Arts Impact Lesson Planning Format

ARTS IMPACT LESSON PLANNING FORMAT

Arts Discipline: Visual Art Grade 3 Title: Line with Printmaking Level: Author: Leann Christensen with Meredith Essex at Saltar’s Point Elementary School, Steilacoom, School District Enduring Understanding: Through observation and varying line quality an artist can describe the surface of a portion of an object. Examples:

Makes a drawing that appears to extend Varies line type. off the paper. Target Learnings and Assessment Criteria Target: Creates diverse line quality in one drawing. Criteria: Varies line type. Target: Describes shape and detail of object. Criteria: Records exterior and interior contours of object. Target: Creates an open composition. Criteria: Makes a drawing that appears to extend off the paper. Target: Creates a clear print. Criteria: Transfers ink evenly to paper using printing techniques. Instructional Strategies 1. (Session 1) Reviews examples of diverse line quality seen in examples of art. 2. Demonstrates observing and drawing one object using contour interior and exterior lines to define the shapes and details. Shares final product so that students will know where they are headed. Prompts: We want to be sure that we use the whole space and the concept of open composition. And we are describing the surface of a portion of an object. 3. Guides students as they make their drawing of the organic item (paper size needs to the same size of the scratch foam). Assesses whether students have met the criteria of open composition, the drawing is large enough, and that there is interior and exterior contour lines. Embedded Assessment: Teacher Checklist—Reverse Checklist 4. Helps tape down student drawings to the scratch foam. 5. Facilitates as students trace their drawings onto the scratch foam using different tools to vary the line quality. 6. Facilitates as the students remove the paper drawing and go over the transferred line using a variety of tools to create clear lines that will transfer well when printed. Embedded Assessment: Teacher Checklist—Reverse Checklist (diverse line quality on their “plates”) 7. (Session 2) Begins with a demonstration of using the brayer and printing from the “plate” created the first session.

1 8. Facilitates small groups at a printmaking station (approximately four students) as students use brayers to transfer an even layer of ink to the “plate.” Prompts: Once you have an opaque layer of ink, lay a piece of copy paper on top of the inked “plate”. Then use a clean brayer and roll over the top of the copy paper. Remove the now inked copy paper and sign your names. Embedded Assessment: Teacher Checklist

Vocabulary Resources: Classroom, Visual WA Essential Historical Art or Arts or Performing Learnings Performance Arts Materials  brayer  Ambrose Patterson,  copy paper AEL 1.1 concepts:  contour line: Monterey Cypress  pencils  contour line interior and exterior Trees  organic items:  line quality  Thomas Hart plants, branches  media Benton, Still life  scratch foam: 6x9  observation Morris Graves, Message,  paperclips  point of view Tacoma Art Museum  ballpoint pens  printmaking Scheduled Study  brayers AEL 1.2 skills and  scratch foam Visit: Tacoma Art  block printing ink – techniques:  study Museum, May 31, 2006 green, brown, and  printmaking black  Plexiglas  masking tape

2 Arts Discipline: Visual Art Grade 3 Title: Line with Printmaking Level: Author: Leann Christensen with Meredith Essex at Saltar’s Point Elementary School, Steilacoom, School District Students Line Shape and Open Printmaking Total Detail Composition Points 4 Varies line type Records Makes a Transfers ink evenly to exterior and drawing that paper using printing interior appears to techniques contours of extends off the object paper 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. Total Percentage

3 Teacher Comments Were there any students especially challenged by concepts in the lesson; what instructional strategies helped these students? Were there lesson dynamics that helped or hindered learning? What classroom management techniques supported student learning? Other comments:

Family Communication: Key Thoughts in Communication to Family: Student learned to observe an object and vary line quality to describe the surface of the object. Student transferred a drawing to a scratch foam print plate and made a print of the object’s surface.