Art Education Visual Art Lesson Plans

Maykou Ly

Dr. Mira Kallio - Tavin

ARED 4360S

University of Georgia

Grade Ninth to Twelve

Saturday April 29, 2023

Table of Contents

1. Narrative Pinch Pots

Grades/Level: High School (9-12)
Subject: Visual Art
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 Lesson Overview: Students will learn how to create a narrative by creating a meaningful or
important object by using the hand-building pinch pot, the score, and multiple decorative
techniques. The concept of incorporate personal meaning within their design as they will
communicate by using a range of subject matter, symbols, and ideas into their pinch pot.

2. Exploring Community of Culture and Tradition Through Cuisine and Food

Grades/Level: High School (9-12)
Subject: Visual Art
Lesson Overview: Students will explore foods/dishes that are important to them and use their
personal inspiration to create a larger-than-life sculpture. This sculpture will be a closed, coil
built form.

3. Creative Cardboard Sculptures: “Out with the Old, In with the New!”
Grades/Level: High School (9-12)
Subject: Visual Art
Lesson Overview: Students will choose a famous piece of artwork to inspire and to create their
3-Dimensional sculpture using cardboard attachment techniques, using a required set
parameters. In order to make/create a sculpture more interesting, students can specify their
parameters for their cardboard sculptures challenge.

4. Mono Print: “Exploring Abstraction in Motion”

Grades/Level: High School (9-12)
Subject: Visual Art
Lesson Overview: Students will experiment with stencil, application on paint, line transfer mono
print technique. They will choose and use their favorite techniques to create their final print.
Students’ final print should demonstrate individual originality, personality and craftsmanship.

Grade Ninth to Twelve Visual Art Lesson Plan #1

Title of lesson: Narrative Pinch Pots

Time: Two Weeks

Grade Level/s: High School (9-12)

Snapshot of the lesson:

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Students will learn how to create a narrative by creating a meaningful or important object by
using the hand-building pinch pot, the score, and multiple decorative techniques. The concept of
incorporate personal meaning within their design as they will communicate by using a range of
subject matter, symbols, and ideas into their pinch pot.

Lesson Rationale:

It is important for students to understand that you can incorporate personal meaning into a work
of art. Pinch pots have been used throughout history as they have been used in many cultures
around the world. Most pinch pots have cultural or personal meaning within their design. Pinch
pots are created by using your hands to shape the clay by pinching the clay. Students will
generate ideas to create a pinch pot using the pinch method as well as other methods that
incorporates personal meaning. They will start with a memory to begin thinking about
relationships and their own idea of what is important to them. In addition to the introduction to
their unit in Community, they will learn and create through building techniques, and design
techniques as they will think about the sculpture form, texture(s), color(s), function(s), place of
display and such of the finished piece.

Key Concepts and Understandings for this Lesson:

Students will learn about pinch pot basics and work on creative exploration in design and
decorating techniques. 
They will be able to use additive elements on the pinch pot to portray a story or object.

Essential Questions:

- What is a pinch pot?

- How do objects represent memories?
How can you use symbols and icons to convey stories?
How can a narrative influence your work?
How can you add personal meaning to your pinch pot?
What are different techniques that will help you create a successful pinch pot?
What are the pros and cons of the pinch method?

Lesson Standards:

VAHSCR.CN.1 Develop personal artistic voice through connecting uses of art within a variety
of cultural, historical, and contemporary contexts.

VAHSCR.CN.3 Utilize a variety of resources to understand how artistic learning extends beyond
the walls of the classroom.

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VAHSCR.CR.1 Visualize and generate ideas for creating works of art.

VAHSCR.RE.2 Critique personal works of art and the artwork of others, individually and
collaboratively, using a variety of approaches.

Lesson Goals

The students will know:

How to explore and develop the creative process through artistic expression.
How to use a range of subject matter, symbols, and ideas.

The students will be able to:

Understand and apply processes, media (art materials), and techniques.

Reflect upon and assess the characteristics and qualities of their work.

