Exploring Printmaking

Established
Goals

Students will:
- Know what
printmaking
is.

TRANSFER GOAL

Students will be able to reference Inuit

printmaking to create a wax crayon transfer print
to add to a class mosaic.

- Learn the
process of
printmaking.
- Practice the
different
techniques of
printmaking
such as,
frottage,
stenciling,
wax crayon
transfers and
stamping.
- Experience
how to use
different
printmaking
materials.
- Explore
printmaking
through Inuit
storytelling,
art and
culture to
make their

MEANING

Enduring
Understanding
s:

Essential Questions:

Students will
understand
that

Q 1 How does the artist choose

what they want to draw / print?

U1 That
particular
materials used
for printmaking
will create
different results.

U2 Inuit
printmaking
surrounds the
Inuit peoples
storytelling, art
and culture.

Students will keep considering

Q2 What other objects/material

can be used when printmaking?

Q3 How does the overall

artwork change when multiple
artworks are put together?

U3 By making
an individual
composition, it
can be added to
a class
composition of a
mosaic.

ACQUISITION OF KNOWLEDGE &

SKILLS

Students will
know

Students will be skilled at

- Stamping

own prints.

- How to be apart
of an art critique - Frottage
and respect
other artists.
- Stenciling
- That everyday
material can be
used in the
printmaking
process.

- Wax Crayon Transfers

- How to
reference
artwork to create
their own
composition.

- Using materials properly

- Using printmaking materials and

applying paint for printing. (Such as
brayers, paintbrushes, and stamps.)

- How the use of

color can
contribute to
expression within
an image.

STAGE 2 Evidence

Evaluative Criteria

Assessment Evidence

Performance is judged in
terms of

Skills

Students will need to show their

learning by: Incorporating all
learned printmaking techniques,
creating texture in the form of
practice prints, and to use what
they know about Inuit printmaking
to create a final wax crayon transfer
print to add to a class mosaic.

Participation

Transfer Task:

- Actively engaging in
center based
learning, class
discussions and
performance tasks.

- Students will show their learning by

participating in class discussion, through
center-based learning and performance
tasks.

Skills
- Stamping and
stenciling are
produced effectively.
- Texture is shown in
Frottage prints.
Wax crayon transfers
are correctly created.
Critique
- Actively participate
with their partner,
sharing their own
opinions with readymade questions.

- Students are able to incorporate found

objects to create texture in their frottage
prints.
- Students will reference Inuit artists
prints and artic animals to create their
final composition.
- Students will produce a final composition
by creating a wax crayon transfer to add
to a class mosaic.

Unit Summary
This unit has been developed for Grade 2 and is focused on the subject area of
Printmaking. The intention of this unit is to explore different Inuit artists prints in
relation to their social studies unit about the Inuit culture. English language arts will also
be incorporated to share the different Inuit myths and storytelling that surround Inuit

printmaking. Students will explore the process of Frottage, stamping, stenciling and wax
crayon transfers. They will also experiment with different printmaking materials to create
different prints. Understanding that there are multiple ways to create prints and that there
is many different everyday objects that can be used. Through the use of examples, Inuit
myths and storytelling, demonstrations and student centered base learning, students will
be able to create a final composition using the wax crayon transfer technique to create
their own individual composition to be later added to a class mosaic.
Artic Adventures; Tales from the Lives of Inuit Artists and Stones, Bones and
Stitches; storytelling through Inuit Art will be two picture book encounters for this unit.
They each tell stories and myths about the Inuit culture as well as biographies of different
Inuit artists. The two main artists encounters used in this unit are Pudlo Pudlat and
Kenojuak Ashevak. Showing these picture books that have stories, biographies and
examples of these artists work creates a connection between the Inuit people, their art and
their culture. By showing the work of Pudlo Pudlat and Kenojuak Ashevak will help give
students a reference to different Inuit prints for their final project. The book My Artic
1,2,3 will be used to show students the different animals that live up in the Artic. Using
this picture book will give students lots of different examples of different Artic animals to
be able to reference for their final composition.
Students will get lots of examples and practice with the different types of
printmaking before completing the final project. The final project encompasses what they
have learned throughout the printmaking unit. Once students have made their final
composition and all of the works have been added to a class mosaic, they will partake in a
partner critique with ready-made questions for them to answer to get them used to
participating in a critique and respecting other peoples artworks.

