What’s the difference between assessing and grading?

Both assessment and grading gather information about students’ knowledge and progress. Assessment provides insight into the skills, understanding, and creativity students demonstrate. Grading assigns a simplified score to complex learning. Both are extremely important in the art room for your students’ growth as artists and your growth as an art teacher. 

What are your goals?

The first step in solid assessment practices is to determine your goals. What do you want your students to learn? Oftentimes, these goals are predetermined by national or state standards or district scope and sequences. You may also have your own goals you want students to achieve while they’re in your class. Whatever your goals are, ensure they are clear and specific. The goals should be about the skills and concepts students will learn and not just the finished product or how students behave.

For example, in a clay unit, your learning goals may include:

1. Understand the importance of planning before creating.
2. Demonstrate the coil technique and use the slip-and-score method to build structurally sound pieces.
3. Explore 3D design principles through hands-on creation.

What is the evidence of learning?

Now that you have your goals, it’s time to make them measurable. For each goal, think about the evidence you’d need to see to know the students’ learned and achieved mastery. Students may need to turn in a final artwork, show their process, or articulate their choices.

Let’s tie the same clay goals to evidence of learning:

1. Understand the importance of planning before creating.
   Sketchbook pages with three brainstorm thumbnail sketches, one detailed final sketch from three different angles, and a timeline of due dates for each clay stage.
2. Demonstrate the coil technique and use the slip-and-score method to build structurally sound pieces.
   8-inch sturdy ceramic coil vase with decorative coils and smooth areas.
3. Explore 3D design principles through hands-on creation.
   6×6 inch ceramic tile with a surface design that emphasizes one element and one principle of art.

How will you let students respond?

Student learning and assessment are not “one size fits all.” Each student artist is unique, with different learning styles and preferences. There are multiple ways to assess students and gather feedback and data on their learning. Offer students multiple ways to show their learning. Flexibility in assessment can make a massive difference in student engagement, communication, and final work.

Here are some ways to offer varied responses for a finished artwork:

• Verbal Sharing
  Present their work to the class (or the teacher in a one-on-one conference), explaining their process and reflecting on their challenges and successes.
• Written Reflections
  Offer the option of writing about their work, including explanations about their decisions and reflections on the artmaking process.
• Project Displays
  Display the final artwork and consider how the viewer will interact with their piece. Accompany the artwork with a curatorial rationale explaining the exhibit choices and how those choices support the artwork.

Do you need to rethink the grade book?

Number or letter grades are a way to systematize the abstract concept and process of learning. Grades are also helpful to provide measurable data over time for individual students or a class as a whole. For some families and students, grades can be a very motivational factor in learning and pursuing post-secondary education.

Specific feedback can be just as helpful as a number or letter grade. Meaningful feedback provides concrete takeaways for students to apply to future learning. It can also be more encouraging and gentler when a student is feeling discouraged or anxious.

Try pairing grades with feedback for a balanced approach. For example, jot down notes on a project rubric for areas the student excelled at and a skill they can refine. They’ll end up with a final rubric grade plus examples from the artwork that exemplify their score.

Whatever form of assessment you implement, remember to make it regular, timely, and relevant. When you give feedback on a consistent basis, it encourages students to get into a reflective habit and gives them many chances to practice receiving constructive criticism. When grades and feedback are immediate and relevant, it provides students with an opportunity to make changes before the next assignment or project is due. When grading and assessment are a two-way open conversation, students are more likely to be honest and ask for help as well as more motivated to apply themselves to their work.

Do we really need to grade everything?

After this dive into assessment versus grades, the new question is, Do we need to assess everything? At the end of the day, you probably don’t need to grade every single assignment. However, your district or school policy may indicate how many grades you are required to enter per week. As far as assessing, art teachers naturally assess everything! We are continually observing, providing feedback, reflecting on how a demonstration or assignment went, and having chats with students to check in. We have a good handle on where learning is in the art room—including ours!

If you want to grow in your assessment practices or you’re just an art teacher who geeks out about assessment, check out the following resources:

• How to Take Letter Grades Out of Your Art Room to Refocus on Learning
• How to Motivate Your Students Beyond Grades
• Designing Effective Assessment Practices Pack in PRO Learning
• Assessment in Art Education Graduate Course

Whatever your district or school grading policies are, you have the power to make a culture shift in your art studio that prioritizes artistic growth. Actively assess your students and their work by setting clear, measurable goals tied to standards and evidence of learning. Provide multiple ways for students to demonstrate their learning so you get their best work. Consider how you can pair customizable feedback with grades to spur motivation and improvement. With these methods, your students will not only produce beautiful artwork but will also blossom into strong artists who value reflection and constructive criticism.

Do you grade everything in your art room? 

How do you provide regular, timely, and relevant feedback to each of your students?

To continue the conversation, join us in The Art of Ed Community!

The post Back to Basics: Do We Need to Grade Everything in the Art Room? appeared first on The Art of Education University.

Come explore what screen printing is and how to bring it to your K-12 art room!

Screen printing has been around for centuries and is generally credited to China in the Song Dynasty. The process gained prominence in the Western world in the early 1900s because it didn’t need a fancy printing press. The medium exploded in the mid-1900s with Harry Gottlieb’s expressive prints, Andy Warhol’s famous Pop Art images, and Corita Kent’s text-based works. Today, artists like Wendy Red Star blend traditional Indigenous symbols with contemporary themes. Screen printing remains a powerful medium for storytelling, dynamic imagery, and cultural expression. 

Screen printing is a relatively low-tech printmaking option—you don’t even need a printing press or expensive chemicals. Start with a mesh screen, DIYed from an embroidery hoop or purchased specifically for screen printing. Create negative space on the screen to push ink through with glue, sticker paper, or emulsion. Play with shapes, colors, and layers to create graphic images that will hone students’ digital design-thinking skills.

Grab the stencil printing materials below to try screen printing:

• Stencils
  Create using paper, cardboard, or acetate sheets.
• Cutting Tools
  Cut out the stencil using scissors, craft knives, or laser cutters.
• Screens and Frames
  Stretch traditional screens over frames. Substitute embroidery hoops or stretched pantyhose.
• Emulsion
  Photosensitive emulsion creates a solid layer on the screen that ink cannot pass through. Ensure your brand does not require darkroom conditions.
• UV Light
  Expose the emulsion-coated screen so it hardens into a solid layer. If your budget doesn’t allow for a UV light, use the sun!
• Screen Printing Ink
  Use water-based screen printing ink or try acrylic paint as an alternative and fabric ink for textiles.
• Image Materials
  Sketch with paper or gather images of student artwork. Trace with permanent markers on acetate.
• Scoop Coater
  Apply emulsion evenly across the stencil or sub with a squeegee or piece of cardboard.
• Squeegee
  Pull ink evenly across the stencil or sub with a piece of cardboard.
• Red Polyethylene Tape
  Frame the printing area on the screen with this residue-free and reusable tape.
• Paper or Fabric
  Print on smooth, sturdy paper such as cardstock or fabric.

1. Create screens.

Coat the screens with light-sensitive emulsion. Let dry for 24 hours in a dark place while students move on to the next step. To save class time, you can also pre-coat the screens so they’re ready to go! Alternatively, skip the emulsion process and use stencils.

2. Plan designs.

Guide students through planning their designs. Break designs down into one to three layers to keep things simple. Encourage students to use high-contrast imagery to make the layers easier to see. Transfer each layer of the design to a separate sheet of acetate.

3. Expose screens.

Secure the first layer of the acetate design to the screen. Expose the screen to UV light according to the suggested time on the emulsion container. It’s a good idea to do an exposure test to ensure the timing is correct.

4. Wash out the screen.

Use warm water and a sponge to lightly wash out the image area of the screen. Scrub lightly so the rest of the emulsion stays on the screen.

5. Prep your printing space.

Setup is key because the ink dries so quickly! Frame the area you want to print with red polyethylene tape on the screen. Cover the table with large scrap paper and make registration marks for the final image and paper and screen. This will ensure students align each layer correctly. Line up paper on the table and secure with tape. If you’re using stencils, place them on the paper. Carefully put the screen on top.