Evidence of Understanding:

Students will create narratives to inform their pinch pot designs. This will be a new planning
strategy for the students and will challenge them to base their ideas off of their writing versus
visual elements. Students will connect their work to ideas and memories from their personal life.
They had a lot of freedom with the incorporation of these elements so that it could be meaningful
for them. Students will present their in-progress work in order to reflect and respond to each
other's work. This will help them practice constructive feedback and help them solidify their
ideas before completing their work. 

Differentiation:

We made sure that our instructions were delivered in different ways. We had it written on the
powerpoint, we told them verbally, and we showed them visual examples. For our
demonstrations we provided them with videos so everyone could watch easier and could go back
and rewatch at their own pace. We kept our guidelines very flexible and emphasized student-
choice so that students could adapt the project to fit their needs and interests while they worked.

Important Vocabulary, Definitions (defined appropriately for grade level), and Artists:

Pinch Method – Refers to the method of squeezing clay between your thumb and fingers.  One
basic form would be a pinch pot which is usually formed using one piece of clay.
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Foot- The base of a ceramic piece. It can be a rim around the bottom or designed to complement
the decorative elements of your pot. 

Lid- A separate top part of a jar or pot. The lid and pot should complement each other and follow
the same design.

Decorating Techniques

Incise – the process of removing by carving

Inlay – Filling in impressed or incised areas in your clay with colored clay

Paddling – hitting the clay with a flat piece of wood to create strong joints, alter the
shape and add texture to clay

Piercing – uses a variety of tools to cut holes in clay as decoration

Sgraffito – a process in which colored slip is added to the piece and scratched through
to reveal the clay body beneath

Slip Trailing – a process that uses lines or shapes of slip as a decoration

Sprig – a relief decoration that is attached to a piece with slip

Artist: Roberto Lugo

A contemporary artist with the focus of ceramic and pottery. As a sculptor and ceramicist, his
artwork always come back to his identity. The narrative stories from his art pieces reflect the
history and culture of different people from different backgrounds connecting to his focus of his
work.

Resources and Materials:

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Resources:

-Powerpoint
- Demo videos for pinch pot and lids
- Artist information and resources
- Student examples
- Resource Page (for research)
- Our own examples

Powerpoint:

1. https://www.canva.com/design/DAFZQHWRwWo/Mod75syxT2jtGCKCuVaTJw/view?
utm_content=DAFZQHWRwWo&utm_campaign=designshare&utm_medium=link2&utm_sour
ce=sharebutton

Google Document Resources for students:

2. https://docs.google.com/document/d/1hQ9f2m-Sth6IXA-t8nR9-
0gLUooCnV7QB4vt8zUH_8k/edit?usp=sharing

Materials:

Session 1: Clay, instruction props (our pinch pots), clay tools, sponge, canvas mats to build pinch
pot.

Session 2: Color glaze, glazing brushes, sponges, canvas, kiln.

Preparation:

Brainstorming about the theme for the first unit with the hand building pinch pot technique was a
great idea to start before creating the lesson plan.
Research on artists examples
Writing questions to think of to have students to share for their in progress piece
Practicing hands on/building/creating our own pinch pot gave us a clearer idea on the size and
with the timeline when students will be working with their piece.
During our first session, level 1 ceramic students were all group together at the same tables to
listen to their first unit and what is expected from them.
The supplies and tools were already provided for.
The Canva presentation could have been better planned at what sections were planning to be
presented during session 1 and session 2.

Instruction (Activities and Procedures):

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Starter: Introduction of narrative pinch pot unit via powerpoint. Students will begin their research
by looking at multiple artists to start brainstorming and generate personal ideas.

Overview of lesson: Roberto Lugo artworks were shared with students as an inspiration to why
narratives were being used in most of his pieces.

Tap into prior knowledge: Since students have prior knowledge on how to make a pinch pot,
sharing the history background of different type of pinch pot through history and many cultures
can give them the option how to mold their pieces, representing what is important to them.
Question: what can you use to represent/narrate your meaningful object/memory?

Introduction of artist: Artist will be presented via power point sharing the artist work that relates
to the narrative pinch pot unit. It is important to share pictures of different pieces created with
different size, shape, building and design techniques.

