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Lesson Title: Doorways/Printmaking
Name: Jean Cuseo-Fields
School: Windsor Knolls Middle School
Grades taught: Middle School, grades 6,7 & 8
Grade Level/Content Focus: 8th Grade Printmaking Unit
-- This unit will introduce students to the basics of printmaking with
linoleum/relief method, as well as introduce them to the idea of tessellation/math
relationships to art. We will be looking at various styles of architecture
around the world, in particular the Islamic culture, to see how tessellation/math
is used in design.
Discipline: Visual Arts
Disciplines appropriate: visual arts, creative arts,
math
Duraion: Approx. 5-6, 90 min. class periods, meeting
every other day
Big Idea: A flow of ideas happens across cultures and
time through the arts. Cultures throughout time have crossed borders and
shared, through trade of basic items, even bigger ideas through the arts.
For instance, the beauty involved in creating a place of worship—the
Mosque or Church. What also seems to happen is a learning experience in
which people try to understand each other’s differences and adopt
ideas they like into their own philosophies.
Standards/benchmarks/standards:
Objectives:
a.Students will gain an understanding the beauty of math/tessellation
as applied to architecture by viewing various styles of Mosques and
Churches.
b.Students work in groups and use a printmaking process to create repetitive
patterns that produce an arched design doorway.
c.Students experiment with designs in The Geometer’s Sketchpad
to gain the skills needed to produce a tessellation design for project.
d.Students work with a group to complete project objectives.
Abstract:
Lesson Development:
Day 1
a)Warm up:
Ask students to imagine that they are moving to another country and
can only take what they can carry 1) What would they bring? 2) Why?
3) Where would they go? 4) Why?
Follow with discussion about how other cultures have come to America
and what they brought from their own culture (i.e., Calligraphy unit-
German Fraktur tradition). It may not be ‘stuff.’ but traditions
and beliefs.
b)Activities:
Students need to be broken into groups for whole unit, approx. 4-6 students
per group, depending on class size. (random or groups according to needs
can be formed)
Once in their groups, the students will play a ‘Match the Building’
to the Country game’* TO BE DESIGNED to gain an understanding
of how architectural ideas have been shared and therefore may look similar
in different countries. *(you may also show ceramics, musical instruments,
etc.)
Game rules: Each group gets a map and images. Map has stars for areas
to be assigned a building; 10 stars- 10 buildings. Students have 10
minutes to discuss in group. Place building in area on map for answer.
Each group needs to present and defend why they chose their answers.
[Hopefully some students—in particular foreign students or those
who have traveled—may bring prior knowledge to game and know some
answers.]
Materials needed: Tabletop-size world maps depending on number of students,
approx. 10 images of architectural structures that have some similarities-
Mosques, Churches, Palaces, etc. TO BE DESIGNED
c)Closure: After students present maps and answers, discuss the following
how architecture is similar/different, etc. from examples they used,
what elements and principles were used in design of architecture,
d)Assessment: Participation w/group
Day 2
a)Warm-up: Go Over Unit description/expectations.(Handout)
b)Activities: Computer Lab Visit
PP on doorways of building seen day one
Student is to create 3 rough sketches of doors they like during PP
Student experiments with “The Geometer’s Skecthpad”
program to gain an understanding of design of tessellations, print out
of one design idea
c) Closure: Tomorrow you will create a relief print of your design
and then a
rough draft of a doorway that incorporates your design.
d) Assessment: sketches, design print out
Day 3
a.) Warm-up: Demo printmaking technique
b) Activity: After demo, student creates stamp
c) Closure: Critique/review stamps- talk about improvements that could
be made
d) Assessment: Student creates rough draft of doorway using sketch
ideas from Day 2
Day 4
a)Warm-up: Reading /vocabulary assignment (from www.cie.org site) (TO
BE DESIGNED)
b)Activity: Work cooperatively with group to sketch large-scale doorway,
draft guidelines on large canvas.
c)Closure: Ask students to show draft and give advice for starting
independent work for Day 5-6
d)Assessment: Group work, rough draft needs to be ready for final printing
process.
Day 5-6
a)Warm-up: Copy overhead advise: Start with light colors, leave white
areas alone, print black last
b)Activity:
Set up of supplies
Students to work in groups to print doorway, having drafted guidelines
onto large fabric.
c) Closure: Display and discuss successes and problems encountered.
Advise for next day, should be finishing project next class.
d) Assessment: Progress and cooperation of each groups project. (participation)
Day 7
Critique and self-evaluation
Materials/Resources:
- ‘Match Game (world maps-preferably laminated)
- images of architecture/doorways
- PP presentation (TO BE DESIGNED)
- Reading/vocabularyassignment (TO BE DESIGNED)
- unit description
- Text -- Danby, M. Moorish Style (London :Phadion Press, 1995)
- Web Sites
National Gallery of Art, Wash. D.C. ,www.nga.gov/education
Smithsonian Institute , www.si.edu
Council on Islamic Education, www.cie.org
Plan for lesson assessment:
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