Category: Printmaking

Printmaking Famous Structures

1/14/2018

We finally have a winner!!!

I have finally found a highly successful method to the printmaking process. I have posted about my troubles with the printmaking process before:

Winter Animals Reduction Printmaking
Tips for Middle School PrintMaking

But now I finally feel like I have learned how to make the process for run smoothly for my classroom, my students and my sanity. With fabulous results to boot.

I have been gathering famous structure pictures for eons and I have been plotting the best way to do a 'famous places' project.
What materials? What is the theme? How to implement?

I decided to finally just go for it with printmaking and I am so glad that I did.

Day 1
I introduced the printmaking unit with a story about how this was the absolute favorite thing we did all year to a 6th grade boy who had spent much of the year grumbling and complaining about every thing we had done so far. He was happy as a clam when I put that brayer in his hand, even though he did not pay attention at all to my instructions the first day and his design was pretty much terrible. All well!!

After explaining that printmaking is a process in which we will be making several copies of the same image, I explained that students needed to pick a famous structure that they were interested in researching so that they would be excited to work on it for several art sessions. The structure needed to be man-made and if it was a popular one like the Eiffel tower, they needed to think of a way to customize it that did not involve the everyday common place 'v' birds and sun in the corner because 100 kids had already done that. And not just a moon and stars, they had to really think of something creative, perhaps a plane or hot air balloon in the sky or themself in front of the structure taking a selfie.

Students had access to TONS of books from the library. I ended up going back for more after my first 3 classes requested the Taj Mahal, the Burj Khalifa, and the Saint Basil's Cathedral in Russia. I have some very curious kids! Step one was to create a practice sketch in their sketchbook and start planning their stamp.

Supplies
pencils
erasers
rulers
dry erase boards and markers (option for kids to warm up)
books and visuals about famous places

Day 2
Carving the stamp.
Once students had their design planned, I gave them a piece of 6X9 paper so they could design their stamp. We used a pencil to draw the design and plan the background. When they had it all sketched out, they brought it to me for approval and I gave them a piece of 6X9 scratch foam and taped their sketch to the foam. They used a colored pencil to transfer the design to the foam.

The colored pencil only lightly transfers the design. To really make it show up, students had to lift the drawing off the foam and trace over their lines with an ink pen. I had to borrow a bunch of ink pens, but this is a brilliant idea thank you Cassie Stephens!!! The ink pen forces them to make the lines deeper and they can tell what they have and have not retraced very easily.

Supplies
6X9 paper
tape
colored pencils
ink pens
6X9 Scratch Foam

Day 3
This was our catch up day for kids that needed to finish their drawing, finish carving the stamp and move on to something fun before the real action of printmaking with real printmaking ink. I decided to let them make a marker print with whatever colors they wanted, since we would be printing in solid colors for our finale. Not everyone had the opportunity to do the marker print, if they were absent or something but everyone who did was pretty happy with the results and so was I!

After I watched Cassie Stephen's marker print video, I knew I could do a quick demo for my students. So I drew a little 3X4 mini example under my document camera for each class to demonstrate the transfer process. I set myself up at the front with white paper and squirt bottle and let kids come to me for the sponge/spray sesh. I will say that a couple of kids messed up their foam plates because they pressed WAY too hard with the markers and it carved a texture into the foam. Next time, I will stress that they do not need to press hard with the markers, just gently cover the surface.

The other thing students needed to do on day 3, was to shop for paper for printing. I had each student select 4 papers to print on and write their name in pencil in the corner. This way, everyone would have their name on their papers for printing day. I had a big table set up with all types of paper, old maps, colored copy paper, patterned scrapbook paper, construction paper, sheet music, whatever I could find that was easy to chop into 9X12 pieces.