Art making activity: Students will answer questions of what they could use to represent and
express their narrative pinch pot through symbolisms. It is important to give students time to do
some research while using provided resources and/or their own resources related to the theme.
Once the research is complete, sketching out an idea to help start the context process. Once the
sketching is done, students will begin to practice with hand building pinch pot techniques to
decide on dimension and shape.

Monitoring of students: The teacher will continuously walk around the room and monitor
progress, providing assistance to students with pinch pot building.

Closure: It was difficult to have a closure time with the students as they were still working on
their pinch pot pieces. Before session 2, we did ask them to write reasons why they chose their
particular object? What does it represent or mean to them? Why is it important? to turn them in
during session 1. I would have hope to hear few students to share their pieces to one another or
to the class.

Clean-up Procedures:
-Bag unfinished wet clay project
-Store projects in designated location
-Put supplies away in appropriate places
-Clean tables, sinks, and counters of all materials

Assessment and Feedback:

An in progress critic was schedule for our second session via informal assessment. We informed
the students during our first session that we will be asking students regarding their in progress
piece. The students did not seem to want to talk, but few of them were able to tell me about their
ideas. Unfortunately, I was not able to attend our second session, but I did ask my group about
the in progress critic and their narrative pinch pot. It was not the best feedback as most of them
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seem to stay quiet; on the other hand, the students were all putting lots of effort and time to work
on their piece.

Grade Ninth to Twelve Visual Art Lesson Plan #2

Title of lesson: Exploring Community of Culture and Tradition through Cuisine and Food
Class Duration: Two Weeks
Grade Levels: 9th-12th grade
Big Idea: Exploring Community of Culture and Tradition through Cuisine and Food

Essential Question: How can we express our personal culture and traditions through art
making?

Lesson Standards:

Georgia Visual Art Standards:

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 VAHSCR.CR.1 Visualize and generate ideas for creating works of art.
b. Investigate choice of themes, materials, and methods as they relate to personal,
contemporary, and traditional ceramic artists/works.

VAHSCR.RE.1 Reflect on the context of personal works of art in relation to community,

culture, and the world.
b. Identify and reflect on how personal experience and diverse community and global
cultures inform the art making process.

VAHSCR.CN.1 Develop personal artistic voice through connecting uses of art within a
variety of cultural, historical, and contemporary contexts.
c. Analyze the way in which personal experiences affect understanding and
appreciation of ceramic works.

National Standards:

VA:Cr1.1.Ia - use multiple approaches to begin creative endeavors

VA:Re7.1.Ia - Hypothesize ways in which art influences perception and understanding of
human experiences
VA:Cn11.1.Ia - Describe how knowledge of culture, traditions, and history may influence
personal responses to art

Differentiation: Instructions will be done verbally as well as written on the presentation, and
visually through demonstration and with images on the presentation.

Accommodations: Timeline of completion can be extended if students need more time to

work on sculptures. Differentiation in instruction includes written, verbal, and visual
elements.

Modifications: Requirements for the final size of the sculpture and/or techniques used can
be adjusted based on the students' learning needs.

Important Vocabulary & Definitions:

Coils: Rolled, snake-like ropes of clay, joined together to build pots.

Hand-building: Construction processes that include pinching, coiling or building with
slabs.
Texture: The quality of a surface.

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 Underglazes: Colored slip or liquid stain applied to leather hard clay or bisque ware,
then coated with a clear glaze.
Scoring: Scratching or roughing-up the clay surface; used in combination with
brushed-on slip, scoring is a preparation step for joining two or more separate claypieces
together.
Bisque ware: Clay that has been fired once, at a low temperature. Clay is hard but
porous and absorbent.

Lesson Description: Students will explore the topic of community while making enclosed coil
sculptures of food items that have a connection to the themes of culture and tradition. These
themes may relate the students favorite food, a memorable meal, a comfort food, a dish they
associate with a person, family, or a holiday tradition. Students will be creating coil sculptures
around 10” in diameter. The students will be using paint to color their pieces, followed by a gloss
coat. We chose paint as opposed to glaze in order to help with the timeline of this lesson plan.

