PRINTMAKING
COURSE SYLLABUS
Springfield High School
COURSE DESCRIPTION:
A studio course designed produce works of art throughout the use of
monotypes, relief, serigraphy and intaglio printmaking techniques.
COURSE OBJECTIVES:
After successful completion of this course, the student will be able to
demonstrate/perform the following competencies:
• 1. Communicate ideas through artworks by selecting and applying
media techniques and processes, subject matter and themes.
2. Demonstrate a verbal-working use of the art vocabulary relating to
the printmaking arts.
3. Develop an understanding of the properties and the preparation of
printmaking.
4. Communicate ideas through artworks by selecting and applying the
elements of art and principles of design.
5. Respond aesthetically to artworks based upon their personal
experience and cultural values.
6. Analyze, interpret, and evaluate the quality of artwork through art
criticism
7. Understand the role and functions of art in history and culture
8. Students will produce a portfolio of art using relief, serigraphy, and
intaglio printmaking techniques.
Attendance:
If you miss a class, you will inevitably and quickly fall behind.
Attendance of both lectures and labs is critical. Obviously, the success of
this class relies a great deal upon the sustained exchange of ideas
between participants. If you cannot make it to a class––for whatever
reason––it is your responsibility to find out what went on and to make up
any missed assignments. Be aware that you must be on time to class
each and every day. Tardiness may forfeit your valuable lab time.
Class Procedure:
•
Due to limits on time, it is very important that you show up for
class promptly and that you are prepared to work when you arrive.
Class will concentrate alternately upon supervised lab time,
critiques of work, and demonstrations. On your lab days you will
be expected to show me your work in progress. Since most work is
done in class, I expect you to use the FULL class period to work. If
you are not working on your assignment, or are being disruptive
you will lose your daily participation points (5 points daily). You
will receive either 5 points or 0 points, no exceptions. *unless
teacher approved*
•
This is not only my classroom but also your art studio! First off, we
must clean up after ourselves everyday (you will receive 5 points if
your work area is clean and supplies are returned to their
designated places or 0 points if your workspace is messy, or
supplies are out). I will give you 5 minutes (more or less time
depending on the project) to clean up at the end of class. You are
expected to work until I announce it is time to clean up.
•
There will also be designated days for studio clean up, usually
Fridays. We all have helped make the mess; therefore we are all
responsible to help clean.
•
The computers are for art research only! Any misuse of the
computer will result in loss of computer privileges.
•
After I introduce an assignment, you will complete a goal sheet
that will be stored in your folder.
•
When turning in artwork,
o You will need to complete a self-critique sheet, using
complete sentences.
o Take a photo of your work, and put it in your drop box
o Place your work in the designated spot to be graded. I will
not search for your work.
 Your artwork is worth 80% of the project grade
 Your goal sheet/self critique is worth 10% of the
project grade
 Photographing and placing artwork in your drop box is
worth 10% of the project grade
Originality and Copyrighted Work
• All work done in class must be solely yours. You may not use
images directly from the internet, magazines, books, etc. If you are
caught using images that are not your, you will receive a ZERO for
the project.
•
**Plagiarism can involve not only written work but also
artwork. No one is allowed to use someone else’s work to
complete an assignment. In short, your work is your property
and visa versa.
Late Work:
I will accept late work once. I will give you feedback on late work, but the
highest grade you will receive will be a C. Handing in work late deprives
you of critical feedback from the class. It also robs your peers of the
opportunity to develop their ability to talk about their prints. Therefore, it
is imperative that work be ready for discussion at the specified time. If
you know you will miss a discussion session, you must see me ahead of
time to make some other arrangements.
Grading:
As noted above, grades are based on the projects you produce as well as
upon your participation in class--which includes showing up, being
attentive to your own and others’ work, and just generally being prepared
to get things done when you arrive. The specific breakdown of your grade
is as follows.
• Assignments 70% •Daily Participation 10% • Final Project 10%
• Quizzes 10%
Evaluation of artwork is a tricky and often subjective business. However,
you can expect the following objective criteria to be used in the grading of
your work.
• 1) Technical. Do the prints show craftsmanship? Is the subject matter
clear? Have materials been handled in a consistent, considered manner?
• 2) Formal. Do your prints employ visually effective strategies to convey
the content? Characteristics such as texture, balance, form, etc. all
figure in this level of evaluation.
• 3) Intentional . Assuming that you are attempting to convey something–
–some idea––do the above mentioned technical and formal strategies
employed in your prints effectively together to communicate that
intended meaning?
Quizzes:
Quizzes will be administered throughout the semester. These short tests
will cover material you will have received in lecture and demonstrations.