Supplies
foam plates
washable markers
spray bottle
sponge
9X12 white paper

VERY Full drying racks at the end of the day

Black ink at the table

Day 4
PRINTING

I showed my students Cassie Stephen's printmaking video in order to demonstrate how to actually print. It was SO helpful and perfect for this project. I set up the black ink on each table (I passed it out after we watched the video) and I set up colored ink at stations around the room. I wanted some students to be able to move around and some working at the table so there wouldn't be a huge line waiting to print at any given time.

This year, I went to goodwill and found a set of plastic trays to use as ink stations and they worked perfectly. We used up so much of my ink, that I am almost completely out and I even ordered an emergency 7 bottles from blick to make it through the last day. So if you are printing with nearly 400 students make sure you have plenty of ink, especially black. I told my students that the first print would probably not turn out the best so they should use the paper they are least attached to for their first edition.

NOTE: I had several color options for students to choose from. I did not have them wash their foam plates between colors, I kind of like how it looks when the colors mix.

Supplies
printing ink
brayers
paper
foam stamps

A variety of colors at the counter

This little genius made his own barren with our pencil cup.

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Winter Animals Reduction Printing

3/4/2017

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Printmaking is a huge undertaking in my opinion. It requires a lot of moving around, a lot of mess, and a lot of space for drying. Sometimes the students don't really understand the process in the beginning so its hard to explain what to expect until we actually start printing. It also means that I have to set up my room completely differently to accommodate all of the printing stations.

Last winter, when we embarked on our 'winter animal reduction' prints, I learned a LOT about what to do and what not to do. I also had a very difficult student tell me that it was his favorite thing we did all year.

I have been waiting to post this for a long time because I have felt like the final products were not very successful, but I am posting now so you can learn from my mistakes. Here is another post from last year's printmaking adventure.

Day 1
Students selected a 'winter animal' to draw. It had to be something that thrived in snowy weather and did not hibernate all winter. I read the Winter Animals book to give them a few ideas. Students began by practicing in their sketchbooks. I also showed the Over and Under in the Snow book.

I had researched a couple of other reduction printing projects like this animal one and this fall leaf so I felt like things would go pretty smoothly. And for the most part, they did. But I did not anticipate the results looking so blah. Most of the great detail in their foam plates was just lost in the printing process because we used tempera paint.....and about half of my students, I didn't have enough of the good foam and the other foam we used crumbled a little bit when they tried to carve into it.

Once students had practiced their animals, I gave them a piece of 9X6 paper to start planning their stamp.

Supplies:
sketchbooks
visuals of animals
pencils
erasers
6X9 paper

Day 2
Students had some time to finish their sketches, but as soon as they had their design, it needed to go onto the 6X9 paper so they could start carving their stamp. To carve the stamp, they needed to tape the foam plate to the back and transfer part of the design to the foam plate with a colored pencil. I told them to ONLY transfer the background (keep it simple) and the outline of the animal.

Supplies
Pencils
colored pencils
6X9 foam
6X9 paper
tape
erasers

Day 3
Printing:
Since this is a reductive printing process, students only needed to transfer part of their design to the stamp initially. Then, they print 4 copies using light pastel colors. We used tempera paint for this layer. I mixed pastels (and completely ran out of white paint!) for them.

Even though I made a video and STRESSED many details emphatically, some students still got lost on this day because they carved too much or they missed a day or some other distraction made the whole process confusing for them.

Students needed to write their name on 4 pieces of white paper and keep it at their table. Then, take their printing plate to the inking station, ink it up and then return to their table to print it. We did not clean off out block between colors since they were light colors. I thought I was being clever setting up the paint on paper plates...but after 3 classes the plates were shredded. NEVER AGAIN! Also, the inking station was so covered with paint, we started using old catalogs as cover sheets, which helped but since I was printing with 6 classes back to back, it was H-E-double-hockey-sticks keeping the surface clean and ready for each class.

Instructional video for day 1 of printing (day 3 of the project).

Supplies:
brayers
ink (pastel colors)
carved stamps
pencils
colored pencils

Day 4
REDUCTION DAY

Okay, for this day, I had to make sure that EVERY kid had their 4 base colors printed before they could transfer the additional details, print with their 2nd color and then cut out their animal and print with their third and final color on all 4 papers.

