Exploring Printmaking

Established
Goals

Students will:

TRANSFER GOAL

Students will be able to create a wax crayon transfer print to

add to a class mosaic.

- Explain the
practice of
printmaking
- Practice the
different
techniques of
printmaking
such as,
frottage,
stenciling, wax
crayon
transfers and
stamping.
- Experiment
with different
printmaking
materials

MEANING

Enduring
Understandings:

Essential Questions:
Students will keep considering

Students will understand

that
U1 That particular
materials used for
printmaking will create
different results.
U2 By making an
individual composition, it
can be added to a class
composition of a mosaic.

Q 1 How does the artist choose

what they want to draw / print?

Q2 What other objects/material can

be used when printmaking?

Q3 How does the overall artwork

change when multiple artworks are
put together?

ACQUISITION OF KNOWLEDGE & SKILLS

Students will know

Students will be skilled at

- How to be apart of an art

critique and respect other
artists.

- Stamping

- That everyday material

can be used in the
printmaking process.

- Frottage

- How to reference artwork

to create their own
composition.

- Wax Crayon Transfers

- How the use of color can

contribute to expression
within an image.

- Stenciling

- Using printmaking materials properly

and applying paint for printing. (Such as
brayers, paintbrushes, and stamps)

STAGE 2 Evidence

Evaluative
Criteria
Performance is
judged in terms of
Skills

Assessment Evidence
Students will need to show their learning by:
Incorporating all learned printmaking techniques,
creating texture in the form of practice prints, and to
use what they know about printmaking to create a
final wax crayon transfer print to add to a class
mosaic.

Participation

Transfer Task:

- Actively
engaging in
center based
learning, class
discussions and
performance
tasks.

- Students will show their learning by participating in class

discussion, through center-based learning and performance
tasks.
- Students are able to incorporate found objects to create
texture in their frottage prints.

Skills

- Students will reference artists prints and artic animals to

create their final composition.

- Stamping and

- Students will produce a final composition by creating a wax

stenciling are
produced
effectively.
- Texture is shown
in Frottage prints.
- Wax crayon
transfers are
correctly created.
Critique
- Actively
participate with
their partner,
sharing their own
opinions with
ready-made
questions.

crayon transfer to add to a class mosaic.

Unit Summary
This unit has been developed for Grade 2 and is focused on the subject area of
printmaking. The intention of this unit is to explore different artists prints. Social studies
can be used to influence the theme of the art. For instance: the regions of Canada, or Inuit
culture and wildlife. ELA can be reference when studying aboriginal legend writing, or
through reading various picture books. Students will explore the process of frottage,
stamping, stenciling and wax crayon transfers. They will also experiment with different
printmaking materials to create different prints. Understanding that there are multiple
ways to create prints and that there is many different everyday objects that can be used.
Through the use of examples, demonstrations and student centered base learning,
students will be able to create a final composition using the wax crayon transfer
technique to create their own individual composition to be later added to a class mosaic.
Students will get lots of examples and practice with the different types of
printmaking before completing the final project. The final project encompasses what they
have learned throughout the printmaking unit. Once students have made their final
composition and all of the works have been added to a class mosaic, they will partake in a
partner critique with ready-made questions for them to answer to get them used to
participating in a critique and respecting other peoples artworks.

Unit Rationale
This unit is intended for grade 2 art. Though it is an easily integrated unit across
different curriculums, considering it is geared for elementary school. It is intended to help
students understand the importance of printmaking, the process of printmaking and the
different objects/materials the can be used in printmaking. You will also find that this unit
will incorporate a variety of instructional strategies, such as hands-on center based
learning, demonstrations, reference images and project based work periods.
Students will learn the different types of printmaking and be shown examples of
them through a PowerPoint presentation, demonstrations and independent practice.
My materials do not reflect any stereotypical views of masculinity or femininity because
they are needed to make prints and it is all based on the artist on which materials they use
and how they use them.
My students are encouraged to be engaged and critical thinkers and to
communicate throughout my unit because of the class discussions that are held every
class. They are required to think about essential questions and what the different

printmaking processes are. Doing a printmaking unit on a different culture teaches my