Unit Rationale
This unit is intended for grade 2 art. It is intended to help students understand the
importance of printmaking, the process of printmaking and the different objects/materials
the can be used in printmaking. You will also find that this unit will incorporate a variety
of instructional strategies, such as hands-on center based learning, demonstrations,
reference images and project based work periods.
Students will learn the different types of printmaking and be shown examples of
them through a PowerPoint presentation, demonstrations and independent practice. I use
a PowerPoint presentation as the only form of digital technology because the classroom
only has two computers, two iPads and the SMART Board is front and center in the
classroom, making it easy to keep students attention. Picture books and demonstrations
are used as more traditional medias. I have chosen three different picture books to use in
my unit because at a grade two level, students still love to read picture books and have

them read to them. Most of my students have equal access to technology at home and at
school therefore I do not feel like it is necessary nor does it fit in with my unit to give
them access to technology on an individual basis. There are only two computers and two
iPads in my classroom and because there is only four forms of technology that are
accessible, I have chosen to only use a PowerPoint presentation to cut out the hassle of
trying to book a laptop or iPad cart that are mainly booked by the older grades within the
school. Considering the grade level for this unit, the emphasis of content is placed heavily
on the skills and techniques of printmaking and integrates Inuit culture within the unit
and does not leave a lot of room to incorporate technology. The unit is based solely on
engaging the students in the introductory techniques of printmaking at a grade two level.
The two Inuit artist encounters used are Pudlo Pudlat and Kenojuak Ashevak.
Each of these artists represents both genders within the unit. Students will understand
printmakings relationship to the Inuit culture through the stories of Pudlo Pudlat and
Kenojuak Ashevak. All of the materials used throughout this unit are required when
printmaking, therefore all of the materials will appeal to any students depending on their
own individual opinion. My materials do not reflect any stereotypical views of
masculinity or femininity because they are needed to make prints and it is all based on the
artist on which materials they use and how they use them.
My whole unit is embedded with the Aboriginal curriculum and instructional
material. The unit is based around printmaking and the encounters used are Inuit
printmakers. This directly relates to their previously learned unit on the Inuit culture in
social studies. The materials being presented throughout this unit does not represent
stereotypical views but instead myths and stories directly from the Inuit culture are told to
the students to further their learning. I am allowing students to choose what Artic animal
they would like to portray for the final assignment, this allows our Aboriginal students to
represent their own culture if they choose to do so if the criteria fits. This also helps to
allow students with other ethnic backgrounds to be allowed to have the freedom to
express themselves the way they choose. By allowing students to choose what Artic
animal they want to choose and what colour scheme they want it allows for freedom of
expression in a very diverse classroom.
One part of the printmaking process is using everyday objects to make prints.
Since our school caters to a lower socioeconomic class, this shows our students that you
can do printmaking by using objects you already have and can be inexpensive.
Previously, my class learned about the Inuit culture and I was told they were all really
interested in their culture and their prints. I have made this unit because of the interest
level on the topic. My students should be able to relate to the Inuit culture because they
have already learned about it and through the storytelling and myths that I will be using.
My Aboriginal students should be able to connect with the storytelling and myths
surrounding the Inuit culture because they should be familiar with storytelling and myths
in their own culture. For my non-Aboriginal students they might be able to relate to the
unit through the stories because they might make connections with those stories in their
own lives. These stories about the artists are about hardships and because the students are
from a lower socio economic class, they might have to go through or have been through

hardships in their lives already. Additional help will be given to students on a need basis
because the students within my classroom have been taught to be very independent
learners and they know how to problem solve and work independently.
My students are encouraged to be engaged and critical thinkers and to
communicate throughout my unit because of the class discussions that are held every
class. They are required to think about essential questions and what the different
printmaking processes are. Doing a printmaking unit on a different culture teaches my
students to be ethical citizens and to be socially responsible and culture aware. The final
assessment piece to this unit also makes my students to be globally and environmentally
aware of the Artic environment and what animals live there. This is done through the use
of picture books and stories. Through the use of my PowerPoint presentation, my
students have to be digitally literate to be actively engaged in the lessons. Doing studentbased centers to practice printmaking techniques it teaches my students self-direction,
personal management and leadership while maintain a comfortable learning environment
where exploration is encouraged. To be able to switch from station to station and help
everyone get to work in a timely manner is important for centers to work within the
classroom environment. Students will have to problem solve, be creative, self-direction
and innovative and have an entrepreneurial sprit both in practice and to complete the final
project. They are allowed to have freedom within the constraints of the assignment to do
what they choose in terms of colour and how they portray their Artic animal.
After completion of this unit, students should feel comfortable with applying the
printmaking techniques for future artworks, using printmaking material/objects properly,
safely and effectively, and have gained an insight into the Inuit printmakers and their art.

