Lesson by: Tiffany Anderson

Artists gain inspiration from objects and the world around

them.
Calabash Prints
Grade 6
5 Classes 40 minutes per class



OVERVIEW:

1. Lesson Summary
Students will create a final printed artwork using patterns similar to
those found in African Calabash art. The final piece will also
acknowledge the proper use of complimentary and analogous colors.

2. Artworks & Artists
Images of various African Calabashes.
Andy Warhol-Self portrait
3. Key Concepts
Artists will learn about different cultures to gain inspiration.
I can create a block print
I can use analogous and complimentary colors to create an
artwork
4. Essential Questions
Why is it important for artists to learn about different cultures?
How does the use of complimentary and analogous colors affect
a piece of artwork?
5. Standards
a. PA Standards for Arts & Humanities:
9.1.5.A. Know and use the elements and principles of each art
form to create works in the arts and humanities:
Visual Arts: color, form/shape, line, space, texture and
value. (Students will learn about color theory while exploring
different approaches to using analogous and complimentary
colors within their final projects.)
9.1.5.H. Use and maintain materials, equipment and tools
safely at work and performance spaces. (Students will learn how
to prepare print stations, identify and use printmaking tools
safely and effectively.)
9.2.5.G: Relate works in the arts to geographic regions:
Africa


9.2.5.E: Analyze how historical events and culture impact
forms, techniques and purposes of works in the arts
(Students will learn about African Calabashes and relate similar
patterning techniques into their own artwork.)

b. PA Standards for other disciplines:
Geography: 7.1.5.B: Describe and locate places and regions as
defined by physical and human features. (Students will
recognize a map of the world and locate the continent Africa
while learning about African Calabashes.)
Mathematics: M5.D.1.2.1: Form a rule based on a given pattern, or
illustrate a pattern based on a given rule (+, -, x or of whole numbers
may be used). Patterns must show 3 repetitions. (Students will use
patterns to create a block print.)

c. Common Core Standards:
CC.1.1.5.E Read with accuracy and fluency to support
comprehension. Read on-level text with purpose and
understanding. Read on-level text orally with accuracy,
appropriate rate, and expression on successive readings. Use
context to confirm or self- correct word recognition and
understanding, rereading as necessary.
(Students will open the lesson by reading along with the
teacher.)
6. Interdisciplinary connections:
Students will learn about how African cultures use calabashes
artistically and domestically.


OBJECTIVES:
The student will

Knowledge:
Learn about the history, process and tools needed to create a print
through a printmaking tutorial.
Identify similarities between artistic patterning used in printmaking to
those found on African calabashes by creating a patterned block print
Identify and name complimentary and analogous colors after using them
to create a four-panel print.

Skills:
Construct a patterned styrofoam printmaking plate after learning that
relief prints reverse the image from the block to the print.
Apply their knowledge of complimentary and analogous colors onto their
final piece by selecting appropriate color combinations.
Dispositions:
Learn to examine images, artifacts and objects from different cultures
around the world as a means to inspire their artistic decisions.


ASSESSMENT:


Formative Assessment
Students will be given a handout that they will have to fill out at
the end of the lesson. The handout will gauge what they have learned and what
they have remembered about the process of making block prints and the
relationships between complimentary and analogous colors. See attached
handout/matrix.


INSTRUCTIONAL PROCEDURES:

Day 1

Hook: Read the story the Calabash Cat by James Rumford using the
Elmo projector. Students should take notice to the patterns and images found
through out the story. What is a calabash? Give brief story of what a calabash
is and how African cultures use them. Show Map of the world and pass around
hollowed gourds. We will discuss how the artistic patterns of the African
cultures will inspire our printmaking project and how objects have inspired
artists throughout history.

Development: After reading the story, students will be given a handout
that gives a brief description of the printmaking process.
Students will discuss the following questions: Why is printmaking so
valuable? How would our world be different without printmaking?
Students will then be instructed to select one sea animal from the 5
examples provided. They will then complete these procedures to begin creating
their plates.
1. Write your name somewhere on the paper that is outside the lines of
the animal image.
2. Break the animal into at least 5 sectionsscales, etc.
3. Plan out your patterns using marker directly on the animal paper.
4. Students must complete at least 2 sections of patterning.

Closure: After students have cleaned up their workspace, they will be
shown several historical artworks. From those artworks they will be asked
to identify which piece was created through the printmaking process. One
of the images provided will be Andy Warhols Self Portrait. Through
discussion they will learn to recognize visual appearances of printed
artworks.


Day 2
Hook: Students will view several images and be asked to identify which
images are made through printmaking. They will then be asked if they
remember what African cultures call the object that is influencing our patterns.
Calabashes.
Development: Students will transfer their images onto the Styrofoam
plate after observing a brief demonstration.