students to be ethical citizens and to be socially responsible and culture aware. Through
the use of my PowerPoint presentation, my students have to be digitally literate to be
actively engaged in the lessons. Doing student-based centers to practice printmaking
techniques it teaches my students self-direction, personal management and leadership
while maintain a comfortable learning environment where exploration is encouraged. To
be able to switch from station to station and help everyone get to work in a timely manner
is important for centers to work within the classroom environment. Students will have to
problem solve, be creative, self-direction and innovative and have an entrepreneurial sprit
both in practice and to complete the final project. They are allowed to have freedom
within the constraints of the assignment to do what they choose in terms of colour and
how they portray their Artic animal.
After completion of this unit, students should feel comfortable with applying the
printmaking techniques for future artworks, using printmaking material/objects properly,
safely and effectively, and have gained an insight into a technique used commonly in
business and art.

Lesson 1 Summary
This introduction to Frottage will explain to students what the art of frottage is. A
PowerPoint presentation will be shown to students that include the definition of frottage
as well as different pictorial examples of frottage prints. Through demonstrations students
will get a sense on how to make their own frottage prints. Students will begin to
understand tone and value within compositions because of the textural objects that can be
used. Higher surfaces will create darker tones and values where as the lower surfaces will
be much lighter.
Lesson 2 Summary
Students will create their own frottage prints through a scavenger hunt activity.
Finding different textural objects and surfaces to rub on to make a textural print. A
sensory game will be used for an introduction activity to get students to think deeper
about the differences between textures. With this game it will help students to tap into
their senses to understand what objects would be good to use to make a frottage print and
which ones would not be as good to use. Each student will create eight different frottage
prints using eight different textural objects and surfaces throughout the classroom during
a scavenger hunt activity.
Lesson 3 Summary
Inthislesson,studentswillbeintroducedtostenciling,stampingandthedifferent
materialsusedinprintmaking.Firsttheywillbeshownthedefinitionsandexamples
throughaPowerPointpresentation.Nextstudentswillparticipateinakinestheticactivity

thatallowsthemtomovefromonesideoftheroomtotheother,todecideiftheimageon
theboardisstencilingorstamping.Thishelpsstudentstokeeptheirfocusbyallowing
themtogetupandmovearoundinsteadofjustsittingtherelisteningtothelesson.Italso
helpsthemtothinkcriticallyabouttheimageandthentodecidewhethertheimageisan
exampleofstencilingorstamping.Thenstudentswillbeshownhowtodoeachofthe
techniques.Thesedemonstrationsinclude;stencilingusingapaintbrushandpaint,using
atexturalobject(everydayfoundobject)totransferinkontopaperwithpainttocreatea
print,usingabrayerandamadestampusingStyrofoamplatestomakeatransferprint
andusingrubberstampstocreateprints.
Lesson4Summary
Thislessonwillbeastudentcenterbasedlesson.Therewillbefourstationsthat
willbemadearoundthefourdifferentdemonstrationsfromthepreviousclasstofurther
exploreprintmaking.Thesefourstationswillbe:stencilingusingapaintbrushandpaint,
usingatexturalobject(everydayfoundobject)totransferinkontopaperwithpaintto
createaprint,usingabrayerandamadestampusingStyrofoamplatestomakeatransfer
printandusingrubberstampstocreateprints.Aftereachcenterisexplainedtheclasswill
bedividedupinto4evengroupsanddistributedtoeachcenter.Eachgroupwillspend4
minutesateachstation,experimentingandexploringwiththedifferenttypesof
printmakingmaterialsandtechniques.Throughthesecenters,studentswilldiscoverthe
differentprintmakingtechniquesandhowtousethematerialsforprintmaking.Bythe
endofthelesson,eachstudentwillhavemadefourdifferentprints,oneateachstation.
Lesson5Summary
Waxcrayonlift/transfersareanotherformofprintmaking.Inthislesson,
studentswilldiscoverwhatwaxcrayonlift/transferprintsareandthedifference
betweentheliftandthetransfer.Studentswillalsohavetoknowwhattheprimary
coloursareandwillbemadeawareofcolour;warmvscoolcoloursandwhatmoodsand
feelingseachofthesecoloursexude.Throughademonstrationonhowtodoawax
crayonlift/transferprintstudentswillbeabletounderstandhowtodothem
independently.
Lesson6Summary
Throughoutthislessonstudentswillbeabletoexperimentwiththeuseofcolour
andhowcertaincoloursmakecompositionsfeel.Theywillbeallowedtoexploretheuse
ofpressuretofigureoutwhattypesofpressurewillcreatedifferentline,toneandvalue
withintheirprints.Eachstudentwillmaketwodifferentprints,oneusingwarmcolours
andoneusingcoolcolours.Bothprintscanbemadeusinganydrawnimagetheychoose.

