Emiley Hoffman

Visual Literacy Lesson Plan

Art 395

3/16/2021

Grades: 4th-6th Grade

Project Title: Radial Symmetry Printmaking

Project Overview: reviewed symmetry (images that are the same on both sides) and students
were introduced to radial design (a design that can include any lines, shapes or colors that
starts in the center, and radiates outwards in a circular way). 
Objectives:
 Students will explore the medium of printmaking by using the elements and principles
of art, techniques that were shown to them, and the provided materials given to them by
the end of the second 60-minute session.
 Students will be able to understand and demonstrate their knowledge of the vocab and
academic language presented during the lesson by including 3-5 said vocab and
language in their tickets out the door and artist statement to justify what choices they
made and why.
 Students will explore the techniques of color, blending, symmetry, creating reliefs, and
printing. While also using their creativity and exploration to create a successful print.
 Students will write 3-5 sentences for their artist statement justifying the creative
techniques, methods, and materials they used in this assignment and why, and must
include at least 2-3 elements or principles that were used in their work, and what were the
challenges and thought processes they faced while doing this assignment.
Goals: 
 To demonstrate somewhat skill in printmaking by using the elements and principles of
art.
 To demonstrate knowledge of symmetry and pattern when creating their relief board to
print.
 To demonstrate creativity while making their print.
 To demonstrate understanding and knowledge of what printmaking is.
 To use visual literacy in their artist statements to show an understanding of the process
of printmaking.
 To understand and demonstrate knowledge of what the vocab/academic language is
and how it used throughout the process of creating the radial symmetry print.

Standards: 
 4.1.1.5.1 1.
o Benchmark : Describe the characteristics of the elements of visual art including
color, line, shape, value, form, texture and space
 4.1.1.5.2 2.
o Benchmark : Describe how the principles of visual art such as repetition,
pattern, emphasis, contrast and balance are used in the creation, presentation
or response to visual artworks.
 4.1.2.5.1 1.
o Benchmark : Describe the tools, materials and techniques used in a variety of
two-and three-dimensional media such as drawing, printmaking, ceramics or
sculpture.
 4.2.1.5.1 1.
o Benchmark : Create original two-and-three-dimensional artworks to express
specific artistic ideas
 4.4.1.5.1 1.
o Benchmark : Justify personal interpretations and reactions to works of visual
art.

 Vocabulary/Academic Language:
 Vocab- line, shape, pattern, brayer, printmaking, printing
 Academic language- pressing, indentation, radial symmetry, repetition, design
Materials:
 Tagboard Paper
 Watercolor palettes
 Watercolor brushes
 Ruler
 Copy paper
 Graphite pencils
 Black sharpie
 Scotch tape
  Styrofoam sheets
 Black tempera paint
 Brayer
 
