STENCIL PRINTMAKING –POSITIVE NEGATIVE DESIGN NAME:___________ A stencil is a template used to draw or paint identical letters, symbols, shapes, or patterns every time it is used. Stencils are formed by removing sections from template material in the form of text or an image. This creates what is essentially a physical negative. The template can then be used to create impressions of the stenciled image, by applying pigment on the surface of the template and through the removed sections, leaving a reproduction of the stencil on the Bob Dylan Stencil underlying surface. Aerosol or painting stencils must remain Sections of the remaining template which are isolated inside removed parts contiguous after the image is of the image are called islands. All islands must be connected to other parts removed, in order for the of the template with bridges, or additional sections of narrow template template to remain functional. material which are not removed. STEP ONE: Decide on a significant historical figure in which Happy 1984" - to create your stencil out of. Try to get a high contrast photo. Stencil graffiti found on the STEP TWO: Begin by drawing the reverse outline of your Berlin Wall in subject matter on the flat top of the piece of paper. 2005. The object depicted REMEMBER: to draw the outline of any text backwards as is a DualShock the print will print front wards. Carefully consider how you video game design your positive/negative space. controller. STEP THREE: Next begin by cutting out around the sections you have defined – these will be your blank sections which will not be filled with ink when pressed. The outline will Stencil graffiti appear as you cut away the sections around your subject matter. Consider a variety of texture and detail in your Stencils have also become popular for cutting technique. graffiti, since stencil art using spray-paint can be produced quickly and easily. STEP FOUR: Once you have finished cutting your paper These qualities are important for graffiti using a roller dipped in ink roll across the surface of block to artists where stenciling is illegal or quasi- create a mono or test print. legal, depending on the city and stenciling surface. STEP FIVE: REFLECT: Answer the following questions The extensive lettering possible with using the elements and principles of design and hand them stencils makes it especially attractive to in with your completed drawing for evaluation. political artists. For example, the anarcho-punk band Crass used stencils 1. What part of your finished project did you find most of anti-war, anarchist, feminist and anti- successful and why? consumerist messages in a long-term 2. What part of your finished project did you find least graffiti campaign around the London successful and why? Underground system and on advertising 3. If you had to do this project again what part would you billboards.[1] Also well known for their change? use of stencil art are Blek le Rat from France, Banksy, a British artist and New York artist John Fekner. Stencil History Stencils may have been used to color cloth for a very long time; the technique probably reached its peak of sophistication in Katazome and other techniques used on silks for clothes during the Edo period in Japan. In Europe, from about 1450 they were very commonly used to colour old master prints printedin black and white, usually woodcuts. This was especially the case with playing- cards, which continued to be coloured by stencil long after most other subjects for prints were left in black and white. Stenciling back in the 2600 BC's was different. They used color from plants and flowers such as indigo (which extracts blue). Japanese Woodcut Stencils were Katsushika Hokusai (Japanese, 1760-1849) used for mass publications, as South Wind, Clearing Skies, from the series Thirty-six Views of Mt. Fuji, ca. the type didn't have to be hand- 1829-33 color woodblock print 10 1/16 x 14 7/8 in. (25.5 x 38 cm) written. The first book to be printed using stencils was the bible. Stencil Examples STENCIL PRINTMAKING –POSITIVE NEGATIVE DESIGN Name:_____________ Achievement Level 0 Level 1 Level 2 Level 3 Level 4 Criteria Thinking/Inquiry Work does Concept is Concept is slightly Concept is clear Concept is clear Concept & not meet unclear and/or unclear and/or and valid. and strong. Meaning: Stencil: assignment weak. Meaning or weak. Meaning or Meaning or ideas Meaning or ideas Positive Negative expectations ideas conveyed ideas conveyed conveyed are on conveyed are process for this are not on par are below par with student’s above expectations category of with student’s expectations for grade level. for student’s grade assessment. grade level. student’s grade level. Incomplete. level. /5 0 1 2 3-4 5 Knowledge/ Work does The completed The completed The completed The completed Understanding not meet work is largely work is slightly work is mostly work is highly Creativity and assignment