01

AVT 691 Lesson One

Lori Eshbaugh September 19, 2014

“At-A-Glance” Page 2-3

POS “Thought Jot”/FCPS Template Page 4-11

Differentiation Plan Page 12-13

Script Page 14-18

PMI’s/Rubric Page 19-22

Self-Evaluation Page 23

Power Point Separate Attachment

02

Lesson Title: Perceptive Printmaking: Movin’ and Groovin’

Theme: Family/Perceptions

Medium: Relief Printmaking

Grade Level: 1

Challenge: Pull an artist’s proof and an edition that expresses perception of rhythm and movement through a variety of lines.

Objectives: (1)To explore perception of movement and feelings through sensory skills. (2)To create an expressive matrix based on sensory perceptions. (3)To pull an artist’s proof and an edition. (4)To mount and sign with title. (5)To reflect on how our emotions can be made visible with others including family members.

Materials: Sketchbook for ideas, Styrofoam sheets, chopsticks or dull pencils for incising, pencils or pens, brayers, 4 colors of ink, various colors of paper size 8.5 x 5, glue, black paper for mounting, inking plates, bench hooks, Book: A is for Art: An Abstract Alphabet by Stephen T. Johnson, CD: Can you hear it? By Metropolitan Museum of Art.

Artists and Art History Connections: Kandinsky-White Line, Composition VIIIKupka-Disks of NewtonLouis-Moving InNoland-Sarah’s Reach (Chevron)Riley-Drift

Sample: See Below

Introduce / Engage: Day one: Musical game; power point on relief printmaking. Day two: demonstration with materials. Day three: Book A is for Art: An abstract Alphabet by Stephen T. Johnson. Day four: Discussion on ways to show emotions/how we show with family members; demonstration; creative titling.

Vocabulary:Relief Plate/Matrix LineRelief Print RhythmIncising PatternBrayer PerceptionInkPulling a printArtist’s ProofEdition

Closure/Reflection: Gallery walk where students complete a PMI (enclosed)

P=What I like about rhythm & movement relief prints

M=What I could improve in my edition

I=Something interesting in another student’s print.

03

George Mason UniversityPOS “THOUGHT JOT”

The following worksheet is designed for the student teacher to use the Program of Studies (POS) developed by Fairfax County Public Schools to create lesson plans. Each Standard and Benchmark should be addressed in each lesson. In your own words explain how you addressed each Benchmark and Standard specifically in creating a lesson. Refer to Indicators in the POS for ways to demonstrate student understanding of Benchmarks.

Complete this worksheet and include it with your completed lesson plan packet documents (At a Glance, FCPS Lesson Plan Form, Powerpoint/Keynote/Prezi, Exemplar, and Script).

Standard 1—Idea Development and Planning

The student will use idea development and planning processes to solve art making problems.

Students will generate preliminary sketches for ideas in journals using imagination, play, kinesthetic and sensory experience through music, a game, visual aids, a book and collaborative discussion.

Students will design an original plan to produce personally expressive responses; develop a plan by making choices among sketches generated in journals; pair-and-share discussions; consult with teacher for final design.

Standard 2—Material Processes

The student will use art materials, tools, and processes safely and appropriately.

Students will follow and explain appropriate process steps in relief printmaking; demonstrate safe use of printmaking materials; practice appropriate gluing techniques.

Standard 3—Reflection

04

The student will use reflection as a part of the creative process.

Students will use a variety of reflection strategies to learn from printmaking experiences to inform the creative process such as share and discuss ideas and artworks with others; use a mid-point check to reflect on progress and understanding; develop meaningful titles; discuss successes at the conclusion with a PMI; use sketchbook/journal to document reflections on ideas; participate in gallery walk and critique session.

Standard 4—Media, Techniques and Art Forms

The student will choose and apply media, techniques, and a variety of art forms to produce original artworks.

Students will use a variety of lines for expression and composition purposes; select colors to apply for printing; experiment with symbolic and expressive use of color; manipulate printmaking tools to make a variety of lines and patterns; use control when applying color and during the printmaking process.

Students will use paint stations for inking plates, practice control when applying ink to plates.