Procedure and Time: 4, 50 minute sessions
 
 Procedure 1: (Day 1, Time: 10-15 minutes)
o Step 1: Introduce the class to today’s assignment with a PowerPoint that includes
symmetry and what it is, what cultures use symmetry heavily in their art, how
symmetry is relevant to this project.
 Time (3-4 minutes)
o Step 2: Introduce what a radial design is (a design that can include any lines,
shapes or colors that starts in the center, and radiates outwards in a circular
way).
 Time (3-4 minutes)
o Step 3: Explain how we are connecting those two by making a symmetrical
radial rainbow print.
 Time (3-4 minutes)
o Step 4: Introduce the objectives for this project and what vocab and academic
language is for the lesson and how it will be used throughout the lesson.
 Time (4 minutes)
 Procedure 2: (Day 1, Time: 35-45 minutes)
o Step 1: For review, demonstrate and review the order of the rainbow with
students.
 Time (3 minutes)
o Step 2: Show a demo to students on how to measure to locate the center of
their 12x12” tagboard paper, using a ruler and marking the 6″ spot with pencil.
From the center out, paint a radial rainbow design on the 12×12″ tagboard
with liquid watercolors.
 Time (5 minutes)
o Step 3: Allow students the rest of the class period to then do the same with
their own paper.
 Time (20 minutes)
o Step 4: Prompt students to finish up what they are doing and clean up their
stations
 Time (5 minutes)
o Step 5: Once the students have cleaned their stations quickly get their
attention to let them know they will have the remaining of the class period to
write their ticket out the door with the requirements of writing 1-3 sentences
on a slip of paper making sure they include 2-5 of the vocab and academic
language in one of our objectives. And provide examples of Sentence stems
they could use/reference on how to incorporate said vocab/academic
language in their sentences. The ticket out the door should also include what
 they did today, what they are thinking about the project, what they expect the
outcome to be.
 Time (5-8 minutes)
 Procedure 3: (Day 2, Time: 50-60 minutes)
o Step 1: Remind the class of what we are working on for the day and review the
objectives for this project and what vocab and academic language will be used
throughout the lesson and popcorn to ask the students what the vocab and
academic language is to assess that the students know the vocab and
academic language. So the students are listening to the other students are
able to voice their answer to what the know the definition to be.
 Time 3-4 minutes
o Step 2: Hand out a 6” square piece of copy paper to each student and guide
them into folding the paper into an isosceles (has two equal sides) triangle
 Time 3 minutes
o Step 3: Have the students draw 6-10 curving lines starting from the unequal
side and slightly curving to the other side of the triangle. Each line should have
some space in between them.
 Time 2-3 minutes
o Step 4: Have the students to draw different lines, shapes, or patterns between
each curving line. Demonstrate some examples of what students could draw
between the lines before sending them to create their own. Make sure that
the lines and patterns are not too small or detailed or the design will get too
muddled.
 Time: 5 minutes
o Step 5: Then have the students open the paper and have them trace their lines
with a black sharpie
 Time 2-3 minutes
o Step 6: Demonstrate to the students that they must then flip the folded paper
to the blank backside of the triangle, and they should be able to see the black
sharpie.
 Time 1 minute
o Step 7: The drawing should be able to be seen through the paper and have the
students trace over their lines with a pencil.
 Time: 2-3 minutes
o Step 8: When students have finished tracing their lines have them unfold the
paper and have it as the original 6” square.
 Time: 1 minute
o Step 9: Prompt the students to grab tape and the pre cut 6” square cut piece
of Styrofoam and then demonstrate to them that they must tape their piece of
paper to the top 2 areas of the Styrofoam so that they are able to move the
paper up and down on the Styrofoam square
 Time: 2-3 minutes
 o Step 10: Once the drawing is taped to the printing plate have the students
trace all of the lines with a dull colored pencil which lets them know where
they have already traced. This should leave an imprint of the design onto the
Styrofoam square. Make sure to have them flip the paper once in awhile to
make sure that the lines are transferring.
 Time 5 minutes
o Step 11: Once the tracing is all done, they can flip their paper and see the
imprint of their design. Then have the students use the same-colored pencil to
trace over the imprinted design on the Styrofoam which creates a deep
indentation and creates a clearer print.
 Time 2-3 minutes
o Step 12: Let the students have free range to use the same-colored pencil to
color in some of their shapes and making sure to remind them to press deeply
when shading it in.
 Time 3-5 minutes
o Step 13: Once they are finished with the design ask the students to flip over
their square and draw an arrow to the starting point of the middle of what the
circle is going to be.
 Time: 1 minute
o Step 14: Once the students are finished with their design class should almost
be over so prompt the students to clean up their stations and have them write
their names on the back of the Styrofoam plate and place in their own
cubbies.
 Time 5 minutes
o Step 15: Once the students have cleaned their stations quickly get their
attention to let them know they will have the remaining of the class period to
write their ticket out the door with the requirements of writing 1-3 sentences
on a slip of paper making sure they include 2-5 of the vocab and academic
language in one of our objectives. And review the examples of Sentence stems
they could use/reference on how to incorporate said vocab/academic
language in their sentences. The ticket out the door should also include what
they did today, what they are thinking about the project, what they expect the
outcome to be.
 Time 5-8 minutes
 Procedure 4: ( Day 3 Time: 50-55 minutes)
o Step 1: Introduce the class with a printing demonstration by grabbing black
tempura paint on a paper plate and using a brayer to cover it with black paint
making sure that they brayer is fully covered and quickly run it over a sheet of
scrap paper to get rid of unnecessary excess paint. And then roll the brayer
onto the Styrofoam square and then grabbing a 12x12 piece of paper and
following the arrow on the back of the square to have that corner pointing to
the middle of the square and press the square down with a clean brayer to
 apply pressure and have the print stick onto the paper. And keep repeating
the process to fill up the page and show a radial (circular) design.
 Time 5-8 minutes
o Step 2: Give the students time to then practice printing their own designs to
make sure there is no issues with any students about the printing process. And
walk around the room to make that you are there for any support.
 Time 10-15 minutes
o Step 3: Have the students complete 2-4 practice prints to make sure students
feel confident for doing their final print.
 Time: 15-20 minutes
o Step 4: Once the students have completed their practice prints prompt them
to then clean up their stations and put their prints on the drying rack making
sure not to stack them on top of each other.
 Time: 5 minutes
o Step 5: : Once the students have cleaned their stations quickly get their
attention to let them know they will have the remaining of the class period to
write their ticket out the door with the requirements of writing 1-3 sentences
on a slip of paper making sure they include 2-5 of the vocab and academic
language in one of our objectives. And review the examples of Sentence stems
they could use/reference on how to incorporate said vocab/academic
language in their sentences. The ticket out the door should also include what
they did today, what they are thinking about the project, what they expect the
outcome to be.
 Time 5 minutes
 Procedure 5: (Day 4 Time:50 minutes)
o Step 1: Review with the students on each step of the printing process to make
sure everyone is on the same page to start their final print on their rainbow
painting.
 Time: 5-10 minutes
o Step 2: Give the students ample amount of time to work on their final print
and making sure to walk around to see if anyone needs assistance.
 Time 15-25 minutes
o Step 3: Once students have finished their print they can clean up their station
and put their print on the drying rack, again making sure none of them are
stacked on top of each other.
 Time 5 minutes
o Step 4: Once students have cleaned up give them time to write an artist
statement about their piece with requirements of 3-5 sentences or more.
Making sure the artist statement includes what elements of art were used in
the piece, what techniques they learned creating their piece, any
troubleshooting they had to do to complete their print, and what they thought
about the final product and what they liked about it and what are some things
they may do different if given a chance to do it again. And making sure they
 know they must use 4-8 of the vocab and academic language in one of our
objectives in their artist statement.
 Time 10 minutes
o Step 5: When the students finish their artist statement we will group up in
pairs of 3 or 4 and have them discuss what they wrote in their artist
statements, but more importantly how their process was creating the piece,
what issues they had, and what they had the most fun with the project/ what
they didn’t have the most fun with the project and why.
 Time 5 minutes

