Leaf Print 2

PRINTMAKING, TEXTURE & REPETITION

TIME REQUIRED: 1 session @ 35-minutes

Leaf Print

D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !2

WHAT YOU’LL NEED:

9” x 12” black sulphite paper

Liquid tempera paint (white, green, yellow)

Fresh leaves

Scrap copy or notebook paper

Small sponge pieces

Leaf Print Science & Nature Connection: A leaf’s big job is to collect

sunlight and process the sunlight

into food for the plant. This

process is called photosynthesis.

The veins of the leaf are

important because they move

the food for the plant from the

leaves to the branches. A plant’s

food is called glucose. When

temperatures are cool,

chlorophyll breaks down and the

leaves turn colors and fall off. In

the spring, plants make buds,

which are the start of new leaves.

Leaves come in all shapes, sizes

and colors, depending on the

plant’s needs. Some leaves are

scale-shaped, like the needles of

evergreen trees. Other leaves are

hairy and feel soft. Some leaves

have colored stripes or

are colored red or

purple. Leaves

are beautiful,

but also

important

for a

plant’s

survival.

This is one of those lessons that is super simple, but the results are phenomenal! If you want to teach a lesson on printmaking, this lesson is a good one because your students will also get to learn about texture and repetition.


Paint the Leaf You’ll need to gather 2-4 leaves per child, or about

50 leaves for a 25-student class so that each child

has a couple of leaves to choose from. Make sure

the leaves are fresh, not the crispy dried ones that

have already fallen. This is important as the paint

must adhere to the leaf well and it will also ensure

that the leaf doesn’t crumble.

Put a stack of scrap paper in the middle of the

table. Talk with your students about how they will

have two pieces of scrap paper: one paper is their

“paint paper” that they will set the leaf on to paint

it white, and a different paper for their “pressing

paper” that they will use to print their leaf on the

black paper. This conversation will, hopefully, help

keep your students’ hands clean and the black

paper neat.

Brush the white paint onto the “rib side” or “back”

of the leaf. Talk about how this side of the leaf has

more texture than the front of the leaf. Be sure to

coat the entire leaf. Place painted leaf, paint side

down, carefully on the black paper.

Paint the “rib side” or “back” of the leaf with

white paint. This side of the leaf has

more defined texture and

creates a better print.


Print the Leaf Cover with your clean piece of “pressing paper”

and gently rub the leaf until you are sure all the

paint is rubbed on.

Set aside the pressing paper and then peel the

leaf off the black paper. Wow! The kids think this

part is amazing. I do, too.

Repeat process in order to have four or five

leaves printed on the paper. The repetition of

prints will create unity in your artwork. If your

pressing paper gets a little painty, it’s ok. Just

keep going. Encourage the children to go off the

edge of the page for an all-over look.


Sponge the background After all the leaves have been printed

on, bring out the palettes of pale yellow

and light green paint along with some

small cut-up sponges. I chose to use

yellow and green for sponging to give

this project a springtime feel, though

you could choose other color options:

Warm (red, orange, yellow)

Cool (blue, green, purple)

Analogous colors (3 color wheel

“neighbors”)

Autumn (orange, red, green)

Winter (light blue, gray, purple)

Keep in mind that complementary

colors mix to create brown, so if you

give your students complementary

colors, be prepared to see muddier,

colors.

Using just one sponge per child,

dip sponge in colored paint

and dab around leaves.

There is no need to

use a different

sponge for a

different color. I

think the

background looks

more interesting if

the colors are

slightly mixed.


Leaf Print Gallery


CREATING Generate and conceptualize artistic ideas and work — Brainstorm multiple approaches to

art and design—use of various materials to make art

Organize and develop artistic ideas and work — Explore materials to explore personal

interests in art-making—demonstrate safe use/cleaning—repurpose objects into something

new

Refine and complete artistic work—discuss/reflect with peers about choices when creating

artwork

Presenting/producing Analyze, interpret and select artistic work for presentation— categorize artwork based on

a theme or concept for an exhibition

Develop and refine artistic work for presentation — distinguish between different

materials or artistic techniques for preparing artwork for presentation

Convey meaning through the presentation of artistic work — analyze how art exhibited

inside and outside school contributes to communities

Responding Perceive and analyze artistic work- describe aesthetic characteristics of the natural world—

categorize images based on expression Interpret intent and meaning in artistic work — interpret art by identifying the mood

suggested and describing relevant subject matter and identifying the characteristics of

form

Apply criteria to evaluate artistic work— use learned art vocabulary to express preferences

about artwork

Connecting Synthesize and relate knowledge and personal experiences to make art- create works of

art about events in home, school or community life Relate artistic ideas and works with societal, cultural and historical context to deepen understanding —create works of art about events in home, school or community life

NATIONAL CORE ARTS STANDARDS-second grade

X

X

X

X

X

X

X


CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or

through other media.

After learning facts about leaves and looking at the leaves on their table, ask students questions

about leaves to formally assess their understanding this topic.

CCSS.ELA-Literacy.W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an

opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to

connect opinion and reasons, and provide a concluding statement or section.

Students address this standard when completing the artist statement worksheet (located in Teacher

Aids). They are writing their opinion about the artwork they made based on how it was created and

how they were inspired.

CCSS.ELA-Literacy.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather

additional information, or deepen understanding of a topic or issue.

Encourage students to ask questions about leaves and printmaking in the form of a discussion.

Model for them how to elaborate on artwork by pointing out what elements or principles they see

and how artists can use them to create an intended meaning for their works.

• Today I will learn about LEAVES, so that I CAN create artwork inspired by leaf TEXTURE and

SHAPE.

• Today I will learn about PRINTMAKING and TEXTURE, so that I CAN create prints of a textured

leaf by painting and printing the side of the leaf that is bumpy.

• Today I will learn about REPETITION, so that I CAN create an artwork with UNITY by painting and

printing my leaf many times on my paper.

Common core standards for Leaf Print

I CAN STATEMENTS FOR Leaf Print


ASSESSMENT CHECKLIST

Student Name:

Can the student tell me at least one fact about leaves?

Did the student paint and print the bumpy side of their leaf?

Did the student create repetition by printing multiple leaves on their paper.

Main Ideas from:

LEAF PRINT

Documents

Leaf Print 2