Watkins 1 Seton Hill University Greensburg, PA 15601 Daily Lesson Plan for Art Education Student Teachers High

School Specific Medium: Printmaking Unit Title: Carbon “Foot-Prints” (Recycled Linoleum Relief Prints) Grade level/class: Printmaking Description: After watching a video of a speech by “planetwalker” John Francis, students will be asked to discuss their reaction to the video as well as why it is important to share Francis’s message of environmental respect and responsibility. Students will then be divided into small groups to brainstorm various environmental issues which our planet is faced with today. These matters will be discussed in depth as a class, and each student will be asked to pick a particular issue which he or she feels strongly about to research. After thoroughly researching this issue, students will then sketch and then create a series of relief prints from recycled linoleum which highlight their topics. These prints will not only focus on the chosen environmental concern, but also on artistic qualities of line and tone. After completing their series of prints students will write about how the environmental issue they chose affects not only them as individuals, but society as a whole, and why it is important to create change in that area. Behavioral Objectives/Essential Questions:  Why is it important to be respectful and responsible toward the environment?  Which environmental issues face our planet today?  What environmental issues are important to society as well as you as an individual, and how can you create a change through your art or other means?  Are you able to use the qualities of line and tone to create a successful print? Pennsylvania State Academic Standards:  9.1.8.A: Know and use the elements and principles of each art form to create works in the arts and humanities.  9.1.8.E: Communicate a unifying theme or point of view through the production of works in the arts.  9.1.8.H: Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.  9.3.8.A: Know and use the critical process of the examination of works in the arts and humanities Modifications for Individual Differences: Students’ seating within the classroom will be organized in a way that is most conducive to their individual learning needs. Students will be allowed to brainstorm ideas for the project within groups in order to help any students who are having difficulty grasping the concept of the assignment. In addition, students who lack fine motor and other skills due to handicaps will be assigned to work in groups as well so that they may assist one another with the project. Gifted students will be asked to place citations within their journal entries. Students who were absent during days of instruction will be given access to the John Francis video so that they may watch it during their own time and respond accordingly. They will be instructed to review the lesson handout and ask any questions they may have. They also be given an in class demonstration to cover anything else they may have missed.

Watkins 2 Materials and/or Equipment:  Computer and projector  Video (http://www.ted.com/talks/lang/en/john_francis_walks_the_earth.html)  Handout and grading rubric  Pencils  Markers  Recycled linoleum  Linoleum cutting tools  Brayers  Printmaking ink (black)  Printmaking paper  Drying rack Preparation: 1. Obtain necessary supplies a. Recycled linoleum 2. Obtain John Francis Walks the Earth video from Ted.com 3. Review and copy handout a. Include directions and grading rubric Lesson Sequence (activities and procedures):  Video: 1. Use the computer and projector to show the John Francis Walks the Earth video to the class  Journal response: 2. Tell students to respond to this video within their journals Questions: - Why it is important to share Francis’s message of environmental respect and responsibility? - Does Francis’s message inspire you to make changes within your own life in order to help the environment? - What environmental issues were important to Francis? What environmental issues are important to you?  Sharing activity: 3. Allow students to share and discuss their responses with the rest of the class Additional discussion questions: - How can you make changes within your own life to better the environment? - How can our school district make changes to better the environment? - How can our community make changes to better the environment? - Why is it important for us to make these changes? What difference does it make?  Group brainstorming: 4. Have students divide themselves into small groups (no more than 4 students per group) 5. Tell students to work within their groups to brainstorm a list of various environmental issues that our planet is faced with today Examples: - Climate change - Conservation

Watkins 3 - Endangered species - Energy - Environmental degradation - Land use - Overpopulation - Pollution - Resource depletion - Toxins -Waste - etc. - Discussion on various environmental issues: http://www.globalissues.org/issue/168/environmental-issues Group presentations: Have each group briefly present their list of environmental issues to the rest of the class When groups are finished presenting, have students return to their assigned seats Class reflection and discussion: Have students reflect upon and discuss the environmental issues addressed within the group presentations Questions: - Of the environmental issues discussed, which is the most important to you and why? -Which of these issues do you think is of biggest concern in our area? Why is this happening in our area? How can our community address this environmental issue to produce a better living environment? - Are there any important environmental issues that were not mentioned? - Can art help to bring awareness about environmental issues? Can you list any examples? - Environmental awareness artist group: http://www.redbubble.com/groups/environmental-awareness) Assignment: Pass out the project handout and grading rubric and explain the assignment to the class: Assignment: After researching an environmental issue which you feel strongly about, you will design and create a series of linoleum prints highlighting this concern. (We will be using recycled linoleum for this project!) Within your print, you will explore artistic elements such as variation in both line and tonality. Once you complete your series of prints, you will be asked to write a short essay related to the environmental issue which you chose to delineate. Requirements and steps: - Choose an environmental issue important to you that you would like to depict in your print and research it - Complete a minimum of 4 thumbnail sketches, and choose 1 to depict in your series - Practice the steps of creating linoleum relief prints -Create a series of environmental issue related prints - Minimum of 3 prints per series - Prints must show variation in line and tonality (At least 5 different types of lines and at least 5 different tones apparent within the print) - Prints must be technically sound (consistency, even ink application, clean margins,