Once they cut their animal out, that was it, no going back.....This is where things really got dicey, especially if someone was absent. I made a video to demonstrate this part. I added tons of other colors to the options and I found that some just did not print well and many of the final editions are not great as a result. Live and learn.

A lot of kids LOVED this day because it was a frenzy of moving around the room to the various stations, and it was UBER messy.

Instructional vides part 2 and part 3 of the reduction process. I made two separate videos but most kids did both steps the same day.

Supplies
Foam stamps
4 pieces of paper with background printed
brayers
Ink (we used paint, I don't recommend)

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Tips for Middle School PrintMaking

5/17/2015

2 Comments

I searched high and low for for the perfect guide to help me set up a printmaking studio for the last week in my classroom. 6 classes a day with a 2 minute passing period does not allow me very much time to regroup or make changes once the train starts moving down the track----the preparations must be done in advance and the flow must make sense if students are moving around the room.

I considered showing a video, or making one to demonstrate the process, and by Friday, when my voice was almost completely gone, I wish I would have (spring colds are weird!)....but it took so long to set up the stations that I did not have time to do both, and some of my instructions changed a bit after working with some of my biggest classes. None of the videos I found online were quite right either.

Through this process I learned what NOT to say and what to really reinforce. Also, since I had wooden spoons on the tables----some classes needed more firm reminders not to spank each other or pound on the table than others.

I came up with a couple of things that really worked for me and a couple of things that I probably won't do again. Also, this post helped me initially.

Due to field trips, interruptions and scheduling conflicts, (since it is the end of the year) it worked out that I only printed with 3 classes each day----wow! That never happens. I was able to stagger the printing so that only the morning or only the afternoon classes were printing. This worked out super well.

In some cases, I stretched the initial carving lesson an extra day, and had students pre-select their paper for printing and write their names on the back the day before we actually printed---and then I clipped their papers together by table so that I could distribute them very quickly the next day. This worked great---gave the students an extra day to finish carving their designs. Some were a little rushed, especially since I did not have time to stretch every class---but since it is the end of the year, we had to push through.

Before the students came, I set up the printing stations. Also, most classes had already carved their stamps. I will talk about the stamp carving process at the end---yes, I am going in reverse order. Sorry. It is the end of the year.

I used tempera paint for this process--not as sticky as real printing ink and dried really quick---but pretty washable and cheap.

On my long counter by the sink, rolled out some old printer paper--it was the perfect size, easier than using bulletin board paper in this case. I put masking tape on each of the perforations and along the edges. Then I put a red rectangle at each 'stop'. This is where students would put their block before rolling it with ink.

Initially I thought I would use these pink meat trays--but the brayers did not roll in them, something I found out in my early morning trial run at the stations before school.

I ended up removing the meat trays---I don't have any acrylic or plexi---so I just used the table surface itself. I had enough clear packing tape to cover each of my printing stations. It worked WAY better than saran wrap--which I also tried. I literally wrapped the entire counter, an 8-foot table and my wooden work bench with clear packing tape. I probably did not need the white paper underneath, but it helped them to see what color they were using and it was easy to clean up---came right off Friday afternoon at the end of the week.

Students basically kept their papers at their normal tables, and carried their block to the stations to print it. I had them wipe their block with a dry paper towel in between colors if they wanted to, but reminded them that if the colors mixed, that tended to look cool---and could make the design even more unique---but if their drawings were too 'gunked' up with the thicker paints (like silver and gold) they would definitely want to wipe the foam off and possibly even carve out some of the lines with a pencil. (Wet foam is hard to dry off)

I tried to wipe the red rectangles with a sponge between classes. This was the very first class. Going well.

Sixth graders did great---for the most part. I did have to send a couple of kids to time-out for being disruptive during my instructions. That seemed to remind the others to take the lesson seriously and realize that I wasn't putting up with any nonsense. It would be fun--but they still needed to follow directions and pay attention otherwise the process would not work for them.