The quizzes will also allow me to gauge what sorts of problems you might
be encountering in applying specific technical concepts to your
printmaking. Typically, the quizzes will be given at the start of class––so
you will want to be sure to show up for class promptly.
Student Generated Supplies:
- $20 lab fee
- Set of paintbrushes (recommended- Hobby Lobby Value Brush
Set Canister)
- Slop Shirt
- Folder
- Small Glass Jar or Plastic Container with Lid (example baby food jar)
- Hand towel or Rag
- Textural scraps...string, aluminum foil, sand paper etc.
You also must be aware that misuse of equipment or use of damaged
equipment can create the risk of serious injury, and expensive damage.
You may be liable for damage or injury resulting from such use. Failure
to be alert to safety problems, or to report them, may have serious
consequences for you or others.
COURSE OUTLINE: Week 1
• A. Orientation to course content • B. Laboratory
equipment and facilities • C. Course policies and
requirements • D. History of Printmaking • E. Historic
techniques
Week 2 Achromatic Monotype
STATE GOAL 26: Through creating and performing, understand
how works of art are produced. B. Apply skills and knowledge
necessary to create and perform in one or more of the arts.
• 26.B.3d Visual Arts: Demonstrate knowledge and skills to
create 2- and 3- dimensional works and time arts (e.g. film,
animation, video) that are realistic, abstract, functional and
decorative.
Week 3 Achromatic Monotype
STATE GOAL 26: Through creating and performing, understand
how works of art are produced. B. Apply skills and knowledge
necessary to create and perform in one or more of the arts.
• 26.B.3d Visual Arts: Demonstrate knowledge and skills to
create 2- and 3- dimensional works and time arts (e.g. film,
animation, video) that are realistic, abstract, functional and
decorative.
Week 4 Chromatic Monotype
STATE GOAL 26: Through creating and performing, understand
how works of art are produced. B. Apply skills and knowledge
necessary to create and perform in one or more of the arts.
• 26.B.3d Visual Arts: Demonstrate knowledge and skills to
create 2- and 3- dimensional works and time arts (e.g. film,
animation, video) that are realistic, abstract, functional and
decorative.
Week 5 Chromatic Monotype
STATE GOAL 26: Through creating and performing, understand
how works of art are produced. B. Apply skills and knowledge
necessary to create and perform in one or more of the arts.
• 26.B.3d Visual Arts: Demonstrate knowledge and skills to
create 2- and 3- dimensional works and time arts (e.g. film,
animation, video) that are realistic, abstract, functional and
decorative.
Week 6 Monotype Quiz...Tools/Techniques/Vocabulary
STATE GOAL 26: Through creating and performing, understand
how works of art are produced.
B. Apply skills and knowledge necessary to create and perform
in one or more of the arts.
• 26.B.4d Visual Arts: Demonstrate knowledge and skills that
communicate clear and focused
• Student Critique/Introduction/Demonstration of Collograph
STATE GOAL 25: Know the language of the arts.
A. Understand the sensory elements, organizational principles
and expressive qualities of the arts.
• 25.B.5 Analyze and evaluate student and professional works
for how aesthetic qualities are used to convey intent, expressive
ideas and/or meaning.
• 25.B.5 Understand how different art forms combine to create
an interdisciplinary work (e.g., musical theater, opera or
cinematography).
A. Understand the sensory elements, organizational principles
and expressive qualities of the arts.
• 25.B.5 Analyze and evaluate student and professional works
for how aesthetic qualities are used to convey intent, expressive
ideas and/or meaning.
STATE GOAL 26: Through creating and performing, understand
how works of art are produced. B. Apply skills and knowledge
necessary to create and perform in one or more of the arts.
• 26.B.3d Visual Arts: Demonstrate knowledge and skills to
create 2- and 3- dimensional works and time arts (e.g. film,
animation, video) that are realistic, abstract, functional and
decorative.
Week 7 Collograph
STATE GOAL 26: Through creating and performing, understand
how works of art are produced. B. Apply skills and knowledge
necessary to create and perform in one or more of the arts.
• 26.B.3d Visual Arts: Demonstrate knowledge and skills to
create 2- and 3- dimensional works and time arts (e.g. film,
animation, video) that are realistic, abstract, functional and
decorative.
Week 8 Collograph Student Critique/Relief
Printmaking...Achromatic Introduction/Demonstration
STATE GOAL 26: Through creating and performing, understand
how works of art are produced. B. Apply skills and knowledge
necessary to create and perform in one or more of the arts.