Lesson7Summary
Inthislesson,studentswillusetheirnewlyacquiredknowledgeofprintmaking,
useofprintmakingmaterialsandcolourtocreateafinalcomposition.Usingthe
encountersPudlo Pudlat and Kenojuak Ashevak, both of whom are Inuit artists, students
will be able to reference their work to make their own print. Students can also reference
the book My Artic 1,2,3 to find the different Artic animals. Students will be allowed to
choose what animal they would like to portray and what colours they use to make their
wax lift / transfer prints. Both their lift and their transfer will be apart of the final class
mosaic. After the final mosaic has been completed, students will take part in a critique of
the final mosaic. Using ready-made questions, students will answer each question and
explain their answers to their partner. Partaking in a critique at this young age will help
students to be able to become more comfortable with the process of critique and will help
them learn to respect other peoples artwork.

Evaluation/Assessment Summary
In the hands-on lessons of the unit, students will practice their skills on making
different types of prints that are taught each lesson. Throughout the unit, students will be
assessed on their practice prints of the different printmaking techniques. These will all
lead up to the final performance task of the unit.
The final performance task for this unit will assess the students on their
printmaking techniques of wax crayon lift / transfers. The students will be able to choose
what animal/subject they choose to portray and how they want to portray that animal.
They will choose their colour scheme according to what mood they are trying to represent
in their final composition. Each of these decisions for the students will allow them to
express themselves individually and allows for freedom of choice based on their
individual interests. In the final composition, students will need to create a wax crayon
lift and transfer representing the colour scheme and animal they want. Both the lift and
the transfer will then be put with the other individual prints made by everyone else in the
class to make a final mosaic. This whole mosaic will demonstrate an understanding of
printmaking, colour, line, value and tone.

* These lessons will be in conjunction with social studies and English language arts.
Some of the picture books might be read during these periods instead of taking up the art
periods, but I have included them in the units lessons.

Name: Caitlyn Kasprick edited by Christina Shorrock

Grade/Subject: Art/ Grade 2
Unit: Printmaking

Lesson 1: Introduction to Frottage

Date:

Class Length: 30 minutes

GLO: Component 6: Students will show different objects and forms surface qualities.
Component 10 (iii): Students will explore the direct methods of printmaking by using
techniques and media.
SLO: Concept A: Through rubbings or markings, texture can be captured.
Concept C: Student will explore frottage (texture rubbings)
Learning Objectives: Students will:

1) Understand how to make frottage prints through demonstration.

2)

Understand that different surfaces will create different prints.

Assessment Methods:
1. Students are actively engaging in class discussion.
2. Students are actively listening and watching demonstrations on how to do the
process of frottage.

Materials:

SMART Board

PowerPoint

Paper

Pencil or graphite

Textural object

Vocabulary:

Texture - senses, quality

Medium

Materials - Ready-made objects, found objects, created objects, organic objects

Tone light, dark

Frottage

Rubbing

Value

Introduction: (5 minutes)

Create a class discussion based on these questions:

Does anybody know what Frottage is? (Wait for answers, depending on answers
move on to the next question)

Does anyone know what texture rubbing is?

Body: (Based on the answers to the questions in the introduction, will help to know what
needs to be addressed more thoroughly)

Activity #1: (2 minutes)

Introduction to Frottage / Rubbing. Using a PowerPoint slideshow, explain what
Frottage / Rubbing is.

Activity #2: (10 minutes)

Takeapolltoseehowmanyhavedonetheplasticplatecrayonrubbingsasa
child.(Showapictureofanexampleoftheseplates)Howmanyofyouhaveused
theseplasticplatestodocrayonrubbings?Handsup.

