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Exploring PrintmakingEstablished Goals TRANSFER GOAL

Students will:- Know what printmaking is.- 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.

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

Enduring Understandings:Students will understand that…U1 – That particular materials used for printmaking will create different results. U2 – Inuit printmaking surrounds the Inuit people’s storytelling, art and culture. U3 – By making an individual composition, it can be added to a class composition of a mosaic.

Essential Questions:Students will keep considering…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 & SKILLSStudents 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 CriteriaPerformance is judged in terms of

Skills

Assessment EvidenceStudents 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

Transfer Task: - Students will show their learning by participating in class discussion, through center-based learning and performance tasks.

Unit Plan by Caitlyn Kasprick, Adapted by Breanna Gray

- 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.

- Students are able to incorporate found objects to create texture in their frottage prints. - Students will reference Inuit artist’s 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.


Unit SummaryThis 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 artist’s 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. 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 people’s artworks.

Unit RationaleThis 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.

Students will learn the different types of printmaking and be shown examples of them through a PowerPoint presentation, demonstrations and independent practice. I use a PowerPoint presentation as the only form of digital technology because the classroom only has two computers, two iPads and the SMART Board is front and center in the classroom, making it easy to keep students attention. Picture books and demonstrations


are used as more traditional medias. I have chosen three different picture books to use in my unit because at a grade two level, students still love to read picture books and have them read to them. Most of my students have equal access to technology at home and at school therefore I do not feel like it is necessary nor does it fit in with my unit to give them access to technology on an individual basis. There are only two computers and two iPads in my classroom and because there is only four forms of technology that are accessible, I have chosen to only use a PowerPoint presentation to cut out the hassle of trying to book a laptop or iPad cart that are mainly booked by the older grades within the school. Considering the grade level for this unit, the emphasis of content is placed heavily on the skills and techniques of printmaking and integrates Inuit culture within the unit and does not leave a lot of room to incorporate technology. The unit is based solely on engaging the students in the introductory techniques of printmaking at a grade two level.

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 printmaking’s 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.

My whole unit is embedded with the Aboriginal curriculum and instructional material. The unit is based around printmaking and the encounters used are Inuit printmakers. This directly relates to their previously learned unit on the Inuit culture in social studies. The materials being presented throughout this unit does not represent stereotypical views but instead myths and stories directly from the Inuit culture are told to the students to further their learning. I am allowing students to choose what Artic animal they would like to portray for the final assignment, this allows our Aboriginal students to represent their own culture if they choose to do so if the criteria fits. This also helps to allow students with other ethnic backgrounds to be allowed to have the freedom to express themselves the way they choose. By allowing students to choose what Artic animal they want to choose and what colour scheme they want it allows for freedom of expression in a very diverse classroom.

One part of the printmaking process is using everyday objects to make prints. Since our school caters to a lower socioeconomic class, this shows our students that you can do printmaking by using objects you already have and can be inexpensive. Previously, my class learned about the Inuit culture and I was told they were all really interested in their culture and their prints. I have made this unit because of the interest level on the topic. My students should be able to relate to the Inuit culture because they have already learned about it and through the storytelling and myths that I will be using. My Aboriginal 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-Aboriginal 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. These stories about the artists are about hardships and because the students are from a lower socio economic class, they might have to go through or have been through hardships in their lives already. Additional help will be given to students on a need basis


because the students within my classroom have been taught to be very independent learners and they know how to problem solve and work independently.

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. 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.

After completion of this unit, students should feel comfortable with applying the printmaking techniques for future artworks, using printmaking material/objects properly, safely and effectively, and have gained an insight into the Inuit printmakers and their art.


Lesson Plan SequenceLesson 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 Shaman’s, 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 people’s artwork.


Evaluation/Assessment Summary

In the hands-on lessons of the unit, students will practice their skills on making different types of prints that are taught each lesson. Throughout the unit, students will be assessed on their practice prints of the different printmaking techniques. These will all lead up to the final performance task of the unit.

The final performance task for this unit will assess the students on their printmaking techniques of wax crayon lift / transfers in reference to Inuit printmaking and Artic animals. The students will be able to choose what Artic animal they choose to portray and how they want to portray that animal. They will choose their colour scheme according to what mood they are trying to represent in their final composition. Each of these decisions for the students will allow them to express themselves individually and allows for freedom of choice based on their individual interests. In the final composition, students will need to create a wax crayon lift and transfer representing the colour scheme and Artic animal they want. Both the lift and the transfer will then be put with the other individual prints made by everyone else in the class to make a final mosaic. This whole mosaic will represent Inuit culture, animals and printmaking as well as demonstrating an understanding of printmaking, colour, line, value and tone.

