Teacher: Joel Johnson

School:
ART

Date: 9/6/16

Poudre High School Grade Level: High School

Content Area:

Title: Printmaking and pattern

Content Standard(s) addressed by this lesson:

directly from the standard)

Lesson #:1 of 1

(Write Content Standards

1.1 Observe and Learn to Comprehend- Visual art has inherent characteristics and
expressive features
1.3 Observe and Learn to Comprehend- Art and design have purpose and function
3.1 Invent and Discover to Create- Demonstrate competency in traditional and new
art media, and apply appropriate and available technology to express ideas
3.2 Invent and Discover to Create- Assess and produce art with various materials
and methods
4.2 Relate and Connect to Transfer- Communication through advanced visual
methods is a necessary skill in everyday life
4.3 Relate and Connect to Transfer- Art is a lifelong endeavor

Understandings: (Big Ideas)

Repetition of form, line, shape creates pattern
Borders and bands can be used to mark the areas of composition
Linoleum black printing is a reductive method of printmaking
In reductive printing, you carve away the areas that you want to be white in your
composition
You can transfer an image directly to a linoleum block

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)
Why would you carve away the parts of an image that you want to be white?
Why would you use pattern in a composition?
Why would you want to directly transfer an image onto a block before carving?
How does an artist use pattern to create a visually engaging composition?

What are the benefits to printmaking when creating a pattern?

How can we use color and pattern together?

Evidence Outcomes: (Learning Targets)

The objective of this lesson is for students to understand pattern and the linoleum
block print process. The students will create a motif using their linoleum block. The
motif can be made of either abstract form or realistic form. They will then use this to
print a pattern onto their paper in order to create a compositional pattern.
The students will be able to:
create 3 sketches of motif in their sketchbook (realistic OR abstract
form)
transfer their image onto a linoleum block
carve their image
and print a compositional pattern by the end of this lesson.
Students will also be able to choose a color scheme from color theory
and apply it to their composition.
Daily Question:
Content: Linoleum block printing, image transfer, motif, pattern
Process: teacher guided powerpoint, technique demonstration
Product: sketches, image transfer, linoleum block print

List of Assessments: (Write the number of the learning target associated with
each assessment)
N/A

Planned Lesson Activities

Name and Purpose of
Lesson
Should be a creative title for
you and the students to

Patterns and Printing

The purpose of this lesson is to introduce students
to pattern structure, image transfer, and the

associate with the activity.

Think of the purpose as the
mini-rationale for what you
are trying to accomplish
through this lesson.
Approx. Time and
Materials
How long do you expect the
activity to last and what
materials will you need?

linoleum block printing process

Knowledge building
15 minutes: powerpoint/ give students a handout
5 minutes: show my own examples of
printmaking
Motif design
20 minutes: students will sketch motif patterns
into their sketchbook
10 minutes: Teacher demo of image
tracing/transfer
20 minutes: Students trace motif image and
transfer it to their linoleum block
Carving and printing of motif
pattern with color scheme
15 minutes: Teacher demo of how to carve
linoleum blocks and print them using a color
scheme
40 minutes: Students will carve their linoleum
block and print the motif pattern onto their paper
using a color scheme
(5 minutes: cleanup time at end of each class
period)
Materials:

Tracing paper
charcoal/pencil
Linoleum block
Carving tools
powerpoint/smartboard
Sketchbooks/ paper
Printing ink
Brayer
Baren

Anticipatory Set
The hook to grab students
attention. These are actions
and statements by the
teacher to relate the
experiences of the students
to the objectives of the
lesson, To put students into a
receptive frame of mind.
To focus student
attention on the
lesson.
To create an
organizing framework
for the ideas,
principles, or
information that is to
follow (advanced
organizers)
An anticipatory set is used
any time a different activity
or new concept is to be
introduced.
Procedures
(Include a play-by-play
account of what students
and teacher will do from the
minute they arrive to the
minute they leave your
classroom. Indicate the
length of each segment of
the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

Show students examples of

printmaking.
Show students my own personal
work to show them printmaking coming
from their own community.
Introduce realistic design vs abstract
design

1. Students will be given a handout at

the beginning of the lesson (Other)
2. Teacher will open up powerpoint and
start to teach lesson (Teacher input)
a. Ask: Why does an artist
use pattern to create a visually
engaging composition?
b. Ask: Can pattern be
realistic imagery or does it have to
be abstract?
3. Students will develop 3 motif pattern
sketches in their sketchbooks (individual
practice)
4. Students will watch the teacher give
a demo of image transfer (modeling)
a. Shown in large group
5. Students will choose an image from
their sketchbook, trace it, and transfer it to
their linoleum block (individual practice)
6. Students will watch the teacher
demo cutting techniques for their linoleum
block and printing (modeling)
a. What to do, what not to
do
b. Introduce tools
c. Ink application process
d. Hand printing

Closure
Those actions or statements
by a teacher that are
designed to bring a lesson
presentation to an
appropriate conclusion. Used
to help students bring things
together in their own minds,
to make sense out of what
has just been taught. Any
Questions? No. OK, lets
move on is not closure.
Closure is used:
To cue students
to the fact that they
have arrived at an
important point in the
lesson or the end of a
lesson.
To help organize
student learning
To help form a coherent
picture and to consolidate.
Differentiation
To modify: If the activity is
too advanced for a child, how
will you modify it so that
they can be successful?
To extend: If the activity is
too easy for a child, how will
you extend it to develop
their emerging skills?
Assessment
How will you know if students
met the learning targets?
Write a description of what
you were looking for in each
assessment.

techniques
7. Students will carve their images on
their linoleum blocks and print their pattern
onto their paper (individual practice)
Students should get in groups of 3 or 4 and
discuss amongst their group. What worked well?
Where did you struggle? What would you change?
What could you do differently? What did you learn
about the process?

To modify: if a student is struggling it may benefit

to ask them to simplify their design or choose a
simpler pattern.
To extend: if a student finds the activity too easy,
they can be challenged to think in terms of
negative space and carve away the positive space
instead on their lino block.
If the students can produce a motif, print a pattern
using their motif, incorporate a color scheme, and
discuss their art they will receive 10 points in the
gradebook.
After the lesson, students will be assessed using a
rubric, which details each aspect of the project, to
get a full project grade.

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
a. Each lesson objectives were pretty well achieved.
Each student was able to produce 3 sketches that demonstrate
knowledge of motif and patterns. After designing 3 sketches,
each student transferred their image to a linoleum block
properly, carved the image away, and printed their image in a
pattern that incorporated color theory.

2. What changes, omissions, or additions to the lesson

would you make if you were to teach again?
a. In the future, I would definitely teach this
lesson with a little more ease. I struggled to manage time
and figure out when to have the students work, when
they should watch demos, and when I should have them
stop just to reflect on their work.

3. What do you envision for the next lesson? (Continued

practice, reteach content, etc.)
a. For the next lesson, were this to continue, I would
have focused on teaching the students about color theory and
pattern and I would have asked them to research printmaking
examples that relate to our own project and write a small
response to one specific artwork on their bulb page.