Project Requirements: Finished sculpture must be close to 10”x10”x10” before bisque firing
(wiggle room for size depending on the shape of the food item) - They should aim for 10”
diameter as best as they can. There must be an element of texture in the piece, which can be done
by carving details/texture, sgraffito, building up texture using clay on the coil structure.

Lesson Goals:

Learning how to coil build.

Learning how to explore themes through art making.
Learning different cultural perspectives

Preparation:

Create powerpoint for teaching lesson and share with Heather

Includes artist examples, art experience prompt, brainstorming questions, vocabulary
words, written assessment template
Brainstorming handout with question prompts
Create blueprint examples - The blueprint is like the maquette but is a 2D drawing on paper
and must include scale measurements they want to do

Rationale grounded in Contemporary Theories of Art Education: Use of contemporary

artists as well as self taught artists and a few examples of our own work as well.

Powerpoint: CCHS Coil Building Project Presentation

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Brainstorming Questions:
Do you have a favorite food or dish?
Do you have a comfort food or dish? Is that something different than your favorite food?
Is there a food that makes you think of someone important in your life?
What is your most memorable meal?
Is there a food item that you associate with a holiday tradition?
Link to Brainstorming Handout: brainstorming sheet.pdf

Important: We will be taking into account that some students may have a difficult relationship
with food. Currently our plan is to have an example of a drink that answers a brainstorming
question but isn’t a food item. We will work with the student individually to help brainstorm
items that explore the brainstorming questions and themes of culture and tradition. We are
welcome to any other solutions.

Introduction of artists: Sharing a variety of artists who work in sculpture and create art around
ideas of culture and traditions. We were brief in our introduction to these artists and included the
subject matter of their work as well as sculpture techniques used.

Artists & Artwork:

Stephanie Shih, Ceramic Vessels from New World Mall, pt. 2 exhibition
Genesis Belanger, Impulse Buy
Marinated Clouds, Shrimp, rice, friends and the ocean
Rommy de Bommy, Cherry Pie Purse
Kaarin Joy, Cosmic Brownie and Trix Cereal

Monitoring of students: We alternated between walking around to monitor progress and offer
help to students as needed, and giving them space to create without feeling like we were rushing
them or being critical to their art making process.

Assessment and Feedback: Our written assessment portion was the brainstorming handout as
well as the blueprint drawing. Heather also had a mid-way assessment check in with each
student. Heather is also having the students submit their usual written assessment for projects,
which is an artist statement containing images of their work as well as a few sentences describing
the piece.

Clean-up Procedures:

-Bag unfinished wet clay project

-Store projects in designated location
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-Put supplies away in appropriate places
-Clean tables, sinks, and counters of all materials

Grade Ninth to Twelve Visual Art Lesson Plan #3

Title of lesson: Creative Cardboard Sculptures: “Out with the Old, In with the New.”
Time: Two Weeks
Grade Level/s: 9th-12th

Essential Question: How can we turn overlooked items and create into something beautiful
through art?

Snapshot of the lesson:

Students will choose a famous piece of artwork to inspire and to create their 3-Dimensional
sculpture using cardboard attachment techniques, using a required set parameters. In order to
make/create a sculpture more interesting, students can specify their parameters for their
cardboard sculptures challenge.

Lesson Rationale:

Taking risks and problem-solving to learning, understanding, improvement and discovery is

something that students face on a regular basis. This lesson allows students to experience
between 2-D and 3-D perspectives. Students will show an awareness of the elements and
principles of art by creating an abstract of cardboard sculpture. Students can create the
composition and application of shape, form and dimension.

Key Concepts and Understandings for this Lesson:

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 Students can use/work different materials as media. They can try new techniques, tools, and
techniques when they create artwork.

Students can take risks with their art. Trying a variety of different techniques and make
changes in their compositions .

Students can solve-problems to stop and think about any technical problems while they are
working.

Students can change their mind about their artwork as they go along. There is always room
for better a better option. If they like something they accidentally made, they can keep it.

Students can speak and write about their art and experiences: how they created it/made it,
how it makes them feel, how they were influenced by other art and how they thought
about the elements.

Essential Questions

What type of art could be created from cardboard and other recyclables?
How creating with cardboard help with the environment?
What shapes or forms can cardboard be created to?
How do artists grow and become accomplished in art forms?
How does sculpture interact with its environment?
What would the benefits of your sculpture be?

