1.

3 Name: Georgi Beck

DAILY PLAN
Lesson Title: Plastic Bag Monoprinting Grade Level: K-1st

National State Standards:

Anchor Standard 2: Organize and develop artistic ideas and artwork
VA: Cr2.1.Ia Explore use of materials and tools to create works of art or design
VA: Cr2.2.Ia Demonstrate safe and proper procedures for using materials, tools, and
equipment while making art
VA: Cr2.3.2a Repurpose objects to make something new

Anchor Standard 3: Refine and complete artistic work

VA: Cr3.1.Ia Use art vocabulary to describe choices while creating art

Skills: Copy shapes, fine motor development with use of brush, thinking through
decisions before applying it to art
Vocabulary: Color, Line, Shape, Contrast, Shapes, Line, Printmaking, Reuse and Recycle,
Abstract

Overall Lesson Objective:

I: Given various colors of tempera paint, plastic bags, drawing paper, and additive and
subtractive techniques, students will create 3 monoprints that explore color, shape, and
line
II: Given iPads and Artsonia app, students will post their monoprints and will either
type or speak into the iPad to title their print answer the question (Tell me one thing you
like about your final print)

Daily Objectives:
-Students will discuss an Mbogeni Buthelizi plastic bag painting and Florentijn Hofman
monoprinting example and participate in table discussion
-Demonstrate use of plastic bags and tempera paint
-Student will produce 3 prints with 75% filled background using color(s) of student
choice

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments .
See attached rubric

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Computer, Projector, Printouts or Presentation of work by Florentijn Hofman and
Mbogeni Buthelezi
Art Materials Necessary for the Lesson:
Tempera paint, paintbrushes, cups for water, plastic bags, trays for pre-mixed colors
(primaries and secondaries), pre-cut drawing paper, sketchbook, pencils, colored pencils

Teacher Activities Student Activities

Introduction: Students will
I. Discussion about two artists: 1.Mbogeni Buthelezi, participate in
2.Florentijn Hofman discussion with
Guiding questions: table mates and
1. What do you see? (1 & 2) then report back to
2. What do you think this is made of? (1) big group
3. How do you think the artist made it? (1)
4. These artists are recycling, what does that mean? (1)
5. Are there things that you reuse? (1)
6. What is another example of a shape (2)
7. Did the artist use 1 color? (2)
In this project, we will be using plastic bags and tempera paint to
explore shapes and colors!
Development:
Teacher will demonstrate how to use plastic bag to lay color down
on plastic (in blocks or shapes). (keep bag flat to paint on it, lay Students will
paper on table and place bag on top, gently use pressure from gather around to
hands to transfer paint and rub for about 10 seconds) see the
Tempera: demonstration,
I. Dries fast make sure all
II. Wait between colors if you don’t want them to mix students can see
III. It is washable but we should take care when using it (roll up
sleeves, be aware of our hands and bodies while using
materials)
Expectations:
 Create 3 prints (since each print is one of a kind, we can
experiment with different colors)
 Cover the 75% of background
 Reminder of mixing (what happens when we mix all the colors
before they are dry)
 Each station has a different color with plastic bags and brushes,
you travel with one sheet of paper to the station of your choice
and use the brush and plastic bag there
As teacher sets up trays and bags if there was not enough time from
previous class, one student from each table will get 3 sheets of
paper for their table mates and everyone will write names on back
of their sheets.
Students will be released to start working once all stations are set
up and students show they are ready (put your pencil in the air if
you have your name on all 3 sheets)
Students will move about the classroom to develop prints. Students write
As students begin finishing up, students will be asked to start names on papers
cleaning up (get 2 different paintbrushes and wash them, get 1
plastic bag from each color, take a rag and see how dirty you can
make it from cleaning the table and floor)
Conclusion:
Students will have cleaned up most materials but this is the time to
finish up
2.3 Name: Georgi Beck
DAILY PLAN
Lesson Title: Plastic Bag Monoprinting Grade Level: K-1st

National State Standards:

