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TRANSFER GOAL
Students will:
Demonstrate
knowledge of the
process of Japanese
bookbinding
Investigate materials
and self expression
through sketchbook
assignments
artwork
Essential Questions:
Students will keep considering
Q 1 What is the benefit of using
homemade paper compared to
manufactured?
- What qualities or characteristics
are different within homemade
paper?
Different elements of
composition
Printmaking vocabulary:
Brayer
Baren
Linoleum
Relief
applying elements of
composition among different
materials
Evaluative
Criteria
Performance is
judged in terms of Open classroom
display and small
group critiques
Participation- class
discussions, project
work, experimenting
with composition,
mark and expression
CompletionCompletion of all
sketchbook
components, proper
use of tools and
techniques,
craftsmanship
Creativity- Broad
investigation of art
mediums and means
of self expression
Assessment Evidence
Students will need to show their learning by: Showcasing
their knowledge of and craftsmanship within the different
steps in the making of their sketchbook.
Transfer Task:
Students will show their learning by creating a sketchbook from start to
finish. They will use techniques of handmade papermaking, linocut and
print, an exploration of composition, Japanese bookbinding, and the
completion of various sketchbook explorations of self expression and
art medium.
Rational
This unit is broken down into steps which students will learn different skills and use
different materials to create their own personal sketchbooks. This unit is planned for art20, as the
students will have learned fundamental art techniques and skills in art10. Students will be guided
with demos and step by step direction in the process of making of the sketchbooks; the students
do not need a background in papermaking, bookbinding, or lino print. The idea for each student
to have a handmade personal sketchbook is to instil a sense of ownership into the content of their
sketchbook, and provoke intrinsic motivation. The content of these sketchbooks will be indicated
through basic guidelines. However, it is an open-ended project which lends the student to explore
materials, creativity, and spontaneity. The objective is for the sketchbooks to become an
expressive format and medium for each student in their investigation of art materials and
practice. Therefore, the content of each students sketchbook will become reflective of their
personal artistic styles they are developing. This unit does not demand high skill level, as the
handmade papermaking, lino printing, and bookbinding will be taught through guidance and
allow for assistance of peers in the process. The lessons in this unit can be adapted for any
students with exceptionalities, to require more or less skill in areas. The end product will still
leave each student with their own sketchbook to fill regarding their skill level, whether it may be
experimentation with basic ideas and techniques or taking their work to a more conceptual level.
This sketchbook will lend to each students abilities.
Drawing mediums (graphite, charcoal, ink, pastel, etc.), watercolor and/or acrylic
paints, collage material, print ink.
Mark Hearld
g. Ann Lewis
h. Rachel Newling
3. Japanese Bookbinding
a. * Show examples of Japanese Bookbinding rather than specific artists
Lesson
Title/Focus
Lesson 1: Paper-making
Teache
r
Angela McPeake,
Samantha Davis
Grade
11, Art
Students will:
1)
compare handmade paper to manufactured paper
2)
identify benefits of creating using homemade paper for works of art
ASSESSMENTS
Essential Questions:
manufactured?
* What qualities or characteristics are different within homeade
paper?
Key Questions:
* Where did paper originate?
* What were two different ways that paper was made throughout
history?
* What materials can be used in paper making?
* What is the process of paper making?
Products/Performanc * Handmade paper
es:
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
* Alberta Education Art Curriculum
* www.hqpapermaker.com/paper-history/
* http://www.instructables.com/id/How-To-
Make-Hamdmade-Paper/step4/Method-Part-3/
* Paper
* Water
* Seeds
* Recycled Materials
* Container/Bin
* Paper Mold
* Felt Sheets
* Sponge
* Blender
PROCEDURE
Introduction
Time
Introduction:
* We are beginning the process of making a sketchbook
that we will be filling throughout the semester. You
will be given a list of 20 tasks of possible activities to
complete within this sketchbook over the course
period. We will be making the sketchbook entirely
from scratch; we will begin by making our own paper,
we will do a linocut print for the front cover and we
will put our books together using the process of
Japanese Bookbinding. This sketchbook will be a
place for you to explore personal interests and
experiment with basic ideas and techniques of art
making.
Vocabulary:
* Pulp
* Interweaving
* Man made materials
* Living materials
* Natural materials
Artists of Influence:
* Michele Brody
* Elaine Cooper
Body
Learning Activity
#1
Time
History of Papermaking
* Begin with a powerpoint of images of homemade paper
and the papermaking process. Present Information to
Students
* Originated in Europe, 3000 BC
* Using marsh grass known as Cyperous Papyrus the
Egyptians cut thin strips from the plants stem and
softened them in the Nile river. They Layered the strips
in right angles forming a kind of mat then pounded it into
a thing sheet and left it in the sun to dry. The result was
a sheet that they were able to write upon.