Lesson 1 Summary
This introduction to Frottage will explain to students what the art of frottage is. A
PowerPoint presentation will be shown to students that include the definition of frottage
as well as different pictorial examples of frottage prints. Through demonstrations students
will get a sense on how to make their own frottage prints. Students will begin to
understand tone and value within compositions because of the textural objects that can be
used. Higher surfaces will create darker tones and values where as the lower surfaces will
be much lighter.
Lesson 2 Summary
Students will create their own frottage prints through a scavenger hunt activity.
Finding different textural objects and surfaces to rub on to make a textural print. A
sensory game will be used for an introduction activity to get students to think deeper
about the differences between textures. With this game it will help students to tap into
their senses to understand what objects would be good to use to make a frottage print and
which ones would not be as good to use. Each student will create eight different frottage

prints using eight different textural objects and surfaces throughout the classroom during
a scavenger hunt activity.
Lesson 3 Summary
Inthislesson,studentswillbeintroducedtostenciling,stampingandthedifferent
materialsusedinprintmaking.Firsttheywillbeshownthedefinitionsandexamples
throughaPowerPointpresentation.Nextstudentswillparticipateinakinestheticactivity
thatallowsthemtomovefromonesideoftheroomtotheother,todecideiftheimageon
theboardisstencilingorstamping.Thishelpsstudentstokeeptheirfocusbyallowing
themtogetupandmovearoundinsteadofjustsittingtherelisteningtothelesson.Italso
helpsthemtothinkcriticallyabouttheimageandthentodecidewhethertheimageisan
exampleofstencilingorstamping.Thenstudentswillbeshownhowtodoeachofthe
techniques.Thesedemonstrationsinclude;stencilingusingapaintbrushandpaint,using
atexturalobject(everydayfoundobject)totransferinkontopaperwithpainttocreatea
print,usingabrayerandamadestampusingStyrofoamplatestomakeatransferprint
andusingrubberstampstocreateprints.
Lesson4Summary
Thislessonwillbeastudentcenterbasedlesson.Therewillbefourstationsthat
willbemadearoundthefourdifferentdemonstrationsfromthepreviousclasstofurther
exploreprintmaking.Thesefourstationswillbe:stencilingusingapaintbrushandpaint,
usingatexturalobject(everydayfoundobject)totransferinkontopaperwithpaintto
createaprint,usingabrayerandamadestampusingStyrofoamplatestomakeatransfer
printandusingrubberstampstocreateprints.Aftereachcenterisexplainedtheclasswill
bedividedupinto4evengroupsanddistributedtoeachcenter.Eachgroupwillspend4
minutesateachstation,experimentingandexploringwiththedifferenttypesof
printmakingmaterialsandtechniques.Throughthesecenters,studentswilldiscoverthe
differentprintmakingtechniquesandhowtousethematerialsforprintmaking.Bythe
endofthelesson,eachstudentwillhavemadefourdifferentprints,oneateachstation.
Lesson5Summary
Waxcrayonlift/transfersareanotherformofprintmaking.Inthislesson,
studentswilldiscoverwhatwaxcrayonlift/transferprintsareandthedifference
betweentheliftandthetransfer.Studentswillalsohavetoknowwhattheprimary
coloursareandwillbemadeawareofcolour;warmvscoolcoloursandwhatmoodsand
feelingseachofthesecoloursexude.Throughademonstrationonhowtodoawax
crayonlift/transferprintstudentswillbeabletounderstandhowtodothem
independently.
Lesson6Summary

Throughoutthislessonstudentswillbeabletoexperimentwiththeuseofcolour
andhowcertaincoloursmakecompositionsfeel.Theywillbeallowedtoexploretheuse
ofpressuretofigureoutwhattypesofpressurewillcreatedifferentline,toneandvalue
withintheirprints.Eachstudentwillmaketwodifferentprints,oneusingwarmcolours
andoneusingcoolcolours.Bothprintscanbemadeusinganydrawnimagetheychoose.

Lesson7Summary
Inthislesson,studentswillusetheirnewlyacquiredknowledgeofprintmaking,
useofprintmakingmaterialsandcolourwiththeirpreviousknowledgeofInuitartto
createafinalcomposition.UsingtheencountersPudlo Pudlat and Kenojuak Ashevak,
both of whom are Inuit artists, students will be able to reference their work to make their
own Inuit print. Students can also reference the book My Artic 1,2,3 to find the different
Artic animals. From the stories and myths that will be read to them that surround the Inuit
culture and art, students will understand that they can do their own representation of an
Artic animal, because transformations, done by the Shamans, are a component of the
Inuit culture. This lesson will be used in conjunction with English language arts and
Social Studies. Students will be allowed to choose what animal they would like to portray
and what colours they use to make their wax lift / transfer prints. Both their lift and their
transfer will be apart of the final class mosaic. After the final mosaic has been completed,
students will take part in a critique of the final mosaic. Using ready-made questions,
students will answer each question and explain their answers to their partner. Partaking in
a critique at this young age will help students to be able to become more comfortable
with the process of critique and will help them learn to respect other peoples artwork.