6. Apply and pull the ink. 

Add a thick line of ink on the top piece of red tape. Use a squeegee and pull evenly down the screen to distribute the ink through the mesh. Gently lift the screen to reveal the print!

7. Let dry and repeat!

Carefully remove the paper and set it in a clean spot to dry. Repeat the process with more layers.

For more in-depth steps in a handy video format, watch the Pack, Getting Started with Screen Printing in PRO Learning.

Bookmark these quick and easy tips to streamline screen printing with large classes!

Teaching screen printing to a large class of students has a lot of moving parts! Stay organized and plan ahead to make the most of your class period. You’ll discover students’ engagement will skyrocket. Plus, you’ll know all the prep is worth it as soon as you see the excitement on their faces as they pull their first print.

Here are some pro tips for streamlining the classroom screen printing process:

• Share screens and stations to boost collaboration and provide extra hands for pulling prints.
• Pre-mix and pour ink in small cups so the entire bottle doesn’t dry out or spill.
• Turn it into a group project and provide pre-made screens with images. Students can customize their final print by choosing their imagery and layers.
• Cover tables with butcher or bulletin board paper, disposable tablecloths, or newspapers for easy cleanup.
• Pre-label bins and buckets for more easy cleanup, including labels like Clean Tools, Ink-Covered Tools, and General Waste.
• Cover clean tables with clean paper for drying prints.
• Provide a giant tub of water to throw inked screens in so the ink doesn’t dry and clog the mesh.

If you’re looking for a fresh way to hook your students and foster design thinking, try screen printing! Students will love this low-tech process that produces powerful imagery. Encourage students to play with layers for endless combinations and experiment with various surfaces for functional pieces. Streamline the process by pairing students together, prepping materials ahead of time, and labeling bins for easy cleanup. Turn your classroom into a dynamic printing studio and spark excitement with each pulled print.

What questions do you still have about screen printing in the art room?

Share a screen printing shortcut or hack!

To continue the conversation, join us in The Art of Ed Community!

The post Screen Printing Success: A Step-by-Step Guide for Busy Art Classrooms appeared first on The Art of Education University.

Grading practices vary widely across states, districts, and schools. It often sparks debate among teachers, parents, and students because grades can carry a lot of weight. The impact of grades can extend beyond report cards and influence student motivation, teacher effectiveness, and parental perceptions of education. Traditional approaches to grading have long-standing roots in educational systems. However, there is growing interest in finding new methods that better reflect student learning and foster equity and consistency. This is especially true in the art room where assessing artistic growth can sometimes be challenging to capture with a numeric grade or through an established grading ritual.

Let’s investigate common grading scenarios to refine our assessment practice in the art room.

Extra Credit: Boost Engagement or Inflate Grades?

Benefits

Extra credit can motivate students to engage more deeply with the material, offering them a chance to go beyond basic requirements and improve their grades. For students who struggle with formal tests or assignments, extra credit can provide an opportunity to recover and demonstrate their learning. If you’re collecting supplies or need tasks completed, it can be a huge help to your budget and classroom and build ownership in the art room.

Considerations

Extra credit may also pose equity concerns, as students with more resources, such as time or finances, are better positioned to complete extra assignments. It can also be tricky to be consistent across classes and grade levels, creating possible misunderstandings. There’s a risk of artificially inflating grades and potentially masking the true level of student understanding.

Further Investigation

Align extra credit with meaningful enrichment activities connected to learning objectives to keep grades more reflective of content proficiency. Also, remember that extra credit should not be extra work for you, the art teacher! Challenge your students to take ownership of their learning and come up with their own extra credit assignments.

Open-Note Tests: Promote Real Understanding or Encourage Laziness?

Benefits

Open-note tests can mirror real-world scenarios where individuals use resources to solve problems. It can shift the focus from rote memorization to the application of knowledge. Open-note tests reduce test anxiety, allowing students to demonstrate understanding without the pressure of cramming.

Considerations

Open-note tests may lead students to rely too much on their notes, neglecting thorough preparation. In subjects where critical thinking and recall are essential, open-note assessments may not fully capture students’ mastery of content.

Further Investigation

Combine open-note questions with analytical tasks that require deeper engagement. Let’s say you just finished a unit on the elements and principles of art and guided your students through art analysis. It’s their turn to show what they’ve learned! Give students an artwork they’ve never seen before. Allow them to use their notes to reference the definitions of each element and principle. Ask them to apply the information to identify examples in the artwork.

Pop Quizzes: Grow Consistent Study Habits or Cause Unnecessary Stress?

Benefits

Pop quizzes can motivate students to stay up-to-date with the material and learning objectives. It can encourage regular review and preparation and keep students on their toes. Pop quizzes provide teachers with immediate feedback, allowing for adjustments in instruction.

Considerations

The unpredictability of pop quizzes can cause significant stress, especially for students who already experience test anxiety. There is also the potential to penalize students who may have valid reasons for being unprepared on a given day, such as an excused absence.

Further Investigation

A more low pressure way to capture real-time feedback is to build a habit of doing exit tickets before students leave. Students will appreciate the consistency in routine and the accountability in learning that period. Switch up the activity by doing questions, games, drawings, or tasks!

Participation Grades: Foster Engagement or Penalize Introverts?

Benefits

Grading participation is often used to encourage active engagement in class. Participation can take many forms, such as attending classes, contributing to discussions, being on time, and demonstrating attentiveness. It aims to foster a dynamic learning environment and build communication skills.

Considerations

However, grading participation can be subjective and favor more visible contributions over substantial ones. It may disadvantage introverted students, absent students, or those with anxiety. If participation is not explicitly linked to a learning objective, it may not accurately reflect a student’s understanding. 

Further Investigation

Offer multiple ways students can participate. Students can write or type responses and submit them for you to read aloud anonymously. Break the class into smaller groups or pairs with guiding prompts for more comfortable discussions. If you do have a required whole class discussion or large presentation, give students advance notice so they can prepare and ask questions ahead of time.

Homework: Reinforce Learning or Burden Students?

Benefits

Homework provides an opportunity for students to practice and reinforce skills learned in class. It also teaches life skills like time management and responsibility. Depending on the assignment, it can invite families to participate in their student’s learning. It can also provide a way for students to catch up if they don’t have enough time during class. 

Considerations

Homework can present equity issues, as not all students have access to resources like a quiet workspace or internet at home. Many students may not have the time, energy, or attention to adequately focus on homework at home due to other responsibilities. Excessive homework can lead to burnout and take away from quality family time.

Further Investigation

Use homework as a formative tool for practice and offer flexible completion options. Adjust deadlines or try a “ketchup” day in class for students to catch up on any assignment. Additionally, try optional assignments to do at home that are fun and foster a love for creativity!

Curved Grading: Level the Playing Field or Mask Performance Gaps?

Benefits

Curved grading can be helpful for adjusting scores on challenging tests, ensuring fairness in assessment. It may also create a sense of competition that motivates students to perform well. 

Considerations

It can foster an unfair comparison among students, where one student’s performance impacts another’s grade. Curving may also obscure gaps in understanding and give a false sense of achievement.

Further Investigation

Try curved grading if you give an assessment that ends up being more difficult than expected for your students. Alternatively, focus on creating fair assessments that measure learning objectives. If you’re looking to level up your assessment practice, enroll in Assessment in Art Education or watch the Designing Effective Assessment Practices Pack in PRO Learning.

Grading practices are essential to the educational system but come with inherent challenges. There may be many common grading rituals that we’ve done for years without thinking much about them. It’s important to keep evaluating why we do things and refining how we do them so we will continue to grow as art educators. From pop quizzes to curved grading, each practice has benefits and considerations for our students. With the guidance of your district and school administration, investigate your grading practices and take steps to find a solid balance between tradition and innovation in your art room. 

Which grading practice are you investigating further in your art room?

Is there a common grading practice you’d add to this list?

To continue the conversation, join us in The Art of Ed Community!

The post Balance Tradition & Innovation: A Deeper Look at Common Grading Practices appeared first on The Art of Education University.

Shake things up with how you teach value and bring drypoint to your students for ultimate engagement.

