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 .