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Lesson Title: Andy warhol would be mindblown: Investigating Gelli Prints

Grade: 6th Grade


Teacher: Lauren Hermann

Lesson Plan Rationale


1. Big Idea: Identity How does the big idea connect ideas across the curriculum?

The middle school curriculum must cater to students cognitive, social,


and emotional needs. Because young adolescents are at a pivotal
point in their development, the big idea of identity is essential in
developing these needs. Students in middle school are spending a lot
of time trying to figure out who they are and where they belong. A
curriculum that allows students the opportunity to enter into an
investigation and expression of themselves without judgement is
essential to teaching in a developmentally appropriate way; providing
opportunities for high levels of student engagement and offering
strategies for demonstrating information creatively that can be
accessed in content areas throughout the curriculum. A curriculum
bridged by identity engages students in a deepening understanding of
themselves, provides immediate connections to students emotions,
and honors the authentic student voice and role in decision making.

2. Key Concepts: (What students will know) Why is it important for students to know these concepts?

Middle school students are experimenting a lot in their life with a


1. Artists and Designers experiment with materials and concepts as newfound sense of independence and the influx of physical changes
they approach artmaking. taking place. Providing positive outlets for experimentation and play is
important to students developing identities, social development,
2. Printmaking is a strategy for artmaking that has been explored by resolution of conflict, etc. Showing students ways in which artists use
artists throughout time. materials to experiment provides a strategy for self-expression without
3. Engaging in creative expression and experiences expands peoples judgement. Using printmaking to engage in this very expression
deepens students sense of self and identity and opens a window to
sense of identity and community. new opportunities of expression that most student shave probably
never experienced in this way before. These concepts set students up
for successful, positive ways of handling what middle school demands
of them.
3. Essential Questions: How are these questions meaningful to the student?

Through understanding the essential questions, students enter into an


1.How do artists and designers learn from trial and error in their investigative discovery of how artists over time have used their
work? identity and the world around them to create meaningful artworks
that visually communicate a the artist's thoughts and feelings. They
2. How do artists grow and become accomplished in art forms? see that artists over time have persisted through their artform;
3. How does knowing the contexts, histories, and traditions of art figuring out how to solve creative problems and refine their ideas and
forms help us to create works of art and design? how each artwork provides an account of a moment in time, a thought,
a feeling, an experience. These very ideas are essential in the
development of young people and give them concrete strategies and
models for developing the the skillset needed to be successful in their
own lives and in the their futures.

4. Vocabulary: gelatin print, brayer, monoprint, texture, negative and


positive space, stencil, background
5. Objectives: (what students will do) How do the objectives fully support learning across the curriculum and
how do they connect to the students lives?

1.The learner will utilize creative data (personal song data chart) to The objectives listed build upon the lessons that came previously while
ideate in preparation for art making. simultaneously preparing students for the lessons in the future.
Students will be able to better connect with others through art as well
2.The learner will compose artworks that make thinking visible as through collaborating with their peers. The process of creating data
through printmaking strategies. in new ways and persisting through the material provides a level of
3.The learner will demonstrate persistence of their work through autonomy for students to guide their own discovery, which directly
impacts how they feel about themselves, their connections with others
critique, revision, and refining. and their own artistic expression!
6. Standards: Please select a standard from each: How the standards support each other and the learning taking place
Creating The standards I chose support each other as a natural progression of
Presenting learning that includes diverse curricular content as well as the
Responding application and transfer of that knowledge to materials. The format of
the lesson allows for the discovery of multiple standards as well as
Connection emphasizes and supports students using artistic practice to make
meaning in their lives and the world around them.
NVAS:
1. VA:Cr1.1.6 - Combine concepts collaboratively to generate
innovative ideas for creating art.
2. VA:Pr.4.1.6 - Analyze similarities and differences associated with
preserving and presenting two-dimensional, three-dimensional, and
digital artwork.
3. VA:Re8.1.6 - Interpret art by distinguishing between relevant and
non-relevant contextual information and analyzing subject matter,
characteristics of form and structure, and use of media to identify
ideas and mood conveyed.
4. VA:Cn10.1.6 - Generate a collection of ideas reflecting current
interests and concerns that could be investigated in art-making.
7. Teaching Resources: Rationale for each and HOW they work together
Art: (Artists, please insert thumbnail photo of examples shared)

Andy Warhol Marilyn The Warhol Marilyn was chosen to give students an understanding of
how pop artists used color to communicate ideas. This particular
example uses a colorblocked background with layers. These are specific
skills students will be working on through this lesson.

The warhol flowers in another example of the way in which color can
Andy Warhol Flowers communicate. The grassy background gives an example of using
textural elements through the monoprinting process. The flowers
provide an example of using shapes to block out areas on their print.
These are two additional skills students will be experimenting with
during the monoprinting lesson.

