Unit

Plan: Printmaking- Linoleum Cut

Course: Art 1
Unit Name: Printmaking/Linoleum cuts- Monogram/The Chicago We Live
Unit Description: Students will engage in a 4-5 week unit which consist of 2 linocut projects resulting in two
printed editions of their work. For the first project each student will create a personalized monogram stamp.
During this portion of the unit students will be introduced to the history of printmaking and become familiar
with the carving tools and develop carving skills using a variety of line qualities. Students learn the dramatic
effects created through the use of positive and negative space. Students will also practice their printing skills.
The second portion of the unit students will reflect on a part of Chicago that has personal significance to them
and create a linocut that represents this. Students will gain inspiration for this project by reading poems/song
lyrics by Chicago residents such as Carl Sandburg, Billy Corgan, Kanye West, and Young Chicago Authors (YCA).
Students will study work by Lee Godie, Jacob Lawrence, Ed Paschke, Ed Gorey and Andy Warhol. This study will
instill an appreciation and understanding of this work which will help inform their own pieces.

Length: 4-5 weeks

Enduring
Understandings &
Essential
Questions

Creating two linocuts and printing a series of their work students will learn through study
and hands on experience the historical significance of printmaking and its contribution to
contemporary art.

What is the significance of being able to create a series or edition of your work?

How does line quality and use of line quality and negative/positive space express
mood or style?

How does the place and time in which an artist live influence their work?

Common Core
CCSS.ELA-LITERACY.RST.11-12.3 Follow precisely a complex multistep procedure when
Standards/ Anchor carrying out experiments, taking measurements, or performing technical tasks; analyze
the specific results based on explanations in the text.
Standards
CCSS.ELA-LITERACY.RST.11-12.7 Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., quantitative data, video, multimedia) in
order to address a question or solve a problem.
25.A.5 Analyze and evaluate student and professional works for how aesthetic qualities
are used to convey intent, expressive ideas and/or meaning.

25.B.5 Understand how different art forms combine to create an interdisciplinary work

26.A.5 Common for all four arts: Analyze and evaluate how the choice of media, tools,
technologies and processes support and influence the communication of ideas.
26.B.5 Common for all four arts: Create and perform a complex work of art using a
variety of techniques, technolo-gies and resources and independent decision making.

Learner/
Performance
Objectives

Students will know: the media specific language associated with printmaking,
manipulation of carving tools and printing tools, how to use registration marks, recall the
elements and principles of art

Students will understand and be able to:
explain the significance of printing making in contemporary art
demonstrate carving techniques to vary line quality and create texture
utilize negative/positive space to create a dynamic work of art that catches the
viewers eye
use line weight and crosshatching to create the illusion of depth and shadow
express personal style by creating a unique linocut artwork that reflects a part of
Chicago they feel connected to

Strategies

Brainstorming: thumbnail sketches

Engaging questions
Decision making
Problem solving
self-assessment
Bell ringer sheets
Vocabulary usage
Artist statement prompt
Reflective writing
Class critique

Content

Part 1
Day 1: Introduction, Analysis
View PowerPoint and discuss the historical significance of printmaking and introduction of
monogram project. Acquaint students with the vocabulary and tools used in linocut
printmaking.
Week 1-2: Production/Creating
Students will draw 3 2 x2 thumbnail monogram designs using their first or last name
initial. Using felt tip marker they will color in the positive space leaving the negative space
white. The monogram will be transferred to a 2x2 lino block using carbon paper paying
attention to the fact that anything transferred to the block will appear backward when
printed. They will the carve away the negative space with a gouge tool leaving the
positive space (the area that will print). Students will practice printing on scratch paper
and then create a template and print it with 4 sharp, clean, solidly inked monograms.
Finally they will draw an 8x8 square and divide it into 16 2x2 squares using registration
marks. They will print their monogram 16 time rotating it to produce a design.
End of week 1 exit slip vocabulary quiz

