful.
Don’t let students pull lose bits from their linoleum, it lives notches that will
show up in the print

8. Demonstrate the inking process when a student is finished cutting. Have

all the students stand around you as you show them how to do it.
 I. Put a bit of ink on the centre of the glass plate (or paper)
II. Roll your ink around to loosen it and smooth it out (can add water if
it is old and thick) listen for a pulling sticky sound when the ink is
loose enough and looks like velvet
III. Apply ink to the linoleum with the brayer, take time to cover the
plate, but not too thick or the ink will squish off the positive parts of
the plate into the negative sections

9. demonstrate the printing process

I. Take the paper and place in near your plate
II. Take the plate in two hands and turn it over and place it in the centre
of your paper slowly, do not let them drop it or the ink will splatter
and do not move it once it is down (they can cut the paper later)
III. Roll the clean brayer over the plate, push down with hands
IV. Peel away the paper gently
V. It is unlikely to get a good print the first time; they usually get clearer
after the second. Have them do 3 or 4

10. Students need to write an artist statement and print it out (Possibly need
a computer lab period or PED permission for in class)

11. Students should hand in their favourite print, with their name, date and
print number on it. As well as their rubric and printed artist statement

12. At the end of each class allow time to clean up. Select a cleaning team to
sweep as it is key as the linoleum chunks end up everywhere, brayers should
be rolled on newspaper to get as much ink off them as possible (do not wash
in the sink) cover brayers in plastic wrap. Throw out old inking paper.

MATERIALS/RESOURCES: HOMEWORK:
 Linocut tools handout  Artist statement will need
 Linocut assignment sheet to be completed for
 Ink homework
 Brayers (one for each colour and a clean one)
 Pencils
 Black markers (for each student)
 Class set of gouges
 Linoleum for each student
 Glass (sometimes use clean paper)
 Paper for final prints
 Bandages (just in case)