Durer

Prints

Unit: Printmaking
5th Grade Art
45 Minute class session

INFORMATION ABOUT THE LESSON

Enduring Understanding
and/or Essential Question
How can I create a one and two-color print
that demonstrates evidence of texture
(Relating to Albrecht Durers Rhino)

National Core Art

Standards:
AnchorStandards#1,#2,#4,#8,#10,#11

Objectives:

Form and Structure

Anchor Standard #2 - Organize and develop
artistic ideas and work.

Academic Language Objectives

Context

At the conclusion of this lesson, the students

will be able to make the following statements.

Anchor Standard #11 - Relate artistic ideas

and works with societal, cultural and
historical context to deepen understanding.

1. I can identify what my animal textures

Art Production
are.
Anchor Standard #1 - Generate and
2. I can explain what a One color and two
conceptualize artistic ideas and work.
Instructional
Strategies/Learning
Time
Tasks
color print
is.
Anchor Standard #4 - Analyze, interpret, and
3. I can draw different kinds of textures.
select artistic work for presentation.
Day 1:
4. I can describe who Albrecht Durer is.
classroom,
and Perspective
ready to begin class.
Personal
5. I can tell Students
you whichenter
printthe
of Durers
we are seated
Anchor
Standard
#10 - Synthesize and relate
5min
learned about.
1. Anticipatory Set: (See Above)
knowledge and personal experiences to make
5min
6. I can use my memory to create a
2. Introducing Albrecht Durerart.
and explaining how he created his
drawing just as Albrecht
Durer did.
Content
Rhino. (Power point)
Anchor Standard #9 Apply criteria to
Art
Patterns
Within
a
PowerPoint
I
will
walk students
through a brief introduction
evaluate
artistic work
Prior
Learning/Prior
Thinking
Materials
Designs
of Albrecht Durers life and one of his famous prints. We will discuss
Foam boards
Memory
how
Albrecht Durer
- Fill out questionnaire
at beginning
of had to comprehend a short description of what a
Pencils
rhinoceros looked like from someone elses memory.
lesson (Day
1)
Computer
paper
3. Choose an animal
-InkRemind them about last years lesson
After introducing Albrecht Durer and his story about how he created
and make the connection
Brayer
his Rhino, students will have
LESSON
the opportunity
IMPLEMENTATION
to think about an
-Paper
Relate
from last years
lesson
(textures
Plates
animal that they have a lot of prior knowledge of.
30mi
& Artist) 4. In Class activity / Work time
Construction
n
Set/Elicit
Prior
Knowledge
- Anticipatory
Talk about textures
they already
know have
Paper
Once
the students
chosen an animal, they will receive a
Accommodations/Modifica
I will start out the class
with a
short questionnaire
getbrainstorm
an understanding
what
the of
Scissors
texture
worksheet
where theytowill
ideas of of
what
types
tionsNewspaper
students prior knowledge
is
with
printmaking
and
the
artist
Albrecht
Durer.
textures that their animals have. (The students will not be able to
Masking Tape
look up their animal; they will only be able to use their prior
For students with motor skill
just as Albrecht Durer did!
Focus/Purposeknowledge,
Statement
disabilities, I would make sure I have
5.
Clean
up
will be
print, focusing on the many textures of an
5min
an aid in Students
the classroom
tocreating
be able a
toone and two color
6. End
class
animal. Students
willofdo
this primarily from Closu
their memory and prior knowledge just as
Review
whathis
weprint
learned
by doing a formative assessment. Ask the
Albrecht Durer did when
making
the
reRhino.
students questions about the power point. Each line will have to
answer
a question, if they get it right, their line may line up. If they
Procedure 5-Day
Lesson
get the question wrong, the other students will get a chance to steal
and grant their row line up access.

Day
2: 4:
Day

Time

Time

Students enter the classroom, are seated and ready to begin class.
Setup The side countertop will be setup with ink stations. (all different
colors)
set out
art pencils,
shirts,
brayers,
newspaper,
paper.
Prep: Computer
paper,
texture
worksheet,
tapeconstruction
(foam)
5min
1. Introduction
to the next step: - Short review of what was completed
Set:
5min 1. Anticipatory
and
moves
onto
Review
with
thedemo.
students about Albrecht Durers Rhino and how he
5min
5min
created it by using his friends memory of what he
2. Demo: - Demonstrate how to print your animal in 2 colors.
remembered.
a. Put on an art shirt and pick out construction paper
2. Demo
b. Then
demo
how to ink up
color an
(students
Give
a short
demonstration
onthe
howfirst
to draw
animal will
and use the back
of the foam
animal
and press
down
ontoispaper)
adding
in textures.
Once
theprint
drawing
complete,
30mi
c.
Rinse
off
stamp

Repeat
on
the
next
side
(Textured
side)
explain
how
to
prep
it
for
the
next
step
(tracing).
n
press down, then rinse and dry off.
3. Work Time:
d. Placewill
print
on drying
rack. of an animal from memory, filling it in
Students
create
a drawing
30mi
with different
textures.
n
3. Work Time: - Students will use this time to ink up their stamp to print
5min 4. Clean Up:
their
image.
Students
willmaterials
take turnsaway
inking
their
image
printing
Students
will
put all their
and
wait
to beand
dismissed
Closu
their
animal.
5.
Closure:
re
5min
Before being dismissed, students will be assessed formatively.
4. will
Clean
Students will piece
use this
time towhere
put away
Students
eachup:
get- a
of paper,
theymaterials
will write and
one clean
Closu
stations.
thing they up
have
learned so far.
re
5. Closure: - Formative assessment

Day
Day
3: 5:

5min
5min
30mi
n
5min
Closu
re

2.
3.

4.
5.
6.

1. Setup: - At the beginning of class, make sure to get out row folders
Setup Set
Rowout
folders,
(Drawings).
foam hamburger
sheets and forms
tape. (3 per person), Ink (If some
5min
havent finished yet)
Short Review: - Review with the students what they have done so far by
1.aIntro/Review:
- We will see where everyone is at and decide if we need
doing
formative
assessment.
25mi
more work time before the critique.
n?
Demo: - I will give a demo on how to trace our animals onto the foam
2. Work
time: (If
needed)
paper.
Tape down
paper
on each side Trace lightly with pencil pull paper
Or
off and retrace then cut out.
30mi
3. Critique: - Students will be given 3 hamburger forms to fill out for 3
n
other
students.
Wewill
willuse
walk
around
the
classroom,
critiquing
Work
Time:
Students
this
time to
trace
their animal
onto others
a foam
leaving
the forms
piece ofwork,
paperand
andthen
then
cut them
out. with the students work. After filling out
the forms, we will review what was given to the students work and have
discussion
time. will use this time to clean up materials.
Clean
up: - Students
4. Clean- A
up:
Students
will gather
their work
and
make their way back5min
to
Closure:
type
of formative
assessment,
then
dismissal.
their seats.
Closu
re
5. Closure: - Summative assessment