End of week 2 exit slip successes and difficulties

Part 2
Day 1-2: Introduction, Analysis, Brainstorming
Students will study the work of artists who are famous for reflecting the places they live.
They will also read poems/song lyrics by Chicago authors. Class discussion will center on
how these artists portray a personal aspects of the places where they live. As a class
students will brainstorm aspects of Chicago that move beyond the tourist and reflect
their interactions with the community in which they live.
Week 3-4: Production/Creating
Students will create 3, 4x6 thumbnail drawings in their sketchbooks that reflect an
aspect of Chicago that has personal significance. They will then transfer this design to a
4x6 E-Z cut lino pad. Students will again carve away the negative space leaving the
positive space to be printed. This part of the unit stresses line quality/weight to create
texture and depth and the dynamic qualities of of negative/positive space to draw the
viewers eye into the piece. They will then use a template to register and print 3 clean,
sharp editions of their work with solid ink coverage. Self and peer editing of artwork and
technical problem solving.
Week 5: Art Critique and Assessment
Written reflection on the printing process. Class critique, analyze aesthetic qualities and
evaluate personal aesthetics. Teacher/student assessment of printing portfolio using
rubric.
Assessments
(D) Diagnostic
(F) Formative
(S) Summative
(P) Performance
Task

Texts/
Resources/
Enrichments/

Correctives

Products (e.g., project, model, essay) Finished artwork (P)

Performance ( e.g., speech, recital, demonstration) Presentation and class
critique (P)
Process focused (e.g., conferences, observations, logs) Sketchbook checks,
classroom participation (P)
Student self-assessment (e.g., journal reflection, portfolio) Artist statement,
Rubric (S)
Portfolio (e.g., collections of products, performance, artifacts tests) Thematic
artwork, editions (P)

Northwestern Block Museum Exhibition Catalogue, Historical PowerPoint, Contemporary

printmaking PowerPoint, Video clip on carving and printing techniques, Student examples,
Louder than a Bomb: Contemporary Chicago Poets

This unit requires students to follow complex, multi-step procedures. Scaffolding and
teacher modeling will occur throughout the unit. Careful planning is intrinsic to the the

success of this project. Teacher/ student consultations and peer collaborations will be an
integral part of this process.

Learning Activities

Part 1
Week 1: Project introduction, Analysis of printing
history, Brainstorming
-
interpretation of the historical significance of
printmaking. Students will acquaint themselves
with printmaking tools through demonstrations
and hands on experience. Students will create 3
monogram thumbnail designs.

Week 1-2: Production and Creating
-
Students will transfer and carve final design
into lino-block. Use and development of skills
using materials and techniques will be learned
through hands-on experience. Students will
practice printing techniques using their finished
lino-block.
Part 2
Week 3: Project introduction, Analysis
-
Students will study the significance of
printmaking in contemporary art through
viewing work by historical and contemporary
artists. Compare and contrast artists work and
understand artistic intent, elements and
principles of art. Students will read poems
about Chicago and understand how different
art form combine to create a single work of art.
Week 3-4: Production and Creating
-
Using techniques learned in the first part of the
unit students will create a linocut design that
reflects a part of Chicago that has significance
to them. Students will continue to develop
carving techniques that express artistic intent
and visual impact. Students will learn
registration techniques and create a series of 3
identical prints. Students will practice peer and
self editing and evaluate process as a means of
expression.
Week 5: Art critique and Assessment
-
Written artist statements due, project

completed - analyze aesthetic qualities,

Strategies for Varied Learner

Profiles

Research Project & Planning
Sheet:

Teacher

demonstrations
Peer collaborations
Individualized
instruction
Checking for
understanding
Extended time
Art materials and
media adaptations
Computer-aided
writing, or research
Graphic organizers
Seat assignment
proximity
Written and oral
instructions
Communication
with
parent/guardian
Limit classroom
distractions

compare and contrast, evaluate personal

aesthetics, reflective writing, class critique,
peer assessments
Performance Assessment/Quarterly Assessment
Students will be graded based on their
performance (creation/production) of their:
-Project: The Chicago We Live
-Written Artist Statement
-Class Critique oral presentations, comments and
written analysis