Evaluation/Assessment Summary
In the hands-on lessons of the unit, students will practice their skills on making
different types of prints that are taught each lesson. Throughout the unit, students will be
assessed on their practice prints of the different printmaking techniques. These will all
lead up to the final performance task of the unit.
The final performance task for this unit will assess the students on their
printmaking techniques of wax crayon lift / transfers in reference to Inuit printmaking
and Artic animals. The students will be able to choose what Artic animal they choose to
portray and how they want to portray that animal. They will choose their colour scheme
according to what mood they are trying to represent in their final composition. Each of
these decisions for the students will allow them to express themselves individually and
allows for freedom of choice based on their individual interests. In the final composition,
students will need to create a wax crayon lift and transfer representing the colour scheme

and Artic animal they want. Both the lift and the transfer will then be put with the other
individual prints made by everyone else in the class to make a final mosaic. This whole
mosaic will represent Inuit culture, animals and printmaking as well as demonstrating an
understanding of printmaking, colour, line, value and tone.

* These lessons will be in conjunction with social studies and English language arts.
Some of the picture books might be read during these periods instead of taking up the art
periods, but I have included them in the units lessons.

Name: Caitlyn Kasprick

Grade/Subject: Art/ Grade 2
Unit: Printmaking

Lesson 1: Introduction to Frottage

Date:

Class Length: 30 minutes

GLO: Component 6: Students will show different objects and forms surface qualities.
Component 10 (iii): Students will explore the direct methods of printmaking by using
techniques and media.
SLO: Concept A: Through rubbings or markings, texture can be captured.
Concept C: Student will explore frottage (texture rubbings)
Learning Objectives: Students will:

1) Understand how to make frottage prints through demonstration.

2)

Understand that different surfaces will create different prints.

Assessment Methods:
1. Students are actively engaging in class discussion.
2. Students are actively listening and watching demonstrations on how to do the
process of frottage.

Materials:

SMART Board

PowerPoint

Paper

Pencil or graphite

Textural object

Vocabulary:

Texture - senses, quality

Medium

Materials - Ready-made objects, found objects, created objects, organic objects

Tone light, dark

Frottage

Rubbing

Value

Introduction: (5 minutes)
Create a class discussion based on these questions:

Does anybody know what Frottage is? (Wait for answers, depending on answers
move on to the next question)

Does anyone know what texture rubbing is?

Body: (Based on the answers to the questions in the introduction, will help to know what
needs to be addressed more thoroughly)

Activity #1: (2 minutes)

Introduction to Frottage / Rubbing. Using a PowerPoint slideshow, explain what
Frottage / Rubbing is.

Activity #2: (10 minutes)

Takeapolltoseehowmanyhavedonetheplasticplatecrayonrubbingsasa
child.(Showapictureofanexampleoftheseplates)Howmanyofyouhaveused
theseplasticplatestodocrayonrubbings?Handsup.

Thenshowdifferentpicturesoffrottageprints.

Explainthateachdifferentobjectwillcreateadifferentprintbecauseofthe
differenttexture.Justliketheplateshavedifferentimagesonthem,sotheywill
createdifferentprints.

Activity#3:(7minutes)
Demonstratehowtomakeafrottageprintusingdifferenttexturalobjects.

Usethecinderblocksonthewalltocreateafrottageprintandthenpass
theprintaround.

Useatexturalobjecttocreateadifferentfrottageprintandthenpassthe
printaround.

Oncetheprintshavebeenpassedaround:

Askwhysomepartsoftheprintaredarkerandotherpartsoftheprintare
lighter?

Explainwhythisis,becausethepartsthataredarkerarehigheronthe
surfacethenthepartsthatarelighter,makingthoselinesdarkerinvalue.

Closure: (6 minutes)
By showing me a thumb up, thumbs down, or thumbs to the side,
show me if you understand what frottage is?
Can someone point out what would not be a good object to use
to make a frottage print?
Next class, we are going to do a scavenger hunt to create your
own frottage prints.

Name: Caitlyn Kasprick

Grade/Subject: Art/ Grade 2
Unit: Printmaking

Lesson 2: Frottage Scavenger Hunt

Date:

Class Length: 30 minutes

GLO: Component 6: Students will show different objects and forms surface qualities.
Component 10 (iii): Students will explore the direct methods of printmaking by using
techniques and media.
SLO: Concept A: Through rubbings or markings, texture can be captured.
Concept C: Student will explore frottage (texture rubbings)
Learning Objectives: Students will:
1) Create their own frottage prints by using found objects within the
classroom.
2)

Demonstrate the understanding that different textural surfaces / objects

will create different prints.

Assessment Methods:
1. Students are actively participating in class discussion.
2. Students are independently working on their frottage prints.
3. Students are actively thinking about what surfaces and objects will create different
prints.

Materials:

Paper

Pencil or graphite

Textural objects or surfaces

Vocabulary:

Texture - senses, quality

Medium

Materials - Ready-made objects, found objects, created objects, organic objects

Tone light, dark

Frottage

Rubbing

Value

Introduction: (7 minutes)
Sensory Game:
Placing different objects in opaque bags, ask students to stick their hand in the bag and
feel the object. Using their sense of touch, describe the object. (This will help students to
further explore texture using their senses.)
Have students answer questions on ready-made sheets to explain what they are feeling in
each bag.