Drypoint originated in the late 15th century but because it’s such an enriching process that creates rich, velvety lines, it’s one that’s here to stay. Along with providing many opportunities for students to explore how line and pressure create different values, drypoint promotes backward design thinking. Students engrave the images in reverse so that when they ink and print the plate, the final image is facing the correct way. The drypoint process of engraving, inking, printing, and refining also mirrors the scientific method, encouraging students to hypothesize, test, and revise their work based on the observed results. This cyclical learning process enhances their ability to critique their work and approach problems.

A little bit of prep goes a long way!

Preparing for drypoint printmaking may seem daunting, but with a few strategic steps and hacks, you can create a seamless experience for you and your students.

Here are a few tricks to keep your classroom under control:

• Pre-rip or cut both dry and damp rags and paper towels for wiping plates and hands.
  
• Set up stations for each step of the process to keep tools and spaces organized and clean.
• Provide disposable gloves for even speedier cleanup!
• Place non-slip material under plates when engraving so they don’t slide.
• Add a masking tape border to the copper plates to prevent cuts.
• Pre-squeeze and pre-mix inks to minimize waste.
• Collect lots of small scrap “pincher” papers for students to use as tweezers to keep their final prints clean.
• Pre-cut printing paper so students can grab and go!
• Assign students roles such as Ink Manager, Tool Keeper, Print Monitor, and Cleanup Crew to foster responsibility and ensure smooth transitions between tasks.
• Display several anchor charts around the room of tools and steps to keep students on track.

Gather these supplies and follow these four easy steps for your students to pull their first drypoint print!

To bring drypoint printing to your students, gather the following materials:

• Plates
  Start with a copper or zinc plate. Trade for plexiglass for a cheaper alternative.
• Etching Needles
  Incise lines with needles, nails, or even toothpicks.
• Printing Ink
  Use oil-based ink for the best results. If oil-based is not allowed, try water-based ink.
• Triangular Scraper
  Pull the ink over the plate. Sub for a piece of cardboard for a free hack!
• Cheesecloth
  Remove excess ink from the plate with a lint-free rag.
• Newspaper
  Catch any lingering ink on the plate and it’s great to cover surfaces for easy cleanup!
• Spray Bottle
  Fill with water to dampen the paper.
• Press, Baren, or Roller
  Apply pressure with a printing press, baren, roller, or heavy spoon.
• Paper
  Print on smooth, sturdy paper such as cardstock.

1. Draw a design and transfer it to the plate.

Share examples of drypoint prints and black and white photographs for students to identify seven different values in each image. Students create their own sketches that also include a range of seven values. Encourage various markmaking techniques such as crosshatching or stippling. 

Transfer the sketch with carbon or tracing paper and a waxy pencil or crayon to the plate.

2. Master the engraving process.

Students carve the design into the copper plate using a drypoint needle. Emphasize how the line depth, spacing, and variety will influence the value in the final print. Keep track of your sharps with a checkout or numbered system for safety and inventory purposes.

3. Ink like a pro!

Model the inking process before students attempt it on their own. Apply a large amount of ink to the top of the plate. Pull the ink over the whole plate using a flare scraper or cardboard. Then, wipe off the extra ink with a cheesecloth or rag. Use newspaper to wipe out the highlights.

4. Print and review.

Walk the inked and wiped plates over to the printing station. Lightly spray a sheet of paper with a spray bottle. Blot it with a paper towel if it’s too wet; it should be slightly damp. Line the paper up on top of the plate. Use a press, baren, roller, or spoon to press the paper onto the plate. 

Carefully lift the print, using scrap paper as tweezers to keep the final print fingerprint-free. Demonstrate how to number, title, and sign the print.

Drypoint is such an underrated medium in the K-12 art room. It exposes your students to the art of printmaking and provides an opportunity to explore the element of value in a fresh way. The drypoint process also encourages students to hone their backward design thinking and make connections with the scientific method. There are many hacks to make drypoint affordable and manageable for the art room, such as subbing plexiglass for copper plates and cardboard for scrapers. Give drypoint a chance and get ready for rich, nostalgic imagery that will keep you and your students captivated!

What reservations or questions do you still have about drypoint in the K-12 art room?

Who are your favorite drypoint artists to share?

To continue the conversation, join us in The Art of Ed Community!

The post Discover an Unexpected Way to Teach Value Through Drypoint Printmaking appeared first on The Art of Education University.

Delve into the origins of graphic design and unplug from digital tools to focus on foundational design principles with the exercises below!

The Origins and Evolution of Graphic Design

The art form of graphic design emerged in the early 20th century. It evolved from the practices of typography, illustration, and printmaking. Before the digital era, designers relied on physical tools, such as pens, rulers, and grids, to create logos, posters, and advertisements. This hands-on approach is still valuable today! It teaches students the fundamentals of design without the distraction of technology.

Graphic Design vs. Digital Art: Understanding the Difference

While graphic design and digital art share some common ground, they serve different purposes. Graphic design focuses on visual communication and problem-solving through imagery, typography, and layout. It’s about conveying a message or brand identity, often in commercial contexts. Digital art, on the other hand, encompasses any artwork created or manipulated using digital tools and it emphasizes creativity and expression. Both fields overlap but graphic design is often more functional, whereas digital art is more expressive.

Screen-Free Graphic Design Exercises

Screen-free graphic design exercises offer several benefits for students but the main one is enhanced focus. Without the distraction of technology, students are able to concentrate on mastering foundational design principles and techniques. Working with physical materials fosters a deeper understanding of design concepts, like layering, through hands-on experimentation.

1. Logo Layers

Students create logos for imaginary companies using only paper, pencil, and markers. Experiment with different shapes, fonts, and layouts to convey a brand’s identity. Provide tracing paper and demonstrate the graphite transfer process to quickly replicate shapes and fonts. Tracing paper or acetate sheets also allows students to play with arranging and rearranging layers. Discuss how different elements can visually support a brand’s messaging and mission.

2. Artist Books

Bookmaking can be as simple or complex as you want it to be in your art room. Introduce students to artist books—handmade or altered books that include works of art on each page and spread yet also become a sculptural work of art as a whole. There are many simple bookbinding techniques to try. Incorporate sewing with Japanese stab binding or embrace folding with an accordion book, explosion book, or circle book. Play with the principles and tips from the other exercises to create interconnected pages and spreads.

3. Posters

Have you ever walked the halls and seen horrendous posters created by other teachers or students? There really is an art to strong poster design! As art teachers, we are often the “unofficial official” poster makers of the school. Share your composition knowledge with your students so they can effectively design posters for causes they care deeply about. Show students how to create visual balance, how to organize text so it’s easy to consume, how to emphasize important words or ideas, and how to harness negative space to guide the viewer’s attention.

4. Scaled Text 

Provide dot grids to help students create clean, precise designs that focus on scale and proportion. Correlate dot grids to the ruler feature in digital software. Students draw a word or letter in a unique font on a dot grid. Free draw it smaller and larger to replicate the image. Then, manually scale up and down the original word or letter using the dots as a guide. Discuss how free drawing versus manually scaling changed proportions and balance and how it affects the overall image.

5. Paper Cut Outs

Gain inspiration from Matisse’s paper cut outs and use up scrap paper! Provide colored paper, scissors, and glue. Students recreate and simplify a famous artwork or create an icon that represents an artist’s style with only paper shapes. This activity pushes students to break down complex images into layers, shapes, and colors.

6. Infographics

Visualize data and create hand-drawn infographics for an issue or topic students are passionate about. Students have the opportunity to perform ethical research practices and learn how to communicate complex information clearly and effectively. Use dot grids to help students break down their compositions into organized sections.

7. Stamp Making

Guide students in creating stamps to explore how simple shapes and lines create repetitive patterns and textures. A great place to start is with eraser prints because they are cheap and quick to make! Connect this process with how digital brushes work. 

8. Typography

Writing and handwriting were a big deal before typing! Go back to the art of hand lettering with calligraphy drills and fun supplies like pen and ink. Plus, it’s a great way to practice those fine motor skills and discuss the anatomy of letterforms and the impact of typography on design today.

If you want to investigate the historical context of graphic design and gain more lesson plan ideas, enroll in the graduate course Studio: Graphic Design. PRO Learning also has two awesome Packs to watch: Exploring Visual Communication Through Graphic Design and Introduction to Graphic Design. Each Pack is full of short teacher-facing videos and supplementary resources.