Thenshowdifferentpicturesoffrottageprints.

Explainthateachdifferentobjectwillcreateadifferentprintbecauseofthe
differenttexture.Justliketheplateshavedifferentimagesonthem,sotheywill
createdifferentprints.

Activity#3:(7minutes)
Demonstratehowtomakeafrottageprintusingdifferenttexturalobjects.

Usethecinderblocksonthewalltocreateafrottageprintandthenpass
theprintaround.

Useatexturalobjecttocreateadifferentfrottageprintandthenpassthe
printaround.

Oncetheprintshavebeenpassedaround:

Askwhysomepartsoftheprintaredarkerandotherpartsoftheprintare
lighter?

Explainwhythisis,becausethepartsthataredarkerarehigheronthe
surfacethenthepartsthatarelighter,makingthoselinesdarkerinvalue.

Closure: (6 minutes)
By showing me a thumb up, thumbs down, or thumbs to the side,
show me if you understand what frottage is?
Can someone point out what would not be a good object to use
to make a frottage print?
Next class, we are going to do a scavenger hunt to create your
own frottage prints.

Name: Caitlyn Kasprick edited by Christina Shorrock

Grade/Subject: Art/ Grade 2
Unit: Printmaking

Lesson 2: Frottage Scavenger Hunt

Date:

Class Length: 30 minutes

GLO: Component 6: Students will show different objects and forms surface qualities.
Component 10 (iii): Students will explore the direct methods of printmaking by using
techniques and media.
SLO: Concept A: Through rubbings or markings, texture can be captured.
Concept C: Student will explore frottage (texture rubbings)
Learning Objectives: Students will:
1) Create their own frottage prints by using found objects within the
classroom.
2)

Demonstrate the understanding that different textural surfaces / objects

will create different prints.

Assessment Methods:
1. Students are actively participating in class discussion.
2. Students are independently working on their frottage prints.
3. Students are actively thinking about what surfaces and objects will create different
prints.

Materials:

Paper

Pencil or graphite

Textural objects or surfaces

Vocabulary:

Texture - senses, quality

Medium

Materials - Ready-made objects, found objects, created objects, organic objects

Tone light, dark

Frottage

Rubbing

Value

Introduction: (7 minutes)
Sensory Game:

Placing different objects in opaque bags, ask students to stick their hand in the bag and
feel the object. Using their sense of touch, describe the object. (This will help students to
further explore texture using their senses.)
Have students answer questions on ready-made sheets to explain what they are feeling in
each bag.

Question Sheets for Sensory Game:

Circle a word for each object that you feel.

Object #1: Is it?

Smooth surface

or

Are the edges:

Jagged

Roughsurface

Soft

Hard

Round

or

Soft

It does not have any.

What do you think it is? _______________________________________________

Object #2: Is it?

Smooth surface

or

Roughsurface

Hard

or

Soft

Are the edges:

Jagged

Soft

Round

It does not have any.

What do you think it is? _______________________________________________

Object #3: Is it?

Smooth surface

or

Are the edges:

Jagged

Roughsurface

Soft

Hard

Round

or

It does not have any.

What do you think it is? _______________________________________________

Body:

Activity #1: (3 minutes)

Soft

Go through each of the bags that had the textural objects in them. Before taking
the object out, ask the students which word they circled to describe what they felt
by taking a poll of hands.

Show the objects so the students can make a connection between the object and
what they felt without seeing the object.

Explain that these are kinds of textural objects that they should be looking for, for
their activity today.

Activity #2: (2 minutes)

Hand each of the students a pack of 8 small sheets.
Ask each of the students to write their names on the back of
each sheet of paper.
Explain that they are going to find 8 different textural objects
within the classroom to do a frottage print.
They will use one object for each sheet.
Demonstrate visually so students can understand better.
Tell them they have 15 minutes to complete the activity.
Once they are done they are to hand in their prints to me and
gather on the carpet.
Activity #3: (15 minutes)
Have students go on a scavenger hunt to make their 8 different
prints.
o Monitor noise level
o Help any students who may need help finding different
textural surfaces or objects.
Conclusion: (3 minutes)
Clean up all materials used and make sure you have handed in
your prints.
Once all of the students have handed in their prints and gathered
on the carpet thank them all for their participation.
Next class we will be exploring some different printmaking
techniques such as stenciling and stamping.

