1 ARTS IMPACT LESSON PLANNING FORMAT

ARTS IMPACT LESSON PLANNING FORMAT
Arts Discipline: Visual Art
Grade 3 Title: Line with Printmaking
Level:
Author: Leann Christensen with Meredith Essex at Saltar’s Point Elementary
School, Steilacoom, School District
Enduring Understanding: Through observation and varying line quality an artist can describe
the surface of a portion of an object.
Examples:
Varies line type.
Makes a drawing that appears to extend
off the paper.
Target:
Criteria:
Target:
Criteria:
Target:
Criteria:
Target:
Criteria:
Target Learnings and Assessment Criteria
Creates diverse line quality in one drawing.
Varies line type.
Describes shape and detail of object.
Records exterior and interior contours of object.
Creates an open composition.
Makes a drawing that appears to extend off the paper.
Creates a clear print.
Transfers ink evenly to paper using printing techniques.
Instructional Strategies
1. (Session 1) Reviews examples of diverse line quality seen in examples of art.
2. Demonstrates observing and drawing one object using contour interior and exterior
lines to define the shapes and details. Shares final product so that students will know where they are
headed. Prompts: We want to be sure that we use the whole space and the concept of open
composition. And we are describing the surface of a portion of an object.
3. Guides students as they make their drawing of the organic item (paper size needs to the
same size of the scratch foam). Assesses whether students have met the criteria of open composition,
the drawing is large enough, and that there is interior and exterior contour lines. Embedded
Assessment: Teacher Checklist—Reverse Checklist
4. Helps tape down student drawings to the scratch foam.
5. Facilitates as students trace their drawings onto the scratch foam using different tools to
vary the line quality.
6. Facilitates as the students remove the paper drawing and go over the transferred line using
a variety of tools to create clear lines that will transfer well when printed. Embedded Assessment:
Teacher Checklist—Reverse Checklist (diverse line quality on their “plates”)
7. (Session 2) Begins with a demonstration of using the brayer and printing from the
“plate” created the first session.
1

8. Facilitates small groups at a printmaking station (approximately four students) as students
use brayers to transfer an even layer of ink to the “plate.” Prompts: Once you have an opaque layer
of ink, lay a piece of copy paper on top of the inked “plate”. Then use a clean brayer and roll over the
top of the copy paper. Remove the now inked copy paper and sign your names. Embedded
Assessment: Teacher Checklist
Vocabulary
• brayer
• contour line:
interior and exterior
• line quality
• media
• observation
• point of view
• printmaking
• scratch foam
• study
Resources:
Historical Art or
Performance
• Ambrose Patterson,
Monterey Cypress
Trees
• Thomas Hart
Benton, Still life
Morris Graves, Message,
Tacoma Art Museum
Scheduled Study
Visit: Tacoma Art
Museum, May 31, 2006
Classroom, Visual
Arts or Performing
Arts Materials
• copy paper
• pencils
• organic items:
plants, branches
• scratch foam: 6x9
• paperclips
• ballpoint pens
• brayers
• block printing ink –
green, brown, and
black
• Plexiglas
• masking tape
WA Essential
Learnings
AEL 1.1 concepts:
• contour line
AEL 1.2 skills and
techniques:
• printmaking
2

Arts Discipline: Visual Art
Grade 3 Title:
Level: Author:
Students
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Total
Percentage
Line
Varies line type
Line with Printmaking
Leann Christensen with Meredith Essex at Saltar’s Point Elementary
School, Steilacoom, School District
Shape and Open
Printmaking
Detail Composition
Records
exterior and
interior
contours of
object
Makes a
drawing that
appears to
extends off the
paper
Transfers ink evenly to
paper using printing
techniques
Total
Points
4
3

Teacher Comments
Were there any students
especially challenged by concepts
in the lesson; what instructional
strategies helped these students
Were there lesson dynamics that
helped or hindered learning
What classroom management
techniques supported student
learning
Other comments:
Family Communication:
Key Thoughts in Communication to Family: Student learned to
observe an object and vary line quality to describe the surface of
the object. Student transferred a drawing to a scratch foam print
plate and made a print of the object’s surface.
4