Andy Warhol Mick Jagger I chose the warhol Mick jagger piece to show ways of using blocks of
color to create unique ways of addressing the background which
prompt students to think about space and layers together as a whole.
The large blocks of color communicate a different idea than the
examples above.

Keith Haring Untitled, 1985 The Haring untitled piece was chosen to give another artists
interpretation of color and layers. In this example, the background
colors are more organically situated and create a conversation with the
additional layer on top.
The Haring Flowers IV piece was chosen to show yet another
Keith Haring Flowers IV perspective of color blocking. Students may use this model in
experimenting with stencils in creating their backgrounds.

Book: This book is an excellent visual resource for students who may have
trouble getting started. It offers several ideas for students using found
materials to create textures using the gelli plates. It also offers several
basic ideas for color blocking.

The artworks and resources work together to give students an


extensive foundation in artists working in this media and the ways in
which color and texture communicate ideas. Looking at the ways in
which artists have solved creative problem gives students a
springboard to developing their own way of communicating ideas
(music) through color and texture. The book works as a practical
resource for students still needing assistance with ideating.

8. Lesson Plan sequence (This will be lengthy and may span several Share rationale for choices in each step. Be sure to identify specific
areas of creating, connection, presenting and responding.
days)
1. Bridging the previous lesson into this one is important for providing
continuity and logical transition through the unit plan and lesson
series. he bellringer activity gives students the time to orient
themselves to the artspace. Middle School settings operate on a bell
1. Respond to the padlet...What are two characteristics of pop art? schedule with only a few minutes to transition from class to class. The
bellringer helps students adjust, transition and provides inquiry into
which one of these two characteristics do you envision incorporating what might be taking place in the art room that day. Using technology
into your artwork? Why? is a great way to engage students!

2. This process provide strategies for students to learn to study and


2. Students will retrieve their soundtrack research charts from their organize. These are not just important academic skills, but also
investigative portfolios. Students will analyze their data and important life skills. Analyzing the chart shows students that research
identify colors, and designs from each song. They will need to all doesnt have to look one way. There are multiple ways to answer
questions and respond to creative prompts.
continue to have this out as they work through their backgrounds.
3. Connecting art skills with other content areas legitimizes content
3. We are artists and also scientists! In what ways do you think and shows students places where the skills they are learning are
transferrable to other subjects. Allowing students to think like
artists and scientists are alike? (Scientists and artists both investigate scientists demonstrates value for all content and gives students who
and make discoveries, they both have to be comfortable with trial think more analytically a way to see themselves as artists. Situating
the activity as a scientific investigation is a great way to engage
and error, they persist until they find a solution that works, they students and elevate excitement about the activity. It is also important
invent new uses for materials) We are going to enter into our art lab to show students the progression of skills which was evidenced in the
and experiment with another monoprinting strategy! Discuss how building up from the foil printing. Students must understand the
importance of the building blocks!
the foil monoprinting was a warmup to get our printmaking thinking
caps on! Introduce gelatin prints. 4. This step may be one of the most important in the lesson. It is
imperative that we teach students how to take care of the materials,
but the importance lies in how we frame the message. Middle school
4. Taking care of our materials: Gelli plates are a valuable resource to students need to feel like they and their voice are respected.
us as artists. Our school has been very generous in purchasing real Positioning the message through a lens of a community of artists
studio supplies for you to use because they believe, like I do, that elevates the work they are doing, brings validity to the work and
positions the studio as THEIR sacred space. When we frame discussions
you are competent and responsible artists. We need to go through in that sense, it speaks to the complex thought processes they are
how to take care of our supplies. The gelli plates are a bit fragile-do capable of and shows the teacher respects them as contributing artists
not use anything sharp that could puncture or tear them. What and citizens.