Students will make a relief plate (matrix) by incising a variety of line choices into a foam plate; apply appropriate amount of ink to inking plate and brayer; print an artist’s proof and an edition of 4 mounted prints; correct signage in pencil including name, title and number in fraction.

Standard 5 – Subject Matter and Content

The student will produce artworks that express personal ideas about thematic content using a range of subject matter.

Students will produce original artworks that explore personal perception and expression of feelings and emotions and how those are perceived by others using elements of line and color in an original design.

Standard 6—Craftsmanship and Presentation

The student will use good craftsmanship to produce and prepare artworks for presentation.

Students will produce a finished artist’s proof and an edition of four prints that are neat and complete; glued and mounted; signed with pencil to include a meaningful title.

Students will collaborate for placement/arrangement of artworks for display for purposes of critique and sharing through a gallery walk.

Standard 7—Art History and Cultural Context

The student will understand art in relation to history and culture.

Students will discuss historical works associated with expressive use of line and emotion such as Kandinsky, Kupka, Louis, Noland and Riley.

05

Students will discuss nature of printmaking.

Students will view and discuss reproductions from various time periods in art history.

Standard 8—Criticism and Aesthetics

The student will apply criticism and aesthetics when producing and responding to artworks.

Students will create and respond to prints using senses; identify and interpret visual clues including line qualities, patterns and colors; discuss how artists recognize and depict unique characteristics of people such as moods; describe composition and spatial relationships; discuss artworks to determine the artists sources of inspiration and intent such as Kandinsky’s emotions as related to music; discuss how artists express ideas in original and creative ways such as lines, shapes, patterns and colors; discuss needs of families to share emotions and feelings.

Students will discuss reasons for creating art including expression of feelings and emotions with sharing of feelings and thoughts.

Students will closely look at Kandinsky for expressive qualities of lines, shapes and colors to represent feelings inspired from music.

Students will discuss choices made and the value of art.

Standard 9—Art Vocabulary

The student will use art vocabulary appropriately when discussing and writing about art.

Students will use appropriate vocabulary specific to relief printmaking and general art making to describe form and content; will identify elements of line, color, shape and identify 2D art form of artist’s proof and edition/series of a print.

Students will use appropriate vocabulary to describe materials and processes of printmaking, including idea generation, inspiration, production and presentation; expand printmaking vocabulary to include relief plate (matrix), relief print, edition, artist’s proof, incising, brayer, ink and pulling a print.

Students will use vocabulary to discuss color and its expressive qualities, various shapes, geometric forms and spatial relationships.

Students will refer to artists as printmakers, painters and their roles; describe function of a gallery space as they set-up and curate their works per table.

06

07

08

09

010

011

012

UNIT TITLE: Perceptive Printmaking: Movin’ and Groovin’

Alternatives: Painting/Drawing Author: Lori Eshbaugh

Differentiation Plan

Special Education: Review the disability reports provided by the school to determine what handicaps need to be considered. Choose an easier challenge for printmaking by asking students to make 2 for their series instead of 4. Have pre-cut materials available for students unable to use scissors so that learning can still be made for the printmaking process. This might be a time to allow gifted students time to ‘teach’ and assist with extra guidance. For students unable to participate in printmaking, a varied technique could be used-painting or using oil pastels. Allow for directions in many forms including the power point presentation which should accommodate students on a visual basis. Again, demonstration is important. For this group, provide step by step guidance. Have pictures in the classroom for visuals of what ‘clean-up’ looks like at a table and for various stations in the room. For printmaking, these students can sign their names on the prints but maybe not title or number-depending on the needs and capabilities of the individual student. Assist with self-assessment sheets if needed. In sum, modifications made in reduced number of prints made. Allow for accommodations for written materials to be presented orally instead.

