Printmaking; Exploring Our Emotional Cups

Central Focus Using art to visually represent struggle as well as ways we overcome those struggles.

Class Size 10-15

Time 90 min

National Visual Arts Standards Addressed 2pts

VA:Cr3.1.III a. Reflect on, reengage, revise, and refine works of art or design considering relevant traditional and
contemporary criteria as well as personal artistic vision.
VA:Pr4.1.III a. Critique, justify, and present choices in the process of analyzing, selecting, curating, and presenting artwork
for a specific exhibit or event.
VA:Re7.1.III a. Analyze how responses to art develop over time based on knowledge of, and experience with, art
and life.
VA:Cn10.1.III a. Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create
meaningful works of art or design.

Forms 2D 3D 4D

Frames Cultural Subjective Structural Postmodern

Conceptual Artwork Artist Audience World

Framework

LEARNING OBJECTIVES

As a result of this lesson, students will be able to: 6 pts

1. Students will participate in meaningful discussions about passion, what it means, how they pursue them, .
2. Students will create 3 preliminary thumbnail sketches focusing on line weight, composition, and meaningfulness
of the design.
3. Students will etch a final cohesive design into a plexiglass plate.
4. Students will use proper techniques to ink their plate and print 2-3 prints using a press.
5. Students will meaningfully and thoughtfully discuss and respond to their work and their peers' work.

TEACHER MATERIALS 2 pts

 - Powerpoint
- Plexiglass plate
- Etching needle
- Printing press
- Reference photo
- Drawing paper
- Printing paper
- Pencils
- Tarlatan
- Fill My Cup worksheet
- Extra masks
- Tape
- Matboard scraps

STUDENT MATERIALS 2pts

- Plexiglass plate - Reference photo (can be - Fill My Cup worksheet

- Etching needle digital) - Tape
- Printing press - Drawing paper - Matboard scraps
- Pencil - Printing paper - Tarlatan

ARTISTS IN CONTEXT

Key Artists 3pts Kristy Latoya

Tsoku Maela

Gloria Swain

Key Artworks 3pts

'Mood.' From "Emotion Series,"

2016. Credit: Courtesy Of Kirsty Latoya
 'A nest for a dream.' From "Abstract Peaces," 2016. Credit: Courtesy Of TSOKU MAELA

'Secrets II.' From "Mad Room," 2016. Credit: Courtesy Of Gloria Swain

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

Launch 1pt Instruction Methods 1pt

- Students will participate in a guided activity - Group activity

- Students will pair off in groups of two or three. - Group discussion
- One student in each pairing will be blindfolded with an extra
mask while the other will not.
- The blindfolded student will slowly attempt to navigate the
room without assistance and, inevitably, end up bumping into
- The seeing student will guide the blindfolded student through
the room, assisting them so that they do not bump into any
obstacles.
 - The students will then discuss the differences between the two
experiences and discuss how it felt to be given assistance when trying
to overcome a challenge.

Instruction 4pts Instruction Methods 1pt

- Teacher will introduce artists - Lecture

- Teacher will facilitate a class discussion using the following questions: - Group discussion
- What are these artists trying to say with their work? - Individual work
- What techniques are they using to convey their messages? - Think-Pair-Share
- Are they effective in conveying their messages? - Teacher Demonstration
- How might we use art to convey our feelings? - Student presentation
- Students will fill out “My Emotional Cup” worksheet
- Teacher will discuss the following elements of design when discussing
composition.
- Line weight, texture, shape, balance of positive and negative
space, and value
- Students will create 3-4 preliminary thumbnail sketches
- Students will participate in a Think-Pair-Share activity to discuss their
thumbnail compositions and ideas with their peers.
- Teacher will demonstrate how to begin etching on plexiglass while the
students follow along.
- Teacher will then pause students' work and demonstrate how to ink and
print using their plate.
- Students will complete their etchings, begin inking their plates and
printing them.
- Students will print 2-3 prints (depending on time) and leave them out to
dry.

Closure 1pt Instruction Methods 1 pt

- Teacher will demonstrate how to properly clean plates and work spaces. - Peer critique
- Students will clean up as their prints are drying. - Group discussion
- Students will have the opportunity to share their work and discuss their
ideas.
- Teacher will lead a reflection on their projects using the following
questions:
- How might creating art be a way to fill our cups?
- How might mental health affect how we treat ourselves and
others around us?
- What are some other takeaways from this lesson?

REFERENCES 2pts

You must have references to books, web pages, films, etc. you used in the development and execution of your lesson, to
allow you to teach the lesson again, or to allow someone else to teach the lesson.
Use APA style in formatting the reference list.
 · Developed and written by (Alyssa Wheat), Art Education, Illinois State University, 202z *
Total = 30 pts