PrintMaking Schema (7-10)
I believe in exposing students to all kinds of art so that they can discover their talents within art; not everyone is a drawer, there are sculptors and photographers; we all just need to be shown what we can achieve.
Here is my idea of a potential Schema for the Discipline of PrintMaking through Years 7-10.
Introduction
Students will be exposed to different types of PrintMaking from years 7 to 10. Students will progressively build upon their understanding of what PrintMaking is, over the course of the 4 years. Each year level will be exposed to a different type of PrintMaking; Year 7 - Stencils, Year 8 - Planographic, Year 9 - Intaglio, Year 10 - Relief. By the end of year 10 they will have an understanding of different types of PrintMaking and should be able to decide if they want to continue to study it further in their VCE studies.
The decision to organise PrintMaking by type, is so that each year level builds on the last, slowly advancing their understanding of the artform. This is so that the confusion of leaving what will be inked (Relief Printing) is not sprung on Students before understanding the process of printing; Thus Students should be slowing introduced with Stencils where students can cut away what they want to ink.
While learning the practical nature of PrintMaking students will also be exposed to the Australian Curriculum (AC); “Cross-Curriculum Priorities (CCP)”. For Example, students could be introduced to “Asia and Australia’s Engagement with Asia (AAEA)” CCP during Relief PrintMaking demonstrating how woodblocks are used in traditional Japanese design. This can then be compared to the contemporary use of Linocuts, another form of relief print, within the Torres Straits, thus, also linking “Aboriginal and Torres Strait Islander Histories and Cultures (ATSIL)” CCP. Constantly relating back to the AC CCPs helps to enrich the Art classroom with richer stories and inspiration.
Year 7 - Stencil
In Year 7 students will be introduced to PrintMaking for the first time, with the easy technique of Stencil PrintMaking; starting with Graffiti Stencil, and slowing moving to Silk-screens.
Students will create art relating to the CCP of “Sustainability,” while Creating political Art to display (“Present and Perform”) around the school. In creating this Political art making students will create a Graffiti Stencil; This will be used both for a displayed around the school, as well as being recreated for a Screen Prints using silk screens (Printing on either paper or t-shirts).
Students can continue with Sustainability CCP and create “campaign t-shirts’ and create a printable logo (Links to VCD Unit 3 AoS1 Outcome 1).
Once students understand the basic concepts behind PrintMaking, it is possible to Disrupt students knowledge and have them engage with Xerox art/Photocopy art. This can be a time for students to explore ideas they have learned about PrintMaking, and create their own works.
NOTE: This focus on sustainability can be linked with the Humanities classes to keep a consistent thread between the two subjects.
Explore and Express Ideas
(VCAVAE034) - Beginning to explore the idea of PrintMaking and the materials surrounding it.
Visual Arts Practices
(VCAVAV035) - In locating and analyzing Graffiti students finds in their local area; Then recontextualising their own artwork in the same space (Public Space).
Present and Perform
(VCAVAP037) - By students recreating Graffiti they will be displaying their works in and around the school, and they can note its progress of degradation and learn about better ways of preserving artworks (Links to Studio Art Unit 4 AoS3 Outcome 3)
Respond and Interpret
(VCAVAR038) - Students can write their findings of how their artworks were responded to by writing it in their art diary, and receiving feedback from students in other year levels.
(VCAVAR039) - Students will respond to Artist - Reko Rennie with they own Graffiti Stencils, looking at their identity and relationship to county/Sustainability.
Year 8 - Planographic
At the end of Year 7 Students will start to question what PrintMaking is, this curiosity will continue into Year 8 with Planographic (Printing on flat surface).
Monoprinting helps students to continue to experiment throughout their artmaking process and not to stop at the first thing they create. This enables them to explore in the creation of “Potential Directions” for their artworks.
Students start off with creating Transfer Drawings, such as graphite, before moving onto water based or oil paint. Next they will create Monotype Prints; where ink is layed on the plate as a base to pull off ink from creating reversed prints.
This process will be messy and fast, with students making and remaking prints until they are satisfied with their outcome; they can then add colours, or use different types of techniques.
Lastly students will be corrupted with their idea of PrintMaking by drawing photographic Negatives; on transparent paper. This is a different way of thinking about what PrintMaking is.
NOTE: Depending on the school, there could be a potential to also do Lithography -- This could instead be looked at in Years 11 and 12 for final works.
