HISTORIC PRESRVATION AND PRINTMAKING

Olivia Vitale
Spring 2014

TITLE: Historic Preservation and Printmaking


GRADE: This lesson was used with a fourth grade. There were about twenty-four students in the
class, approximately ten male and fourteen female. The students in this class attend an
Expressive arts school and have impressive attendance. The cyclical style of the class schedule
of this school brings this class into the art classroom about every five days. The teacher is in a
trailer that is shared with the drama teacher.


PERSONAL STAKE: I think it is important to teach students at a young age that students should
learn about preserving history and how they can preserve history. Students can preserve history
by writing stories (like the class we are integrating), creating artwork (like we will be engaging
in), and talking about history will allow history and stories of the past to live on. If students
learn about how history is being preserved in their own lives and communities, they will be
more likely to engage in practicing preserving history.


ENDURING IDEA: Historic preservation is reusing, recycling or keeping alive something from the
past, often with historical significance or meaning. Students should learn about historic
preservation as they are the wave of the future and will one day be responsible for passing on
our history and its stories.


GLEs:
http://dese.mo.gov/divimprove/curriculum/GLE/

Visual Art Grade Level Expectations
Strand I: Product/Performance
1. Select and apply two-deminsional media, techniques, and processes to
communicate ideas and solve challenging visual art problems
D. Grade 5 Demonstrate a subtractive printmaking process
3. Communicate ideas about subject matter and themes in artworks created for
various purposes
B. Grade 4 Create an example of graphic art
Strand II: Elements and Principles
1. Select and use elements of art for the effect in communicating ideas through
artwork
A. Grade 4 Identify and use outlines
G. Grade 4 Identify and use positive and negative space
Strand III: Artistic Perceptions
2. Analyze and evaluate art using art vocabulary
A. Grade 4 Describe the use of the following in artworks: outlines, organic shapes,
organic forms, tints and shades, values, positive and negative space, radial
balance, center of interest/focal point, contrast/variety of values, complex
patterns, facial proportions
Strand V: Historical and Cultural Contexts
1. Compare and contrast artworks from different historical time periods and/or
cultures
A. Grade 4 Identify works of art from: United States, Europe


NATIONAL STANDARDS FOR ARTS EDUCATION:
http://artsedge.kennedy-center.org/educators/standards

Grades K-4 Visual Arts Standards
Standard I
Content Standard: Understanding and applying media, techniques, and processes
Achievement Standard:
Students use different media, techniques, and processes to communicate ideas,
experiences, and stories
Students use art materials and tools in a safe and responsible manner
Standard II
Content Standard: Using knowledge of structures and functions
Achievement Standard:
Students know the differences among visual characteristics and purposes of art
in order to convey ideas
Standard III
Content Standard: Choosing and evaluating a range of subject matter, symbols, and
ideas
Achievement Standard:
Students select and use subject matter, symbols, and ideas to communicate
meaning
Standard IV
Content Standard: Understanding the visual arts in relation to history and cultures
Achievement Standard:
Students identify specific works of art as belonging to particular cultures, times,
and places


KNOWLEDGE BASE KEY CONCEPTS:

ARTMAKING-
Students will know how to create a symbol.
Students will know how to carve a created drawing into a linoleum block.
Students will know the elements of a book cover
Students will know how to use two colors to create a single image.
Students will know how to create a relief print
ART HISTORICAL-
Students will know artist Kathe Kollwitz.
Students will know artist Kathe Kollwitzs process.
Students will know the purposes of printmaking.
ART INTERPERETATION-
Students will know how to analyze symbols and assign meaning to symbols.
Students will know how to view art through Visual Thinking Strategies.


ESSENTIAL QUESTIONS:

What qualifies as historic preservation?
What is the purpose of historic preservation?
How is historic preservation best communicated?


KNOWLEDGE BASE KEY CONCEPTS:

Historic Preservation can take multiple forms.
Historic Preservation is a fluid collaboration.
Historic Preservation identifies and communicates factual information.
Historic Preservation can preserve multiple forms of history.
Historic Preservation is about keeping history alive.
Printmaking has a strong base in traditional processes.
Printmaking allows a single image to be reproduced and distributed.
Printmakers worked to create an edition.
An edition is multiple prints from a single image.
A relief print removes material to create an image.
The ink sits on the surface of a relief print.


OBJECTIVES:

The student will create a symbol.
The student will create an original relief print.
The student will identify and use the elements of a book cover.
The student will participate in the processes of creating an original relief print.
The student will identify the characters, setting, and three elements of the plot of their story.


ADAPTATIONS FOR SPECIAL NEEDS:

Students will be provided a worksheet to complete that will serve as an adaptation for those
students who need it. If necessary instructor can read worksheet to student(s), adjust
presentation settings and control seating for all students. By providing all students in the
class all adaptations, all students will benefit and no student will feel isolated. Any
additional adaptations for more severe disabilities will be added as necessary.