Artists Who Bridge Offline and Online

Artists who seamlessly blend traditional and digital techniques are great sources of inspiration and possibility for students. Bringing artists to your curriculum is also a prime opportunity to infuse art history. The Bauhaus art movement of the early 1900s created streamlined, functional pieces of architecture, furniture, and design. The role of typography in Bauhaus graphic design is pivotal because it connects artistic expression, branding, communication, and advertising. Show students Bauhaus posters to highlight the exciting evolution of the field!

Here are two contemporary artists who bridge offline and online processes:

1. Austin Kleon
   Kleon describes himself as a “… writer who draws. I make art with words and books with pictures.” He combines text and design with collage and permanent marker to create his recognizable black-and-white quotes.
2. Paula Scher
   Scher is one of the most influential graphic designers in the world. She merges design with traditional painting to create work that spans from hand-painted maps to corporate logos.

Understanding the history and cultural context of graphic design helps students appreciate its role in visual communication. It also enhances their ability to think critically about the images they encounter daily. For both contemporary artists and your students, mastering traditional and digital design skills is crucial for navigating our visual world where both realms increasingly overlap. By trying exercises like paper cut outs, scaling fonts, and working with acetate layers, students build a foundation of strong design skills that will translate to a variety of creative fields.

What hands-on activities do your students enjoy before moving on to digital tools?

Share a favorite artist who blends offline and online processes.

To continue the conversation, join us in The Art of Ed Community!

The post How To Unlock the Power of Paper with 8 Simple Graphic Design Exercises appeared first on The Art of Education University.

Grab paper and a brayer and let’s uncover how to make powerful stencil prints with your students.

How old is stencil printmaking?

Stencil printmaking is all about communication. Prehistoric people used hands as stencils on cave walls to mark their presence. Japanese Edo and Meiji artists refined the stencil technique to create intricate patterns in katazome. Now, there are street artists who popularize stencils to convey powerful social messages. Exploring the evolution of stencil printmaking prompts an appreciation for the medium and connects tradition with modern approaches.

Check out these three artists who share deep messages through their work:

1. Banksy
   This anonymous street artist is iconic for his provocative stenciled artworks that address political and social issues. 
2. Shepard Fairey
   Best known for his Obey Giant campaign and the Hope poster for Barack Obama, Fairey’s graphic style merges stenciling with strong visual messages.
3. Swoon
   A contemporary artist who blends stencil and wheat-pasting techniques to create intricate and emotive portraits that emphasize storytelling and community engagement.

What are the two types of stencil printmaking?

Stenciling starts with creating a negative shape in a stencil that you can roll ink over. This creates a positive shape on the final print. The two common stencil printmaking techniques include screen printing and hand stenciling. Screen printing involves using a mesh screen, either a store-bought screen printing screen or one made from an embroidery hoop. Screen printing is ideal for creating t-shirts, posters, and more.

Hand stencils require just some paper and a brayer and are the simplest version of stencil printmaking. Construct stencils out of paper, acetate, thin cardboard, or cardstock. The sturdier the material, the longer it will hold up to multiple layers of inking. It’s also fun to experiment with different combinations of layering stencils, colors, and mediums. It’s common to use water-based inks, acrylics, or even spray paint (with proper ventilation!)

How exactly do you make a stencil print?

Let’s walk through the process together, step by step. The best way to learn stencil printmaking is to dive in and make one yourself! Spend time exploring so you can anticipate student needs before instruction. Stencil printmaking uses simple materials and has straightforward steps.

Grab the following materials:

• Stencils
  Create using paper, cardboard, or acetate sheets.
• Cutting Tools
  Cut out the stencil using scissors, craft knives, or laser cutters.
• Screen Printing Ink
  Use water-based screen printing ink or try acrylic paint as an alternative.
• Palette
  Load the brayer with ink with a piece of acetate, glass, or plexiglass.
• Brayers
  Apply ink evenly to the printing surface with roller tools.
• Paper or Fabric
  Print on smooth, sturdy paper such as cardstock or fabric.

1. Model the design process.

Planning is imperative in the printmaking process. Share your planning with your students so they can see how a stencil creates positive and negative shapes. Show your designs and how they translate to stencils. Then, demonstrate how to print a sample. Printmaking is a very abstract concept so it’s very helpful for students to see the whole process and how all the steps connect in the final print!

2. Break down sketches into four quadrants.

Students divide their sketchbook pages into four quadrants. Each quadrant will represent one layer of their design. Students can layer from the lightest to the darkest color or the largest to the smallest stencil. If this is their first time doing stencil printmaking, start with simple shapes to create a nonobjective print.

3. Create stencils.

Transfer each design layer onto stencil material. Students can do a graphite transfer, redraw it, or scan and print it. It’s helpful to have students mark the part they are cutting out (the positive shape) with an X and the part they are keeping (the negative shape) with a checkmark.

4. Cut out the stencil design.

If using scissors, demonstrate how to cut shapes out of the center of a paper. If using craft knives, review safety procedures for using sharps. Students carefully cut out the shapes marked with an X.

5. Set up the printing area.

To keep cleanup a breeze, cover the paper with a giant messy mat, a roll of butcher or bulletin board paper, or a dollar store plastic tablecloth. Create a registration system or way to ensure the paper and print are in the same spot each time. Use a marker or tape to denote where the paper goes. Use small pieces of painter’s tape or washi tape to secure the paper to the table. Use longer pieces of tape on top of the paper to mark where the stencils go. Use additional small pieces of tape to secure the stencil to the paper.

6. Ink the stencil.

Roll out the ink or paint on a palette until it reaches a velvety consistency. Load the brayer with ink and apply it evenly over the stencil.

7. Reveal the first layer!

The first layer is the most exciting! Gently lift the stencil to reveal the first layer. Ensure fingertips are clean or use a tab of scrap paper as “tweezers” to avoid fingerprints.

8. Keep layering.

Align the next stencil over the print using your tape registration marks. Attach the next stencil with small pieces of tape and repeat the inking process.

9. Dry and sign.

Allow prints to dry and then show students how to title, number, and sign their prints.

What are some simple ideas to take stencil printmaking further?

Encourage students to create multiple prints and experiment with different colors, the number of layers, the arrangement of layers, and altering the background surface. Students can print on unexpected textures and materials to add surface variety and play with new options!

If you’re looking for step-by-step standards-aligned lesson plans to bring printmaking to your students, try FLEX Curriculum. FLEX has a vast archive of lessons and student-facing resources, plus a feature where you can search by medium, including Printmaking. Resources of note include artist bios of all three artists above, the Printmaking Skills: Stenciling practice sheet for grades K-2 and 3-5, and the Creating a Stencil guide.

Stencil printmaking offers a dynamic way for art educators to connect traditional art forms with contemporary techniques and social messages. It’s an invaluable tool to grasp layering and color theory and hone communication and planning skills. Students will love learning stencil printmaking because they can make functional art from custom t-shirts to impactful posters. This practical and relevant form of printmaking ensures students are well-prepared for the evolving world of art and design.

In what ways does stencil printmaking reflect the processes used in digital art creation?

What interesting materials or surfaces would you recommend printing on and why?

To continue the conversation, join us in The Art of Ed Community!

The post How to Transform Stencils Into Elevated Printmaking in the K-12 Art Room appeared first on The Art of Education University.

Discover the expansive learning opportunities relief printmaking will bring to your classroom through a brief history, overview of the process, intriguing printmakers, and FAQs!

Relief printmaking is a very straightforward and inexpensive process, making it perfect for the K-12 art room. It is one of four main printmaking processes. Students carve or “push” into a surface, such as linoleum, styrofoam, eraser, or even thick cardboard, to create recessed areas. They roll ink onto the raised surface and press fabric or paper on top with a baren or spoon to create a print. It’s that easy! Incorporating relief printmaking also builds critical thinking, creativity, and curiosity as students reflect, problem-solve, and adjust throughout the process.

Brief History

The rich history can add depth to students’ experience and spark new connections. Prints are unique because they create multiples that share information, messages, and stories. This practice has been used for centuries with the earliest known print dating back to 3100 BCE. Woodcuts were used in religious texts, as well as political propaganda, like the posters from the Russian Revolution depicting communist ideals, and artistic expression. The well-known intricate prints of the Japanese Ukiyo-e period reflect the aesthetics and social life of the Edo period. There are so many examples that each give a glimpse of the cultural values and societal norms of different time periods and places.

