SchoolArts Magazine

March 2015

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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Page 45 of 70 37 in the work of artists such as Henry Moore, Karl Kasten, Pablo Picasso, Andy Warhol, Jim Dine, Romare Bearden, and Nick Cave. Making Collagraphic Plates Following a hands-on demonstration of the process, students worked directly from their sketches to create individual collagraphic plates, first drawing their main building shapes on oak tag and then adding other architectural fea - tures and details. After cutting out all their shapes, students experimented with arranging them, from largest to smallest, before gluing them together, making sure that all edges were glued flat. I encouraged them to evaluate their work as they went along and to build up the layers of oak tag and take away from them with hole-punches until they were satisfied their plates were complete. When the building plate was finished, each student made another plate of either a plant or ani - mal to contribute to the neighborhood mural. The Printing Process When students were ready to create their prints, they started the process at the "wet" table and moved on to the "dry" table. Wet Table • Place the plate face up on a piece of newspaper. • Lay out lines of ink at the top of a Styrofoam tray. • Pick up some of the ink with a brayer and roll it back and forth in the center of the tray until it is evenly spread and makes a sticky sound. • Roll the brayer evenly over the plate to ink it. Dry Table • Place the plate, inked side down, over the face-up printing paper, regis - tering it as you lay it down. • Cover it with newsprint to keep the back of the plate clean. • Rub the entire covered plate with hands and fingers or roll a clean brayer over it. • Pick up a corner of the paper and peel it back slowly while checking for even ink coverage. • Place the pulled print on a drying rack. Students made multiple editions, practicing getting the ink just right and experimenting with different ink/paper color combinations. Once the prints were dry, students cut out their prints, picking the best in their editions. As a group, they decided on the place - ment of each print on the canvas mural before gluing them in place. We held a critique upon completion of the project, allowing students the opportunity to share and discuss their work and reflect back on the art-mak - ing process. Students examined each other's prints and the mural as a whole, and were encouraged to use vocabulary related to the printmaking process to respond to their work and the work of their peers. Finally, students' achieve - ments were celebrated with an exhibi- tion to which family and community members were invited. Objectives Students will: • Draw from direct observation and discuss what they notice about their community. • Work from sketches and photographs to plan a composition from large, simple shapes to details. Collagraphy is often new to students and yields impressive results. Continued on page 48.

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