• 26.B.3d Visual Arts: Demonstrate knowledge and skills to
create 2- and 3- dimensional works and time arts (e.g. film,
animation, video) that are realistic, abstract, functional and
decorative.
Week 9 Relief Printmaking...Achromatic
STATE GOAL 26: Through creating and performing, understand
how works of art are produced. B. Apply skills and knowledge
necessary to create and perform in one or more of the arts.
• 26.B.3d Visual Arts: Demonstrate knowledge and skills to
create 2- and 3- dimensional works and time arts (e.g. film,
animation, video) that are realistic, abstract, functional and
decorative.
Week 10
Reductive Relief
Printmaking...Introduction/Demonstration
STATE GOAL 26: Through creating and performing, understand
how works of art are produced. B. Apply skills and knowledge
necessary to create and perform in one or more of the arts.
• 26.B.3d Visual Arts: Demonstrate knowledge and skills to
create 2- and 3- dimensional works and time arts (e.g. film,
animation, video) that are realistic, abstract, functional and
decorative.
Week 11 Reductive Relief Printmaking
STATE GOAL 26: Through creating and performing, understand
how works of art are produced. B. Apply skills and knowledge
necessary to create and perform in one or more of the arts.
• 26.B.3d Visual Arts: Demonstrate knowledge and skills to
create 2- and 3- dimensional works and time arts (e.g. film,
animation, video) that are realistic, abstract, functional and
decorative.
Week 12 Reductive Relief Printmaking
STATE GOAL 26: Through creating and performing, understand
how works of art are produced. B. Apply skills and knowledge
necessary to create and perform in one or more of the arts.
• 26.B.3d Visual Arts: Demonstrate knowledge and skills to
create 2- and 3- dimensional
works and time arts (e.g. film, animation, video) that are realistic,
abstract, functional and decorative.
Week 13 Collograph/Traditional Relief/Reductive Relief
Quiz/Student Critiques of Relief
Printmaking/Introduction and Demonstration of Acidless
Intaglio
STATE GOAL 26: Through creating and performing, understand
how works of art are produced. B. Apply skills and knowledge
necessary to create and perform in one or more of the arts.
• 26.B.3d Visual Arts: Demonstrate knowledge and skills to
create 2- and 3- dimensional works and time arts (e.g. film,
animation, video) that are realistic, abstract, functional and
decorative.
Week 14 Acidless Intaglio
STATE GOAL 26: Through creating and performing, understand
how works of art are produced. B. Apply skills and knowledge
necessary to create and perform in one or more of the arts.
• 26.B.3d Visual Arts: Demonstrate knowledge and skills to
create 2- and 3- dimensional works and time arts (e.g. film,
animation, video) that are realistic, abstract, functional and
decorative.
Week 15 Acidless Intaglio
STATE GOAL 26: Through creating and performing, understand
how works of art are produced. B. Apply skills and knowledge
necessary to create and perform in one or more of the arts.
• 26.B.3d Visual Arts: Demonstrate knowledge and skills to
create 2- and 3- dimensional works and time arts (e.g. film,
animation, video) that are realistic, abstract, functional and
decorative.
Week 16 Intaglio Student Critique/Introduction and
Demonstration to Serigraphy
STATE GOAL 26: Through creating and performing, understand
how works of art are produced. B. Apply skills and knowledge
necessary to create and perform in one or more of the arts.
• 26.B.3d Visual Arts: Demonstrate knowledge and skills to
create 2- and 3- dimensional works and time arts (e.g. film,
animation, video) that are realistic, abstract, functional and
decorative.
Week 17 Serigraphy/Photograph Work/Create CD/Slide
Show/Portfolio
STATE GOAL 25: Know the language of the arts.
A. Understand the sensory elements, organizational principles
and expressive qualities of the arts.
• 25.B.4 Analyze and evaluate similar and evaluate the effective
use of elements, principles and expressive qualities a
composition/performance in dance, drama, music and visual
arts.
• 25.B.5 Analyze and evaluate student and professional works
for how aesthetic qualities are used to convey intent, expressive
ideas and/or meaning.
B. Understand the similarities, distinctions and connections in
and among the arts.
• 25.B.4 Analyze and evaluate similar and distinctive
characteristics of works in two or more of the arts that share the
same historical period or societal context.
• 25.B.5 Understand how different art forms combine to create
an interdisciplinary work (e.g., musical theater, opera or
cinematography).
A. Understand the sensory elements, organizational principles
and expressive qualities of the arts.
• 25.B.5 Analyze and evaluate student and professional works
for how aesthetic qualities are used to convey intent, expressive
ideas and/or meaning.