Explore and Express Ideas
(VCAVAE033) - Students are encouraged to adapt an investigate with the Monoprinting process to explore the medium and different techniques to create their perfect image.
Visual Arts Practices
(VCAVAV035) - Similar to VCAVAE033, Students will experiment with different techniques in printing. Students will be required to annotate the steps of each attempt to understand how the process it changing the final effect.
(VCAVAV036) - Reflecting over the works they produce with both Monoprinting and producing negatives; this helps students think more about what they are creating, and forces them to modify their original idea.
Present and Perform
(VCAVAP037) - Works will be presented each time the student changes something; with other students offering ideas and thing that they did to create a new design.
Respond and Interpret
(VCAVAR038) - Students can write their findings of how their artworks were responded to by writing it in their art diary, and receiving feedback from students in other year levels.
(VCAVAR039)- Students will look at Aboriginal artist Arone Meeks and his Monoprints, and his other techniques he uses.
Year 9 - Intaglio
Students will work on Drypoint (and Mezzotint) and Collagraph in Year 9. Drypoint is the traditional method whereas Collagraph is a modern version of Intaglio Printing.
Firstly, students will look at how to create a Drypoint etching. Students will also be introduced to the drypoint intaglio technique of Mezzotint. Similar to techniques used in Monoprinting, students will leave some ink on the plate to add more texture and tone to the print.
Students will then progress to learn about Collagraph Printing building up a plate. This can be from mount board, to adding cloth and found materials. The idea with Collagraph is that it's about experimentation - there is not always a desired outcome.
This style of Printing is more Contemporary than the other styles of PrintMaking (Earliest date is 1975). This style should broaden their definition of PrintMaking.
NOTE: As most of Intaglio Printing involves cids, sk the School and Art Techs what is and isn’t allowed within the Art school. If allowed, there is a potential to co-design and teach a unit of art with science.
Explore and Express Ideas
(VCAVAE040) - Students will be introduced to new styles of PrintMaking, and then will create their own work from techniques and artists learnt.
Visual Arts Practices
(VCAVAV042) - When creating Collagraphic work, students will have to chose and experiment with different textures. Students will also ensure safe practices when creating Drypoint works.
Present and Perform
(VCAVAP044) - Students will research types of hanging and hold a small art “gallery” walk once all artworks are completed. Students will design the way the “galley” is layed out.
Respond and Interpret
(VCAVAR045) - Students will keep a visual diary to reflect on their own personal work and creative growth.
Year 10 - Relief
A students have been to exposed to nearly all types of PrintMaking by Year 10; Students can be taught about Relief printing with hopefully less confusion than if they had of been taught in Year 7.
Students will explore Relief Printing by researching the different types used throughout history (Beginning to Now); This will include a discussion relating to the woodcuts from Japan compared to that of Torres Strait (Placing both ATSIL and AAEA into context).
Students will also create at least 2 different types of Linocuts. A final work could be created from one of the types of Relief Printing researched by students (Creating an example of a Exploration Proposal (Studio Art Unit 3 Outcome 1) and self directed learning similar to that of VCE Art and Studio Art). Students could also create tiny prints/Stamps.
Students can study Alick Tipoti (ATSIL CCP) and together the class can create their own version of the longest lino by combining the classes artwork together and display it around school campus.
NOTE: Again depending on the school resources and OH&S Students could potentially create Woodcuts, and this could be co-designed and taught alongside a woodshop or Design Tech class; Building in the Woodshop classes and printing and designing in Art or VCD classes.
Explore and Express Ideas
(VCAVAE040) - Students will research their own artists and techniques to share with their peers and create their own artwork from what they have learnt.
(VCAVAE041) - When researching Relief artists and styles students explain and deconstruct the process behind how artists work, so that they may incorporate that art studio practice to their own.
Visual Arts Practices
(VCAVAV042) - When creating their own Relief works students will create designs using both digital as well as analogue techniques and programs to create drafts and moodboards from.
(VCAVAV043) - Students will work together to create a collaborative Linocut Artwork which fits within an agreed upon design. Students will also be analysing the work of Alick Tipoti a Torres Strait Islander artist.
Present and Perform
(VCAVAP044) - Students will create collaborative linocut wall work to display for the school.
Respond and Interpret
(VCAVAR045) - Students will create and keep a Visual diary to use for their inspiration, research, and development. It will also hold any information about other artists processes they learn during their year of study.
(VCAVAR046) - Students will research and analyse the role of art and culture within the Torres Strait Island and how it differs from that of individual students lives and beliefs.