Overview of the Process

Below are some simple steps to get started with relief printmaking. The best way to learn is to give it a try! For a more immersive printmaking experience, watch the Elementary Printmaking with Simple Materials Pack in PRO Learning or enroll in Studio: Printmaking.

Materials

• Block or Plate
  Choose from linoleum, wood, or metal.
• Carving Tools
  Carve designs with linoleum cutters or woodcutting tools. Substitute pencils or skewers for simpler projects.
• Printing Ink
  Use water-based relief ink for easy cleanup. Swap for acrylic paint or oil-based ink if that’s what you already have.
• Palette
  Load the brayer with ink with a piece of acetate, glass, or plexiglass.
• Brayers
  Apply ink evenly to the printing surface with roller tools.
• Barens
  Rub the paper to transfer the ink with a flat, circular tool or spoon.
• Paper
  Print on smooth, sturdy paper such as cardstock.

Carve the Block

1. Review safety procedures for sharps.
2. Sketch designs on the block with light pencil marks.
3. Keep designs handy! It’s helpful to have students annotate positive and negative shapes to track what to carve.
4. Carve away from yourself with your dominant hand. Hold the block with your non-dominant hand and keep it out of the way of the carving tool.
5. Turn the block rather than the carving tool when creating a curved line.
6. Remind students to carve slowly and carefully!

Roll the Block

1. Designate a responsible student to squeeze a small amount of ink for each peer.
2. Roll the ink or paint on a flat palette surface to load the brayer evenly with ink.
3. Make sure the rolled-out ink is smooth like velvet and makes a slightly satisfying noise!
4. Remove any imperfections in the rolled-out ink because they will show up in the print.
5. Roll the block to create an even layer of transferred ink. 

Pull a Print

1. Create a jig to help center the print on the final paper by measuring the paper and printing block and marking those two rectangles on a large sheet of bulletin board paper or messy mat for each student.
   
2. Place the carved block in the center rectangle.
3. Use little scraps of paper folded in half as “tongs” to keep the paper fingerprint-free or encourage your students to have a “clean hand” and an “ink hand.”
4. Align the paper with the larger rectangle on top of the block.
5. Lay a piece of newsprint or scrap paper down to keep the back of the print ink-free!
6. Press the center of the print and then press out towards the edges with your hands. 
7. Keep the paper as still as possible for a clean print and pay extra attention to any flat or large inked areas.
8. Repeat the pressing motions with a baren.
9. Gently pull the corner of the paper back to see if it caught the ink and pull the first print!
10. Let dry.
11. Demonstrate how to sign, title, and number a print.

Enhance Learning

• Did you know you can print on more than just paper? Try printing on a fabric bag, t-shirt, or sticker paper.
• Add depth and build layers with watercolor, markers, or pen. This is a great way to add color if you only want to print with black.
• Cut up any extra prints or misprints for collage or visual journaling!

Intriguing Printmakers

Because relief printmaking has been around for centuries, there are so many neat historical examples and contemporary artists. Expose your students to a range of styles, time periods, and cultures to show them that the creative possibilities are endless!

Here are four printmakers to start with:

1. Käthe Kollwitz (1867-1945)
   Kollwitz’s work reflects the theme of human suffering. Her prints are renowned for emotional depth, powerful expression, and social commentary. 
2. Hokusai Katsushika (1760-1849)
   A Japanese artist who carved iconic woodblock prints, including the famous The Great Wave Off Kanagawa. 
3. Hannah Höch (1889-1978)
   A German Dada artist known for her innovative use of collage and photomontage in printmaking. Höch’s work challenges traditional notions of art, encourages experimentation, and provides a fresh perspective.
4. Karin Rytter
   Rytter is a Scandinavian printmaker and illustrator. She merges realism, storytelling, and “a dash of the absurd.”

FAQs!

Troubleshooting your prints is an important part of the process. It provides students with lots of opportunities to problem-solve and think critically! Encourage your students to work through this troubleshooting process on their own or with their peers with these helpful tips and hints.

Challenge: What do I do if my ink is blotchy?
Ask: What are the possible causes of this problem?

• There is not enough ink on the print! 
• There is not enough pressure with the baren.
• There may be a little chunk, hair, or imperfection in the ink causing the paper to bubble up.

Challenge: Why is my ink too light or too dark?
Ask: What are the possible causes of this problem?

• Too light could mean that there is not enough ink or pressure when printed.
• Too dark could mean there is too much ink on the plate. Remove the excess ink by printing with scrap paper before trying again.

Challenge: Where did my lines go?
Ask: What are the possible causes of this problem?

• Too much ink can cause the carved lines to flood with ink. Remove the excess ink by printing with scrap paper before trying again.
• Too much pressure can cause the ink to squish into the cracks.

Embrace the versatility of relief printmaking in your classroom this year! This timeless art form goes beyond traditional drawing and painting. With its rich history dating back centuries and transcending cultures, this process fosters storytelling and critical thinking. Whether carving into linoleum or cardboard, students will delight in the tactile and collaborative nature of this process. Take a peek in your supply closet, gather your tools, and get ready to make an imprint on your students with this captivating medium!

Share your must-have tools and materials for relief printmaking in the classroom. 

Which printmaker are you most excited to share with your students and why?

To continue the conversation, join us in The Art of Ed Community!

The post Back to Basics: Master K-12 Art Relief Printmaking on a Budget appeared first on The Art of Education University.

Unlock WIDA levels to support ELL students, build language skills, and communicate complex ideas through powerful artist statements.

There are six categories of skill levels for English Language Learners. Educating yourself on the skills expected for each level can help you tailor your support for students when they read and write in your art room. WIDA is a consortium of state education departments that provide research-based tools and resources for K-12 multilingual learners. WIDA provides standardized frameworks so learning outcomes are consistent across adopting states, districts, and schools. Ask your administrator, mentor teacher, or professional counselor to show you where to access your students’ levels.

Understand the six levels below to unlock key strategies for helping your ELL students:

• Level 1: Entering
  Students at this level are beginning to use English in very basic ways. They may understand and use a few common words and phrases. They often rely on visual aids and gestures for comprehension. Focus on building foundational vocabulary and simple sentence structures.
• Level 2: Emerging
  Students in this category are starting to form simple sentences and understand basic English. They still struggle with complex language structures and vocabulary. They can participate in conversations but may need additional support to grasp content.
• Level 3: Developing
  These students can create more complex sentences and understand basic English. They may still struggle with academic language and more abstract concepts. They can engage in discussions and express ideas, but they may make errors when it comes to more sophisticated language.
• Level 4: Expanding
  Students at this level demonstrate a good command of English and can use it in various contexts. They may still need support with specialized academic language and idiomatic expressions. They can engage in detailed discussions and write more complex texts.
• Level 5/6: Bridging/Reaching
  These students are nearly proficient in English. They can perform most tasks and understand most content in English. They may still need occasional support with very specialized or advanced language but can function effectively in an English-speaking environment.

Even if you don’t know the specific levels of each of your students, knowing different ways to scaffold reading and writing is helpful. Plus, it can be beneficial for all students—even those who know English but struggle with literacy. We’ll look at some prompts and activities below and break them down by level with examples.

Another helpful tip when assessing reading and writing is to remember what’s most important. Are you assessing reading and writing, such as pronunciation, grammar, spelling, and sentence structure? Or, are you assessing the art content they are trying to communicate, such as vocabulary terms, art materials, techniques, processes, and ideas? Prioritize your learning objectives and ensure they match your assessment outcomes.

Focus on these five areas with your ELL students to write artist statements with ease!

1. Home Language Expression

You are most comfortable when you’re in your own home—and so are your students! Make your classroom feel like their “home away from home” by allowing them to speak in their home language. This can be a great first step in writing an artist statement. Much like a “brain dump,” it provides a crucial foundation for processing and articulating their raw, honest thoughts. From here, students can take key information and incorporate it into their final statement, either in their home language or in English.

