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Greenwich Visual Arts Objectives Printmaking High School Media Greenwich Visual Arts Objectives Printmaking High School Media, Techniques and Processes Monoprint 1. Recognizes that the term monotype implies the process of making one unique Print (*1a, 1c, 1d) 2. Uses the Mylar base to make additional generations of each print (*1a, 1c, 1d) 3. Identifies the variety of materials appropriate for creating a monotype (*2a, 2b) 4. Uses water-based inks in such a fashion as to prevent drying (*1a) 5. Uses masking agents to leave unprinted areas (*1a) 6. Understands how to draw into the ink before printing to create a variety of effects (*1a, 1b) 7. Identifies the essential elements of the printing press (*1a, 1b) 8. Recognizes that the printing press can be adjusted to vary the pressure on the paper to vary the darkness or lightness of the image (*1a, 1b) Relief Printing 1. Recognizes the unique properties of relief printing and how the image can be created in layers (*1c) 2. Identifies the essential elements of a relief plate (*1a, 1b, 1c) 3. Understands that a printing plate can consist of metal plates, cast blocks of plaster, wood, polystyrene foam boards, found objects, linoleum or acetate (*1a, 1b) 4. Demonstrates the ability to use a linoleum block (*1c, 1d) 5. Uses linoleum tools safely (*1b, 1c) 6. Previsualizes and separates an image into various layers while knowing that color is applied to each layer sequentially to create the whole (*1d) Greenwich Visual Arts Objectives *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright©2004 Greenwich Public Schools Policy Studies in Education High School 7. Proceeds laying down an initial color registered to a piece of printmaking paper for the purpose of creating an edition of repeatable finished prints (*1c, 1d) 8. Recognizes that any type of original drawing, sketch or photograph can be transferred to the relief block using a carbon process (*2a, 2c) 9. Maneuvers a variety of elements in the design to express a concept (*3a, 3b) 10. Experiments with opaque versus transparent inks which will create a variety of effects (*2c) 11. Knows how to create a stencil to block certain areas creating positive and negative space (*1a, 1b, 2a) 12. Distinguishes between positive and negative shapes in the understanding of the printing processes (*1a, 1b) 13. Uses water-based inks with the efficiency necessary to prevent premature drying during the printing process (*1a, 1b, 1c) 14. Understands that the water-base quality of the inks will cause lightweight papers to buckle (*1a, 1c) 15. Applies an even distribution of ink on the plate to achieve an uniform surface covering (*1a, 1c) 16. Additionally experiments with different ink applications to allow for color and textural variations (*1a, 1b) 17. Recognizes the importance of registering printing paper (*1a, 1b) Elements and Principles 1. Understands the vocabulary of the elements and principles of art including space, shape, form, pattern, texture, contrast, movement, and composition (*1a, 1c, 2a) 2. Discusses the concept of using processes that will make multiples (*1c, 2b) 3. Incorporates multiple shapes to create movement through repetition (*1c, 2b) 4. Uses a variety of tools to create texture in the ink (*2a) Greenwich Visual Arts Objectives *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright©2004 Greenwich Public Schools Policy Studies in Education High School 5. Executes a monotype using areas of light and dark to create tonal values (*1a, 1b, 1c, 1d) 6. Recognizes that a print is a 2-dimensional representation of a 3-dimensional scene as created using ink on paper (*2c) 7. Applies and discusses the print quality based on lightness & darkness, contrast and sharpness (*1d, 2b, 2e) 8. Discusses how to create depth by choosing the appropriate relationship between foreground, middle ground and background (*2a) 9. Discusses the conceptual qualities of shape and how it relates to composition (*1b, 2d) 10. Applies color theory including primary, secondary and tertiary colors (*2a) 11. Demonstrates an understanding of composition while simultaneously understanding that “rules” are only guidelines and should not be used to inhibit creativity (*1c) 12. Uses visual cropping to remove unwanted elements from the composition (*1d) 13. Recognizes visual texture and pattern as an element that can add visual interest to a print (*1b) Content 1. Understands the importance of different viewpoints (*3a) 2. Uses the printmaking process to develop an individual voice (*3a) 3. Explores contemporary cultural, political, personal and social issues as generators of subject matter (*3b) 4. Uses technical concepts as idea generators (*3a) 5. Understands the photographic concept referred to as “moment” and it’s importance in deciding when to take the picture (*3a) Greenwich Visual Arts Objectives Printmaking High School *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright©2004 Greenwich Public Schools Policy Studies in Education History and Cultures 1. Analyzes M.C. Escher and his effect on contemporary printing (*4a) 2. Analyzes the work of Robert Rauchenberg and his use of mixed media (*4a) 3. Examines the work of Albrecht Durrer in the analysis of line quality and how to make prints register tonal values (*4a) 4. Makes use of the work of Edward Hopper in the analysis of use of translating a drawing to a print (*4c) 5. Presents a history of the printing medium beginning with the Japanese method called ukiyo-e, a woodblock technique (*4a) Evaluation 1. Judges the quality of a print by describing and evaluating it on specific art elements and design principles (*5a, 5b) 2. Participates in the group critique process in order to learn from others (*5a) 3. Recognizes that every print brings a unique viewpoint and that there are many “right ways” to do things (*5a, 5d) 4. Uses the evaluative process to establish individual validity of vision (*5c, 5d) 5. Uses the understanding of the techniques of others, not to imitate, but to understand how they achieved their results (*5b, 5d) 6. Evaluates his or her own artwork based upon techniques and principles learned in class (*5c) 7. Discusses ways to improve his or her prints based upon visual arts standards and technical standards supplied by the teacher (*5d) 8. Completes a written evaluation that requires the use of appropriate vocabulary, technical knowledge, and process sequencing (*5a) Connections 1. Discusses how current events might influence the making of a silkscreen print (*6b) 2. Discusses the creative processes that were likely used by Pablo Picasso, Andy Warhol and Robert Rauchenberg (*3c, 4d, 5e) Greenwich Visual Arts Objectives Printmaking High School *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright©2004 Greenwich Public Schools Policy Studies in Education and in relationship to post-secondary career opportunities. (e.g., Advertising, Illustration, Design and the making of Iron Maiden tee shirts to be sold at concerts) (*6b) 4. Uses the image combined with the printed word to communicate an expressive concept (*6a, 6b) 5. Recognizes the inherent benefit of being able to utilize various media to create unique textural results (*6b) Aesthetic Appreciation 1. Believes that it is important to give his or her best effort in order to create artwork (*5d) 2. Wants to improve his or her technical skill in the arts (*5d) 3. Enjoys experimenting with new art techniques (*5d) 4. Enjoys reading art criticism and art history (*5a) 5. Appreciates the influence that one artist can have on another (*6b) 6. Appreciates the great range of works that are considered to be art and the incorporation of aesthetics into everyday life (*6a, 6b) 7. Varies the creative process used by artists in many fields (*6b) 8. Appreciates that art is an integral part of the human experience for all peoples (*2a) 9. Appreciates the enrichment that art brings to his or her own life experience (*3b) *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright©2004 Greenwich Public Schools Policy Studies in Education .
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