Question Sheets for Sensory Game:

Circle a word for each object that you feel.

Object #1: Is it?

Smooth surface

or

Roughsurface

Hard

or

Soft

Are the edges:

Jagged

Soft

Round

It does not have any.

What do you think it is? _______________________________________________

Object #2: Is it?

Smooth surface

or

Are the edges:

Jagged

Roughsurface

Soft

Hard

Round

or

Soft

It does not have any.

What do you think it is? _______________________________________________

Object #3: Is it?

Smooth surface

or

Are the edges:

Jagged

Roughsurface

Soft

Hard

Round

or

Soft

It does not have any.

What do you think it is? _______________________________________________

Body:

Activity #1: (3 minutes)

Go through each of the bags that had the textural objects in them. Before taking
the object out, ask the students which word they circled to describe what they felt
by taking a poll of hands.

Show the objects so the students can make a connection between the object and
what they felt without seeing the object.

Explain that these are kinds of textural objects that they should be looking for, for
their activity today.

Activity #2: (2 minutes)

Hand each of the students a pack of 8 small sheets.
Ask each of the students to write their names on the back of
each sheet of paper.
Explain that they are going to find 8 different textural objects
within the classroom to do a frottage print.
They will use one object for each sheet.
Demonstrate visually so students can understand better.
Tell them they have 15 minutes to complete the activity.
Once they are done they are to hand in their prints to me and
gather on the carpet.
Activity #3: (15 minutes)
Have students go on a scavenger hunt to make their 8 different
prints.
o Monitor noise level
o Help any students who may need help finding different
textural surfaces or objects.
Conclusion: (3 minutes)
Clean up all materials used and make sure you have handed in
your prints.
Once all of the students have handed in their prints and gathered
on the carpet thank them all for their participation.
Next class we will be exploring some different printmaking
techniques such as stenciling and stamping.

Name: Caitlyn Kasprick

Grade/Subject: Art/ Grade 2
Unit: Printmaking
Stenciling

Lesson 3: Introduction to Stamping and

Date:

Class Length: 30 minutes

GLO: Component 10 (iii): Students will explore the direct methods of printmaking by
using techniques and media.
SLO: Concept C: Students will explore different printmaking materials and use found
objects to create stamping and stenciling prints.
Learning Objectives: Students will:
1) Understand how to make stamping and stenciling prints through
demonstrations.
2)

Understand that found objects will create different transfer prints.

3)

Explore the different materials used for printmaking.

Assessment Methods:
1. Students are actively engaging in class discussion.
2. Students are actively listening and watching demonstrations on how to make
stenciling and stamping prints.
3. Students are participating in the stencil or stamp game.
4. Students are actively listening and watching demonstrations on how to use
printmaking materials properly.

Materials:

SMART Board

PowerPoint

Stencils (and or objects for stenciling)

Stamps (and or objects for stamping)

Brayers

Paintbrush

Paints / ink

Paper

Styrofoam plates

Pens

Vocabulary:

Medium

Materials - Ready-made objects, found objects, created objects, organic objects

Tone light, dark

Colour

Stamping

Stenciling

Transfer print

Introduction: (5 minutes)
Create a class discussion based on these questions:

Who has used stencils before?

Has anyone used stamps before?

Did you ever think that it is a form of printmaking?

Body: (Based on the answers to the questions in the introduction, will help to know what
needs to be addressed more thoroughly)

Activity #1: (5 minutes)

Introduce stamping and stenciling. Using a PowerPoint slideshow to explain the
definition of stamping and stenciling and to show an example of each.

Activity #2: (7 minutes)

Guessifitisstampingorstenciling.

Usingpictureexamplesofeachtypeofprintmakingshowanexampleandask
studentstogotoonesideoftheroomiftheythinkitisstencilingandgotothe
othersideoftheroomiftheythinkitisstamping.

Showtheanswersonthenextslideandthenrepeat.

Activity#3:(10minutes)
Demonstratehowtomakestampingandstencilingprints.

Usingeverydayobjectstocreateatransferprint(stamping)fromthe
surfaceoftheobjecttothepaperusingpaintorink.

Userubberstampstoshowanexampleofadifferentwaytomakeastamp
print.

Usestencilswithapaintbrushforanexampleofstenciling.

MakeadrawingonaStyrofoamplateusingaballpointpen.Usethe
brayerandinktomakeatransferinkstampprint.

Hanguptheprintonceyouaredonesoitcandry.

Doagallerywalkofeachdemonstratedprint.

Closure: (3 minutes)
By showing me a thumb up, thumbs down, or thumbs to the side, show
me if you think you can do these prints tomorrow?
Next class, I am going to set up centers for each of you to try the
different types of printmaking that I showed you today.