Name: Caitlyn Kasprick edited by Christina Shorrock

Grade/Subject: Art/ Grade 2
Unit: Printmaking
Stenciling

Lesson 3: Introduction to Stamping and

Date:

Class Length: 30 minutes

GLO: Component 10 (iii): Students will explore the direct methods of printmaking by
using techniques and media.
SLO: Concept C: Students will explore different printmaking materials and use found
objects to create stamping and stenciling prints.
Learning Objectives: Students will:
1) Understand how to make stamping and stenciling prints through
demonstrations.
2)

Understand that found objects will create different transfer prints.

3)

Explore the different materials used for printmaking.

Assessment Methods:
1. Students are actively engaging in class discussion.
2. Students are actively listening and watching demonstrations on how to make
stenciling and stamping prints.
3. Students are participating in the stencil or stamp game.
4. Students are actively listening and watching demonstrations on how to use
printmaking materials properly.

Materials:

SMART Board

PowerPoint

Stencils (and or objects for stenciling)

Stamps (and or objects for stamping)

Brayers

Paintbrush

Paints / ink

Paper

Styrofoam plates

Pens

Vocabulary:

Medium

Materials - Ready-made objects, found objects, created objects, organic objects

Tone light, dark

Colour

Stamping

Stenciling

Transfer print

Introduction: (5 minutes)
Create a class discussion based on these questions:

Who has used stencils before?

Has anyone used stamps before?

Did you ever think that it is a form of printmaking?

Body: (Based on the answers to the questions in the introduction, will help to know what
needs to be addressed more thoroughly)

Activity #1: (5 minutes)

Introduce stamping and stenciling. Using a PowerPoint slideshow to explain the
definition of stamping and stenciling and to show an example of each.

Activity #2: (7 minutes)

Guessifitisstampingorstenciling.

Usingpictureexamplesofeachtypeofprintmakingshowanexampleandask
studentstogotoonesideoftheroomiftheythinkitisstencilingandgotothe
othersideoftheroomiftheythinkitisstamping.

Showtheanswersonthenextslideandthenrepeat.

Activity#3:(10minutes)
Demonstratehowtomakestampingandstencilingprints.

Usingeverydayobjectstocreateatransferprint(stamping)fromthe
surfaceoftheobjecttothepaperusingpaintorink.

Userubberstampstoshowanexampleofadifferentwaytomakeastamp
print.

Usestencilswithapaintbrushforanexampleofstenciling.

MakeadrawingonaStyrofoamplateusingaballpointpen.Usethe
brayerandinktomakeatransferinkstampprint.

Hanguptheprintonceyouaredonesoitcandry.

Doagallerywalkofeachdemonstratedprint.

Closure: (3 minutes)
By showing me a thumb up, thumbs down, or thumbs to the side, show
me if you think you can do these prints tomorrow?
Next class, I am going to set up centers for each of you to try the
different types of printmaking that I showed you today.

Name: Caitlyn Kasprick edited by Christina Shorrock

Grade/Subject: Art/ Grade 2
Unit: Printmaking

Lesson 4: Printmaking Centers

(this lesson may take up 2 classes)

Date:

Class Length: 30 minutes

GLO: Component 10 (iii): Students will explore the direct methods of printmaking by
using techniques and media.
SLO: Concept C: Students will explore different printmaking materials and use found
objects to create stamping and stenciling prints.
Learning Objectives: Students will:
1) Create their own stamping and stenciling prints through student center
based learning.

2) Understand that found objects will create different transfer prints.

3) Explore the different materials used for printmaking.

Assessment Methods:
1. Students are actively participating in class discussion.
2. Students are independently working at their centers.
3. Students are actively thinking about what objects will create different transfer
prints.
4. Students are working with required materials correctly to produce results.

