BIG IDEA - SLIDE SHOW
MPS LESSON PLAN
Lesson: Printmaking: Fruit & Veggie Characters & Community Mural
Grade Level: 3rd
Art Standard(s) & Learning Criteria:
VA:Cr2.1.3.a - Create personally satisfying artwork using a variety of artistic processes and materials.
Students will experiment with printmaking, drawing, and collage to create a mural of characters.
VA:Cr2.3.3.a - Individually or collaboratively construct representations, diagrams, or maps of places that are part of everyday life.
Students will use observations of their community to recreate characters or people via printmaking. First they will develop the characters on their own then they will work together to arrange their completed characters in a mural or ‘town square’ format.
VA:Re.7.1.3.a - Speculate about processes an artist uses to create a work of art.
Students will join in on looking and talking about the work of Jim Mezei and Daniel Minter. They will identify the processes and materials that the artists use and how they represent the world around them.
VA:Cn10.1.3.a - Develop a work of art based on observations of surroundings.
Students will use observations of their community to recreate characters or people via printmaking.
Formative Assessments:
Entry Ticket: One-Minute quick-sketch prompt, “Draw… your favorite food.”
There will be a timer on the screen to see (time may be extended if students are engaged in the activity).
**This time can also be used as a teacher/student check-in – the teacher would eventually meet with all the students throughout the semester, one-two students per day.
Summative Assessments:
Written reflection & self-evaluation -- This takes the form of a short story that includes one or more of their characters.
There will be an example worksheet to help develop the students short story including these questions;
What is your character’s name?
Where do they live?
What is their home like?
Does your character have any special skills or hobbies?
What is their job? Where do they work?
What is their personality like?
Do they have any friends? foes?
Does your character interact with any of your classmates' characters?
Unit/Theme/Topic: Big Idea: FOOD: Hunger, Health, Community
Assignment: Printmaking (exploring the big idea FOOD by observing the people in our community, and creating our own community of characters via printmaking).
Success Criteria:
I successfully work collaboratively with my peer as well as individually
I use my observations of everyday life to inform my art
I use a variety of artistic processes and materials
I think about and discuss the artists I’ve learned about and what their work might mean
Materials/Equipment/Space Needed:
MATERIALS -
paper (you can use any paper for this including handmade paper from a previous lesson)
Acrylic OR Ink (printmaking/water-based)
Potatoes, Apples, Oranges, etc
Brayer or paint brushes (to apply paint)
Markers (black and possibly white)
Scissors
Glue
Roll paper (for mural background)
There will be a communal bucket/tub at each table that will have the basic tools they need for the day. If the bucket does not have a tool or item they need, there will be stations that have specific items (such as fresh cut paper, or paint brushes).
SPACE -
Utilize space as regular – small groups assigned to each table (at Fratney there are 8 tables coded by color)
Wall space for showcasing work (either in classroom or hallway)
Do Now/Warm-Up (5 Minutes):
Entry Ticket:
One-Minute quick-sketch prompt, “Draw… your favorite food.”
There will be a timer on the screen to see (time may be extended if students are engaged in the activity).
Quiet down & Rule Run-down:
Wait for everyone to listen then go through the rule run-down
“What are our paint rules?”
no painting on ourselves (or others)
no painting on others art
be careful with water cups and paint trays
etc
Activities (LESSON RUN THROUGH):
Cool Down/Clean-up Process With Students (5-10 Minutes):
Cleanup will begin 10 minutes before the end of class.
If there is a clean-up schedule/chart the students who are next to receive a job will be assigned clean-up duties. Otherwise, jobs will be given to students who are finished early with their projects or to quiet listeners (This is what Ms. Liz does).
Clean-up duties for this project include;
Brush pickup
Brush washing (if time)
‘Stamp’ pickup
Paint tray pickup
Paint tray washing (if time)
Scrap pick up
Table wipedown
‘Stamps’ will be sorted into reusable and trash (maybe if they are rinsed of paint they can be composted?) Any reusable ‘stamps’ can be used for the next class.
If brushes are not rinsed by students they will soak in the sink until my next free/prep period. Leftover jobs may also be assigned to other classes (If students have time, and want to – clean-up is particularly popular in Ms. Liz’s class and this happens sometimes).
Artists/Styles/Period:
These artists will be used to talk about printmaking as an artform. We will also look at his prints of food and talk about how we can use the shapes and colors to inform our own work.
“I use physical materials to emphasize a focus on the now, making projects that encourage slowing down to offset an increasingly digital existence. Growing up with a mom who could make anything fostered an early interest in working with my hands and an affinity for craft-based arts. A modern art influence came after my BFA, when I met my late father-in-law who was a painter. For him, art was an all-encompassing approach to life—a Modernist way of seeing. I’m able to better understand and articulate my own experience by exploring and conflating these influences. The act of making is something I use as a means for discovery and often do so to contrast the more rigid and traditional aspects within my practice. I’m enamored by the everyday objects that surround us, offering a glimpse into how one makes a space a home. I use all this to make immersive installations, and experimental publications that encourage creative accessibility.”
Daniel Minter (Illustrator)
This artist will be used to talk about how food and growing food is an important part of the community and certain cultures. We will particularly focus on how Minter uses the patterns and shapes found in fruits and vegetables to create patterns in his illustrations.
Going Down Home with Daddy Illustrations
"It tells the story of a young boy who attends a large family reunion at his great-grandmother's house and struggles to prepare a contribution to the family celebration. Inspired by Lyons's visit to a family gathering in rural Georgia, the book was published by Peachtree Publishing on April 1, 2019. The acrylic illustrations incorporate Adinkra symbols representing various concepts in Ghanaian culture. Critics praised the book's themes of family culture and heritage as well as Minter's illustrations, for which it received a Caldecott Honor in 2020. It also received the 2019 Lupine Award in the Picture Book category.
Assessment/Rubric:
Student Work:
Self Evaluation Checklist:
_x_ Students were active right from the start.
_x_ Students received clear and concise instructions.
_x_ Students were actively a minimum of 80% of the time.
_x_ Students had fun.
_x_ I provided a safe and inclusive environment for all students.
_x_ I provided positive, specific feedback to my students.
_x_ I provided social-emotional learning in this lesson.
Student Quote: "I can't believe I'm painting my favorite vegetable!!"