Printmaking: Flower Bouquet
To start this art lesson, we collected all of our materials (big piece of construction paper, markers, and a square Styrofoam piece). To create the design of our flower we first were given time to sketch out about 5 different flowers on a piece of scratch paper, and then when we had the design we wanted to use for our flower we drew it onto the Styrofoam piece using a dull pointed pencil to just indent/shape the flower in the Styrofoam (this would allow the paint to cover the square Styrofoam piece completely, except for the flower design on the sqaure). After everyone had their flower on the Styrofoam, we each went to a different station of paint and began rolling our piece with paint. It was important that we did not use too little paint because then the design would not transfer over to the plain piece of paper very well, as well as making sure to not use an excessive amount of paint because it would potentially overflow and fill the indentation of the flower design and it would lose its defined form/shape. Once each of us had the chance to press each flower design onto a piece of paper, we then cut our flowers out and placed and secured hem onto our big piece of construction paper (placing them in any chosen way). To close the art lesson we made a vase for our flowers by folding a different piece of construction paper in half, drawing half of a shape on one side (starting from the folded edge) and then cut along our sketched vase design and unfolded it to glue it onto our construction paper. Finally, we drew on the stems of the flowers, making sure that our flower cut-outs were each connected to our vase in some way.
Extension Activity:
One way I would extend the concept of printmaking is integrating it into a science lesson that covers lifecycles or any other scientific process/cycle. I would divide students up into groups based on the number of phases or steps in the process/cycle. For example, if we were studying the phases of the moon I would divide my class into groups of 9 and each student would be given a phase to represent on a foam piece (one student will need to make a design to represent the earth). Once each student has their phase drawn, painted, and transferred onto a piece of paper they will then come together and decide the placement of their phase in the moon phase cycle and glue their phases on a large sheet of paper, labeling the phases. When each group has finished their whole moon phase model, they will take turns presenting and explaining each phase and where they placed them in the moon phase cycle.
Ex: Here is an example of what the end model should look like after each student has cut out and placed their phase onto the whole group model.
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