Gifted Education: Encourage gifted students to take projects to the next level. For the printmaking challenge ask gifted students to produce 6 or 8 in a series instead of 4 prints. Give these students the opportunity to demonstrate their knowledge through a presentation or to run an emergency center where other students can ask questions and receive help or instruction. If finished early, gifted education students could use class time to research printmaking artists, techniques, images, etc. and provide a short summary of information learned by way of journal entry. Ask students to provide more complexity in their printed edition. ESOL: Encourage students to ask for clarification when they do not understand certain instructions. Provide extra time for a demonstration that is specific to these students for reinforcement of which points are important and allow for more specific questions. Provide pair and share activities with other students familiar with their language and encourage discussion in English for vocabulary

013

building. This should help to make sure students know what is going on in class. Help students speak English vocabulary words more comprehensibly by speaking slowly and repeating key words. Offer directions with pictures to encourage progression of steps. Check on student periodically to make sure that they are progressing. Providing pictures of visuals of what ‘clean-up’ at each table looks like as well as stations allows for students to see the concepts and learn on another level. The most important point is to learn their names properly and encourage participation. Provide extra time for self-assessments and help by reading the questions instead of students having to read them only. Encourage a pair and share with a multilingual student for self-assessments.

014

Grade One: Relief Printmaking Lesson Script: Perceptive Printmaking: Movin’ and Groovin’

Day One:

Greet students at the door with warm, friendly and smiling face; try to greet with individual names of students. Instruct students to take a seat on the ‘magic carpet’.

Begin with a link to the last class period. What were we studying/creating? How does that transition to relief printmaking-the new lesson beginning today? Ask the students about the printmaking they did in Kindergarten (rubbings, stamps, etc). What did they like best? Does anyone know what relief printmaking is? What is involved? Have the students pair and share for discussion and generation of ideas for sharing.

Begin Power Point: Perceptive Printmaking: Movin’ and Groovin’. As a collaboration, discuss each slide including:

SLIDE ONE: What is printmaking? What is Relief Printmaking?

Printmaking is the process of making artworks by printing, normally on paper. The process is capable of producing multiples of a same piece. Each print produced is not considered a "copy" but rather is considered an "original". A print may be known as an impression. Multiple impressions printed from the same matrix form an edition.

Relief, where ink is applied to the surface of the matrix, and, only the parts that do not get carved away print the image. All images carved print backwards. Even a footprint in the snow is a basic form of printing.SLIDE TWO: What are the materials and tools used in relief printmaking? Have each vocabulary word written out on a laminated card and as each new vocabulary word is introduced and discussed, pass it out to a student to attach to the word wall in the front of the classroom for reference. Discuss each material including:

o Bench hooko Relief plate or matrix-we will be using Styrofoam sheetso Incising tools or gouges-we will be using chop sticks

What does it mean to incise? To carve into-that part does not get printed.

o Brayer-like a paint roller.

015

o Ink-instead of paint because it is thicker and will lead to crisper lines. We will be using four different colors of ink.

o Reversal concept-that what you carve will print in reverse. Most important if doing letters/words but we will be doing lines and shapes.

SLIDE THREE: Steps involved in the process of Relief Printmaking

Idea development-we are going to make preliminary sketches in our sketchbook journals. We will choose our favorite and best one as a basis for our print edition.

We will incise into the matrix our design. We will have inking stations located around the room with

various colors to choose from. We begin by squeezing a small amount of ink onto the inking pad and then rolling the brayer in several directions in the ink to cover it evenly.

Then, we will roll the inked brayer onto our matrix/design. We will choose a colored paper to place ON TOP OF THE

MATRIX to burnish with our hand or a spoon. We will pull the print off the matrix. We will make a few of each color, then wash and dry the

matrix before moving onto another inking station with another color ink.

SLIDE FOUR: Discuss art historical examples of relief printmaking

including the use of color-monochrome or several colors, black line and white line. We will be making white line prints with monochrome colors.

SLIDE FIVE: What is abstraction?Discuss the horse sequence from realistic to abstracted to non-representational/feeling. What are the various kinds of lines, shapes and colors that we see in the examples? What are the various patterns that we see?