Prompt: I made… 

• Level 1: Entering
  Students use simple phrases or words in their home language. For example, they may say, “I made a house” in their home language while pointing to their drawing.
• Level 2: Emerging
  Students compose 1-2 basic sentences in their home language. They may share, “I made a tree because I like nature.”
• Level 3: Developing
  Students write a few basic sentences in their home language. For instance, “I made a painting of a sunset. I used bright colors to show how happy I feel when the sun sets.”
• Level 4: Expanding
  Students provide a short paragraph in their home language and emerging English. They may write, “I made different shades of blue and orange to represent the transition from day to night.”
• Level 5/6: Bridging/Reaching
  Students compare and contrast their artwork with other works in their home language and in English. They may share, “I made abstract shapes like Picasso but I used a different color palette of blue and orange.”

2. Vocabulary

Vocabulary acquisition is an important building block in forming and comprehending sentences. Just like with all of your students, it is your job to teach key art vocabulary, like the Elements and Principles. In addition, students will need to learn other art terms most students already know, such as pencil, scissors, fold, and sculpture. Introduce vocabulary and repeatedly reinforce it with a variety of visual aids.

Activity: Show me an example of…

• Level 1: Entering
  Use labeled pictures with key vocabulary words, such as the colors yellow, orange, and red with the text “warm colors.” Students match a label to the correct corresponding spot on their artwork and practice saying the words aloud.
• Level 2: Emerging
  Provide cards with images, vocabulary words, and simple definitions. Students match cards to the correct corresponding spot on their artwork and practice reading the cards aloud.
• Level 3: Developing
  Introduce vocabulary with a word bank and encourage students to use them in sentences. For example, for Show me an example of warm colors, the student may write, “My clothes are warm colors to match the sun.”
  
• Level 4: Expanding
  Continue to provide a word bank with more complex terms and descriptive language. They may write, “I used warm colors for my outfit to match the sun. It contrasts with the cool colors in the background. It helps me stand out!”
  
• Level 5/6: Bridging/Reaching
  Students use advanced vocabulary and art terminology in their statements. For example, “I used warm colors on the subject matter to contrast with the cool, dark background. I wanted the person to stand out and look like they were running away from the background which is eerie and moody.”

3. Sentence Structure

Take the bulk of the guesswork out of writing so students can focus on the content. Set up sentence stems and prompts so all students have to do is fill in the blank. These also help students organize their thoughts and provide immediate structure for final artist statements.

Activity: Pick a prompt and fill in the blank.

• Level 1: Entering
  I drew a… or This is a…
• Level 2: Emerging
  I used… colors to show…
• Level 3: Developing
  The… in my artwork represents… because…
• Level 4: Expanding
  In my artwork, I used… materials to illustrate… or I used… technique to create…
  
• Level 5/6: Bridging/Reaching
  In this piece, I used… technique because… and It supports my concept of… by… 
  

4. Sharing & Labels

Sharing artwork is scary, especially in front of the whole class and especially when you aren’t confident with speaking the same language as everyone else. Build up to sharing in front of the whole class by starting small. Allow students to select their partner or assign partners based on who you see students comfortable with. Provide labels with key vocabulary words and blank sticky notes to support communication.

Activity: Select a partner and share your artwork with them using labels.

• Level 1: Entering
  Students share their artwork with a partner using gestures and simple words. They can label their artwork with sticky notes that have pictures and basic words.
• Level 2: Emerging
  Students can share their artwork with a partner using short sentences. They label their work with sticky notes that include pictures, vocabulary words, and simple phrases.
• Level 3: Developing
  Students describe their artwork to a partner using complete sentences and labels. Encourage them to write a few sentences on sticky notes about specific elements of their work.
• Level 4: Expanding
  Students provide detailed explanations to their peers and use sticky notes to label their artwork with more complex terms and descriptions.
• Level 5/6: Bridging/Reaching
  Encourage students to engage in in-depth discussions about their artwork with peers, using sticky notes for detailed labels and explanations that reflect their advanced understanding.

5. Scaffolding

You can also scaffold support by breaking down the artist statement structure. Take sections of the artist statement and do each of them together as a class or group. Within each of the five steps below, provide prompts based on each skill level for students to expand on. Feel free to tie in other previously mentioned tips, such as word banks, labels, and sticky notes, to maximize student success.

Activity: Write an artist statement step-by-step.

1. Identify the subject matter.

• Level 1: Students match images with words.
• Level 2: My art is…
• Level 3: My artwork is about…
• Level 4: My painting captures…
• Level 5/6: The… represents…
  

2. Describe the inspiration.

• Level 1: Students select and name picture cards that illustrate their sources of inspiration. 
• Level 2: My idea is from… 
• Level 3: I was inspired by… 
• Level 4: The… inspired me because…
• Level 5/6: The… inspired me and it evokes… 
  

3. Explain the meaning.

• Level 1: My art is about…
• Level 2: My art means…
• Level 3: The… in my artwork shows…
• Level 4: The use of… in my artwork symbolizes…
• Level 5/6: The… in this piece represents… 

4. Discuss art techniques.

• Level 1: Students point to or name materials, techniques, or processes used.
• Level 2: I used… 
• Level 3: I used… to make…
• Level 4: I used… to create…
• Level 5: The use of… emphasizes…

5. Reflect on the artistic process.

• Level 1: It was easy/hard to…
• Level 2: I learned…
• Level 3: It was hard to… but I learned…
  
• Level 4: When making my artwork, I struggled with… but I learned…
• Level 5/6: Through this process, I faced challenges such as… and successes such as…

Tackling reading and writing in the art room with English Language Learners doesn’t have to be scary for anyone! Use this toolkit of strategies and prompts to best support your students at any level of language acquisition. Understanding what to expect from each WIDA level will help you manage your expectations for learning so all students can succeed. Plus, having a repertoire of ways to break down the artist statement process will benefit all budding artists. Before you know it, students will feel safe and confident to discuss, read, and write about their artwork in no time!

Discover more resources to support your English Language Learners in the art room:

1. How to Support ELL Students to Thrive in the Classroom
2. 5 Strategies to Help Your English Langauge Learners
3. Strategies to Help ELL Students (Ep. 234)
4. What You Need to Know About ELLs in the Art Room

How do you support ELL students with writing artist statements?

What are some challenges you’ve faced when helping ELL students articulate their artistic ideas?

The post How to Support English Language Learners In Writing Powerful Artist Statements appeared first on The Art of Education University.

Art teachers are often asked how they are incorporating reading and writing to support core content areas and boost test scores. But have you considered how the inverse is also true? Words and images are both forms of communication that are highly intertwined. Connecting literature and art can enrich the visual art experience and enhance communication skills. Integrate reading and writing to create a synergy that your students will end up appreciating and enjoying for years to come!

Encourage reading and writing in the art room with the 12 ideas below.

1. Curate a classroom library.

Set up a bookshelf in a visible and accessible space in your room. If you don’t have space, stack some books on top of a cabinet or countertop. Try to build a library that includes a variety of texts such as artist books, picture books, and poetry books. Incorporate student suggestions for types of books to include. Once you gather a large collection, rotate the books to keep things fresh.

Here are some books to add to your library:

• 6 Picture Books to Prompt an Awareness of Self and Others
• 100 Children’s Books About Diversity and Inclusion
• 70 Children’s Books About Famous Artists
• 27 Incredible Books for the High School Art Room

2. Title student artwork every time!

It’s so easy to complete an art project and move on to the next one. Before you do, take a few minutes for students to generate a title for each artwork. The first time you do this, discuss the importance of titling your artwork. This practice connects meaningful text with imagery and provides guidance on how to interpret or “read” the artwork. Along these lines, require students to sign their name on each completed piece too!

3. Write warm-ups.

Establish a routine where students start each class with a short writing activity. Writing sets the tone for the entire class period and prompts students to communicate their thoughts via words in addition to the drawing, painting, or sculpting they will do for the bulk of the period. This can be a very quick yet powerful activity that only takes a few minutes.

Here are some warm-up ideas to kickstart your students’ creative brains:

• Participate in a TAG Critique on an in-progress artwork.
• Practice calligraphy and handwriting drills.
• Respond to a prompt like, “What if…” or “Once upon a time…“
• Identify an element of art from an artwork on the board.