might some of those items be? Cleaning is important and it is


actually really easy! Make sure you have a container of baby wipes at
your table to gently wipe away the paint from the gelli plate when
you are finished. Gelli plates use very little paint! Help me in
reducing paint.. and only small dots (just like the foil)! Demonstrating is an important strategy for defining student success.
Students work best when they have several models and strategies for
producing work. The demonstration stage is also a great engagement
5. Demonstration: Have all students either circle up around the strategy. Through demonstration, the artist teacher shares the inside
demo table, or utilize the document camera and the display screen. process as he or she is working. This gives pertinent background
information, offers tips and suggestions, addresses potential pitfalls,
Show students several ways of working with gelli plates. Students introduces key vocabulary and genuinely get students excited about
trying it on their own. The key here is to show them enough to get
will see the following strategies them started, but not enough that they will emulate all of the teacher
Basic technique- squeeze a few drops of paint (can use created exemplars. Students need to see enough to pique their interest
multiple colors) onto the gelli plate, roll with brayer, lay and then set off on their own journey of exploring the materials.
paper on top, press and rub, pull your print.
Using Texture combs- same recipe for basic, then use texture
combs and pull across the surface of the gelli plate to create
lines and designs, pull your print.
Color blocking and stencils:Show students how to roll colors
on the plate to create blocks and use found materials
(stencils, fabric, string, rubber bands, foam shapes, leaves,
bubble wrap, etc)
Layering colors and textures: Utilize layers to create built up
images.
Model clean up procedures throughout demonstration
process. After you pull a print, wipe gelli plate with a baby
wipe to remove paint. Roll the brayer out on a scratch paper
to remove excess paint (there really is no need to wash the
brayer out every time-students can use a baby wipe also if
they need to, but the brayer needs to be dry before rolling in
more paint). After a print is pulled, it needs to go to the
drying rack. Keep a finished on your chair (we will be
standing) for wagon wheel!
6. Showing students how to get organized to begin working is very
6. Students will move to prepared workspaces. Each student will important. Students will feel anxious and stressed in their space is not
have an apron, paper, gelli plate and brayer. Each table will be setup properly to execute the art making. This is a learned activity and
something they are not normally taught. This is an important executive
covered and will have a container of baby wipes, acrylic paints in functioning skill.
mini squirt bottles, and various texture items.
7. Students get practice making their thinking and emotions visible,
while gaining the confidence needed to successfully progress to the
7. Students will begin playing and experimenting with the different next level of printmaking. Working at table groups also provides
strategies to create prints. Make sure students have names on their students with collegial camaraderie (we are all in this together,
prints. Implement name checks every few prints. They can make 2 learning together and making together). This activity also provides
students with valuable skills in understanding how a process works and
test prints, then they will work off their song research chart. Each the many parts that go into it. Students will need to follow the process
directions to ensure a successful print. Additionally, creating test
student will utilize the materials to come up with a background prints prior to working through their song data gives them an
design for their respective songs. There will be two wagon wheel opportunity to get the kinks out and troubleshoot. The wagon wheel
checkpoints. I will give a two minute warning for students to finish critique activity is a low pressure, way of gaining peer feedback which
requires complex critical thinking. This activity gives students
up on the current print. They will wipe with a baby wipe so the paint experience in discussing their work and what is going well, what
doesnt dry on the gelli plate, grab their print and circle up. There questions they have, and how their ideas are actually being
will be an inner and outer circle. Members of the inner circle will be communicated. When they are on the listening end, it gives student
practice in being focused and attentive on the speaker, offering
facing members of the outer circle. Students will use this perspective, suggestions and support. This also interrupts the cycle to
opportunity to give each other a glow and a grow (suggestion). give students the space and time to make revisions or change
Students can aso use this opportunity to ask peers for advice, help, directions.

etc. Students will circle with two peers and will resume printing!
8.This offers students a way of continuing to refine art room
procedures such as retrieving supplies and cleaning up after
8. Clean up: Students will receive a five minute warning before clean themselves which is part of being respectful of their creative space,
up time(during this time, they will need to finish the print they are materials, the teacher, and each other. Teaching responsibility is
working on and put their data charts in the re-file basket. Upon the important to middle schoolers social and emotional development.
Being proactive with lining out procedure is an excellent classroom
expiration of their five minutes, they will check the board to see management strategy.
their groups jobs. All artwork should be placed on the drying rack at
this time. *Make sure to leave aprons on until cleanup is over!
Groups: Busboys (girls): take brayers to sink as well as texture pieces
that can be cleaned and used again (texture combs, stencils, stamps,
lids, etc..) and clean up all trash on the tables (bubble wrap,
cardboard, anything that cannot be used again, scratch sheets, table
covers). Dishwashers: thoroughly clean brayers, and all reusable
texture pieces. Dry and place in labeled bins. Organizers: organize
supplies for next class (paint, plates, found materials, wipes, etc)
Clean up Crew: Using wipes, clean all tables, chairs, floors and ensure
they are free from paint). All students may hang up aprons or place
on the back of their chairs to be ready for the next group.
9. This is a great student engagement strategy that celebrates
persistence and accomplishment. The activity is steeped in growth
9. Celebrations: Who would like to celebrate something that mindset research and allows peer modeling of studio habits of mind.
happened during class today? Is there anyone who had a challenge? Students gain valuable speaking and listening skills and get more
practice discussing their work and being vulnerable in sharing their
process so others can learn. This also continues to build healthy peer
relationships and trust when appropriately scaffolded by the teacher.