* These lessons will be in conjunction with social studies and English language arts. Some of the picture books might be read during these periods instead of taking up the art periods, but I have included them in the unit’s lessons.


Name: Caitlyn Kasprick Lesson 1: Introduction to FrottageGrade/Subject: Art/ Grade 2 Class Length: 30 minutesUnit: Printmaking Date:

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)


Name: Caitlyn Kasprick Lesson 1: Introduction to FrottageGrade/Subject: Art/ Grade 2 Class Length: 30 minutesUnit: Printmaking Date:

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. Explain that each different object will create a different print because of the

different texture. Just like the plates have different images on them, so they will create different prints.

Activity #3: (7 minutes)Demonstrate how to make a frottage print using different textural objects.

- Use the cinder blocks on the wall to create a frottage print and then pass the print around.

- Use a textural object to create a different frottage print and then pass the print around.

Once the prints have been passed around: 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.


Name: Caitlyn Kasprick Lesson 2: Frotting Scavenger huntGrade/Subject: Art/ Grade 2 Class Length: 30 minutesUnit: Printmaking Date

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 Roughsurface Hard or Soft

Are the edges: Jagged Soft Round It does not have any.

What do you think it is? _______________________________________________

Object #2: Is it?



What do you think it is? _______________________________________________

Object #3: Is it?





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, for 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 levelo 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. Once all of the students have handed in their prints and gathered on the

carpet thank them all for their participation. Next class we will be exploring some different printmaking techniques such

as stenciling and stamping.


Name: Caitlyn Kasprick Lesson 3: Introduction to Stamping and StencilingGrade/Subject: Art/ Grade 2 Class Length: 30 minutesUnit: Printmaking Date:

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


Who has used stencils before? Has anyone used stamps before? Did you ever think that it is a form of printmaking?


Name: Caitlyn Kasprick Lesson 3: Introduction to Stamping and StencilingGrade/Subject: Art/ Grade 2 Class Length: 30 minutesUnit: Printmaking Date: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: (10 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.


Name: Caitlyn Kasprick Lesson 4: Printmaking Centers (this lesson may take up 2 classes)Grade/Subject: Art/ Grade 2 Class Length: 30 minutesUnit: Printmaking Date:

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 today’s 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:


Name: Caitlyn Kasprick Lesson 4: Printmaking Centers (this lesson may take up 2 classes)Grade/Subject: Art/ Grade 2 Class Length: 30 minutesUnit: Printmaking Date: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.


Name: Caitlyn Kasprick Lesson 6: Practice Creating Wax Crayon TransfersGrade/Subject: Art/ Grade 2 Class Length: 30 minutesUnit: Printmaking Date:

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



Name: Caitlyn Kasprick Lesson 6: Practice Creating Wax Crayon TransfersGrade/Subject: Art/ Grade 2 Class Length: 30 minutesUnit: Printmaking Date:

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.

- Make two different prints. One using warm colours One using cool colours

After both prints have been made, again show the difference between the lift and the transfer of each print.

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 Lesson 7: Final Project (This lesson will take a minimum of 3 classes if not more to complete.)

Grade/Subject: Art/ Grade 2 Class Length: 30 minutesUnit: Printmaking Date:


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. Each of you will get 2 sheets of paper to make your prints on. 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. Next class we will be working on our final project in our printmaking unit.





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: 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 Inuit printmaking Artic animals Shaman




Transformation

Introduction: (4 minutes) Read My Artic 1,2,3 This book will help the student’s 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.

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) 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?

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2. What do you like about the mosaic as a whole?

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3. Is there something about the mosaic you wish you could change? Why?

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4. What emotion / mood do you feel when looking at the mosaic?

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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

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?


This 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

Criteria4

Excellent3

Proficient2

Adequate1

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.

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 demonstrates an

appropriate use of materials to show a minimal amount of their own personal

creativeness throughout their

composition.

The student demonstrates a

superficial use of materials to show hardly

any of their own personal creativeness

throughout their composition.

No score is awarded because

there is insufficient evidence of

student performance based on the

requirements of the assessment

task.

Understanding of Unit Content

(x2)- The final wax crayon lift /

transfer was done procedurally correct and represents Inuit

culture.

The student displays an in-depth understanding

of the unit content through their artwork.

The student displays a substantial

understanding of the unit content through

their artwork.

The student displays a basic understanding of

the unit content through their artwork.

The student displays an inaccurate

understanding of the unit content through

their artwork.





task.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?

The student significantly exceeds the minimum

requirements needed to complete 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.






task.

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 uses the materials and tools purposefully and

skillfully to complete the assessment task.

The student uses the materials and tools

effectively and logically to complete the assessment task.

The student uses the materials and tools

appropriately and in a simplistic way to


The student uses the materials and tools in an

undeveloped and questionable way to






task.


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