Lesson Standards

National standards

1.
1.1.VA:Cr2.2.Ia - Explain how traditional and non-traditional materials may impact
human health and the environment and demonstrate safe handling of materials, tools,
and equipments.

1.
1.1.VA:Cr2.1.IIa - Through experimentation, practice, and persistence demonstrate
acquisition of skills and knowledge in a chosen art form.

Georgia Performance Standards

1. 50.06110
Sculpture I - Introduce the design and production of relief sculpture and sculpture-in-
the-round. Emphasizes the historical origins and functions of sculpture in
Western and non-Western cultures. Includes additive, subtractive, and modeling

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methods. Explores traditional and nontraditional materials for sculpted works
and the work of both historical and contemporary sculptural artists.

2. VAHSSC.CR.2 Choose from a range of materials and methods of traditional and

contemporary artistic practices to plan and create works of art.
a. Document research, exploration, and problem solving to connect and express visual
ideas.
b.Individually and collaboratively generate multiple solutions to a single artistic problem
and assess merits of each.
c. Research and apply knowledge of materials and processes to recognize limitations and
set goals regarding design, studio capabilities, and time.
d. Demonstrate proper care and safe use of sculptural tools, equipment, and materials.

Lesson Goals

The students will know:

How to define, design, and create and non-objective/abstract relief sculpture in cardboard.
How to various tools and materials to construct a sculpture with cardboard.

The students will be able to:

Discuss the impact of reusing recycled materials around them as well as creating art works
with readily available materials.
Explore the variety of forms, textures possible with this simple material.

Evidence of Understanding:

Students will learn about about relief sculpture by being shown a variety of examples from
different artists, then creating their own sculpture using cardboard. Students will connect their
sculpture to their ideas and purpose of material choices, how recyclable and overlooked items
can become something new and beautiful. Sculptures and art in general, communicates about the
people who create them and the cultures in which they existed/exist.

Differentiation:

When I introduce students to Chris Gilmour, a powerpoint and handout with images will be
given to students. My emphasis for the lesson is on individual creativity and how I introduce
Chris Gilmour, emphasizing on his creativity and on his willingness to take risks. Visual images
of realistic sculptures using cardboard boxes in terms of visual interests. Students can think of
their own cardboard sculptures as models or maquettes for building on a medium size scale.

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Important Vocabulary, Definitions (defined appropriately for grade level), and Artists: (done)

Sculpture: the art of carving, modeling, welding, or otherwise producing figurative or

abstract works of art in three dimensions, as in relief, intaglio, or in the round.

3-Dimensional (3-D): giving the illusion of depth or varying distances, used especially of an
image or a pictorial representation on a two-dimensional medium, measured with length,
width, height.

Relief: In sculpture, any work in which the figures project from a supporting background,
usually plane surface.

Construction: A term referring to a sculpture made by joining together various components

of various materials or of the same substance.

Scoring: To make scratches or crease a material

Repetition: A principle of design, a way of combining elements of art so that the same
elements are used over and over again. Certain color or shape might be used several times
in the same picture.

Non-objective art: Artworks having no recognizable subject matter (not recognizable as such
things as houses, trees, people, etc.) Also known as non-representational art.

Maquette: A small sculpture made as a preparatory study or model for a full scale work.

Bas Relief: A low, partially round sculpture that emerges from a flat panel.

Form: The visible shape or configuration of something.

Problem-solving: The process of finding solutions to difficult or complex issues

Pattern: Symbols or objects repeated in a work of art.

Abstract: Art that does not attempt to represent external reality, but seeks to achieve its effect
using shapes, forms, colors, and textures.

Artist : Chris (link)

A sculptor and modern artist who uses meaningful material such as cardboard and recycled
materials for his work. Chris Gilmour loves to creating experimental with cardboards in which
has always been connected with his work with community and educational projects.