Name: Caitlyn Kasprick

Grade/Subject: Art/ Grade 2
Unit: Printmaking

Lesson 4: Printmaking Centers

(this lesson may take up 2 classes)

Date:

Class Length: 30 minutes

GLO: Component 10 (iii): Students will explore the direct methods of printmaking by
using techniques and media.
SLO: Concept C: Students will explore different printmaking materials and use found
objects to create stamping and stenciling prints.
Learning Objectives: Students will:
1) Create their own stamping and stenciling prints through student center
based learning.
2) Understand that found objects will create different transfer prints.
3) Explore the different materials used for printmaking.

Assessment Methods:
1. Students are actively participating in class discussion.
2. Students are independently working at their centers.
3. Students are actively thinking about what objects will create different transfer
prints.
4. Students are working with required materials correctly to produce results.

Materials:

Stencils (and or objects for stenciling)

Stamps (and or objects for stamping)

Brayers

Paintbrush

Paints / ink

Paper

Styrofoam plates

Pens

Vocabulary:

Medium

Materials - Ready-made objects, found objects, created objects, organic objects

Tone light, dark

Colour

Stamping

Stenciling

Transfer print

Introduction: (7 minutes)

Explain that todays class will be a center-based class.

At each center there will be a different materials to do a different type of print.

Everyone will get to go to each station. Introduce each of the 4 centers

individually.

Have students follow you to each station and demonstrate what to do at the
station.

Body:

Activity #1, 2 & 3: (16 minutes)

Split students up into 4 equal groups for each station.

Each station will have enough supplies to accommodate multiple students at each
station.

Allow students to work in centers for the remaining of the period.

Switching stations every 4 minutes, switching 4 times.

Students will be required to make at least one print at each station, so a total of 4
prints.

- Station One: stencilingusingapaintbrushandpaint

StationTwo:usingatexturalobject(everydayfoundobject)totransferinkontopaper
withpainttocreateaprint
StationThree:usingabrayerandamadestampwithusingStyrofoamplatestomakea
transferprint
StationFour:usingrubberstampstocreateprints

Conclusion: (5 minutes)

Ask the students to write their name on the back of each print that they made and
hand them in.

Clean up all materials and centers and put the classroom back to the way it was.
Thank the class for their cooperation and participation.

Ask some students to share what their favourite station was if time allows.

Name: Caitlyn Kasprick

Grade/Subject: Art/ Grade 2
Unit: Printmaking

Lesson 5: Introduction to Wax Crayon Transfers

Date:

Class Length: 30 minutes

GLO: Component 6: Students will show different objects and forms surface qualities.
Component 10 (i): Students will express a message or feeling through art.
Component 10 (iii): Students will explore the direct methods of printmaking by using
techniques and media.
SLO: Concept A: Through rubbings or markings, texture can be captured.
Concept C: Visually feelings and moods can be represented.
Concept C: Students will make prints by exploring how to make wax crayon transfers or
lifts.
Learning Objectives: Students will:
1) Understand how to make wax crayon transfers / lifts through
demonstrations.
2) Understand how colour affects the overall composition.
3) Understand that different pressures will create different tones, values and
line in the print.

Assessment Methods:
1) Students are actively engaging in class discussion.
2)

Students actively listening and watching demonstrations on how to make

wax crayon transfers / lifts.

Materials:

SMART Board

PowerPoint

Crayons

Pencils or pens

Paper

Vocabulary:

Medium

Materials - Ready-made objects, found objects, created objects, organic objects

Tone light, dark

Value

Line

Expression

Colour

Lift prints

Transfer print

Pressure

Composition

Mood

Primary colour

Warm colours

Cool colours

Introduction: (5 minutes)
Create a class discussion based on these questions:

Has anyone heard of a wax crayon lift print?

What about a wax crayon transfer print?

Body: (Based on the answers to the questions in the introduction, will help to know what
needs to be addressed more thoroughly)

Activity #1: (5 minutes)

Introduce wax crayon lifts and transfers prints. Using a PowerPoint slideshow to show an
example of what the overall idea is.

Activity #2: (7 minutes)

Explainthedifferencebetweenaliftandatransferusingthedefinitionsand
showingpictureexamples.

Talkaboutcolour.(WarmcoloursvscoolcoloursPrimarycolours)

Activity#3:(10minutes)

Demonstratehowtomakewaxcrayonliftandtransferprints.

Maketwodifferentprints.

Oneusingwarmcolours

Oneusingcoolcolours

Afterbothprintshavebeenmade,againshowthedifferencebetweentheliftand
thetransferofeachprint.

Askstudentswhatfeelingthewarmcolourprintgives.

Thenaskstudentswhatfeelingthecoolcolourprintgives.

Makethemawareofthefeelingthattheywanttoportrayintheirownprintsand
thateverydecisiontheymakeaffectsthis.

Closure: (3 minutes)
Next class, we are going to practice making these wax crayon lifts and
transfers. You will be able to experiment with different colours and
images to figure out what you will want to make. This will prepare for
you final project.