Materials:

Stencils (and or objects for stenciling)

Stamps (and or objects for stamping)

Brayers

Paintbrush

Paints / ink

Paper

Styrofoam plates

Pens

Vocabulary:

Medium

Materials - Ready-made objects, found objects, created objects, organic objects

Tone light, dark

Colour

Stamping

Stenciling

Transfer print

Introduction: (7 minutes)

Explain that todays class will be a center-based class.

At each center there will be a different materials to do a different type of print.

Everyone will get to go to each station. Introduce each of the 4 centers

individually.

Have students follow you to each station and demonstrate what to do at the
station.

Body:

Activity #1, 2 & 3: (16 minutes)

Split students up into 4 equal groups for each station.

Each station will have enough supplies to accommodate multiple students at each
station.

Allow students to work in centers for the remaining of the period.

Switching stations every 4 minutes, switching 4 times.

Students will be required to make at least one print at each station, so a total of 4
prints.

- Station One: stencilingusingapaintbrushandpaint

StationTwo:usingatexturalobject(everydayfoundobject)totransferinkontopaper
withpainttocreateaprint
StationThree:usingabrayerandamadestampwithusingStyrofoamplatestomakea
transferprint
StationFour:usingrubberstampstocreateprints

Conclusion: (5 minutes)

Ask the students to write their name on the back of each print that they made and
hand them in.

Clean up all materials and centers and put the classroom back to the way it was.
Thank the class for their cooperation and participation.

Ask some students to share what their favourite station was if time allows.

Name: Caitlyn Kasprick edited by Christina Shorrock

Grade/Subject: Art/ Grade 2
Unit: Printmaking

Lesson 5: Introduction to Wax Crayon Transfers

Date:

Class Length: 30 minutes

GLO: Component 6: Students will show different objects and forms surface qualities.
Component 10 (i): Students will express a message or feeling through art.
Component 10 (iii): Students will explore the direct methods of printmaking by using
techniques and media.
SLO: Concept A: Through rubbings or markings, texture can be captured.
Concept C: Visually feelings and moods can be represented.
Concept C: Students will make prints by exploring how to make wax crayon transfers or
lifts.
Learning Objectives: Students will:
1) Understand how to make wax crayon transfers / lifts through
demonstrations.
2) Understand how colour affects the overall composition.

3) Understand that different pressures will create different tones, values and
line in the print.

Assessment Methods:
1) Students are actively engaging in class discussion.
2)

Students actively listening and watching demonstrations on how to make

wax crayon transfers / lifts.

Materials:

SMART Board

PowerPoint

Crayons

Pencils or pens

Paper

Vocabulary:

Medium

Materials - Ready-made objects, found objects, created objects, organic objects

Tone light, dark

Value

Line

Expression

Colour

Lift prints

Transfer print

Pressure

Composition

Mood

Primary colour

Warm colours

Cool colours

Introduction: (5 minutes)
Create a class discussion based on these questions:

Has anyone heard of a wax crayon lift print?

What about a wax crayon transfer print?

Body: (Based on the answers to the questions in the introduction, will help to know what
needs to be addressed more thoroughly)

Activity #1: (5 minutes)

Introduce wax crayon lifts and transfers prints. Using a PowerPoint slideshow to show an
example of what the overall idea is.

Activity #2: (7 minutes)

Explainthedifferencebetweenaliftandatransferusingthedefinitionsand
showingpictureexamples.

Talkaboutcolour.(WarmcoloursvscoolcoloursPrimarycolours)

Activity#3:(10minutes)

Demonstratehowtomakewaxcrayonliftandtransferprints.

Maketwodifferentprints.

Oneusingwarmcolours

Oneusingcoolcolours

Afterbothprintshavebeenmade,againshowthedifferencebetweentheliftand
thetransferofeachprint.

Askstudentswhatfeelingthewarmcolourprintgives.

Thenaskstudentswhatfeelingthecoolcolourprintgives.

Makethemawareofthefeelingthattheywanttoportrayintheirownprintsand
thateverydecisiontheymakeaffectsthis.

Closure: (3 minutes)
Next class, we are going to practice making these wax crayon lifts and
transfers. You will be able to experiment with different colours and
images to figure out what you will want to make. This will prepare for
you final project.