unoriginal and not unoriginal and not original and original and Originality expectations creative in creative in creative in creative in for this execution. Many execution. Some execution. Few execution. No category of exemplars of exemplars of exemplars of known exemplars assessment. similar work exist. similar work exist. similar work exist. of similar work Incomplete. exist. /5 0 1 2 3-4 5 Application/ Work does The work The work The work The work Creation not meet incorporates a incorporates incorporates an incorporates a Variety: assignment limited variety of some variety of adequate variety substantial variety Shapes & Lines expectations painted shapes painted shapes of shapes and of shapes and for this and lines. and lines. lines. lines. /5 category of 5 assessment. 1 3-4 Incomplete. 0 2 Process: Incomplete. Student Student Student Student Demonstration of 0 demonstrates demonstrates demonstrates demonstrates Skill Development limited some considerable superior & Following effectiveness in effectiveness in effectiveness in effectiveness in Procedures demonstrating the demonstrating the demonstrating the demonstrating the including Clean process of process of process of process of /10 Up following following following following procedures and procedures and procedures and procedures and skill development. skill development. skill development. skill development. 5 6 - 6.5 7 - 7.5 8 - 10 Stencil Incomplete. The submitted The submitted The submitted The submitted Completion/ 0 work appears work appears work appears work appears Material Handling obviously slightly mostly complete. totally complete. & Mono Test Print incomplete. Much incomplete. Some Minimal effort No additional effort more effort could additional effort additional effort could have been have been could have been could have been included: time has /5 included: time has included: time has included and time been managed in obviously been been slightly has been an exemplary mismanaged. mismanaged. managed well. manner. Materials Materials have Materials have Materials have have been handled been handled been handled been handled with care. Superior poorly. Poor adequately. Some well. Fine finishing finishing poor finishing finishing techniques are techniques are techniques are techniques are evident. evident. evident. evident. 1 2 3-4 5 Incomplete. Detail 0 The artist has The artist has The artist has The artist has /5 included little/poor included some included exemplary detail in detail in the work. detail in the work. substantial detail the work. 2 in the work. 1 3-4 5 Communication Incomplete. Work Work Work Work Clarity & 0 demonstrates a demonstrates demonstrates demonstrates a /5 Accuracy: Positive limited degree of some degree of considerable high degree of Negative clarity and clarity and degree of clarity clarity and accuracy. accuracy. and accuracy. accuracy. 1 2 3-4 5 Reflection Answers are Answers are Answers are clear Answers are clear /2 Questions vague/incomplete. somewhat clear and complete. & exemplary. 0.5 and complete. 1.0 - 1.75 2 0.5 - 1.0 /42 A1. The Creative Process: apply the creative process to create a variety of art works, individually and/or collaboratively; A1.1 use a variety of strategies, individually and/or collaboratively, to generate ideas and to develop plans for the creation of art works (e.g., use research, synectic charts, and/or a class brainstorming session to generate a variety of creative ideas; reflect on the suitability of the ideas and choose one to serve as the basis for their plan; use notes and/or thumbnail sketches to develop their plans; revise their plans on the basis of peer- and self-assessment) A1.2 use exploration/experimentation, reflection, and revision when producing a variety of art works in each of the following areas: drawing, sculpture, painting, and printmaking (e.g., explore a variety of materials and/or techniques; reflect on the input of their peers; refine their art work on the basis of useful feedback) A1.3 document their use of the creative process in a portfolio (e.g., include thumbnail sketches of ideas and/or plans, notes on or examples of the results of experiments with different media or techniques, and copies of their preliminary and final work to show evidence of revision and artistic growth), and refer to this portfolio to reflect on how effectively they have used the creative process A2. The Elements and Principles of Design: apply elements and principles of design to create art works for the purpose of self-expression and to communicate ideas, information, and/or messages; A2.1 explore elements and principles of design, and apply them to create art works that express personal feelings and/or communicate emotions to an audience (e.g., explore the use of colour, texture, and/or space to express specific emotions) A2.2 apply elements and principles of design to create art works that communicate ideas and information A3.