Submitted by: Robin Mendenhall, at Pittsfield Elementary School, Ann Arbor, MI
UNIT: Printmaking - Op Art - Math Integration
Lesson: Corrugated Cardboard Relief Print Project
Grade Level: Upper Elementary through Middle School

Objectives:

1. Explore Geometric design, Basic shapes (Circle, Square, & Triangle), and the play of Vertical & Horizontal Lines
2. Practice Relief Printing (printing plate, inking plate, embossing, & color print registration)

Materials:

1. Each student will need two 8 inch by 8 inch (20.3 x 20.3 cm) pieces of white Paper, one 8 inch by 8 inch (20.3 x 20.3 cm) corrugated cardboard, and one 8 inch by 8 inch (20.3 x 20.3 cm) firm board as base plate to create their printing plate, and then lots of paper larger than the printing plates to make the prints.
2. The class will share a "Rubbing Plate" (made out of a larger than 8 inch by 8 inch (20.3 x 20.3 cm) piece of corrugated cardboard to be used for Crayon rubbing lines), Pencils, basic shape stencils, Scissors, Glue, Polymer Medium, Printing Inks, rollers (Brayers), Inking Plates, Wooden spoons, colored Markers, Crayons, Colored Paper, etc.

Print                                                          Plate                                                       Paper collage

Project created and taught spring 2006. Robin had the good fortune to get enough corrugated cardboard (one smooth liner side and the "flutes" exposed on the other side) for two classes. This inspired the printing project she did with 4th & 5th graders. To see examples of their finished work, go to the Ann Arbor Public School Student Art Gallery. View the relief prints from her other students in the archive of the student gallery. The Gallery has been updated since then.

Note, the Sunburst Cardboard Prints with the 2nd grade will also come up along with the 4th and 5th grade Corrugated Cardboard Relief Prints.

Vocabulary:

Geometric - Op Art - Relief Print - Rotate - Vertical/Horizontal - Registration - Embossed print

Motivation/Instruction:

1. Optional: show examples of Op Art using geometric shapes
2. Optional: show examples of relief prints using geometric shapes (Judy Pfaff is a good one to use).
3. Demonstrate steps

Figure 1. Crayon rubbing and templates   

 

Figure 2. Make a plan using templates

                        
   

Figure 3. mock up using rubbing and plate 

Figure 4. Embossed print and plate

Steps:

1. On the class "Rubbing Plate", line up a 8 inch by 8 inch white paper to create parallel lines over the paper's surface by rubbing with a black crayon (Robin makes crayon "cakes" for this using melted crayons) See figure 1.
2. Use the collection of basic shapes stencils to make a design where the shapes do not overlap or go off the edge. See figure 2.
3. Make a mock up of the printing plate by cutting out the shapes and rotating them until a design is created that is worth repeating with the corrugated cardboard. Glue down design on another sheet of white paper. (This can be a finished project by itself.) Using the same stencils, repeat
   the design on the smooth side of the 8 inch by 8 inch corrugated cardboard, cut out, and glue to a firm board base plate. See figure 3.
4. Once the printing plate is glued down, paint with a sealant (polymer medium). Before printing with ink, an embossed (inkless print) print can be printed. This works better with dampened paper (plastic wrap can be used to prevent paper from sticking to plate) See figure 4.
5. Roll ink onto plate applying thin layer of ink. Gently center printing paper over plate (on clean newspaper surface). Rub back of paper with flat side of wooden spoon to transfer ink. Pull print. Place prints on drying rack to dry.
6. The first black ink print can be used as a template to make colored registered printing papers for further printing exploring the relationship between an unchanged image (the printing plate) and embellishment (doctored printing paper). See example above. Place printing paper over dry print. Arrange colored paper onto paper (fadeless paper or tissue paper). Glue paper shapes in place (glue sticks work well). Marker color may also be done on blank paper placed over dry print. Register inked plate on top of color accented paper - carefully turn over to pull print. Many good examples can be found in the Ann Arbor Student Gallery.
7. Class critique

Extension:

More advanced students could print on different colors of paper - then cut dry prints a part and rearrange - piece different colors together like a puzzle alternating colors. Glue.

Assessment Rubric: (adapted from Marianne Galyk)

Assessment Rubric
Student Name:						Class Period:
Assignment: Corrugated Cardboard Relief Print						Date Completed:
Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment.		Excellent	Good	Average	Needs Improvement	Rate Yourself	Teacher’s Rating
Criteria 1 – Crayon Rubbing plan for print		10	9 – 8	7	6 or less
Criteria 2 – Construction of printing plate following plan		10	9 – 8	7	6 or less
Criteria 3 – Print from plate - Color enhanced print		10	9 – 8	7	6 or less
Criteria 4 – Effort: took time to develop idea & complete project? (Didn’t rush.) Good use of class time?		10	9 – 8	7	6 or less
Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the art tools & media?		10	9 – 8	7	6 or less
Total: 50  x 2 = 100 (possible points)	Grade:					Your Total	Teacher Total

Student Comments:

Teacher Comments:

National Standards (standards covered depend on how much discussion you have)

1. Understanding and applying media, techniques, and processes	2. Using knowledge of structures and functions	3. Choosing and evaluating a range of subject matter, symbols, and ideas	5. Reflecting upon and assessing the characteristics and merits of their work and the work of others	6. Making connections between visual arts and other disciplines
Students know the differences between materials, techniques, and processes	Students know the differences among visual characteristics and purposes of art in order to convey ideas	Students explore and understand prospective content for works of art	Students understand there are various purposes for creating works of visual art
Students describe how different materials, techniques, and processes cause different responses	Students describe how different expressive features and organizational principles cause different responses	Students select and use subject matter, symbols, and ideas to communicate meaning		Students identify connections between the visual arts and other disciplines in the curriculum
	Students use visual structures and functions of art to communicate ideas		Students understand there are different responses to specific artworks
Students use art materials and tools in a safe and responsible manner