Name: Caitlyn Kasprick edited by Christina Shorrock

Grade/Subject: Art/ Grade 2

Unit: Printmaking

Lesson 6: Practice Creating Wax Crayon Transfers

Date:

Class Length: 30 minutes

GLO: Component 6: Students will show different objects and forms surface qualities.
Component 10 (i): Students will express a message or feeling through art.
Component 10 (iii): Students will explore the direct methods of printmaking by using
techniques and media.
SLO: Concept A: Through rubbings or markings, texture can be captured.
Concept C: Visually feelings and moods can be represented.
Concept C: Students will make prints by exploring how to make wax crayon transfers or
lifts.
Learning Objectives: Students will:
1) Create their own wax crayon transfer / lift prints.
2) Experiment with different colours and how it affects the composition.
3) Explore how different pressure will create different tones, value and lines in the
prints.

Assessment Methods:
1. Students are actively participating in class discussion.
2. Students are independently working on their wax crayon transfer / lift prints.
3. Students are experimenting and actively thinking about what colours will affect
the overall composition.

Materials:

Crayons

Pencils or pens

Paper

Vocabulary:

Medium

Materials - Ready-made objects, found objects, created objects, organic objects

Tone light, dark

Value

Line

Expression

Colour

Lift prints

Transfer print

Pressure

Composition

Mood

Primary colour

Warm colours

Cool colours

Introduction: (4 minutes)
Review what a lift is.

When talking about wax crayon transfer / lift prints what part of the print is the
lift print?

Review what a transfer is.

When talking about wax crayon transfer / lift prints what part of the print is the
transfer print?

Review colour.

What are the primary colours?

What is considered cool colours?

What is considered warm colours?

Body:

Activity #1: (4 minutes)

Explain the activity of practicing wax crayon lifts and transfers.

Everyone will be practicing how to make wax crayon lift and transfer prints like I
demonstrated last class.

Everyone will make two different prints.

One using warm colours and the other using cool colours

You can choose any image you want to make your wax crayon lift and transfer
prints.

Each of you will get 2 sheets of paper to make your prints on.

When you are finished, please put your name on the back of them and hand them
in.

Activity #2: (10 minutes)

Make their cool colour wax crayon lift and transfer prints.
(If they start with the warm colour print then activity #3 will be their cool colour print)

Activity #3: (10 minutes)

Make their warm colour wax crayon lift and transfer prints.
(If they start with the warm colour print then activity #3 will be their cool colour print)

Conclusion: (2 minutes)

Lets clean up all of the materials, and make sure you hand in your prints to me.

Next class we will be working on our final project in our printmaking unit.

Name: Caitlyn Kasprick edited by Christina Shorrock

Grade/Subject: Art/ Grade 2
Unit: Printmaking

Lesson 7: Final Project

(This lesson will take a minimum of 3 classes
if not more to complete.)

Date:

Class Length: 30 minutes

GLO: Component 6: Students will show different objects and forms surface qualities.

Component 10 (i): Students will express a message or feeling through art.

Component 10 (iii): Students will explore the direct methods of printmaking by using
techniques and media.
SLO: Concept A: Through rubbings or markings, texture can be captured.
Concept C: Visually feelings and moods can be represented.
Concept C: Students will make prints by exploring how to make wax crayon transfers or
lifts.
Learning Objectives: Students will:
1) Create a final composition using the wax crayon lift / transfer printmaking
technique.
2) Reference Pudlo Pudlat and Kenojuak Ashevak artwork

Assessment Methods:
1. Students are actively working on their final composition.
2. Students will participate in a final critique once all final projects are complete.

Materials:

Crayons

Pencils or pens

Paper

Vocabulary:

Medium

Materials - Ready-made objects, found objects, created objects, organic objects

Tone light, dark

Value

Line

Expression

Colour

Lift prints

Transfer print

Pressure

Composition

Mood

Primary colour

Warm colours

Cool colours

Artic animals

Shaman

Transformation

Introduction: (4 minutes)

Read My Artic 1,2,3

This book will help the students reference different animals that live in the Artic.

Body:

Activity #1: (10 minutes)

Show Pudlo Pudlat prints and share his biography and story. In the book Artic
Adventure; Tales from the Lives of Inuit Artists.