VOCABULARY WORDS AND DEFINITIONS:
http://dictionary.reference.com/

Historic (adj.) well-known or important in history:
Preservation (n.) to keep alive or in existence; make lasting
Printmaking (n.) the art or technique of making, prints, especially as practiced in
engraving, etching, drypoint, woodcut or serigraphy.
Linoleum (n.) often shortened to: lino a sheet material made of hessian, jute, etc, coated
under pressure and heat with a mixture of powdered cork, linseed oil, rosin, and
pigment, used as a floor covering
Edition (v./n.) to produce multiple copies of (an original work of art)
Relief (n.) the projection of a figure or part from the ground or plane on which it is
formed, as in sculpture or similar work
Symbol (n.) something used for or regarded as representing something else
Ink (n.) a fluid or viscous substance used for writing or printing
Brayer (n.) a small roller for inking type by hand


LESSON VIGNETTE:

This lesson is divided into two major parts.
Lecture/VTS-
Instructor will introduce big idea and printmaking to students through a Prezi
presentation. Instructor will engage students in a visual thinking strategy activity with a
print depicting a scene from the Revolutionary War.
Art Making-
Planning-
Students will complete worksheets and plan their symbols for their print. They will
have the opportunity to problem solve in a group, and work individually as well.
Symbols will be developed and drawn multiple times.
Carving-
Students will draw their original symbol onto their linoleum blocks. After an
instructor demonstration, the students will carve their images into their plate.
Printing-
Students will print their symbols using their linoleum blocks on 8x11 pieces of
paper. There will be an inking station and a printing station for students to complete
this at
Finishing-
After prints dry, students add title and author to their book cover.
This lesson should take four or five class periods to complete.


ASSESSMENT: Students will complete a self-assessment over their work and performance. The
instructor will also complete a grading rubric to assess their final projects.


MATERIALS/PREPARATION:

Materials
Paper (cut to size)
Linoleum (cut to size)
Linoleum cutters
Ink
Rollers/Brayers
Bench hook/ink plate/metal tray
Newspaper
Pencils
Black Permanent Marker
Rulers
Presentation Materials (PowerPoint, Projection, etc.)
Printed Worksheets and Self Assessments

Preparation
Day One PowerPoint, gather materials
Day Two Set up classroom for presentation and for individual artmaking (pull out tables,
chairs, arrange accordingly etc.), lay out materials (worksheets, rulers, pencils, markers),
set up demo area (drawing demo)
Day Three Set up classroom for individual art making, lay out materials (worksheets,
rulers, pencils, parkers, cutting tools, metal trays, linoleum), set up demo area (cutting
demo)
Day Four Set up classroom for artmaking by activity (carving/printing), set up demo area
(printing demo), lay out materials (worksheets, rulers, pencils, parkers, cutting tools,
metal trays, linoleum, inks, rollers, paper)
Day Five - Set up classroom for artmaking by activity (carving/printing), set up demo
area (printing demo), lay out materials (worksheets, rulers, pencils, parkers, cutting
tools, metal trays, linoleum, inks, rollers, paper)


TEACHING RESOURCES/REFRENCES:

Kathe Kollwitz at the Museum of Modern Art in New York, NY
http://www.moma.org/collection/artist.php?artist_id=3201
Printmaking Informational Interactive from the Museum of Modern Art in New York, NY
http://www.moma.org/interactives/projects/2001/whatisaprint/flash.html
Instructional video on lino printmaking
http://vimeo.com/19641694
Historical prints from the revolutionary war
http://www.archives.gov/education/lessons/revolution-images/index.html





FINAL INTEGRATED UNIT/LESSON PLAN RUBRIC

Name_________________________________Unit Title________________________________
Unit Plan=100 points total
Grade/Class Description (Describe hypothetical or actual class) 5/____

Personal Stake in the Unit/Goals
(Explain your rationale for teaching this lesson, why important) 5/____

Enduring Idea Rationale (State Big Idea and its significance) 10/____

Key Instructional Concepts (List facts and ideas about artist(s) 10/____

Artmaking/Art Historical/Art Interpretation Concepts 5/____

Essential Questions (questions that students will be investigating) 5/____

Student Prior Knowledge/Prerequisite skills 5/____

Relationship to Developmental Needs of Children 5/____

Opportunities for Critical Responses to Art (Aesthetic, Personal) 5/____

Constraints (Issues or problems to deal with to teach successfully) 5/____

Integrative Options/Cross Curricular Correlations (connective lessons)5/____

Adaptions/Differentiation (GT, Differentiated, etc.) 5/____

Lesson Sequence list--identify each lesson of unit with complete plans 5/____

Assessment Strategies and Evaluation Criteria 10/____

Media Resource/References/Teaching Visuals or ppt./Art Exemplar 15/____

Total Points = 100/____
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