4. Expand on learning with haiku poetry.

Put a spin on your exit tickets by requiring students to write in haikus. Use simple prompts such as, “Share one thing you learned today” or “What is one thing you still have questions about?” This challenges students to think a little more critically and creatively about their answers. Plus, students have a surprising amount of fun reading their responses!

5. Create vocabulary posters.

Vocabulary posters are an excellent beginning-of-the-year project or a chill way to end a unit. Individually or in small groups, choose an Element or Principle to create a poster on and display it in the classroom for the year. This is a great way to introduce or review concepts and decorate your walls while you’re at it! During the year, recap learning with vocabulary posters from the latest lesson or unit. Add a hilarious twist by requiring students to use hip words such as mid, cringe, or drip.

6. Compose artist statements.

Accompany every artwork with a corresponding artist statement. This practice helps students articulate their creative processes and intentions, enhancing communication skills. No matter what writing level your students are at, there are prompts and strategies to get your students to express themselves through text. Customize artist statement activities based on specific skills or concepts you want students to focus on or how much time you can allot in a period.

7. Expose articles on up-and-coming artists and current events.

Regularly share articles on contemporary and emerging artists with your students. Spark conversations about current trends and techniques in the art world to make the subject matter more relevant and exciting. Follow the Smithsonian’s Smart News Arts & Culture or other digital art newsletters for the latest happenings!

8. Reference key texts with each project.

When introducing a new project, artwork, or artist, include any relevant texts. For instance, if students are examining Vincent van Gogh’s work, read excerpts of his letters so they can immerse themselves in his world. If students are learning about Corita Kent’s typography in Yellow Submarine, pull some news articles about the Vietnam War to provide students with cultural context. Also, share Kent’s “rules” so students can understand her creative process. Including a short artist quote can help immensely with exposure and interest!

9. Bring pamphlets from art museums into your classroom.

There are tons of virtual museums and digital museum activities but there is something special about tangible, tactile resources. The next time you visit an art museum, grab a bunch of complimentary pamphlets to bring back to your classroom. Use them to learn about artists, art movements, or museum collections. Stop by the front desk and ask for educational resources. Many museums have an education department or classroom and many free student activities, posters, and worksheets!

10. Dedicate a spot on the board to share what you are currently reading.

Dedicate a section of your classroom board to share what you’re reading. This simple act models a love for reading and can spark curiosity and conversation with your students about literature. This can also help create connections through shared interests.

11. Share books that are works of art.

Books don’t just have to be about art—they can be the art! Some books are beautifully designed or illustrated. Discuss the role of graphic designers, illustrators, and comic artists to show the intersection of visual art and storytelling. Introduce artists’ books and altered books and how they challenge the notion of what a traditional book is. For more resources on how to do this, watch the Sequential Book Arts Pack in PRO Learning. Then, take students on an in-school field trip to the library where they search for books they believe are works of art.

12. Invite the English teacher to collaborate.

Collaborate with the English or Language Arts teacher to create interdisciplinary projects that blend literature and art. There are so many historical movements and genres that merge these two disciplines. For high schoolers reading The Great Gatsby, show the Art Deco movement to help students visualize the time period they are reading about. Reinforce storytelling and narrative concepts by creating illustrations for poems or short stories covered in English class. Collaboration is a way to lighten your workload, create valuable connections with other colleagues, and showcase how everything in our world is interconnected.

Reading and writing aren’t just for core classes! Bringing text into the art curriculum will enhance the visual art experience and create deeper meaning. Students will begin to see reading and writing as essential tools in their creative toolkit to help them better communicate and comprehend ideas, stories, and messages. Plus, you have a huge opportunity to inspire a lifelong love of literature and art in your students. Implement the strategies above to bridge the gap between words and images in simple, meaningful, and fun ways this year!

How have you seen literature benefit your student artists?

What books inspire your artwork?

Where in your daily teaching practice do you incorporate reading and writing?

The post Encourage Students to Read, Write, Create: How to Bring Literature Into the Art Classroom appeared first on The Art of Education University.

Get your students to redefine art on day one through a powerful discussion with the activity and prompts below.

Come with an open mind.

Art is a universal language with many mediums from painting to sculpture to so much more. But what medium goes too far and is outside of the bounds of art? For example, if a mechanic is an artist, is the car their artwork? One of the beautiful things about art is that it’s very subjective. Keep an open mind so your students’ minds stay open, too! Showing you’re excited to hear their ideas and thoughts will encourage them to take more risks and feel safe contributing. Plus, you never know—you may discover something you’ve never thought of yourself!

Compile a variety of artists and artworks.

Gather a large variety of images to challenge students’ notions and the societal norm of “what art is.” Include famous artworks they probably have seen in pop culture or other classes like Vincent van Gogh or Edvard Munch, more post-modern and contemporary pieces like Marina Abramović, architectural marvels, a breadth of media, and more. If you’re feeling brave, you can even include a photo of something you’ve made so that students can get to know you! Be mindful of students’ prior knowledge and backgrounds and strive to include images that will resonate with as many students as possible.

Here are some images to include to prompt deeper discussion:

• New shoe designs
• Fashion trends
• Performance art
• Cars
• Props from popular shows
• Graphic design
• Household items
• Books
• Interior design
• Movie stills
• Engineering and architecture
• Comics
• Trash

Set up the discussion as a game.

A powerful discussion about what art is is probably more enticing to us than to students. Make the experience fun and game-like by playing for a prize, playing in teams, or having a neat buzzer they can push when they have an answer to contribute. Making it a game can relieve any pressure and allow students to team build. You can even ask them if this game is art because you created it and they are interacting with it!

Establish guidelines.

Begin by acknowledging each student’s diverse perspectives in the classroom. Highlight that every opinion matters and follow through by affirming contributions during the activity to establish a foundation of trust and openness. There is no right or wrong answer! Write this note on the whiteboard as a friendly reminder for all.

As the discussion progresses, encourage students to let their curiosity guide them. If a particular piece of art or topic interests the students, take time to talk about it more deeply or research it together as a class. This flexibility intellectually stimulates the debate and helps build a strong class culture early in the semester.

Provide a foundational definition of art.

Start by sharing Webster’s definition of art which states, “Art is the expression or application of human creative skill and imagination, typically in a visual form such as painting or sculpture, producing works to be appreciated primarily for their beauty or emotional power.” This is a pretty lengthy definition, so it can be helpful to break it down into more manageable words or phrases.

Foster deeper thinking by expanding on student responses.

The first days of school can be daunting and trying to get students to talk in front of their peers can be even more so! It can help to have questions on hand to get thoughts flowing and prompt conversation.

Use the following questions to help students elaborate:

• What do you feel when you look at this piece?
• What story is this telling?
• How was this created?
• Did someone make this, find this, or design this?
• Can everyday objects be art? Why or why not?
• Do you think this is beautiful? How?
• Does this provoke thought? What does it make you wonder?
• Is this useful?
• How does this piece compare to something you consider art?
• If you don’t think this is art, what would you add or change to make it art?
• How does this challenge your view of what art can be?

As you facilitate this activity, there are many ways to keep the dialogue going beyond the first day!

Here are our essential tips for a successful open-ended discussion:

• Remember that you matter.
  When you are passionate and knowledgeable about the artists and artworks you discuss, your excitement will become contagious. Choose artists that resonate with you so your interest will be genuine and students can learn a little bit about you.
• Map meaning.
  As the discussion progresses, take notes on the board. This visual mapping helps solidify the concepts discussed and shows that you value all contributions. For example, if a student says a sneaker is art because of its color, write “color” on the board.
• Take notes on a seating chart.
  As students talk, jot down notes about each student’s interests so you can remember and get to know them!
• Include silent students.
  Many students may not feel comfortable participating verbally. This doesn’t necessarily mean they don’t care or don’t have opinions. Allow students to write or type their opinions for you to read aloud. Provide color-coded cards or signs for students to hold to signify their answers. For example, green cards can represent they believe the image is art and red cards can represent that it’s not art.
• Wrap up strong.
  End by reinforcing that art has no right or wrong answers. Emphasize that the Elements of Art are like the ingredients that go into cooking a dish. There are guidelines, called the Principles of Design, that are like the instructions in a recipe. However, true chefs eventually move from following a recipe to making their own culinary creations! This openness and flexibility are what make art diverse and fascinating.
• Do exit tickets.
  Provide a few minutes for students to reflect on the conversations and activity. Students will write their definition art. These are fun to keep and compare with their future end-of-year definitions!

