Name: Graeme Garland

Lesson Plan
Lesson Title: The Beginning of Print Making and mass-produced art Grade: 11 Date: April 2019

Subject: The Arts Strand: Visual Arts Location: Arts Classroom Time: (number of classes): 2 75 min classes

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

Students will come in discuss the question on the board in small groups. Then as a class we will be talking about
printmaking and Albrecht Durer, and how printmaking ended up pushing the movement of mass-producing works of
art in society. Then students will be summing up everything learned today in an exit ticket.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
A1. The Creative Process: apply the creative process to create a variety of art works, individually and/or
collaboratively;
A2. The Elements and Principles of Design: apply the elements and principles of design to create art works for the
purpose of self-expression and to communicate ideas, information, and/or messages;
A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and emerging
technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works
and the works of others.
B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining,
interpreting, evaluating, and reflecting on various art works;
B2. Art, Society, and Values: demonstrate an understanding of how art works reflect the society in which they were
created, and of how they can affect both social and personal values;
C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements,
principles, and other components related to visual arts;
C2. Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation
of visual art works;
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
A1.2 apply the appropriate stages of the creative process to produce and revise two- and threedimensional art works
using a variety of traditional and contemporary media
A2.1 explore how elements and principles of design can be used to convey emotion and enhance personal expression,
and use a combination of these elements and principles to create two- and three-dimensional art works that express
personal feelings and communicate specific emotions to an audience
A2.2 apply elements and principles of design as well as art-making conventions to create art works that comment
and/or communicate their personal perspective on issues related to social justice or the environment
A3.1 explore and experiment with media, including alternative media, and current technologies, and use them to
create a variety of art works
A3.2 explore a range of traditional and current materials, technologies, techniques, and tools used by visual artists,
and adapt and apply them to create original art works
B1.1 analyse their initial response to art works
B1.3 explain, with reference to particular works, both historical and contemporary, how knowledge of an art work’s
cultural and historical context, achieved through research, has clarified and enriched their understanding of the work’s
intent and meaning
B2.1 analyse the function and social impact of different kinds of art works in both past and present societies
C1.1 demonstrate an understanding of the elements and principles of design, and use terminology related to these
elements and principles correctly and appropriately when creating or analysing art works
C1.2 explain terminology related to a variety of techniques, materials, and tools, and use this terminology correctly
and appropriately when creating, analysing, and/or presenting art works
C2.1 demonstrate an understanding of a wide variety of techniques that artists use to achieve a range of specific

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 effects
C2.2 demonstrate an understanding of a variety of conventions used in visual arts, and explain how they are used in
different types of art works
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

 The early stages of printmaking
 Who Albrecht Durer is and why he is important
 What relief printmaking is
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: describe the early stages of printmaking

I can: describe who Albrecht Durer and his importance
I can: describe how to do relief printmaking
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Performance Exit Ticket Observation

Assessment As Learning
Assessment Of Learning
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Grade 9 & 10 Visual Art
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

Attending to all learners, with audio, visual, written, kinesthetic.

Assessments and accommodations will be assessed on a student by student basis some examples include:
A repetition of instructions/ personalized instruction
Use of visuals
One on one help, and guidance towards an idea/ getting them on task
Chunking of information

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Linoleum
Printmaking
Ink rolling
Relief Printmaking
Brayer
Matrix
Albrecht Durer

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Northern Renaissance
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
 Smart Board
 Computer
 Projector
 Linoleum
 Carving tool
Learning Environment (grouping; transitions; physical set up)

Cross Curricular Links

Shop type classes

Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 0mins – 10mins (Indicate time breakdown of instructional elements)

Students will be discussing in groups the questions on

How could you use wood/Linoleum/Ink rolling to the board.
develop pieces of mark?

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 11mins – 59mins (Indicate time breakdown of instructional elements)

Today we are going to talk about Albrecht Durer, and Students will listen, and watch the presentations and
printmaking talk about the different art.

To start it all off we will be looking at the northern

renaissance.

Slide 1:
Combined Italian Renaissance theories and Gothic
ideals.
Northern Renaissance artists looked to nature and the
world around them for subject matter. They observed
their surroundings and painted what they saw rather
than depicting religious themes.

Slide 2:
 Albrecht Dürer
 One of the most recognized Northern
Renaissance artists.
 He followed Italian Renaissance ideals of linear
perspective, anatomy, and movement but
looked to the natural world with great
observation.
 He made printmaking popular with his fantastic
woodcuts.
Slide 3: Durer, Self-Portrait, silver-point on coated paper

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

  This is the first known self-portrait in the history
of art
Slide 4:
 Durer, The Great Piece of Turf, watercolour.
 He observed his surroundings and painted what
he saw, like this view of grass and weeds.
 During this period watercolour was considered a
preliminary media, never used on a final
artwork.
Slide 5:
Talking about the two images on the PWP slide

Slide 6:
 Durer, Adam and Eve, copper plate and paper,
intaglio printmaking.
 He became the first genius of mass
communication because of printmaking.
 Printmaking is a process of carving a plate and
making copies from it. This allowed him to
reproduce one work and sell copies at a cheaper
price. More people could afford a copy over an
original painting
 This is a biblical story, Adam and Eve in the
garden of Paradise before they ate the
forbidden apple (original sin)
 Influenced by Gothic Art, he uses symbolism
throughout the etching:
snake=devil, apple=temptation, cat=cruelty,
rabbit=sensuality, elk=melancholy, ox=sluggishness
He was a master of implied texture and value
created by hatching lines

Slide 7:
 Durer was a master printmaker, influencing
many contemporaries and beyond.
And Pointing out the aspects of the images on the PWP

Slide 8:
He created his woodcut of the Rhinoceros without ever
seeing the animal himself. Despite being relatively
inaccurate (the animal belonged to a now-extinct Indian
species), the image has such force that it remains one of
his best-known and was still used in some German
school science text-books as late as last century.

Slide 9:
 I will become aware of printmaking history by
viewing Renaissance art history.
 I will understand printmaking terminology and
the process of a multicoloured print by creating
one.
Slide 10:
 Printmaking is the process of making multiple

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 copies of art form an original plate. Printmaking
is creating impressions (prints) from an original
plate (matrix).
 Common types of matrices include: plates of
metal for engraving or etching; stone used for
lithography; blocks of wood and linoleum for
relief printing and fabric plates for screen-
printing.
Slide 11:
 A relief print is an image created by using
linoleum or wood where areas are cut away to
show the paper colour and the surface is inked
and printed.
 You stretch the ink on a surface with a brayer
(roller) then apply it to your matrix (linoleum
plate).
 Place a piece of paper on top on the matrix,
press with a spoon (hard even pressure all over)
then lift the paper to see your impression.
Slide 12:
Show the class a few videos on relief printmaking.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 60mins - 75mins (Indicate time breakdown of instructional elements)

After this lesson you just saw. Take your personalized Students will be workshopping how they would go about
logo made earlier this semester and think about how you printmaking their logos from earlier in the semester.
would go about relief printmaking it. Label each part of
your logo on what the different layers of your logo would
be.
This will be handed in as an exit ticket.

Extension Activities/Next Steps (where will this lesson lead to next)

Pop Art – Andy Warhol, Roy Lichtenstein

Linocuts
Printing press

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013