CREATING
Anchor Standard 2: Organize and develop artistic ideas and artwork
VA: Cr2.1.Ia Explore use of materials and tools to create works of art or design
VA: Cr2.2.Ia Demonstrate safe and proper procedures for using materials, tools, and equipment
while making art
VA: Cr2.3.2a Repurpose objects to make something new
Anchor Standard 3: Refine and complete artistic work
VA: Cr3.1.Ia Use art vocabulary to describe choices while creating art
CONNECTING
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art
VA: Cn10.1.Ia Identify times, places, and reasons by which students make art outside of school

Skills: Identify and copy shapes, fine motor development with use of brush, thinking through
decisions before applying it to art
Vocabulary:
Color, Line, Shape, Contrast

Overall Lesson Objective:

I: Given various colors of tempera paint, plastic bags, drawing paper, and additive and
subtractive techniques, students will create 3 monoprints that explore color, shape, and
line
II: Given iPads and Artsonia app, students will post their monoprints and will either
type or speak into the iPad to title their print answer the question (Tell me one thing you
like about your final print)

Daily Objectives:
-Discussion on Hofman’s work (use of shapes and colors to create abstract work), naming
different types of shapes
-Reminder of process of printing with introduction of new technique sgraffito

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.
See attached rubric

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Whiteboard, dry erase markers,

Art Materials Necessary for the Lesson:

Tempera paint, paintbrushes, cups for water, plastic bags, trays for pre-mixed colors
(primaries and secondaries), pre-cut drawing paper, sketchbook, pencils, colored pencils

Teacher Activities Student Activities

Introduction:
Review Questions: Students will
1. What did we do last week? (use plastic bags and tempera answer review
paint to complete background of our monoprint) questions
2. What type of artists were we last week? (Printmakers)
Students will gather round

Development: Students will

Since students used printed examples, having students gather discuss artist
round for quick review of abstract art is ideal. Teacher will example and answer
present the image from Florentijn Hofman: questions to review
1.When we discussed this artist what did we talk about? What procedures of
were the two big things we noticed that this artist uses? (shapes printing
and colors)
2.Name some shapes! (square, circle, triangle)
3.Has anyone heard of abstract art? (art that doesn’t represent
anything in particular, but expresses a mood or feeling of the
artist)
In this work we are abstract printmakers, we are exploring colors
and shapes to tell a story.
4.Did everyone use the same colors last week? (no) This week we
will be painting different shapes onto our plastic bags, and just
like last week, everyone will use different shapes just like
everyone used different colors.

Have students “review” plastic bag procedures (roll up sleeves,

go to station of color choice, use plastic bag at that station, lay bag
flat, put paint on bag using brush not hands, place flat on print
and rub with hands for 5 seconds, then pull off)
So last week we just used the pressure, this week we will use new
technique of sgraffito (have students repeat back word). Teacher
will demonstrate using back end of paint brush to experiment
with different lines (have students name a couple examples like
straight, curly, etc.) Teacher will iterate that sgraffito should be
done immediately after removing bag before paint dries.Teacher
will then demonstrate that they can draw images of things they
like instead of lines (examples of dogs, faces, etc.) Teacher will
then demonstrate and repeat that everyone will use sgraffito and
shapes but have the option to sgraffito with lines or drawings of
their choice.
 Students will
Teacher will then review 3 student examples (filling up the page, examine and review
using sgraffito properly to see underneath, example of not student examples
enough pressure). Students will answer with questions
1.Who did the best job of filling the page?
2.Who did the best job with sgraffito? Why?
3.Did these artists use the same color on top for the shapes? (no)
why? (so you can see it, it creates contrast)

Teacher will review that day’s expectation (print with shapes, use
sgraffito using line or drawings of something you like, and using
different colors to create contrast. Students should repeat back.

Teacher will start handing back student prints. Paint should be

prepared on trays beforehand (for this lesson I did it during Students will start
lunch) and plastic bags should be sorted by color. As students printing
get prints back they can start going to print at designated tables.
Having everything sorted before helps with handing out quicker
if tables cannot be set up beforehand. Teacher walk around
during printing and assist and direct as needed. The biggest
reminder for this lesson was the sgraffito part of the printing.

Students will move about the classroom to develop prints.

