The value of line in print making

The value of line in print making

Creating form through texture and line

Big Idea:

Creating form through texture and line working on symmetry or asymmetry

Description of Setting:

High School Art Classroom, 30+ students, 9 tables, 35 chairs, 2 sinks, projector

Public School, Fall Semester, 1st Quarter

45 minute class periods

Art History:

Artists that use print making styles in their art work: George Caleb Bingham.

Throughout arts history Printmaking is a integral part in creating and producing art. It allows artists to share its work to millions in the public as well as a way to express oneself through etchings.

Goal and Outcomes:

Students will use positive and negative space to create art

Students will use value to create dimension

Students will understand how to make objects appear to be 2 dimensional

Students will create ten consistent prints using printing techniques

Students will write an artist statement explaining what they did and why they did it.

Students can make common relations about the use of line and value in art.

Students will be able to connect what they see to artists, and designers.

Students will be able to relate the common printmaking terminology associated to each assignment to different elements of design.

Positive Critique will be had at end of project.

Discussion pertaining to the silhouette project in class. Is it art? How did it make you feel? Does this give you opportunities to express yourselves in other ways?


still life, Pencils, pens, conte, graphite pencil, white prisma color pencil eraser- practice paper for study (newsprint blocks),  12 x 16 final sheets for lesson one through three diagrams. Paper should be clean and precise only markings represent the artwork and gestural drawings of the students on perspective.

Linoleum Block 12 x 16, thick printing paper, absorbent inks oil based, water soluble inks, magic marker, rollers, sponges, proper disposable lintels or fabric to soak up excess material

Projector and images of artists, and designer (george caleb bingham).

Management Procedure:

Students will arrive on time and take there seats for attendance. Students will stay attentive and quiet while working.Students will not text on cell phones. Students will raise hand with questions. Students will respect one another and the work that is being created. Students will give positive feed back.

Instructional Process:

Students will walk into class and take their seats. They will be given a quick art history lesson on use of value in drawing and the different forms of shading that create the iconic artworks shown. The students will then be given time to practice shading techniques using line. (hatching, cross hatching, solid line to lighter gradient)

The students will then be given a white sheet of paper and told to think about how to shade the positive space in the narrative in front of them. Once that is complete they will be given a black sheet of paper with a white pencil and be asked to recreate the same image using only negative space and shading. This will get them thinking about what is positive what is negative space.

We will then hold a 10 minute conversation discussing the uses of positive and negative space as well as the trouble they had recreating the artwork. which was harder to do? Generally this is a 50 /50 split between students who can easily recognize the difference and those who can not see it.

Once finished with the relationship of value to positive and negative space the students are assigned to a 12 x 16 sheet of paper and given the opportunity to brainstorm ideas for their next artwork. They must use proper shading techniques and be able to tell me their idea and use of form in the drawing.

When the drawing is finished the students will then reproduce a light sketch onto a linoleum 12 x 16 block and after a brief lesson on the carving tools and carving into linoleum be set to the task of recreating their work into a linoleum print.

Later they will have the opportunity to use ink and rollers to process the print. They will also need to have 10 consistent prints that show they understand the proper amount and relative use of the ink to the page so that the paper doesn’t absorb to much or to little ink in the process.

With 10 minutes to spare the students will put up any lose material stack the linoleum prints after they put their name on the back and put away the carving tools.

Students will have the opportunity to pick an artist discussed to start there paper. This paper will help create an art history book and test material at the end of the year.

As the time nears end, the students will put away all material and find their table and wait for the bell patiently.

Student will leave the classroom courteous of one another.

Screen Shot 2014-08-10 at 9.45.19 PM

Screen Shot 2014-08-10 at 9.45.28 PM

Screen Shot 2014-08-10 at 9.45.12 PM