Seton Hill University Greensburg, PA 15601 Daily Lesson Plan for Student Teachers Relief-Cut Portraits.

Teacher: Date:

Nina I. Bubolz Time:

Subject:

Art Plan approved by:

Grade:

7th Grade

February 2013

Afternoon

Description: In this lesson, students will use a photo of themselves to carve and create a rubber relief print portrait. The will learn to derive lines and shapes from their photo that will successfully translate into a print. The will also make 2-4 words that can be used as a background for their portrait. From this point they will create a portrait series, and experiment with colors, layers, and class collaboration.

Behavioral Objective(s)/ Big Ideas: How can we combine the use of words in art with self-portraiture to explore the different parts of our identity? How can we use printmaking to investigate the idea of collective identity? What are some differences between machine-printed words and hand-made words? Does this affect how we read them?

In what ways can we experiment visually with a repeated image, or work in terms of a series? The student will turn in at least 5 different portrait prints 1. One done in color 2. One printed atop non-traditional media 3. One done in collaboration with another student and their materials 4.One black and white image 5. One altered (either with cutting or additional media). Vocabulary: relief print, brayer, baron, carving tool, ink, printing block Safety: Proper tool handling Pennsylvania State Academic Standard(s):

9.1.8. A. Know and use the elements and principles of each art form to create works in the arts and humanities 9.1.8. B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 9.1.8. C. Identify and use comprehensive vocabulary within each of the arts forms 9.1.8. E. Communicate a unifying theme or point of view through the production of works in the arts. 9.1.8. J. Incorporate specific uses of traditional and contemporary technologies within the design for producing, performing and exhibiting works in the arts or the works of others. 9.2.8. A. Explain the historical, cultural and social context of an individual work in the arts. 9.3.8. A. Know and use the critical process of the examination of works in the arts and humanities. 9.4.8. A. Compare and contrast examples of group and individual philosophical meanings of works in the arts and humanities.

Materials and/or Equipment: Sketch: Paper and Pencil Carving: Rubber printing blocks carving tools black marker Printing: Ink, printing paper, brayers, barons

Modifications for Individual Differences: Activities and Procedures: Anticipatory Set: Show how artists use words in art: How they look, how they sound, what they mean. Glenn Ligon, Christopher Wool, Jenny Holtzer, Mel Bachman. Painting or creating text in an artwork makes you slow down and really read, it makes you consider a little more deeply the meaning of the words. Did you notice how you may have paused it a bit more? Lesson Sequence: Explain that we will be making self-portraits with text backgrounds. (We will later discuss how we will generate the words that we will use. Since portraits express identitywho we are, we want the words to express our identity as well) Lets take a look at some portraits.(Art History Portraits in PPT) Discuss the idea of how we desire to create, share, and keep pictures of ourselves and others. (think school portraits, holiday cards, selfies!, photo albums). This is evident throughout the history of art too. Some artists create portraits of others, some create self-portraits. Some create a few, others many. When they create many self-portraits, they are really exploring the different parts of themselves and their identities. (Frida and VanGogh)

Now lets look at some print-making portraits (some German Expressionist) . How many of you have done print making? How many of you have used stamps? Well then youve done basic printmaking! These are like giant stamps that we will be carving. It will be like reverse drawing: taking away what you dont want printed and leaving what you do want printed. Briefly go over the idea of relief printing (demo for later) .

Relief print is a printmaking process where protruding surface faces of the matrix (printing plate or block) are inked; recessed areas are ink free. Carve away the empty or negative space.

WORDS MUST BE BACKWARD Rubber stamps are examples of relief Finger prints are examples of relief - Allow students to experiment with finger print stamping, even writing words backward on their fingers with markers and stamping them in their sketchbook. Encourage them to experiment with layers, repetition and doodling. If time permits, allow some students to take turns trying the print-making app on the iPad inorder to grasp the process. Or take time to go out into the hall and look at the student work from the last session (save this for the next day?) Day 2 Word Generating Day!/ Word SLAM This will be an activity day where the students will experiment with the idea of juxtaposing, combining, and brainstorming words. This will steer them in a more creative direction with their word choice. Students will participate in: -Magnetic poetry activities, while keeping their sketchbooks to record anything interesting. -A competitive game of juxtaposing unlikely (or opposite) nouns and/or adjectives. (coffee:mud, expression:boring) -Students will use words from their own writing to juxtapose from.

*edit day 3: print student photos. Demo how to draw faces. Allow others to fraw faces, or take pics, or think about their word. Day 3 Introduce iPad cameras to class. Show apps with text creators for students to type/draw their words/phrase,and then experiment with styles and flipping the image Encourage students to take iPad photos that near the window to emphasize shadow. (turn off some lights in class?) Show iPad photo editors for students to take photos, and adjust shadow/contrast. And save their image. Encourage photos that include the whole face, but not the whole body (about shoulders and up). While waiting the other students can continue their finger print prints, and possible stamp prints. And refine their choice of word(s). Make sure they have chosen 1-2 words for their background print. Students can take photos in pairs. Note to teacher: Print out words that students created

Day 4: Demonstrate how to trace and transfer an image(a word) to a printing block. Keep in mind words have to be backwards. (rub your pencil on the front and trace the back onto the block). Demonstrate how to go over it with a sharpie marker and that we are (mostly) carving away the negative space around the words. Demonstrate how to effectively and safely use a carving tool -ALWAYS carve away from your hand -Carefully follow the contour of your edges, and cut away from those edges. -Use bigger tips to carve away bigger areas of negative space. Introduce students to basic carving techniques and vocabulary. (Carving tool, safety block?, linoleum/rubber block) How to change out tips. Make sure students can repeat back information and that they understand the new routine (blocks go here, tools stored there). Allow them to begin tracing and transferring their words that they chose to their rubber blocks Day 5: Students should spend this day carving out their word-stamp and getting familiar with the feel of the carving tools. If students finish early they may start a small letter/word. Day 6 Demo for how to trace your face from a photo to a transparency. Students can use multiple sheets. How to consider line, broken line, shape , shadow, and hatching. Your eyes arent lines, their shapes! You are not a cartoon! (get tips on Karen on how to demo drawing the face for a print?) Let students begin to trace their face, reminding them that they will have time to finish their words later. Day ,7,8 Contune tracing portrait in order to find proper composition for print. (Go over transferring technique from drawing to rubber block) Day 9-10 Inking and printing demo Encourage sharing and combining of words. How to use a cut out piece of paper to block out foreground/background. Day10-12 Students will make prints of their words and portraits. Teacher introduce ideas of printing of different papers and experimenting with colors. (The 5 Criteria).

Closure: Students will participate in a critique of their artwork where they discuss How do your words affect the meaning of your portrait? What happened when you started combining with other people? What are the different messages we get from within your series? Why?

Evaluation: 10 Advanced Craftsmanship/ Completeness 8 Proficient 6 Basic 4 Below Basic

Work Ethic

Efficiently used full class time to work on project daily. Responsibly and respectably handled materials. Responded to tasks with a good attitude, was self motivated and contributed to class

Used most of class time to work on project daily with few reminders. Responsibly and respectably handled materials, and cleaned area. Responded to tasks with a positive attitude.

Student had to be reminded several times to stay on task throughout the project and made minimal daily progress due to distractions. Handles most materials with respect.

Student used little to no class time to be productive. Put no effort into clean up and/or disregarded proper use of materials.

Design

Word(s) in Artwork

Thoughtfully considered words, and their style or font

Assignments:

Student Teacher Reflection:

Cooperating Teacher Reflection: Reference: www.portal.state.pa.us/portal/...academic_standards/19721