Since I have some classes of 33, I decided to set up a total of 12 colors at 12 locations around the room. This way, if half the class were rolling inking, the other half, in theory, would be at their seats printing--and at least a few in every class would get a late start because they still needed to finish carving their stamps because of absences or intricate designs which would help with the flow.

I borrowed an 8 ft white table from the custodians for one of my stations. It was nice to have that extra work space to spread the students out---most major issues were during clean up when all 30 needed to wash their hands at the same time.

In most cases, I had a little time in between classes (because of lunch or field trips) to wipe off the red rectangle. The entire silver/gold station got quite 'inky' but I was okay with that. I did cover the station with a trash bag to protect it from wandering fingers if the morning classes printed but the afternoon classes did not---this silver and gold table is also right where students line up at the end of class so I had to keep an eye on it.

You know that moment, when you have 328 students and they all ask you the exact same question and you KNOW that you already told them the answer and you are so tired of saying it that you think your head is going to explode?

Well, I came up with a solution to: where do I put my stamp/block/thingy when I'm done printing?

I explained that in the printmaking world, usually artists use linoleum, carving rubber or even wood for the printmaking process, those are called blocks. I held up a couple to show how thick real blocks are. But since we are using a thin piece of foam---we are going to call it our cheese----almost so thin its like it was shaved off a big block, it is so thin like a Kraft Single! Everybody say: 'mmmmm, mmmmmm, good!" So we called the 'block' which was so thin and wimpy it didn't even resemble anything looking like a block----the CHEESE. Which helped them remember what to do with it.

Initially, I had every student create 2 designs for their stamp. I folded a 6X9 sheet of paper in half when I handed it out, explaining that they would draw a design on each half-- one of which would fit perfectly on the stamp.

I encouraged them to use lots of textures, pattern, feathers, scales, draw big, etc. I discouraged them from flags, logos, cartoon characters, numbers, letters or words----because they print as a mirror image for this project---those things are really hard to incorporate---so just try to stay away from them.

Many kids wanted to argue that the 'Underarmour' logo would be the same backwards and forwards and that they really could draw the nike symbol in reverse---but alas---I prevailed to enforce the all or nothing policy, infuriating some and inspiring others...many just drew a softball because it was 'easy' and I gently forced them to put a pattern or something in the background in order to make it a better design. Some drew things that were too small, others could not think of anything so I pulled out some visuals----handouts of owls, celtic designs, mola pattern book, and Maori tribal art to help them develop something...anything...that would work. Some were really creative, their mythical creatures or optical illusions were amazing. Others....not so much........

After I approved one of their two designs, I handed them their foam. Otherwise known as their 'cheese'. They could either re-draw the design into the foam with a pencil. OR use the transfer method---lay the drawing on top of the foam and re-draw it by tracing over their old lines with a colored pencil. Using a colored pencil helped them keep track of what they had already done. In most cases, nearly everyone needed to go back over the foam in order to press the lines in a little deeper.

Some of them understood this---some did not. So before we printed, I checked each and everyone of the stamps before I handed them over to the student, and told them one-on-one, man-o-e-mano, face-to-face, CARVE THE LINES A LITTLE DEEPER. Some thought that meant re-tracing with the paper on top again--which ripped the drawing to shreds----so I had to be really clear---just press your pencil into the foam a little harder--but don't tear it up. If the lines are not deep enough, the block won't make a good print.

Note to self:
*Don't call the carved lines 'cracks'....I overheard one boy say, "I'm getting the paint in my buttcracks!"

I only had enough foam for each kid to get one piece so I had to be frugal---no 2nd chances. Some of my students try to sneak extra supplies if I am not paying attention, so I kept the foam on my desk to discourage wasting/stealing it.

After they carved their 'cheese' they had to make me a grilled-cheese sandwich. Huh?

Take the paper with the two sketches, folded like a card----make that the bread....slide the cheese inside...and PUT IT IN THE FRYING PAN! Where is the frying pan? The class box!