STATE GOAL 26: Through creating and performing, understand
how works of art are produced. B. Apply skills and knowledge
necessary to create and perform in one or more of the arts.
• 26.B.3d Visual Arts: Demonstrate knowledge and skills to
create 2- and 3- dimensional works and time arts (e.g. film,
animation, video) that are realistic, abstract, functional and
decorative.
Week 18...Clean/Review/Finals PRINTMAKING
PRINTMAKING VOCABULARY WORDS
RELIEF PRINTING - the original flat surface of a linoleum or
wood block is the printing surface. Any parts of the design not
to be printed are cut out, leading the major raised (in relief).
The surface is inked with a roller, then transferred to paper by
direct pressure. Examples on this method are linocut, woodcut
and wood engraving.
INTAGLIO PRINTING - This method is the opposite of relief
printing. Done on metal or Plexiglas plates, the design is
incised or etched into the surface. It is the applying heavy
pressure to press the paper into the inked marks; the original
surface level of the Intaglio plate represents the white in a
black and white image. Examples of this method are dry-point,
mezzotint and etching.
STENCIL PRINTING/SERIGRAPHY/SILKSCREEN -printing
is basically a stenciling process. To create an image, parts of
the mesh must be block so that they do not allow the ink
through. Silk-screening is an example of this method.
MONO PRINTING - in method of printing that involves
creating a unique impression by applying ink to a flat surface
and transferring it to paper. Can be combined with other
printing methods listed above.
DRY POINT- a type of engraving. An essentially linear medium
that derives its image and expressiveness from the artist's
drawing skills. Usually combined with some other type of
process to incorporate larger areas of shadowing and color.
ETCHING - a method of intaglio printing in which the lines or
tones of image are drawn into a prepared ground on the
surface of a metal plate and then bitten in acid before being
printed.
ROLLER PRESS - a device used to produce intaglio prints. A
flat, heavy metal bed is suspended between two rollers. The
space between the rollers is adjustable to vary the pressure as
required. The intaglio plate, with paper laid over it, position on
the bed and passed between the rollers.
PROOFS - prints made at various stages during the creative
process to act as guidelines for
further stages to change, correct or improve the image.
DRY POINT NEEDLE - a hard steel needle with a smooth,
unfaceted point. Used to a grave and in it into the surface of a
plate.
BURR - the spiral of metal or plastic thrown up by an
engraving tool. HATCHING - a method of tonal shading using
crisscross lines. STIPPLING - a method of shading using
short, stabbing strokes. TARLATAN - a special cloth-like
material designed to absorb and remove ink from a plate.
COLLOGRAPHY - printing the upper AND lower levels of the
plate.
EDITION- a series of prints made form the same plate
PLATE- a flat surface used for printing - the image will be
backwards on it
INK- a pigmented matter that prints an image
BRAYER- a small roller used to apply the ink to the plate
BAREN- an instrument used to create pressure between the
plate, ink and paper
BLOCK-Linoleum or wood pieced used for printing.
PRINT- Image taken from a plate and transferred to another
surface.
REGISTRATION- Lining-up one color on top of another on the
same print and or lining up the paper on top of the plate.
PRINTER’S EDITION- Order in which prints were Printed (top
# = # of that print / bottom # = total # of prints)
ARTIST PROOF- The test print an artist creates in order to
view their cuts. LINOLEUM CUTTERS- Tools used for cutting
in which the smallest is a #1 and the largest is
a #6. BENCH HOOK-Is used to hold the block into place while
carving.
RELIEF- Inking the raised surface of the prepared plate. The
oldest and most direct form of printmaking.
SUBTRACTIVE- Removing linoleum from the plate leaving the
image you intend to relief print.
BLEED PRINT - A print having an image that extends to the
edges of the paper. COMPOSITE PRINT- A print made from a
number of individual plates combining different
techniques or images in the same print. DECKLE- The
untrimmed feathery edge of a handmade sheet of paper.
EMBOSSING- Print of a relief element on a dampened paper
without ink. GHOST- The remaining ink on a printing matrix
after a print has been pulled. This may be
printed, or in the case of mono print or mono type, may
provide the basis for working up a subsequent image.
PULL- To make a print by transferring the ink onto paper
either by hand or with a press. WOODCUT- A relief print made
from the plank grain woodblock cut with gouges and knives.
SURFACE ROLL- Ink applied to the relief surface of an
intaglio plate. MULTIPLE- A work of art that exists in
duplicated examples that are all considered original. MIXED
MEDIA- In printmaking, prints made by combining two or
more processes.
CHINE COLLE- A technique for gluing smaller pieces of paper
onto a print while you are printing it.