SLIDE SIX: Compare and contrast the two images. Which one shows the most amount of movement? Why? We are going to listen to various types of music and sketch using lines and shapes to express the music and how it makes us feel.SLIDE SEVEN: Discuss the what the final art challenge will be. The students are expected to make an artist’s proof, What is an artist’s

016

proof?, and an edition of 4 prints. Each print can be on a different color paper and have a different color ink. They will be mounted. Also, they will be signed with a title, our name and a number which we will discuss later. Brain Break: Have Students stand up and spread out for a bit of physical activity to shake off sitting through the power point presentation. Assign the students to pairs to play a ‘pass the clap’ game. This activity teaches focus, rhythm and attentiveness to one’s partner. Demonstrate the game: clap a four to five beat – have partner return the beat. Repeat in return. Play for 5-6 minutes. Have students move to their designated tables/seats and to draw four squares for thumbnail sketches for ideas-one per page. Ask the students what their favorite kind of music is? Share ideas. Play musical CD: Can you Hear it? Demonstrate a quick sketch to the beat of the first song-capture the feel of the beat using lines and shapes to show movement. Have students create four thumbnail sketches for idea generation and brainstorming of abstract expression through lines and shapes to four different kinds of musical pieces-one for each sketch. Have student’s pair and share to discuss findings. ASSESSMENT: Did students participate in both pair-and-share activities? Did students create four different innovative preliminary sketches for concept of movement/expression? Have students fill out PMI-only sections 1 & 2-what I know about printmaking and what I want to know about printmaking.Move students to carpet area as part of final reflection for the day’s activities. What did we discuss today? What did we like best? What did we like least?Discuss with students what the next class will entail briefly-incising our relief print plates with one of our designs from today, choosing colors of ink and paper to begin pulling prints and an artist’s proof. The artist’s proof is the first print to check to see how we like the images being printed. If we feel they are not complete then we can add to the plate before printing again. Have students line up to exit.

Day two:

Greet students at the door with warm, friendly and smiling face; try to greet with individual names of students. Instruct students to take a seat on the ‘magic carpet’.

Begin with a link to the last class period. What were we studying/creating? Can someone explain relief printing? Can someone explain rhythm and movement? Have the students pair and share for discussion of the new vocabulary words. Share some of their ideas on vocabulary words. Have initial page up of power point.

017

Begin with a demonstration on how to carve/incise the plate with the gouge. Remember to show movement in the design with various forms of line, and shapes. Have visual aid posted of various kinds of line and patterns for student’s to refer to for inspiration. Remind students of the safety regarding tools-no poking or jabbing with the chop sticks. Also, remind students not to press too hard or the gouge will tear a hole in the Styrofoam plate. Move students to tables and have them refer to their preliminary sketches for assistance in idea generation for relief print plate design.

Take a break after 10-12 minutes and have students’ put down all materials, and with all eyes on me, demonstrate the proper way to ink the inking pad (right amount of ink), roll the brayer until evenly covered-moving in several directions, using brayer to roll ink on the plate, to put a chosen colored paper on top of the plate and to burnish with hand or spoon, then to finally pull the print. Explain the importance of evenly distributing the ink on the plate so that all of it gets printed, as centered as possible on the paper. This is the artist’s proof. Do they like what they see? I will walk around and check on their progress. They can move from table to table where the inking stations are set up to try two colors. They are to set the brayer upside down after each use and to wash and dry their plates before switching tables to try a new color. There will be washing areas at each table and one table to be used as a drying rack. Remind students to first, write their names on the back of their papers before printing on them.

With music playing from the CD: Can you hear it?, have the students begin the printing process. Have tables covered with throw away paper for easy clean-up. Demonstrate proper clean-up as well. With 15-20 minutes left in the class-stop printing. Have students put all work including cleaned matrix and all prints onto drying rack. Have students write a reflection in their journals with a prompt: What is their favorite kind of music?, How does the rhythm make them feel ? How did they express themselves in their prints?

Assessment: Teacher rating scale 1-4 based on completion of matrix showing distribution of lines and shapes to show movement/expression, proper use of materials, began printing with few good prints, and written reflection.

Finish with carpet time to discuss activities of the day. Pair and share students for brainstorming of names for titles if time allows-or begin with this activity at next class. Have students line up for exit.

Day three:

Greet students at the door with warm, friendly and smiling face; try to greet with individual names of students. Instruct students to take a seat on the ‘magic carpet’.

Begin with a link to the last class period. How did the printing process go? Are students choosing various colored papers and inks? Are they putting their names on the backs of the papers before they print? Quickly review vocabulary words as well. Read students A is for Art: An abstract Alphabet by Stephen T. Johnson to review concept of abstraction, non-representational, realism.