I said all of this with great enthusiasm and gusto---even with my sore throat. I had students repeat it and even though it was silly, it helped them remember.

Later, when kids asked me where to put their stamps: I just said, "Make me a grilled cheese!" and that helped jog their memory. My head did not explode when I commanded them to serve me something yummy....at least I wasn't as impatient as I would have been repeating: "THE CLASS BOX!" over and over and over and over and over.

After printing, we followed the same procedure. Printed papers went on the drying wrack, stamps and drawings went into the 'frying pan'. The stamps could've went in the drying wrack but were so small that they would've fallen through the shelves so I decided not to mess with that chaos.

I rescued a whole bundle of this wide rule notebook paper from the dumpster so I cut it in half and put a big stack on each classroom table. I encouraged students to use it as a 'cover sheet' to keep the table clean, and also as a practice print. Some of their practice prints were the best print they got from the series. I don't really mind the notebook paper---it worked well for this process. Easier than cutting up newspaper, for me anyway.

Note to self:
Don't say: 'Awesome Tardis!' to a student in front of a bunch of non-Dr. Who-loving-students. The kids who are out of the loop thought I was saying something inappropriate about the girl who carved the Tardis.

But seriously, isn't an awesome Tardis?

Above: After 10 classes. The stations were holding up pretty well. I used a scouring pad to remove paint from the red rectangle if it got too dry to wipe off.

Below: Don't put white and black side-by-side unless you want more of a gray. Also, the brown looked like poop. And yes, the kids noticed.

Yes, those are my Pampered Chef spoons from home. Yes, they are covered in paint, some of them are stained forever. Yes, I am okay with it. Here they are, before the week of printing. Also, the paper is shaving cream marbled paper that we made in April.

Favorite moment: During the last class, I overheard one shy boy at one of the stations, using his brayer like a steam-roller softly singing, "They see me rollin'....they hatin'....." I decided to make it a meme. Also, do not look up rollin' on Urban Dictionary.

Tips:

1. Give students a little direction when carving their stamps. My suggestions were too open, and they had trouble thinking of an idea and we ended up with a lot of sports balls....Which is hard to explain to 5th and 6th graders with a straight face---Who's paper is this with all the balls? You forgot your name!?. (Ex. cultures, geometric, optical illusions would be better)
2. Set up the stations in advance, borrow a table if necessary to set up as many stations as you can fit in the room so that everyone can rotate to whichever colors they want without waiting too long.
3. Have students put names on papers before printing---best if it is the class period before---have those sorted and ready to distribute easily.
4. Remember that even though you do a demonstration with the entire class, some individual students will STILL need one-on-one help.
5. Keeping the paint jugs near the station worked well for the best classes, not so well for the worst classes who dumped out WAY too much paint just to make messes. I might've forgotten to say 'Just use a LITTLE bit of paint if it gets too dry'....or they might've just been acting like hooligans.
6. After they ink up the block (or in our case the 'cheese') I told them to put it MAYO SIDE UP on their table---and lay the paper ON top of it----the opposite of rubber stamping where you mash the stamp onto the paper....Dozens of students messed this up and put it face down, and it worked out fine, so maybe I was being a little too picky...it bothered me when they slapped it down onto the paper, but the end result was usually fine.
7. Students need to work quickly otherwise the paint dries before they press the paper to the block.
8. Students might want paint shirts, and need leave jackets, hoodies and sweaters off. I realized this AFTER I dropped a paint-covered block smack on the back of a boy's hoodie, leaving a big, black rectangular imprint. Oopsie.

Overall, this was a great project, that will probably be even better if I do it again with my 6th graders next year, since they did it in 5th grade, it would be easier to implement. Also, if I can give instructions with the full strength of my voice, that always helps.

Other posts about printing making: here and here.

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Printmaking Famous Structures

Winter Animals Reduction Printing

Tips for Middle School PrintMaking

Mrs. Mitchell

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