BITE- Action of acid as it attacks exposed areas of the metal
plate. BEVEL- Angled or rounded edge of metal plate.
SQUEEGEE- Used in screen printing: A rubber blade with
wooden handle to force ink through fabric.
TACK- The quality of stickiness in printing ink.
BLANKET- Woven felt used on press to push paper into inked
lines of metal plate.
CANCELLATION- Defaced plate, block or stone after an
edition is pulled.
DAUBER- Inking pad made of rolled felt, leather or cloth.
GAUGE- The thickness of a sheet of copper or zinc used for
etching and engraving.
IMPRESSION NUMBER-: A number assigned to a print in
edition. Also called serial number.
GOUGE- Tool with "V" shape or "U" shape cutting edge.
ORIGINAL PRINT- Original, creative art printed from original
plates, blocks, etc. It differs from the reproduction of an earlier
work of art which was created in a different medium.
Illinois High School Visual Arts Learning Standards and
Benchmarks
STATE GOAL 25: Know the language of the arts.
Why This Goal Is Important: Through observation, discussion,
interpretation and analysis, students learn the “language” of
the arts. They learn to understand how others express ideas in
dance, drama, music and visual art forms. In addition to
acquiring knowledge essential to performance and production,
students become arts consumers (e.g., attending live
performances or movies, purchasing paintings or jewelry, or
visiting museums) who understand the basic elements and
principles underlying artworks and are able to critique them.
A. Understand the sensory elements, organizational
principles and expressive qualities of the arts.
• 25.B.4 Analyze and evaluate similar and evaluate the effective
use of elements, principles
and expressive qualities a composition/performance in dance,
drama, music and visual arts.
• 25.B.5 Analyze and evaluate student and professional works
for how aesthetic qualities are used to convey intent, expressive
ideas and/or meaning.
B. Understand the similarities, distinctions and
connections in and among the arts.
• 25.B.4 Analyze and evaluate similar and distinctive
characteristics of works in two or more of the arts that share the
same historical period or societal context.
• 25.B.5 Understand how different art forms combine to create
an interdisciplinary work (e.g., musical theater,opera or
cinematography).
STATE GOAL 26: Through creating and performing,
understand how works of art are produced.
Why This Goal Is Important: Students acquire skills to
produce and perform dance, drama, music and visual art.
They learn to use media, tools and technologies. They learn to
shape ideas and emotions into sounds, images and actions. As
students create and perform their own artworks and review
the works of others, they become more imaginative, strengthen
their problem-solving skills and learn to respond to the
creativity of others. Creating and performing are at the core of
the fine arts. Students also learn about the role of the artist
(e.g., dancer, painter, actor, director, scriptwriter, musician).
A. Understand processes, traditional tools and modern
technologies used in the arts.
• 26.A.4e Visual Arts: Analyze and evaluate how
tools/technologies and processes combine to convey meaning.
• 26.A.5 Common for all four arts: Analyze and evaluate how the
choice of media, tools, technologies and processes’ support and
influence the communication of ideas.
B. Apply skills and knowledge necessary to create and
perform in one or more of the arts.
• 26.B.3d Visual Arts: Demonstrate knowledge and skills to
create 2- and 3- dimensional works and time arts (e.g. film,
animation, video) that are realistic, abstract, functional and
decorative.
• 26.B.4d Visual Arts: Demonstrate knowledge and skills that
communicate clear and focused
• 26.B.5 Common for all four arts: Create and perform a complex
work of art using a variety of techniques, technologies and
resources and independent decision making.
STATE GOAL 27: Understand the role of the arts in
civilizations, past and present.
Why This Goal Is Important: The arts are a record of
civilizations, past and present. Artists are influenced by—and
influence—the times and places in which they live and work.
As students learn through the arts about people and
civilizations, they learn about others and themselves. Also,
students learn about careers related to this goal (e.g.,
animator, curator, art historian, sound technician).
A. Analyze how the arts function in history, society and
everyday life.
• 27.A.4a Evaluate how consumer trends in the arts affect the
types and styles of art
products.
• 27.A.4b Analyze how the arts are used to inform and
persuade through traditional and contemporary art forms.
• 27.A.5 Analyze how careers in the arts are expanding based
on new technologies and societal changes.
B. Understand how the arts shape and reflect history,
society and everyday life.
• 27.B.4a Analyze and classify the distinguishing
characteristics of historical and contemporary art works by style,
period and culture.
• 27.B.4b Understand how the arts change in response to
changes in society.
• 27.B.5 Analyze how the arts shape and reflect ideas, issues or
themes in a particular culture or historical period.