Lino Printmaking

By, Crystal Ruiz, Samantha Hughston and

Elizabeth Lor
The first day of the unit plan which is titled
Demo Day will begin by doing a VTS
showing the students 2 lino cut images by
Valenti Angelo and one by Elizaberth Catlett.
After the 3 images are shown, then a couple
of short videos from YouTube demonstrating
how to do a lino cut print will be shown.
Also, new vocabulary words will be
introduced and time will be given to begin
brainstorming ideas for their own image to
create.
Valenti Angelo (1897-1982) was an Italian-born U.S. artist active as an illustrator. He
illustrated about 250 books! (He was also a writer, winning the Newbery for Nino in
1939. Ive never read it, but I guess now Ill have to go check it out.) As a printmaker
his favorite medium was linoleum. Some of Angelos illustrations are the epitome of
midcentury modern style, with simple lines, flat shapes, and stylized figures, but he had a
long career with plenty of work both before and after the midcentury, so no one style
defines him. Themes that are most common to his prints discussed his everyday
encounters and scenic areas that are familiar to him.
Sharecropper by Elizabeth
Catlett
 Elizabeth Catlett
Catlett was born in 1912 in Washington DC a black American
child in a country of racism, living in the capital city of the country
of the free. She was the grandchild of former slaves. Life took a
shift for Catlett though. A spark flew and took her off in a direction
that would lead her to become one of the most celebrated artists of
not one but two countries. After she was refused admission to the
Carnegie Institute of Technology (yes, of the darling Carnegie-
Mellon University right here in Pittsburgh, PA) on the basis of her
skin color, she attended Howard University, where she started
making art about black identity. She went on to receive the first
ever Masters Degree of Fine Arts in Sculpture from the
University of Iowa School of Art and Art History.
 Vocabulary Words
1. Identity: Condition or character that
defines who you are. Includes beliefs,
culture, qualities, etc.
2. Design: Plan or convention of an
object, image, ideas, etc.
3. Carve: To cut as to form something.
4. Shape: To give a form or work with
material to create something.
5. Print: Transferring an image or
information to a page as to document.
 Key Concepts for Day 1

What we want the students to know

1. Lino Printmaking
2. Procedures
3. Vocabulary Terms
4. Identity
 Essential Questions for Day 1

How is lino printmaking done and why is it

important for the arts?
What procedures are required for lino printing
and what are some considerable steps?
Are any of the vocabulary terms relatable to
your process? If so, why does is this significant
for you?
What symbol will you appropriate for this
project and what does identity mean for you?
 Lesson Objectives for Day 1
1. Students will be able to verbally communicate what the visually
see during VTS.
2. Students will be able to verbally communicate the artist's
process and evaluate if the artist work by applying the principle
of design (Design, Shape, Carve, and Print).
3. Students will be able to make connections between the artist
learned and effectively gain skills through demonstrations
provided by the instructor.
4. Students will be able to discuss the big idea (Identity) and
discuss how VTS, artist and demonstrations related to beliefs,
cultural traditions, etc.
5. Students will be able to have time to brainstorm and support
their and peers opinion during discussion.
6. Students will be able to ask further questions before starting
their lino prints.
On day 2 which is a studio day the students
will have further time to brainstorm ideas in
relationship to the big idea, which is identity.
Students will create a lino print that reflects
their personal identity and are expected to
discuss the significance of the chosen image.
We will do a demonstration for making a
linocut print and review students ideas for the
projects. Allowing the rest of the class period
for studio time and questions.
Crystals work
Crystal using a different color
Crystals finished images
Elizabeth's work
Samantha carving on both sides of block
Part of the process
Inked up and ready to make print
Samanthas finished images
 Key Concepts for Day 2
What we want the students to know.

1. Identify with an image that relates to their own identity.

2. Manage and appropriate their time.
3. Using tools and follow printmaking procedures.
4. Vocabulary terms.
 Essential Questions for Day 2
1. 1.What image do you associate your
identity with and why is the image important?
2. How will you manage/appropriate your time
in class to complete your project?
3. Will you insure to use tools as
demonstrated and are there any further steps
that need clarifications?
4. Are any of the vocabulary terms relatable to
your process? If so, why does is this significant
for you?
 Lesson Objectives for Day 2
1. Students will be able to identify their interest through
brainstorming ideas and verbally communicating their ideas
to peers.
2. Students will be able to verbally communicate their process
and evaluate if their work has effectively followed all
procedures and the application of principle of design
(Design, Shape, Carve, and Print).
3. Students will be able to make effective use of their time in
class and verbally explain how the print relates to beliefs,
cultural traditions, etc, and if it is of influence to their work.
4. Students will be able to support their and peers opinion
during discussion and overview of current progress.
5. Students will be able to ask for help or demonstrations if
having trouble with their project.
Day 3 is also a studio day. The Students
should be close to finishing their projects
and finalizing the prints. Key Concepts and
Essential questions are the same as Day 2.
 Lesson Objectives for Day 3
1. Students will be able to identify their interest through
brainstorming ideas and verbally communicating their ideas
to peers.
2. Students will be able to verbally communicate their process
and evaluate if their work has effectively followed all
procedures and the application of principle of design
(Design, Shape, Carve, Print).
3. Students will be able to make effective use of their time in
class and verbally explain how the print relates to beliefs,
cultural traditions, etc, and if it is of influence to their work.
4. Students will be able to support their and peers opinion
during discussion and overview of current progress.
5. Students will be able to prepare their final prints and prepare
for to display their work for critique day.
Day 4 is the final day of this project. The
teacher will begin with showing a video on
what is an art critque and how an art critique
can improve their future artworks. Then the
teacher will facilitate the critique, go over
the vocabulary terms for their project, and
encourage all the students to participate in a
verbal discussion.

 All Vocabulary Words

1. Identity: Condition or character that defines who you are.
Includes beliefs, culture, qualities, etc.
2. Design: Plan or convention of an object, image, ideas, etc.
3. Carve: To cut as to form something.
4. Shape: To give a form or work with material to create
something.
5. Print: Transferring an image or information to a page as to
document.
6. Art Critique- is an oral or written discussion strategy used
to analyze, describe, and interpret works of art.
Key Concepts for Day 4
1. Reflection and critique of visual cultures defines us and
connect us to our worlds.
2. The visual arts are about giving form to ideas and
expressions for the purpose of engaging and interacting
with self and others.
3. How powerful images are culturally.
4. How powerful a single image can be to represent a
person.
 Essential Questions for Day 4
1. How does a critique of an artwork help us
connect to the society we live in?
2. What do you think could be done better?
3. What have you gained through examining
the images created?
4. What were your initial intentions when
starting this work and how did it change
during the process of making it?
 Lesson Objectives
1. Visual Art: The students will be able to use
art vocabulary terms introduced in this project
verbally during the art critique.
2. Visual Art: The students will be able to
verbalize positive analysis of each others
work.
3. Multicultural: The students will be able to
explore their own cultures when deciding what
image to create as a representation of
themselves.
 The teacher will congratulate the
students on their hard work they
performed in making their images and for
the constructive input during the critique
at the end of the class period. In closing
the teacher will then discuss the successes
of the students finished artworks.