Resources and Materials:

Page 15
 Resources

Part 1: paper sculpture with some use of glue: link

Part 2: paper sculpture with some use of glue: link
Cardboard Sculpture attachment techniques: link
Cardboard sculpture without glue technique: link
Prezi: link

Materials

Sketchbook for planning

Corrugated cardboard, recycled cardboard, boxes, cardboard from food packages (cereal box,
cracker boxes or cookie box) or paperboard.
Construction paper scraps
Scissors
Markers
Paint
Metal rulers
Cutting mats
Masking tape
Glue or hot glue gun

Preparation:

Create a power point and hand out

Create questions to have students to share for their in progress work
Gather 3 different type of cardboard supplies
Research on artists examples
Practicing hands on/ building/creating for an introductory exercise: cardboard relief exercise
Have visual cardboard examples to present to students
Have different tools to present and explain to students

Instruction (Activities and Procedures):

Starter:

Introduction of the lesson with artist Chris Gilmour, and vocabularies with a
powerpoint. Give handouts. Present and explain different type of cardboard materials and
how to use tools.

Overview of lesson:

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 Chris Gilmour artworks were shared with students as an inspiration to why the
idea of working with cardboard and recycled materials is possible to create almost
anything by using simple tools and techniques.

Tap into prior knowledge:

Since students have never experienced to create something new from cardboard
and other types of materials, they felt a little intimidated. Nonetheless, by asking,
imagine, planning and creating their maquette sculpture with an introductory exercise,
before beginning their actual sculpture, students slowly grew their confidence and adapt
to shaping and maneuvering the cardboard material.

Introduction of artist:

Artist will be presented via power point sharing his work and educational
projects. It is important to share artist connection to community and the encouragement
he has been teaching and working with people in experimenting with cardboard.

Art making activity:

Students will have the time to do some research on artists’ works for inspiration
they can use for their design. Once the research is complete, sketching out an idea to help
start looking at their parameters of shape, form, size etc…Students will start with an
introductory activity exercise, before beginning their sculpture as they will create an
abstract design on a 8x8 square of cardboard. Students will have the time to re-examine
and improvise their decisions and compositions.

Monitoring of students:

As students work, I will move around the room and engage with them in
thoughtful discussions. For example: “What do you think about your sculpture so far?
What is your plan? Do you think you need to add or take away something to create more
of a visual interest from this angle? How might you want to improve this area?

Closure:

Interacting with students, I can see how much they are taking risks, and how they are
willing to try new techniques and solving technical problems. Having
students to step away from their work in progress sculpture and to have
them look at different angles can help them better see whether or not they are
successfully creating sculpture.

Clean-up Procedures:

-Return all tools to designated place

-Pick up any small pieces of cardboard from the table and floor
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 -Put up sketchbooks
-Unplug any hot glue gun
-Wipe tables

Assessment and Feedback:

An art critique will be given as a self-evaluation after students’ project is done.

A paragraph form (at least four sentences per paragraph) to answer the following
questions:

1. Describe:
Artist and title of the artwork your sculpture is inspired by and how did the famous
artwork inspire you?
Describe the process of making your sculpture?

2. Analyze and Interpret:

What elements and principles of design did you use to your sculpture? How did you use
them?

3. Reflection:
What have you learned throughout this project?
What would you change about your sculpture if you were to make it again and why?

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 Grade Ninth to Twelve Visual Art Lesson Plan #4

Title of lesson: Mono prints - “Exploring Abstraction in Motion”

Time: Two Weeks
Grade Level/s: 9th-12th

Essential Question: How can gesture drawings be expressed in mono printing?

Snapshot of the lesson:

Students will experiment with stencil, application on paint, line transfer mono print technique.
They will choose and use their favorite techniques to create their final print. Students’ final print
should demonstrate individual originality, personality and craftsmanship.

Lesson Rationale:

Artists experiment with materials and ideas to create imagery as they take creative risks and
solve technical and visual problems while working with new materials or traditional materials. It
is important to give students an experience based on art making and the art making process. It is
less focused on content and more on the use for the materials and technique.

Key Concepts and Understandings for this Lesson:

Students can use/work different materials as media. They can try new techniques, tools, and
techniques when they create artwork.

Students can take risks with their art. Trying a variety of different techniques and make
changes in their compositions .

Students can solve-problems to stop and think about any technical problems while they are
working.