1. Write name, grade, teacher and table color on a piece of masking tape
and place it on the back of the plate.
2. Center the image on the front of the plate.
3. Use another piece of masking tape to secure the image to the plate so
that it does not move while tracing.
4. Use a colored pencil to trace only the outer line of the image. Check to
make sure that you are pressing hard enough to leave and imprint on
the plate.
5. Remove the paper image from the plate.
6. Begin drawing patterns directly onto the Styrofoam using a pencil and
your animal sketch as reference.


Closure: Students should begin to clean up 5 minutes prior to the end of
class. Keep animal pictures and Styrofoam together when collected. Ask
students if they know what type of printmaking they are doing? When finished,
what part of their plate will print onto the paper?

Day 3

Hook: Students will gather at the front of the classroom to see a
demonstration of how to ink their plates and make a print from them. Does
anyone remember what type of printmaking we are using? Relief? Which part of
this print will not be printed, which part will?

Development: Students will be instructed to continue working on their
plates keeping in mind which parts of it will not print and which parts will. If
they finish their plates they can begin making test prints using black ink and
white paper. Show students examples of how the plates look if less ink is used
or if more ink is used.
During the demonstration follow these steps:
1. Put your name, the date and the #1 on the back of a piece of paper
a. For each print you make, do this step for each print, but change
the number 1,2,3etc. according the number print it is.
2. Roll brayer in ink until it is evenly distributed on the roller.
3. Roll ink onto plate until it is completely covered evenly.
4. Carefully pick up your plate by placing fingers on the sides of the
plate. Move it to a clean area. Make sure your fingers are clean!
5. Take your paper and hover it over the paper trying to line it up.
6. Press paper onto plate. Rub using your hands from side to side and
top to bottom being sure to go to the edges all around.
7. Carefully remove paper by peeling from one corner.
8. Make a final print on cardstock.
9. When done printing, carefully wash plate off in sink. Dont scratch
your plate.
The teacher should have stations set up for students to print with plenty of
scrap paper and paper towels near by. A place needs to be designated to allow
prints to dry.

Closure: Students should begin cleaning up, 5-10 minutes before class
ends. Make sure all tables are wiped down, wash hands, and brayers and
plates. Put plate with prints to dry. Next class we will begin the final project
using colored inks.

Day 4

Hook: Show students an example of a finished project. Students will play
a simple game where they pass a beanbag around their table. When the
teacher says analogous, they will pass the beanbag to someone next to them,
signifying that analogous colors are those that are next to each other on the
color wheel. When the teacher says complimentary, the students will pass the
beanbag diagonally signifying colors that are opposite of each other on the
color wheel

Development: Students will be instructed to select one piece of
construction paper. They will then decide what color ink is the compliment of
the papers color. Ex: Red paper Green ink, Blue paper Orange ink
They will then have to select an ink color that is harmonious to the color
of the paper. Ex: Red paper orange ink, Blue paper Purple ink.
Instructor gives brief demonstration:

1. Put name, teacher, date on back of paper.
2. Fold paper in half both ways to create 4 rectangles (each 6x9)
3. Select color to start with.
4. Ink plate
5. This time hover the plate over the paper
6. Using the creases on the paper, line the plate up.
7. Make 2 prints of each color cadi-corner of each other.
8. Wash plate and repeat process with 2
nd
color.


Closure: Students will clean up their workspaces. After they are done we
will review the steps to make a print by filling in the blank on the chalkboard.

Day 5

Hook: Students will arrive to class to hear the sounds of African drum
music. They will be instructed that today will be their last day to complete this
project.
Development: Students will continue to work on their prints if needed. If
everything is dry, they can begin cutting around one of the B & W prints they
made previously, and then glue it to a piece of cardboard. Teacher should pull
students to front of the room as a group to give a quick demonstration. After
prints have dried, students can trim edges if needed and attach B & W print to
the center of the paper. The center print will stand out (contrast) with the
background prints.


Closure: About 15 minutes before the class is over, have students lay
their completed images on the tables. Take a field trip from one table to the
next. On post-it notes, they will be instructed to write one positive comment
about one persons artwork at each table. Make sure that every post-it has at
least 3 comments.

Hand out the matrix assessment to each student and instruct him or her to
complete the worksheet.


PREPARATION:
1. Teacher Research and Preparation:
Create assessment (See attached)
Make example of completed project
Create Printmaking Fact Sheet (See attached)
Cut Styrofoam plates and paper
Make sea animal outline samples
Create a Power point that includes a digital version of the book and a
list of what is expected for each day.

2. Instructional Resources
Rumford, James. (2003). Calabash Cat and his amazing journey.
Boston: Houghton Mifflin Company.
Sayre, H. (2012). A world of art. (7
th
ed.). Upper Saddle River: Pearson
Education, Inc.



3. Student Supplies

6x9 Styrofoam plates
Printmaking ink
6x9 pieces of paper, 12x18 construction paper
Brayers
Pencils
Colored pencils
Scrap paper
Masking tape
Animal templates


4. What changes, if any
Instead of providing images of sea animals as templates, I may spend
an extra class allowing the students to draw out their own animals
using reference photos.


5. Adaptations
Have rubber fish available to make prints if there are some students who
finish early.