As art educators, we have the privilege and responsibility to open our students’ minds to the boundless possibilities of creativity. Engaging in discussions about what constitutes art can help students appreciate art and artmaking for years to come. It also encourages students to think critically, express themselves, ask questions, and feel valued. This activity will help build strong connections, cultivate a vibrant classroom climate, and celebrate creativity in all its forms! Embrace this opportunity on day one to redefine art with students and inspire them to see the world through a bigger lens.

What is your definition of art?

Share how you get students excited about art on the first day!

The post How to Engage Students on Day One by Redefining Art appeared first on The Art of Education University.

Break printmaking down into four simple processes to get your students itching for more!

What is printmaking?

Printmaking is an ancient artistic process where students transfer an inked image onto paper. The wonderful thing about printmaking is that it lends itself to making multiples of an image or imagery. This was revolutionary before there was technology to copy and paste or hit the print button. Printmaking is not only an art form, but it’s also a journey of exploration and discovery!

Let’s take a look at some of the benefits of incorporating printmaking into your curriculum:

• Promotes problem-solving.
  The troubleshooting and adjusting required helps students develop critical thinking and creative problem-solving skills.
• Builds patience and focus.
  The step-by-step nature of printmaking teaches attention to detail and careful planning and execution in a culture of instant gratification. Pulling their first print at the end of the process is extremely rewarding!
• Adapts to your inventory and budget.
  There are various ways to adjust the process to use what you already have in your closet. There are also many cheap alternatives and hacks for tools and materials.
• Boosts confidence.
  The constant alteration to the original image encourages students who struggle with drawing to take a risk and feel more confident with their final work.
• Supports differentiation.
  Because there are so many options, there are many ways to adjust requirements and outcomes to meet the needs of all of your students.
• Introduces new vocabulary.
  This unique process has many steps and tools.
• Offers opportunities to discover artistic voice.
  This medium has so many variations for endless creative possibilities! This makes it a perfect medium for your students to get hands-on and express their individuality.

If these benefits are intriguing to you and you want to learn more about printmaking, enroll in the graduate course, Studio: Printmaking. This course will show you how to effectively bring printmaking to your students without any advanced equipment. It also breaks down various printmaking processes for any age level with developmentally appropriate information and strategies.

1. Relief Printing

Relief printing is one of the most accessible forms of printmaking, making it an ideal starting point for beginners. The artist starts with a block or plate, which is the material where you create the original design. This technique involves carving away the negative space of a block, so the artist can ink and print the raised areas.

The three common relief printing techniques include:

1. Linocut: A relief print pulled from a block of linoleum.
2. Woodcut: A relief print pulled from a block of wood.
3. Engraving: A relief print pulled from a plate of metal.

In your classroom, start relief printing with these basic materials:

• Block or Plate
  Choose from linoleum, wood, or metal.
• Carving Tools
  Carve designs with linoleum cutters or woodcutting tools. Substitute pencils or skewers for simpler projects.
• Printing Ink
  Use water-based relief ink for easy cleanup. Swap for acrylic paint or oil-based ink if that’s what you already have.
• Palettes
  Load the brayer with ink with a piece of acetate, glass, or plexiglass.
• Brayers
  Apply ink evenly to the printing surface with roller tools.
• Barens
  Rub the paper to transfer the ink with a flat, circular tool or spoon.
• Paper
  Print on smooth, sturdy paper such as cardstock.

These three resources will get you started with relief printmaking:

1. An Inspired and Simple Printmaking Lesson for All Levels
2. The Best Way to Scaffold Your Printmaking Instruction
3. No Printing Press, No Problem: How to Build a Bottle Jack Press

2. Planographic Printing

Planographic printing, or flatbed printing, involves creating an image on a flat surface without any raised or recessed areas. The most common traditional planographic printing technique is lithography. It applies the principle that oil and water repel each other. The artist applies a drawing to a stone with an oil-based crayon. Then, they process the stone with rosin, talc, and gum arabic, along with a few other steps, allowing the oil-based image to grab the ink and the damp blank stone to repel the ink. Other planographic printing processes include monoprinting and gel plate printing.

To set up planographic printing in your classroom, you’ll need the following:

• Plates or Stones
  Acquire specialized stones or metal plates for lithography or a gel plate for gel plate printing. Replicate the process with aluminum foil, plastic plates, plexiglass, or smooth tiles.
• Drawing Materials
  Add images with lithography crayons, grease pencils, or permanent markers.
• Printing Ink
  Use lithography or oil-based ink.
• Brayers
  Apply ink evenly to the printing surface with roller tools.
• Press, Baren, or Roller
  Apply pressure with a printing press, baren, roller, or heavy spoon.
• Paper
  Print on smooth, sturdy paper such as cardstock.

3. Intaglio Printing

Intaglio printing involves incising or etching a design into a metal plate, filling the incised areas with ink, and then transferring the image onto paper.

The two standard intaglio printing techniques are:

1. Etching: Incise lines with acid into a copper or zinc plate.
2. Drypoint: Incise lines into a copper plate with a sharp tool, creating a burr for the ink to catch on.

To bring intaglio printing to your students, gather the following materials:

• Metal Plates
  Start with a copper or zinc plate. Trade for aluminum foil or acrylic sheets in a pinch.
• Etching Needles
  Incise lines with needles, nails, or even toothpicks.
• Acid
  Bite the design into the plate with nitric acid. Use safer alternatives like ferric chloride or vinegar.
• Printing Ink
  Use oil-based ink.
• Press, Baren, or Roller
  Apply pressure with a printing press, baren, roller, or heavy spoon.
• Paper
  Print on smooth, sturdy paper such as cardstock.

4. Stencil Printing

Stencil printing offers a versatile and straightforward approach to printmaking, making it a favorite among artists of all levels. This technique involves creating a template with openings. Then, the artist applies ink or paint to produce a design.

Common stencil printing techniques include the following two:

1. Screen printing: Force ink through a mesh screen onto another surface.
2. Street Art and Stencil Graffiti: Apply spray paint through a template to create a shape.

Grab the stencil printing materials below to try screen printing:

• Stencils
  Create using paper, cardboard, or acetate sheets.
• Cutting Tools
  Cut out the stencil using scissors, craft knives, or laser cutters.
• Screens and Frames
  Stretch traditional screens over frames. Substitute embroidery hoops or stretched pantyhose.
• Emulsion
  Photosensitive emulsion creates a solid layer on the screen that ink cannot pass through. Ensure your brand does not require darkroom conditions.
• UV Light
  Expose the emulsion-coated screen so it hardens into a solid layer. If your budget doesn’t allow for a UV light, use the sun!
• Screen Printing Ink
  Use water-based screen printing ink or try acrylic paint as an alternative and fabric ink for textiles.
• Image Materials
  Sketch with paper or gather images of student artwork. Trace with permanent markers on acetate.
• Scoop Coater
  Apply emulsion evenly across the stencil or sub with a squeegee or piece of cardboard.
• Squeegee
  Pull ink evenly across the stencil or sub with a piece of cardboard.
• Red Polyethylene Tape
  Frames the printing area on the screen and is residue-free and reusable.
• Paper or Fabric
  Print on smooth, sturdy paper such as cardstock or fabric.

Try The Easiest Screen Printing Lesson Ever to introduce this process to your students.

Printmaking brings endless possibilities! Whether you are guiding students through carving intricate designs into linoleum blocks, teaching color theory with tinfoil lithography prints, etching intricate patterns into metal plates, or creating bold stencil designs, printmaking offers a wealth of opportunities for creativity and self-expression. Despite all of the variations, simplify printmaking into four basic processes: relief, planographic, intaglio, and stencil. Pick one process and get printing in your classroom today. Watch your students gain confidence through the magic of printmaking!

Share the printmaking technique you are most looking forward to trying with your students.

Which printmaking materials do you already have in your classroom?

The post Back to Basics: How to Teach the 4 Processes of Printmaking for Newbies appeared first on The Art of Education University.