Students can change their mind about their artwork as they go along. There is always room
for better a better option. If they like something they accidentally made, they can keep it.

Students can speak and write about their art and experiences: how they created it/made it,
how it makes them feel, how they were influenced by other art and how they thought
about the elements.

Essential Questions
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 How do you create a mono print with a stencil technique?
How do you create a mono print with a painterly technique?
How do you create a mono print with a line transfer technique?
Why is it important to understand and to follow correct procedures in handling materials,
tools, and equipment?
What is the difference between mono printing and other types of prints ( silk screening,
linoleum print, metal etching, etc…)
What is gesture drawing?
What kind of artist was Edgar Degas?
Why did Degas include print making in his work?
Are there other artists that also use print making in their work?

Lesson Standards

National standards

1.
1.1.VA: Cr2.1.Ia
Through experimentation, practice, and persistence, demonstrate acquisition of skills and
knowledge in a chosen art form.

1.
1.1.VA:Cn10.1.IIa
Utilize inquiry methods of observation research, and experimentation to explore
unfamiliar subjects through art-making.

Georgia Performance Standards

1. VAHSPR.CR1. Visualize and generate ideas for creating works of art.

a. Develop work through open-ended inquiry, consideration of multiple options,
weighing consequences, and assessing results.
b. Investigate and research various themes, interests, materials, and methods.
c. Identify artistic voice in a range of contemporary and traditional artists.

2. VAHSPR.CR.2 Choose from a range of materials and methods of traditional and

contemporary artistic practices to plan and create works of art.
a. Use sketchbook/journal to research, explore, and invent artistic approaches to connect
and express visual ideas.
b. Critique in-process works individually and collaboratively.
c. Experiment with papers, plates and other printing surfaces and/or technologies.
d. Develop mastery of media (e.g. inks, etching stylus, linoleum tools, wood cutting tools,
printing presses).
e. Use mixed-media approaches (e.g. traditional, contemporary, digital, alternative media,
video, installation, performance).
f. Practice safe and appropriate use and care of printmaking media and tools.
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Lesson Goals

The students will know:

How to coat a plexiglass plate with clear dish-soap using a brayer.

How to paint the image on the plate using watercolor paints, keeping in mind the image will
print in reverse.

The students will be able to:

Place damp paper on top of the pate and transfer with the printmaking press
Lift the paper to view the print.

Evidence of Understanding:

1. Students will gain knowledge about Edgar Degas and the work he did with printmaking; and
making connections with his artwork.

1. Students will research and engage through presentation about Edgar Degas’ figures motions
and body gestures; how he was expressing in them.

1. Students prepare their plate with clear dish soap to create a painterly monotype, paint their
image with watercolors or block inks. Then wet their paper, and print their image on wet,
blotted paper with the printing press.

1. Students prepare their plate with clear dish soap to create a stencil monoprint, apply their
layers of tape to plate, then use brayers and brushes to apply ink or paint the plate. For the
next step, students remove the stencils and print their image on wet, blotted paper with the
printing press.

1. Students prepare their plate with clear dish soap to create a line transfer monoprint. They roll a
very thin layer of oil based ink on their plate, then lay dry paper on top of the plate. Students
draw a line-based image to transfer the drawing from the plate onto the back of the paper.

1. Students will understand the mono printing process while exploring the technique of gesture
drawing.

Differentiation:

Students were asked to do a research about Edgar Degas and his discoveries of ways to mono
printing. A presentation of students’ finding of how Degas discovered print making and how he
used his techniques of body gesture drawings. The students were able to experiment with two

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different types of print making: mono printing and monotype printing. They had the choice to
choose which print making technique to use for their final print.

Important Vocabulary, Definitions (defined appropriately for grade level), and Artists:

Monotype: one-of-a-kind and does not imply repeatable elements

Mono print: a variation on a series, as there is a pattern or image on the painting surface that
can be printed multiple times over

Movement: the principle of art used to create the impression of action in a work of art.

Composition: the arrangement of elements within a work of art.

