Categories
- Curriculum: Art, Dance & Music, Language Arts
- Age/Grade: Elementary 1, Elementary 2, Elementary 3
- Subject: Drawing, Printmaking, Writing
- Materials: Mixed Media
- Institution: Bedford Road Elementary School
- Location: Pleasantville, New York
- Duration: 3 - 4 Classes
Description
This children-designed book explores rhyming, musical inventions, rhythm and dance using the process of printmaking.
Objective
To learn about Keith Haring's art work.
To apply visual imagery to rhyming, rhythmic words.
To explore the process of printmaking.
Resources
Materials
Pencils
Styrofoam trays (for etching image)
Small wood tiles (to adhere trays too, unnecessary, but creates more stability)
Glue & glue brushes
Acrylic printing ink (speedball)
Brayers (rubber rollers for printing)
White paper
Aprons or smocks
Procedure
We studied Keith Haring and his art while learning about rhyming and music. The two subjects came together well for this piece.
CLASS 1
Children study Keith Haring's work and design their own picture of a moving figure in his style. After feeling comfortable with their drawing on paper, they reproduce it on styrofoam (making sure the lip of the tray is removed first) by making impressions with their pencil lines to depict the image. The students will then glue the back of their styrofoam drawing, or "etching" to the wooden tile to create a more supportive "plate" to "print" with. Children should write their name on the back of the wooden tile
CLASS 2
Now that their "plate" has dried, students can "pull their prints". To begin with, set several trays aside to use for rolling out various color "inks" using a "brayer". When squeezing ink out of tube, always begin with less and add more if necessary. Use the brayer to cover the tray with ink, rolling back and forth until friction produces a subtle clicking sound. This sound signifies the right consistency. You want it to be tacky so it does not create any slippage between the inked plate and the paper.
Roll the inked up brayer over your plate in an even fashion so that it creates an opaque coating of color over the entire artwork. You should have an inked plate face-up beside a clean, white paper, already cut to appropriate size with child's name already on back. Pick up plate delicately by corners making sure not to smudge ink. Hold plate above white paper, centering it before placing it face down. ONCE THE PLATE TOUCHES THE PAPER, ANY SLIGHT MOVEMENT WILL SHIFT THE INK. Holding plate carefully by the corners, it should stay attached to the paper it is resting on. Turn the whole thing over without allowing a shift so that the paper appears on the top and the wood tile is on the bottom. ALWAYS USING ONE HAND TO KEEP PAPER STEADY TO AVOID SHIFTING, use other hand to apply pressure throughout the image, covering the entire surface evenly. This procedure is what creates the actual print effect. Carefully and slowly pull up a corner of the paper and continue until the entire paper has been pulled from the plate. You have just "pulled a print". Now set the print aside to dry. Ink takes about a day or so until it is fully dry.
CLASS 3
Using the vocabulary that students have been learning about music and movement, have them make up rhyming titles to go with their pieces.
Questions
Name things that are printed.
Why are thing printed? What sort of benefits does it offer?
Describe the process we went through to make our prints.
Extensions
Printmaking lessons are rich with vocabulary connections. We have included the special terms in quotes so you may see their context.
Printmaking lessons are also a valuable tool to help children understand the concept of sequencing. This project can be a stepping stone for an entirely new piece that depicts the process involved, emphasizing steps, and highlighting such things as tools, instructions, and vocabulary.