* The word paper comes from the papyrus plant that this
original paper was made from
* This paper was more like a mat and therefore not like the
paper we think of today
* Paper as we now know it originated in China. Using a
wide variety of materials and a process of softening
fibers of plants in liquid until each filament was
( 15 min )
separated, the Chinese refined the process of creating
paper. The individual fibers were then mixed with water
in a large vat. A screen was then submerged in the vat
and lifted up through the water, catching the fibers on the
surface. Once dry, there was a thin layer of intertwined
fiber that has came to be known as paper.
* Class Discussion:
* Discuss and compare Michele Brody and Elaine
Coopers approaches to paper making
* How does homemade paper compare to manufactured
paper?
* Describe some of the characteristics
* What are some of the benefits of making your own
paper?
* What are some materials that you could add to your
paper?
* Ask for any other questions.
Assessments/
Differentiation:
Learning Activity
#2
* Papermaking Demo
* I demo in front of room, students form semi circle
around to observe.
* Materials: 5 sheets construction paper, 2 sheets white
paper, 3 gallons warm water, container to hold mater
and fit mold, mold to make paper, ten felt sheets,
sponge, blender.
* Step one: Heat three gallons of water until warm but
not hot
* Step two: Rip paper into small squares, add half of the
paper to the blender with five cups of water. Let it
stand for one or two minutes before processing. Mix in
the blender for one minute. Deposit the mix in the
container
* Step three: Do the same with the remaining sheets of
paper
* Step four: If you want, you can mix the two sheets of
white paper, this will make for a smoother colour
* Step five: Mix everything together in the container
* Step six: Add another four cups of warm water and mix
well, you should have a fine pulp of paper
* Step seven: Submerge mold in pulp, the pulp should
form a fine film over the screen sheet. You can keep
adding more water if you think it is still too thick. The
consistency should be soupy. You wont necessarily
use all 3 gallons of water
* Step eight: Submerge the mold completely in the pulp,
then pull the mold up
* Step nine: Let the excess water drain
* Step ten: The paper pulp settles in the mold,
immediately after straining the excess water put mold
with pulp facing down on top of the felt sheet
* Press with the sponge to remove any remaining excess
water. DO that until no more water comes out
* Start pulling the mold from the felt sheet slowly, your
paper should peel off completely from the screen sheet
* Once it is on the felt sheet let it dry, it takes about two
days to dry completely
* Question period for students to ask anything they did
not understand or need clarification on
( 10 min )
Assessments/
Differentiation
Consolidation of
Learning
Feedback From
Students:
Feedback To
Students
( 25 min )
Time
Lesson
Title/Focus
Teache
r
Angela McPeake,
Samantha Davis
Grade
11, Art
Students will:
1)
Construct an effective composition that explores shape and line
2)
Explore different means of self expression
ASSESSMENTS
Essential Questions:
* In what ways does this medium affect your decisions in your
final compostion in terms of line and space?
* What are some of the ways that compostions could interact
with the material they were printed on?
Key Questions:
* How can line affect composition?
* How can shape affect composition?
* How do these elements come together to create space?
* How does the colour of the print interact with the homemade
paper?
Products/Performanc
* 20 thirty second post it note compositions
es:
* 3 test compositions
* 1 linocut
* 4 test prints
* 1 final print on homemade paper
LEARNING RESOURCES CONSULTED
* Alberta Education Art Curriculum
http://lyndaburke.net/linocut-technique
PROCEDURE
Introduction
Time
Vocabulary:
* Line
* Shape
* Space
* Composition
* Colour
* Lino-cut
* Print
* Relief
* Test print
* Carving tools
* Brayer
* Baren
* Linoleum
Influential Artists:
* Matisse
* Hidalgo Arnera
* Pablo Picasso
* Stanley Donwood
* Burn Bjoern
* Mark Hearld
* Ann Lewis
* Rachel Newling
Body
Time
Class 1:
History of Linocut
* Begin with a slideshow of examples of Linocut prints
and their artists
* A linocut print is a variation of a woodblock print
* Linoleum: It was first manufactured in 1860 and is
made of rubber and linseed oil with a backing.
Because it is a soft material it is very easy to cut into
and leave marks
* When you create a print, it is important to remember
that whatever you carve into your linoleum, it will be
in reverse on your print
* The areas that you cut away will be white (or whatever
colour your paper is) and the areas left in relief will
hold the ink and print the colour of your ink
* To make a print the surface of the carved block it
covered in ink using a rubber roller called a brayer. A
paper is laid on the surface of the block and the back of
it is rubbed by a baren or smooth rubbing tool such as a
wooden spoon. This transfers the ink onto the paper
and once peeled away, the print is laid out to dry. If
possible, it is good to cover the print in a sheet of
newsprint and press between slabs of wood or books in
order to dry flat
Review and Discussion Questions:
* What are some different types of line?
* How do these lines affects space differently
* How could you compare organic and geometric shape?
* How could you combine a variety of these elements to
create an abstract composition?