Artist : Edgar Degas : link

Edgar Degas was a French artist, who is best known for painting ballet dancers, he was
fascinated by them and wanted to capture their grace and power. experimenting his workin mono
printing. Degas was introduced to the monotype process - drawing in ink on metal plate that was
then run through a press, resulting in a single print.

Resources and Materials:

Resources

Monotype printing: link

Monotype printing with open acrylic: link
Monotype printing with Akua: link
Pop Member Showcase Mono prints: link

Materials

Pencil and eraser

Tape
Sketchbook
Journal or material to create a journal
Printing paper
Inks (Akua or oil based media)
Cotton swabs
Toothpicks
Sticks
Rags
Matboard scraps
Paint brushes
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 Brayer
Brushes
Acetate
Plexiglass
Rubber gloves
Spray bottle
Press-pins
Wooden spins
Clean towels
Paper towels
Cleaning materials
Scrap paper

Preparation:

Create power point

Create handouts for research and presentation of Edgar Degas
Create handouts with visual images
Create handouts with instructions: How to use tools/equipments for print making
Select 3-4 mono print works and monotype print works from different artists
Set table: printing equipments, paper and tools

Instruction (Activities and Procedures):

Starter:

Introduction of the lesson with artist Edgar Degas, and vocabularies with a
powerpoint. Give handouts. Present and explain different type of print making and how
to use tools. Present different types of print making as visuals to students to differentiate
the print making texture and composition.

Overview of lesson:

Edgar Degas’ print making works were shared with students as an inspiration to
why the idea of working with mono printing is possible to create body gestures from
drawing, to express and expand the possibilities of drawing in motion: body gestures.

Tap into prior knowledge:

Since students have never experienced to experiment two different print making
techniques: mono printing and monotype printing, to experiment with gesture drawing,
they were interested at learning different techniques. Nonetheless, by asking, imagine,
sketching, and experimenting their drawings with two different print making techniques
with an introductory exercise, before beginning their actual sculpture, students learned
different layering, texture and composition of their work in order to choose which print
techniques they will be using for their final print.
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 Introduction of artist:

Artist will be presented via power point sharing his mono printing works. It is
important to share Edgar Degas with the students to create a connection from his work
with the students. Degas’ s various ways of experimentation impact on his wider practice
along with some of his other works, including paintings, drawings, and prints.

Art making activity:

Students will have the time to do some research on Edgar Degas’s works and
present about what they have learned about Degas’s gesture drawing for inspiration they
can use for their drawing composition. Once the research is complete, sketching out
different possible ways of body gestures of a wooden figure dolls in various positions to
help start looking at how the gestures will be apply when using mono print making
techniques. Students will start with an introductory activity exercise, before beginning
their final print as they will draw two body gestures drawings and experiment printing
with mono printing and monotype printing. Students will have the time to re-examine and
improvise their decisions and compositions.

Monitoring of students:

As students work, I will move around the room and engage with them in
thoughtful discussions. For example: “What do you think about the mono printing /
monotype printing technique? Which technique do you like best? And why? What is your
plan? Would you like to add or take away a body gesture from your drawing?

Closure:

Engaging with students with researching, analyzing and presenting about their research of
Edgar Degas to help them create and produce their own prints was a great way for
students to understand the experimentation method Degas used with his
work. I can see how much they are taking risks, and how they are willing to
try new techniques and solving technical problems. Having students to
experiment two different techniques for their work in progress prints helped
them to look at the texture and composition to choose for their final print.

Clean-up Procedures:

-Return all tools to designated place

-Clean all printing equipments
-Put up sketchbooks
-Wipe tables

Assessment and Feedback:

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 An art critique will be given as a self-evaluation after students’ project is done.
A paragraph form (at least four sentences per paragraph) to answer the following
questions:

1. Describe:
Artist and title of Edgar Degas’s mono printing is inspired by and how did the famous
artwork inspire you?
Describe the process of making your mono printing? Or monotype printing?

2. Analyze and Interpret:

What body gestures did you learn from drawing the wooden doll onto a drawing paper?
How was repeating the same gesture drawings of the wooden doll in motion?

3. Reflection:

What have you learned throughout this print making project?

What would you change about your drawing if you were to make it again and why?
Would you have chosen another print making technique?

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