Name: Caitlyn Kasprick

Grade/Subject: Art/ Grade 2
Unit: Printmaking

Lesson 6: Practice Creating Wax Crayon Transfers

Date:

Class Length: 30 minutes

GLO: Component 6: Students will show different objects and forms surface qualities.
Component 10 (i): Students will express a message or feeling through art.
Component 10 (iii): Students will explore the direct methods of printmaking by using
techniques and media.

SLO: Concept A: Through rubbings or markings, texture can be captured.

Concept C: Visually feelings and moods can be represented.
Concept C: Students will make prints by exploring how to make wax crayon transfers or
lifts.
Learning Objectives: Students will:
1) Create their own wax crayon transfer / lift prints.
2) Experiment with different colours and how it affects the composition.
3) Explore how different pressure will create different tones, value and lines in the
prints.

Assessment Methods:
1. Students are actively participating in class discussion.
2. Students are independently working on their wax crayon transfer / lift prints.
3. Students are experimenting and actively thinking about what colours will affect
the overall composition.

Materials:

Crayons

Pencils or pens

Paper

Vocabulary:

Medium

Materials - Ready-made objects, found objects, created objects, organic objects

Tone light, dark

Value

Line

Expression

Colour

Lift prints

Transfer print

Pressure

Composition

Mood

Primary colour

Warm colours

Cool colours

Introduction: (4 minutes)
Review what a lift is.

When talking about wax crayon transfer / lift prints what part of the print is the
lift print?

Review what a transfer is.

When talking about wax crayon transfer / lift prints what part of the print is the
transfer print?

Review colour.

What are the primary colours?

What is considered cool colours?

What is considered warm colours?

Body:

Activity #1: (4 minutes)

Explain the activity of practicing wax crayon lifts and transfers.

Everyone will be practicing how to make wax crayon lift and transfer prints like I
demonstrated last class.

Everyone will make two different prints.

One using warm colours and the other using cool colours

You can choose any image you want to make your wax crayon lift and transfer
prints.

Each of you will get 2 sheets of paper to make your prints on.

When you are finished, please put your name on the back of them and hand them
in.

Activity #2: (10 minutes)

Make their cool colour wax crayon lift and transfer prints.
(If they start with the warm colour print then activity #3 will be their cool colour print)

Activity #3: (10 minutes)

Make their warm colour wax crayon lift and transfer prints.
(If they start with the warm colour print then activity #3 will be their cool colour print)

Conclusion: (2 minutes)

Lets clean up all of the materials, and make sure you hand in your prints to me.

Next class we will be working on our final project in our printmaking unit.

Name: Caitlyn Kasprick

Grade/Subject: Art/ Grade 2
Unit: Printmaking

Lesson 7: Final Project

(This lesson will take a minimum of 3 classes
if not more to complete.)

Date:

Class Length: 30 minutes

GLO: Component 6: Students will show different objects and forms surface qualities.
Component 10 (i): Students will express a message or feeling through art.
Component 10 (iii): Students will explore the direct methods of printmaking by using
techniques and media.
SLO: Concept A: Through rubbings or markings, texture can be captured.
Concept C: Visually feelings and moods can be represented.
Concept C: Students will make prints by exploring how to make wax crayon transfers or
lifts.
Learning Objectives: Students will:
1) Create a final composition using the wax crayon lift / transfer printmaking
technique.

2) Reference Pudlo Pudlat and Kenojuak Ashevak artwork as a reference to Inuit

printmaking.
3) Reference My Artic 1,2,3 to reference different Artic animals that live where
the Inuit people live.

Assessment Methods:
1. Students are actively working on their final composition.
2. Students will participate in a final critique once all final projects are complete.

Materials:

Crayons

Pencils or pens

Paper

Vocabulary:

Medium

Materials - Ready-made objects, found objects, created objects, organic objects

Tone light, dark

Value

Line

Expression

Colour

Lift prints

Transfer print

Pressure

Composition

Mood

Primary colour

Warm colours

Cool colours

Inuit printmaking

Artic animals

Shaman

Transformation

Introduction: (4 minutes)

Read My Artic 1,2,3

This book will help the students reference different animals that live in the Artic.

Body:

Activity #1: (10 minutes)

Show Pudlo Pudlat prints and share his biography and story. In the book Artic
Adventure; Tales from the Lives of Inuit Artists.

Show Kenojuak Ashevak and share her biography and story. In the book Stones,
Bones and Stitches; Storytelling Through Inuit Art and Artic Adventure; Tales
from the Lives of Inuit Artists.

Activity #2: (10 minutes)

Explain the final project.

All students will create a final composition of their choice while referencing Inuit
printmaking.

All prints will be an Artic animal of their choice or a rendition of an Artic animal.

Like the Inuit prints we have seen they do not need to be realistic and they can
show transformation or tell a story.