Show Kenojuak Ashevak and share her biography and story. In the book Stones,
Bones and Stitches; Storytelling Through Inuit Art and Artic Adventure; Tales
from the Lives of Inuit Artists.

Activity #2: (10 minutes)

Explain the final project.

All students will create a final composition of their choice

They do not need to be realistic and they can show transformation or tell a story.

The prints can be any colour that they choose.

It will be a full page of computer paper (8.5 x 11)

Both their lift and their transfer will be included in the final project.

Once everyone has completed their prints we will put all of the prints into a class
mosaic.

Allow for time to start on their prints if there is time.

Activity #3: (10 minutes)

Once the mosaic has been created students will participate in a partner critique.

With ready-made questions, students will answer questions with their partners
about the final composition of the mosaic.

Ready-made questions for the partner critique.

2. What do you like about the mosaic as a whole?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. Is there something about the mosaic you wish you could change? Why?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. What emotion / mood do you feel when looking at the mosaic?

________________________________________________________________________

________________________________________________________________________

Conclusion: (2 minutes)
Have a class discussion:

About what they liked best about the printmaking unit.

Which techniques did they like the most? (Frottage, stamping, stenciling,
wax crayon transfer prints)

About other critique questions that can be discussed with the whole group.

Conclude the unit by thanking them, for their participation throughout the unit and that
you are really impressed with the way the mosaic turned out.

Level
Criteria

Creativity
(x2)

- The choice
of colour and
how colour is
used.
-The Artic
animal
chosen and
how the Artic
animal is
portrayed.

Excellen
t

Proficien
t

Adequat
e

Limited
*

The
student
demonstra
tes an
insightful
use of
materials
to show
their own
personal
creativene
ss
throughout
their
compositio
n.

The student
demonstrat
es a
meaningfu
l use of
materials to
show some
of their own
personal
creativenes
s
throughout
their
compositio
n.

The student
demonstrat
es an
appropriat
e use of
materials to
show a
minimal
amount of
their own
personal
creativenes
s
throughout
their
compositio
n.

The student
demonstrat
es a
superficial
use of
materials to
show hardly
any of their
own
personal
creativenes
s
throughout
their
compositio
n.

Insuffici
ent /
Blank *

No score is
awarded
because there
is insufficient
evidence of
student
performance
based on the
requirements
of the
assessment
task.

Understan
ding of
Unit
Content
(x2)

The student
displays an
in-depth
understandi
ng of the
unit
content
through
their
artwork.

The student
displays a
substantia
l
understandi
ng of the
unit
content
through
their
artwork.

The student
displays a
basic
understandi
ng of the
unit
content
through
their
artwork.

Requireme
nts
Completed

The student
significant
ly exceeds
the
minimum
requiremen
ts needed
to complete
the
assessment
task.

The student
specificall
y meets
the
minimum
requiremen
ts needed
to complete
the
assessment
task.

The student
simply
meets the
minimum
requiremen
ts needed
to complete
the
assessment
task.

Use of
Materials
and Tools
-How the

The student
uses the
materials
and tools
purposefu
lly and
skillfully
to complete
the
assessment
task.

The student
uses the
materials
and tools
effectively
and
logically to
complete
the
assessment
task.

The student
uses the
materials
and tools
appropriat
ely and in
a
simplistic
way to
complete
the
assessment
task.

- The final
wax crayon
lift / transfer
was done
procedurally
correct

- Has the
student made
a successful
wax crayon
lift and
transfer to
add to the
class mosaic?

crayons are
used?
-What is used
to make the
lift?
-What is used
to make the
transfer?

The student
displays an
inaccurate
understandi
ng of the
unit
content
through
their
artwork.
The student
does not
(incomplet
e) meet all
of the
minimum
requiremen
ts needed
to complete
the
assessment
task.
The student
uses the
materials
and tools in
an
undevelop
ed and
questiona
ble way to
complete
the
assessment
task.

No score is
awarded
because there
is insufficient
evidence of
student
performance
based on the
requirements
of the
assessment
task.

No score is
awarded
because there
is insufficient
evidence of
student
performance
based on the
requirements
of the
assessment
task.

No score is
awarded
because there
is insufficient
evidence of
student
performance
based on the
requirements
of the
assessment
task.