9. Differentiation/Accommodations/Modifications Share rationale for each

The beautiful thing about art is that it meets students where they are.
Art is a naturally differentiating content. Students will be allowed to Students naturally work at their own levels with which they feel the
work at their level and will be facilitated by a certified art specialist. most comfortable. Because art celebrates individual learning
experiences, all elements can be modified to suit specific students
needs. Students having difficulty will have modifications made within
Accommodations will be given through extra time needed, modified the parameters of their individualized plans. Students who have
assignments, larger print, paraprofessional support and one on one mastered material can extend their activities by increasing the
complexity of their prints. This is facilitated best during teacher
assistance. Modifications will be made in coordination with rounding. The important issue here is that ALL students have access to
teachers, parents, appropriate support staff and LEA representative. a high quality art experience.

10. Assessment Strategies: Share rationale for formative and summative assessment
Due to the nature of this lesson and the amount of creating, This lesson could be created in isolation, however is much better suited
assessment will be completed in a couple of ways. as a process lesson to prepare for the summative assessment. There
Formative strategies include the padlet bellringer as well as teacher are several opportunities for formative assessment checkins. The
Padlet bellringer checks for understanding from the previous lesson as
observational data compiled during rounding as students are well as asks them to apply what they know and envision these ideas in
working. The wagon wheel peer critique activity may also be used as their own work. Teacher rounding during printmaking provides
a formative strategy. The prints students create are also a formative observational data about student progress which informs how to move
forward after the critique. This could provide valuable information that
assessment. may need to be revisited in an additional demonstration at the
intercession. The key here is that the data in informing teaching, which
is what we want it to do. The wagon wheel activity formatively
assesses student progress and allows them to practice peer to peer
feedback. This provides a place to encounter suggestions, see other
ideas, and revise and refine the process. The prints themselves are
formative in assessing student growth and determining any changes
that might need to be made to the lesson or the project as a whole.

11. Insert photo of teacher created exemplar here: Rationale here should discuss the significance of what was created and
prior knowledge across the curriculum that students will need in order
to understand the lesson content.
The exemplars were created to give students an understanding of the
infinite possibilities they have at their disposal with gelli printing. The
process of monoprinting is simple to do and has really great results.
Students can create multiple layers using stencils, stamps and found
materials, creating interesting patterns and shapes to increase the
depth and texture. Another aspect of gelli printing is that the brayer
becomes a tool to create prints also. Gelli printing is no fail! All
students can create successful, professional looking prints that have
depth and meaning. This is really important to the development of
young adolescents as they are very concerned with their creative
expression looking the right way. Using techniques that offer many
possibilities coupled with the proper scaffolding and additional teacher
support create an environment for middle schoolers to thrive and feel
successful and accomplished. This keeps them engaged, not frustrated
and gives them the confidence to continue to create at higher levels.

Monoprint layer 1: Test Print Monoprint Layer 2 What else is significant in creating the backgrounds is that they are
doing so with their song choices in mind. This allows them to be
deliberate in their thinking and the materials and color they use. The
print is a way that they communicate. There is no such thing as a bad
print. My monoprint layer 1 test print was my least favorite print. By
adding a second layer, I was able to create more texture and depth
and it turned out to be one of my favorites. This is the value in
experimentation. Students will be able to make serendipitous
discoveries as well as push the material in innovative ways. Once they
start, they wont want to stop.

Students will hopefully have some knowledge about how to talk about
identity from other content areas that they can bring with them to the
art room. This will make them feel better as they work through ideas
on how to symbolize the songs of their life through the prints. Other
than that, all prior knowledge needed has been built into the
scaffolding of the lesson series and unit plan.
Monoprint layer 1:Test Print Monoprint Layer 2
Monoprint Layer 1 Monoprint Layer 2

Monoprint (2 layers) Monoprint (2 layers)


Art Assistant: Print puller Monoprint 2 layers

Monoprint 1 layer Monoprint 1 layer

12. Materials/Tools/Art supplies needed Prior knowledge students will need to effectively use materials

Students will need some knowledge about basic artroom processes


Aprons, Gelli plates, brayers, acrylic paints, paper, miscellaneous before this lesson. Students will need to understand the protocols of
found items (textures, rubber bands, string, stencils, stamps, bubble organizational information and cleanup procedures. While some
students may be familiar with printmaking processes, we cannot
wrap. corrugated cardboard, foam shapes, etc.., baby wipes assume that all students elementary experiences are the same.
Therefore, all information, artmaking processes and use of materials
will be demonstrated to reinforce those who have the prior knowledge
and appropriately scaffold those who do not.

References: (Sources of resources)


http://www.merrittgallery-renaissancefinearts.com/andy-warhol-icon/andy-warhol-marilyn-thumb/
https://www.rise-gallery.co.uk/product/flowers-ii-6/
http://www.haring.com/!/art-work/18#.WiNoBrQ-fow
MCNEILL, S. U. (2014). GELLI PRINTING. S.l.: DESIGN ORIGINALS.

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