The prints can be any colour that they choose.

It will be a full page of computer paper (8.5 x 11)

Both their lift and their transfer will be included in the final project.

Once everyone has completed their prints we will put all of the prints into a class
mosaic.

Allow for time to start on their prints if there is time.

Activity #3: (10 minutes)

Once the mosaic has been created students will participate in a partner critique.

With ready-made questions, students will answer questions with their partners
about the final composition of the mosaic.

Ready-made questions for the partner critique.

1. How do people represent the Inuit culture and Artic animals differently?

________________________________________________________________________

________________________________________________________________________

2. What do you like about the mosaic as a whole?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. Is there something about the mosaic you wish you could change? Why?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. What emotion / mood do you feel when looking at the mosaic?

________________________________________________________________________

________________________________________________________________________

Conclusion: (2 minutes)
Have a class discussion:

About what they liked best about the printmaking unit.

Which techniques did they like the most? (Frottage, stamping, stenciling,
wax crayon transfer prints)

About other critique questions that can be discussed with the whole group.

Conclude the unit by thanking them, for their participation throughout the unit and that
you are really impressed with the way the mosaic turned out.

Critique Questions

1. How do people represent the Inuit culture and Artic animals differently?
2. How do the different colors chosen contribute to the artworks mood?
3. Looking at the final mosaic as a whole, how does it make you feel? What emotion
does the mosaic show?
4. What do you like about the mosaic as a whole?
5. Is there something about the mosaic you wish you could change? Why?
6. Is there anything that the mosaic reminds you of?
7. Which colours work the best in the mosaic? Why?

This rubric will be used for all of the assignments because the outcomes do not change
from assignment to assignment. The rubric will be used for all of the assignments:
Frottage Scavenger Hunt, Student Center Prints and Warm and Cool Wax Crayon
Transfer Prints. It will just be modified for the assignment being marked.

This is the rubric for final project. The small print under the level criteria headings will
change based on what assignment is being marked.

Level
Criteria

Excellen
t

Proficien
t

Adequat
e

Limited
*

Insuffici
ent /
Blank *

Creativity
(x2)

- The choice
of colour and
how colour is
used.
-The Artic
animal
chosen and
how the Artic
animal is
portrayed.

Understan
ding of
Unit
Content
(x2)
- The final
wax crayon
lift / transfer
was done
procedurally
correct and
represents
Inuit culture.

Requireme
nts
Completed

- Does the
student
represent the
Inuit culture?
- Has the
student made
a successful
wax crayon
lift and
transfer to
add to the
class mosaic?

Use of
Materials
and Tools
-How the

crayons are
used?
-What is used
to make the
lift?
-What is used
to make the
transfer?

The
student
demonstra
tes an
insightful
use of
materials
to show
their own
personal
creativene
ss
throughout
their
compositio
n.

The student
demonstrat
es a
meaningfu
l use of
materials to
show some
of their own
personal
creativenes
s
throughout
their
compositio
n.

The student
demonstrat
es an
appropriat
e use of
materials to
show a
minimal
amount of
their own
personal
creativenes
s
throughout
their
compositio
n.

The student
demonstrat
es a
superficial
use of
materials to
show hardly
any of their
own
personal
creativenes
s
throughout
their
compositio
n.

No score is
awarded
because there
is insufficient
evidence of
student
performance
based on the
requirements
of the
assessment
task.

The student
displays an
in-depth
understandi
ng of the
unit
content
through
their
artwork.

The student
displays a
substantia
l
understandi
ng of the
unit
content
through
their
artwork.

The student
displays a
basic
understandi
ng of the
unit
content
through
their
artwork.

The student
displays an
inaccurate
understandi
ng of the
unit
content
through
their
artwork.

No score is
awarded
because there
is insufficient
evidence of
student
performance
based on the
requirements
of the
assessment
task.

The student
significant
ly exceeds
the
minimum
requiremen
ts needed
to complete
the
assessment
task.

The student
specificall
y meets
the
minimum
requiremen
ts needed
to complete
the
assessment
task.

The student
simply
meets the
minimum
requiremen
ts needed
to complete
the
assessment
task.

The student
does not
(incomplet
e) meet all
of the
minimum
requiremen
ts needed
to complete
the
assessment
task.

No score is
awarded
because there
is insufficient
evidence of
student
performance
based on the
requirements
of the
assessment
task.

The student
uses the
materials
and tools
purposefu
lly and
skillfully
to complete
the
assessment
task.

The student
uses the
materials
and tools
effectively
and
logically to
complete
the
assessment
task.

The student
uses the
materials
and tools
appropriat
ely and in
a
simplistic
way to
complete
the
assessment

The student
uses the
materials
and tools in
an
undevelop
ed and
questiona
ble way to
complete
the
assessment

No score is
awarded
because there
is insufficient
evidence of
student
performance
based on the
requirements
of the
assessment
task.

task.

task.