Post It Note Compositions
* 20 thirty second drawings on post it notes exploring a
variety of line and shape in order to create space within
your compositions
* these drawings will serve as a preliminary sketch for
your final composition
( 10 min )
( 5 min )
( 10 min )
( 25 min )
Class 2:
( 10 min )
Assessments/
Differentiation
Class 3:
Pulling Prints:
* Tools and Technique:
* Review the different tools used for pulling prints
* Brayer: Roller for ink
* Baren: Flat surface for rubbing print
Demo: Using an already made Linocut have students form a
semi circle around a table at the front of the room to watch
* Explain how ink needs to be rolled out on glass sheet.
By rolling the ink first vertically and then horizontally
it helps to get an even coat on the brayer.
* Apply ink to linoleum stamp
* put paper on top of stamp and use Baren or wooden
spoon to evenly rub the back of the print
* Carefully peel print off of linoleum
* Press print between two layers of newsprint and lay
between two slabs of wood or books to dry flat
Break off into stations around the classroom, there will be a
different station for each colour of ink
* Students will need to predetermine what colour of ink
they will use for their print
* They should consider the relationship between the
colour they choose and the colour/ materials used
within their homemade paper
* Students are expected to pull four test prints using the
colour that they plan to do their final print with
* Once these test prints are complete students will pull a
final print on their homemade paper
* Once finished these five prints, students have the
option to explore printing in different colour on the
material of their choice
( 10 min )
( 40 min )
Assessments/
Differentiation:
Consolidation of
Learning
Feedback From
Students:
Feedback To
Students
Time
Lesson
Title/Focus
Teache
r
Angela McPeake,
Samantha Davis
Grade
11, Art
Vocabulary:
PROCEDURE
Introduction
* Binding
* Stitch
* Spine
*
Time
Learning Activity
#1
Assessments/
Differentiation:
Body
Time
History of Japanese Bookbinding
* The components necessary for the development of a
book all originated in China; paper, a system of writing,
printing and a pre-book storage mechanism
* The development of the book in Japan was closely
linked to printing
* Before 1600 most books were of a religious nature,
( 15 min )
they were woodblock printed
* Japanese bookmakers used a great variety of methods
for constructing books
* This typeof binding came to be known as Fukuro-toji
and were usually bound in patters with four or five
holes.
* Type one: Understanding: History of Japanese
Bookbinding
* Type two: Applying: Students will answer questions
around Japanese bookbinding using knowledge from
discussion
Learning Activity
#2
Assessments/
Differentiation
Japanese Bookbinding:
Do step by step, demo at the front but have students follow
along on their own book.
1) Cut your cardboard and pages to your chosen size.
Decide the number of pages you want, there has to be a
minimum of 20.
2) Using your ruler, measure 1.2 from the left side of the
top and bottom of your cover. These will be the
highest and lowest sewing holes.
3) Measure out the middle of your book and mark it, this
will be your centre sewing hole.
4) Measure an equal number of holes on either side of
your middle hole
5) Line up the text pages and place them in between your
marked covers and use and electric drill to make your
holes. Place all the pages into a clamp or bulldog clips
to make sure they do not more while you are drilling.
Check that each hole goes through all the pages.
6) Cut a length of thread four times the height of the
binding and thread the needle. Hold the covers and the
text pages together and enter the middle hole from the
bottom. From there enter the hole on the right from the
top, then the hole to its right from the bottom,
alternating until you reach the end. From there go
around the outer edge of the book and work your way
back to the middle hole in the reverse of the way you
started. Once you have the one side done, repeat on the
other. At the end you should enter the middle hole
from the top, and tie a knot with the end left over from
the start.
7) Decorate your cover with whatever materials you find
fitting.
* Blooms Taxonomy Level:
* Type one: Understanding: History of Japanese
Bookbinding, method of Japanese bookbinding
* Type two: Applying: Use knowledge of Japanese book
binding to create sketchbook
( 10 min )
( 25 min )
Time
Sketchbook Tasks:
Fill the page with lines: thick lines, thin lines, press light, press HARD. You choose your
drawing tool.
Sketch this page using other peoples pens, identify who they belong to.
Make stamps from household items; fruits and vegetables, recycling, natural items from
outdoor.
Create a collage using newspaper and magazine cut-outs, contrast your choice of images.
Create a watercolor painting, add detail with other drawing tools if you so choose.
Using a sharpie, draw a landscape while in motion; walking, running, jumping, in the car,
etc. Add color after the sketches complete using your choice of color medium.
Sew (stitch/embroider) an image into the page. You may add fabric or other materials if
you chose.
Using pastel or conte create collage of rubbings using as many objects or surfaces you
can. Find shapes and objects in the image and draw them in.
Create your own stencil(s) incorporate it into a page with a theme of your choice.
Trade your sketchbook with someone else and create an image within their book
Draw a dark object in a light environment or draw a dark object in a dark environment
Draw a noisy place, draw noise. Find a quiet place, draw quiet.