As students begin finishing up, students will be asked to start Students will clean
cleaning up (get 2 different paintbrushes and wash them, get 1 up
plastic bag from each color, take a rag and see how dirty you can
make it from cleaning the table and floor)

Conclusion:
Students will have cleaned up most materials, but this is the time
to finish up
3.3 Name: Georgi Beck
DAILY PLAN
Lesson Title: Plastic Bag Monoprinting Grade Level: K-1st

National State Standards:

CONNECTING
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art
VA: Cn10.1.Ia Identify times, places, and reasons by which students make art outside of school

RESPONDING
VA: Re7.2.1a Compare images that represent the same subject

PRESENTING
Anchor Standard 4: Select, analyze, and interpret artistic artwork for presentation
VA: Pr4.1.1a Explain why some objects, artifacts, and artwork are valued over others

Skills: Copy shapes, fine motor development with use of brush, thinking through
decisions before applying it to art
Vocabulary:
Color, Line, Shape, Contrast

Overall Lesson Objective:

I: Given various colors of tempera paint, plastic bags, drawing paper, and additive and
subtractive techniques, students will create 3-4 monoprints that explore color, shape, and
line to create contrast.
II: Given iPads and Artsonia app, students will post their monoprints and will either
type or speak into the iPad to title their print answer the question (What is one thing that
you like the most in your print)

Daily Objectives:
-Post 1 of 3 prints to Artsonia

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.
See attached rubric

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Whiteboard, dry erase markers, iPads, Artsonia App
Youtube clip (HiHo Kids https://youtu.be/PrBmifzYfNg)

Art Materials Necessary for the Lesson:

Tempera paint, paintbrushes, cups for water, plastic bags, trays for pre-mixed colors
(primaries and secondaries), pre-cut drawing paper, sketchbook, pencils, colored pencils
 Teacher Activities Student Activities
Introduction:
Teacher will welcome everyone to class. Students will answer a
few review questions:
1. What is the material we have been using for the past few weeks?
(plastic bags)
2.What type of artists were we during this project? (printmakers)
3.What two things have we been using in our prints? (shapes and
colors)
4.Did you know that every single 1st grader in this school used the
same plastic bags for two weeks? We were able to save so much
plastic by using the same 30 bags over and over again!

Development:
Teacher will hand back student work and ask students to sit at their
seat. Then students will get students attention by having them
create “ears” with their hands to show they are ready to discuss
their art. Once students have given themselves ears teacher will
lead them in discussion.
Teacher will discuss monoprints and how printmakers choose the
best of their work to show the world. Teacher will discuss what
makes a print the best:
1.You also need to think about which print did the best with all the
techniques we learned! Such as: which one did the best transferring
the paint with the plastic, which one used the best sgraffito, which
one filled the page
2.The artist opinion: we are all unique artists and have different
things that we like right? We talked about how not a single one of
us likes the same colors and shapes, well part of what makes the
print the best is what you like best
Teacher will ask students to repeat back the two most important
things to think about when choosing their favorite print:
1.Which print did the best using the techniques we learned?
2.Which print do you like the best?
Teacher will have students look at their prints in front of them and
choose their favorite print. Once students have chosen their
favorite print they will be asked to hold it up high in the air.
Students will then gather round to watch posting demonstration
with iPads as a reminder from previous projects.

In Artsonia App students will answer question (In my print I

like…)
½ of the students will be given an iPad to post, and the other ½ will
watch Koji the Illustrator Dream Job Youtube clip and sketch in
their sketchbook until an iPad becomes available. Once students
have finished posting they will give their favorite print to teacher
to get ready for gallery walk.

With 10 minutes left of class, students will clean up all materials

and then gather in a line. Teacher will have predetermined area
that has been set to lay out prints and teacher will lead through
quick expectation for gallery walk
1.Who has been to an art gallery before? What did you do while
you were there?
2.Did you know that if you touch the art, you get kicked out?? Well
while we’re on our gallery walk we will have the same expectation
because everyone’s art here is special and should be treated like a
piece of artwork.
3.Model how students should walk through the gallery (voices at
a whisper, hands behind back or in pockets, oohs and ahhs are
allowed)
Students will then walk through the “gallery” and view ALL
student artwork. Once students have walked through if there is
time (depending on iPad amount and sketchbook assignment)
students will discuss briefly
1.Why do you think our gallery only had one print?
2.Did you enjoy seeing your peers work?
3.Were there any pieces that surprised you or stood out to you?

Conclusion:
Students will take home all prints with them.