Have students begin printing process with inking stations set up around the room with different colors of ink. Remind students of proper handling of ink, brayers, and cleaning plates before trying new colors. Remind students that they need to have four quality prints done for the artful challenge. Play CD: Can

018

you hear it?, while they are working. Move around the room providing support, guidance and encouragement.

Brain Break: have students take 2-3 minutes to stretch and move before moving to seats. Pass out prints from prior class. Have students select their best four prints. Review proper signing of prints and display power point presentation slide 7. Have students title works, sign and number with a pencil. Discuss the numbering of prints as a fraction ¼, 2/4, ¾, 4/4.

Students finish with table discussion of how to curate/display works at their table for gallery walk in next class. Show students an example using covered cereal boxes and stands that student’s can use to prop up works to showcase.

Assessment: Teacher scale for completion of four prints, signed properly with titles. Have students hand you their four prints or stack on desk before they line up and exit.

Day four:

Begin with a brief discussion of relief printmaking, vocabulary and the concepts of rhythm and movement. Discuss with students as a group or paired how showing expression in art can be done with lines and shapes and colors. How do we show emotions ourselves? How do we show emotions to our family members? How does that look visually with colors (maybe red) and lines/shapes/movement?

Have power point slide showing of completed edition with signage. Demonstrate to students how to properly mount each of the four prints onto one large sheet of heavy black paper. Discuss proper gluing technique (not too much). Remind students of merits and value of craftsmanship and expectations-neat and complete and ready for critique. Have students title works with expression! Give ideas.

Have students, by table, curate their pieces and get set up for display. Have students stand at each table for a gallery walk/critique session where each students orally speaks about his/her piece with title and use of line/shape/color to express the music. After all students have finished oral presentations, have students independently walk or sit to complete a PMI for Assessment: P=What did they like about rhythm and movement relief prints? M=What could they have improved in their own edition/piece? I=Something interesting in another student’s print.

019

Summative assessment: Rubric-

Process: 4 3 2 1

-Understanding and use of vocabulary

-Participation in Pair-Share activities

-Journal writings/sketches

Product:

-matrix with abstract design

-varying lines, shapes, colors

-edition with four prints

-artist’s proof

-properly and neatly mounted

-properly signed/titled

Understanding:

-completion of PMI’s (2)

-Final discussion regarding how emotions look when sharing with family members?

020

021

022

023

AVT 691Self-Evaluation: Elementary Lesson # 1 Title:Perceptive Printmaking: Movin’ and Groovin’

Please give yourself the grade you have earned for each category. Write your grade in the space provided. The second line is for the professor. Type and submit your responses.

NAME: Lori Ann Eshbaugh Grade Level: First Grade Art form: Printmaking

Create a STARS lesson appropriate for elementary students at your specified grade level. A

• S tandards-Based : The lesson is based on the POS for this grade level.• T hematic : The lesson is inspired by a theme assigned to this grade level (Big Idea).• A ge-appropriate : The lesson is age appropriate. • R elevant : The lesson is engaging and clear. It can be understood by a student at this grade.

Students have some choice in the process.• Skill-building : The lesson plan will help students with increasing the technical abilities (Sequence

by Media).

Communicate your expectations for the assignment. A

• I stated the art challenge (or it is included in my lesson plan).• I explained what students were expected to complete and goals for the lesson. These were the

basis for your grading and/or rubric (or it is included in my plan…will discuss further for Lesson #2, 3, & 4).

• I demonstrated technique or included visual instructions (or it is included in my lesson plan).• I developed a rubric/assessment/self-evaluation.

Create an example of the finished work or art. A

• I included a quality prototype of what the students are to create.• My work of art demonstrates the meaning and content of the theme (Big Idea and content).• My work of art demonstrates excellent (but grade-level appropriate) craftsmanship and skill.

024

Use technology in your lesson. A

• In presenting my lesson I used technology (or it is included in my lesson plan).• In presenting my lesson I used technology in a clear and informative way (or it is in my plan).

Items submitted by due date (FINAL + Self-Evaluation). A

• At a Glance completed• POS thought jot completed • FCPS Template Lesson Plan (including Planning, Reflection, and Scoring)• PowerPoint presentation • Script of my lesson presentation• Completed artwork example (Prototype)