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Watkins 4 etc.) - Complete environmental issue short-essay - Participate in class critique and sharing activity Room for creativity: - Choose an environmental issue important to you! - Experiment with various linoleum cutting tools, techniques, and mark-making styles - Add textures and patterns to your print  Student brainstorming and research: 10. Allow students to begin brainstorming and researching various environmental issues 11. Students who do not finish their research in class will need to complete it on their own outside of class  Sketches: 12. Once students have chosen an issue which they feel strongly about, they may begin working on their 4 thumbnail sketches for their prints, using reference tools as necessary 13. Remind students that they are required to use variation of line and tonality within their prints; also remind students that linoleum relief prints will result in an inverse image 14. As students work, discuss their sketches with them, and help them decide which sketch they will choose to work from for their assignment  Teacher demonstration: 15. Show students how to transfer their sketches on to linoleum; students may use marker to draw on to the linoleum if desired 16. Explain the various linoleum cutting tools to the class, and discuss the marks which each tool helps to make 17. Demonstrate how to safely use each tool to cut the linoleum 18. Show the students how to apply the ink to the linoleum using a brayer 19. Demonstrate to the students how to transfer their images to the printmaking paper using rubbing techniques; remind students to place their works on the drying rack when finished printing  Student practice: 20. Allow the students, as a class, to practice cutting the linoleum, applying the ink, and transferring the images onto the printmaking paper  Student creation process: 21. Supervise students while they work on cutting their linoleum and printing their series  Student clean-up: 22. At the end of each class period, have students clean their work areas by placing any materials back in their proper places in addition to placing their projects in the designated areas for their class periods  Writing assignment: 23. As students begin finishing their series of prints, have them write a short essay about the environmental issue they chose to depict and why it is important Questions: - What environmental issue did you choose to depict within your print? Explain this issue. - Why did you choose this environmental issue? How does this concern affect you as an individual? - How does this issue affect society as a whole?

Watkins 5 - What changes can be made within this area to better protect the environment? Why is it important to create change in this area?  Class critique and sharing: 24. Once students have completed both their sculptures and essays have them critique the works; make sure to address each student’s work Consider: - Overall aesthetic and design quality - Creativity (both in choice and depiction) - Variation of line - Variation of tonality - Technical qualities (consistency, even ink application, clean margins, etc.) - Impact and awareness - etc. 25. Display student works within the school in order to create awareness about environmental issues Grading Rubric:
5 It is apparent that the student chose an issue important to him or her. The student used various cutting tools, techniques, and mark-making styles. The essay response to the topic is authentic and appropriate. The student created a very aesthetically pleasing print. There is evidence of at least 5 different types of lines and at least 5 different tones within the print. Student produced a series of at least 3 consistent prints. The prints display even ink application, clean margins, etc. Class time was used wisely and the student participated in all class discussions. Much time and effort went into the planning and creation of the print. It is clear that the student work at home as well as at school. 4 It seems that the student chose an issue important to him or her. The student used some variation in cutting tools, techniques, and mark-making styles. The essay response is authentic and appropriate. The student created an aesthetically pleasing print. There is evidence of at least 4 different types of lines and at least 4 different tones within the print. Student produced a series of at least 3 prints, but they are not consistent. The prints display even ink application, clean margins, etc. Class time was used wisely. Student participated in most class discussions. Apparent time and effort went into the planning and creation of the print. Student could have put forth more effort outside of class. 3 The student may or may not have chosen an issue important to him or her. The student only used little variation in cutting tools, technique, and mark-making styles. The essay response is appropriate. The student created a somewhat aesthetically pleasing print. There is evidence of at least 3 different types of lines and at least 3 different tones within the print. The student produced a series of less than 3 prints. However, the prints are consistent and display even ink application, clean margins, etc. 2 The student did not choose an issue important to him or her. The student used next to no variation in cutting tools, technique, and mark-making styles. The essay response is not appropriate to the topic. The student did not create an aesthetically pleasing print. There is evidence of less than 3 different types of lines and less than 3 different tones within the print. The student produced a series of less than 3 prints. The prints are not consistent, nor do they display even ink application, clean margins, etc. 1 The student did not choose an environmental issue. The student used no variation in cutting tools, technique, and mark-making styles. The essay response is not appropriate to the topic. The student did not create an aesthetically pleasing print. There is no evidence at all of line and tone variation within the print. The student produced only 1 print which displays uneven ink application, messy margins, etc.

Creativity

Design

Technique

Participation and Effort

Class time was not always used wisely, but student did do some additional work at home. The student participated in some class discussions.

Class time was not used wisely and the student put no additional effort into the print at home. The student did, however, participate in some class discussions.

Class time was not used wisely and the student put no additional effort into the print. The student did not participate in any class discussions.

Total: Total:

Watkins 6 Students will be graded on the creativity of their designs, as well as the appropriateness of the environmental issues they chose to depict in their prints  Students will be graded on variation of line and tonality within their prints  Students will be graded on technical qualities of their series  Students will be graded on their effort put forth toward the project  Students will be graded on how well they explained their chosen environmental issue and concerns associated with it within their essays Student Teacher Reflection: References for this lesson:  Pdesas.org (PA State Standards)  Ted.com (John Francis Walks the Earth video)  GlobalIssues.org (Discussion on various environmental issues)  RedBubble.com (Environmental awareness artist group) 