Assessments: How will the students show they learned the material? Remember these
should align with the objectives.    
 Assessment 1: Finished Radial Print must have:
a. At least 6 lines for the radial design.
b. Design must use 3-5 different lines and/or shapes.
c. The piece looks like time and effort was put into the piece and that it was
well cared for.
 Assessment 2: Students will turn in 3 different tickets out the door where they
explain what they did that day, what they thought about the process, and their
predictions for the outcome.
 Assessment 3: When students have finished their final print they will write an artist
statement that is 3-5 sentences or more explaining the choices they did for their
work, what elements of art were used in their piece, what techniques they learned
during this project, what did they have to troubleshoot and why, and what do they
like about their piece and if there was something they could fix what would it be and
why.                  
           
6.) An explanation of how this activity exercises visual literacy skills and how it could relate
to a larger unit of study: (Look back at the online reading, “Teaching Visual Literacy in the
Classroom.” how does this activity relate to why visual literacy is important? What visual
texts does it utilize? What elements/principles are the students exposed to? Write a brief
example/written description of the kind of unit or project that this activity could be a part of
and when you would teach it in the unit.)
 This activity relates to why visual literacy is important because while I am introducing a
new art medium to the students at the end of the day I am having them write about their
process in learning this technique and making sure they include what is being used to
create this piece and why, what they are imagining the final outcome will be, and what
elements and principles of art are being used in their art piece.
 The visual text that this lesson utilizes is the tools, process, and techniques used to create
a decent print when printmaking. Such as how the print is shown from the indentations
the created when tracing their design onto the styrofoam square. And the process of
printmaking using the brayer and pressing the square on the watercolor rainbow painting
to create the print.
 Students are being exposed to line, shape, color, and space for the elements of art while
they are creating the piece. And also being exposed to using movement, pattern, and
contrast for the principles of art by how the lines and shape go around the circle in a
repetition and the black of the print contrasts with the rainbow they painted in the
background.
 This project would be taught in a unit about line and shape and would be brought into a
lesson about how to use line and shape in a pattern by creating the radial symmetry print.
To allow students to understand that lines and shapes do not need to be complicated when
creating an art piece and how various cultures have used these elements of art in history. I
made this project for the intended 4-6 grade level and have a lesson built students being
able to write out how this project uses the vocab and academic language introduced in the
beginning of the lesson and has them write about the process/experiences multiple times
throughout the creating process. Students at this age are able to explain connections
between what they learned and how it is used in the creating process. This activity needs
to have the inclusion of writing about their process and troubleshooting so it can help
students work through the problems they are experiencing while also learning how to
communicate and interpret those problems through the required vocab and academic
language.