UNDERSTANDDING BY DESIGN LESSON PLAN: REDUCTION PRINTS

Reduction print using a gradated roll

Stage 1: Desired Results Reduction Printmaking

Vermont Framework of Standards and the Grade Level Expectations
A7-8: Students show skill development when creating art
A7-8: Students make connections between/among the arts and disciplines outside the arts
A7-8:11 Students demonstrate perform/communication skills in visual arts
A7-8:19 Approach to work
A7-8:20 Students develop effective, personal work habits
A7-8:21 Students demonstrate appropriate interactions

Established Goals:
Students will:
1. learn to use print making tools safely.
2. learn about the history of print making.
3. learn the vocabulary of print making.
4. learn about color mixing.
Understandings:
Students will understand that:
1. printmaking is a viable art form even in the digital age.
2. one of the purposes of printmaking is to make multiple copies and the economic benefits of doing so for the artist.

Essential Question(s)
1. What led to the development of printmaking?
2. Was printmaking more important before computers and copy machines?
3. Is printmaking a dying art or is there a way to make it meaningful in the digital age?
4. What unique qualities does printmaking have compared to digital images?
Stage 2: Assessment Evidence
Performance tasks
Students will:
1. use tools safely and appropriately.
2. be able to use carving tools to create textures and desired effects.
3. use butter block to create a reduction print using four colors that makes a repeating pattern on two sides.
5. appropriately clean up their tools and work area.

Other Evidence;
Students will
1. focus on their work without signs of frustration.
2.  help others if asked and be able to explain what they are doing and why.
4. make their own decisions about how their work is displayed and be able to explain  that decision.
5. be excited about displaying their work.


Stage 3: Learning Plan
Learning Activities
1. Slide show of different kinds of prints including reduction prints by contemporary artist Chuck Close and discussion of the essential questions.
2. Teacher will demonstrate tool safety, carving techniques, talk about examples of other students’ work and explain technical excellence or difficulties such as too much ink, too little ink, misregistration, etc. 
Students will:
3. draw their design on paper the same size as the block.
4. pick out four colors and decide which areas in their design will be which color.
5. ask Jeneane to help them with color and carving order. This order will be written down.
6. work in pairs to facilitate printing and hanging up work to dry.
7. prepare their work for exhibition.

Reduction prints in progress