[Ceramic Art is Cool]


The Print: An Introduction to Printmaking and Design(See Student Examples)


Learning Standards For the Arts Related Learning Experience
Art Education

Commencement General Education, grade 9-12-Mixed Ability Levels.

See also recently posted New York State Education Department Arts Resource Guide.




Under Construction 1999-2000.

A Secondary Level, Art room studio project

D. Spoor, Art Teacher
Fayetteville Manlius High School
Manlius, New York 13104


1. Learning Context
alt="[student example.]"> sample project illustrating theme by
a 9th grade Studio in Art Foundation student.

Arts Standard 1: Creating and Performing.


  • Students create a linoleum cut print by first looking at examples from art history, including the works of the Expressionists Kathe Kollwitz and Eduard Munch. The students explore the perceptions, ideas and viewpoints of artists who used the process of printmaking to portray a human emotion. The students create a self-portrait print that exhibits a particular emotion..


    • [reference book from the library] Arts Standard 2: Knowing and Using Materials and Resources.
    Students use a variety of print reference material, videotapes, and the internet for examples.


  • (a). Students plan their project based on the materials and resources found from the library, museum and internet. The students use a digital camera to photograph themselves in a pose that expresses a side of their individual personalities. The picture is printed from the computer and manipulated for further creative solutions.

    • [video jacket of an artist.] Arts Standard 3: Responding and Analyzing Works of Art.
    Students examine, respond to, discuss and analyze examples of linoleum cuts to emulate the various techniques and methods demonstrated by artists. The students examine how lines qualities can be used to express a particular emotion.

  • Students critique use of symbols to express values in ceramics after reading about and discussing artists interpretations found in reference books and the internet.


    • [Another cool example.] Arts Standard 4: Understanding Cultural Dimensions and Contributions of the Arts.
    This example is from the Everson Museum of Art ceramics collection.


  • Students compare and contrast and draw conclusions about painting vs. printmaking as a means of artistic expression, mass production and public consumption. Students examine certain cultures that employed printmaking and why.



    • 2. Procedure:

  • - Students use a photograph of themselves to create an expressionistic self-portrait.
    - Students manipulate and trace sketched self-portrait on to a linoleum block.
    - Students plan how to carve the block by "saving the blacks" and carving out the whites.
    - Students carve the block with the understanding that line qualities can create an emotion.
    - Teacher demonstrates how to ink a plate and run an edition.
    - Students experiment with a variety of inks and papers.


  • The Teacher facilitates this discussion and introduce and define new vocabulary that place this art project in the context of the culture and art making process.



    • 3. Instructional / Environmental Modifications:

    - A physical modification can be accommodated by using hand printing rather than a printing press.
    - Instructional modifications may be made by the teacher to adapt this experience to any level of ability.

    Some modifications are necessary, to adapt this experience to other levels.


    4. Materials and Supplies:
    The Students and Teacher will need:
  • (a). Reference materials and artists reproductions.
  • (b). Art supplies- Tracing paper, Linoleum blocks, brayers, bench hooks, carving tools, various inks, Paper for printing.


    • 5. Assessment Tools and Techniques:
  • (A). Formative Assessment
    Students and the teacher engage in performance assessment at different stages throughout the duration of the project.
    Students write a paragraph in the beginning of the project describing their self-portrait. What emotion or feeling did they choose and why. How do they intend to communicate this emotion, in both visual images and through line qualities.
    1. Students observe and critique their own work in progress and each other's work.
    2. Students maintain a high standard of craftsmanship in applying the inks and pulling a clean print.
    3. 3. Students sign and number their prints and mat one for display purposes.
    4. Students document their print using computer digitizing.
  • (B). Summative Evaluation:
    Students use a self-evaluation form in the format of a grading rubric that evaluates the line qualities, the idea, and the printing process.


    • 6. Time Required:
    The learning experience requires 16 - 20 forty minute class periods over five weeks.


    7. Student Work:


    		 Examples of student work is matted and displayed in school, the community, at the District Office and School Library.and here on our web page.



    8. Reflection:

    Students write a paragraph relecting on the learning process.



    [ Feedback to Printmaking Project | FM Web Home Page ]
    These pages © Fayetteville Manlius School District, 1995. All rights reserved.