This document outlines a multi-day workshop that uses art and printmaking to teach students about activism. Students will create zines and collagraphs to communicate social issues they care about and the changes they believe are needed. Over the course of the workshop, students will learn key vocabulary, explore essential questions about the relationship between art and social change, and use various printmaking techniques to create multiples that share their messages. Formative and summative assessments will evaluate students' engagement with the workshop objectives and themes.
This document outlines a multi-day workshop that uses art and printmaking to teach students about activism. Students will create zines and collagraphs to communicate social issues they care about and the changes they believe are needed. Over the course of the workshop, students will learn key vocabulary, explore essential questions about the relationship between art and social change, and use various printmaking techniques to create multiples that share their messages. Formative and summative assessments will evaluate students' engagement with the workshop objectives and themes.
Original Description:
A multi-day workshop created in conjunction with Chloe Beaven and Andrea Reising.
This document outlines a multi-day workshop that uses art and printmaking to teach students about activism. Students will create zines and collagraphs to communicate social issues they care about and the changes they believe are needed. Over the course of the workshop, students will learn key vocabulary, explore essential questions about the relationship between art and social change, and use various printmaking techniques to create multiples that share their messages. Formative and summative assessments will evaluate students' engagement with the workshop objectives and themes.
This document outlines a multi-day workshop that uses art and printmaking to teach students about activism. Students will create zines and collagraphs to communicate social issues they care about and the changes they believe are needed. Over the course of the workshop, students will learn key vocabulary, explore essential questions about the relationship between art and social change, and use various printmaking techniques to create multiples that share their messages. Formative and summative assessments will evaluate students' engagement with the workshop objectives and themes.
Authors: Angela Zukowski, Chloe Beaven, Andrea Reising Essential Question:
How can art incite community betterment?
Provoking Questions :
What social issues do you care about?
What positive change do you believe can be made concerning your issue? What images/words could represent what you believe in? What is the purpose of a zine? How can a short zine communicate a big message? What is the role of printmaking in activism? What is the purpose of multiples in art & activism?
Maine Learning Results:
Vocabulary & Visual Provocation:
A1 Artists Purpose
Zine Activism Collagraph Social awareness Brainstorm/Mindmap Printmaking Multiples Lettering Mirror-image Artist proof Edition Baren Charging the plate
Students explain purposes for making
art in different times and places, and the relationship to cultural traditions, personal expression, and communication of beliefs. B1 Media Skills
Students use a variety of media, tools,
techniques, and processes to create original artworks. B3 Making Meaning
Students create artworks that
communicate ideas, feelings, and meanings and demonstrate skill in the use of media, tools, techniques, and processes. E2 The Arts and Other Disciplines
Students explain that the visual arts help
people understand history and/or world cultures.
Lesson Objectives:
Materials List:
Students will successfully use symbols
and words through drawing, collage, stamping, and printmaking.
(Day 1): Pencils Colored pencils Markers Scissors Paper Bone folder (optional) Worksheets Copy paper 11x17 Cardstock for portfolios (1 per student) Easel pad/large piece of paper (1 per class)
Students will create a zine and a
collagraph that communicates a story of change based on an issue they identified through brainstorm and discussion. Students will problem solve ways of making meaning using printmaking and zines. Students will analyze the role of multiples and printmaking in activist-based art. Students will learn how to successfully incorporate words into collagraphs.
(Day 2): Copy paper Sharpies, Micron Pens Pencils & Erasers Gluesticks Scissors Sticky foam sheets (1 per student) Chipboard/bookboard approx. 8.5x11 (1 per student) Foam shapes Letter stencils Stamps of alphabet letters & stamp pads Photocopied letters/typography for collage Colored paper scraps/assorted collage material Wooden spoons (to use as barens) Plexi-glass Printmaking paper Water-based black printmaking ink tongue depressors Hand mirrors Instructor-created final product examples
Photo credit: Kyle Dubay, 2015
Assessments:
Modifications for Students with Exceptionalities:
Students are assessed throughout the
project to determine artistic and thematic engagement with the objectives. Formative assessments are given during day 1 in the form of written and visual worksheets.
Students who struggle with fine motor skills have
the option of stamps and stencils for zine making as well as collage materials.
A differentiated final assessment is
completed within the classroom following the workshop
Students who dislike the tactility of ink may be
provided gloves.
Students who need structure when completing
tasks will be provided with a checklist.
Technology:
The teachers present a powerpoint presentation
on day 1 (the pre-visit). During the workshop at MECA, the computer is made available for students who wish to research images, words, and inspiration. Internet research was used extensively to gather visual provocation and prepare for the pre-visit slideshow. EXAMPLE SLIDESHOW IMAGES:
FINAL ASSESSMENTS: 3RD GRADE ASSESSMENT Name: Complete the sentence: I made a zine about ___________________________ because I believe _______________________________________________. What does multiples mean in artmaking? Who would you like to share your zine with and why? 4TH GRADE ASSESSMENT Name:
Complete the sentence:
I made a zine about __________________________________________, which is important to my community because____________________________________________. What does multiples mean in artmaking? Write or draw one successful word or image you used to communicate change. Explain why the words or image was successful. 5TH GRADE ASSESSMENT Name: Complete the sentence: I made a zine about ______________________________, which is important to my community and me because: _________________________________________________. What does multiples mean in artmaking? Explain one artistic choice you made: (discuss a material you used or decided not to use, a design you made, or another artistic decision you made while creating your art)
LEARNING ENVIRONMENT PHOTOS
Photo credits: Margaret Mountcastle and Andrea Reising, 2015
