Lillian Rogers, Gatlin Hiatt, Karla Starnes

Monotyping Exploration

BIG IDEA: EXPLORATION

Stage 1 Desired Results

ESTABLISHED GOALS
B.V.2 Apply creative and critical thinking skills
to artistic expression
B.V.2.3 Create personal, symbolic, expression
as a means of communication (original, visual
language)
Transfer
Students will be able to independently use their learning to…
understand how exploration in art can translate to expression and communication.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that… ● What do you feel is important for you
● Exploring artistic expression and to explore, in the visual arts and
communication can inspire students beyond?
to explore other interests. ● What are the different ways to
● It is important to understand how explore expression and
exporation, expression, and communication?
communication are connected, not ● How can exploration, expression, and
only in art but in other areas of life. communication in the visual arts
benefit you as an individual?
Acquisition
Students will know… Students will be skilled at…
● That monotype printing can be a quick ● Using different marks, colors, etc. for
and easy way to explore expression, expression
and it is also a useful artistic process ○ Matching colors to emotion
● That different colors, marks, etc ○ Creating marks to
express and communicate different communicate
feelings and stories. ● Basic monoprinting skills
● The basics of monoprinting ○ How paint reacts to being
transferring an image from a plate to applied to a plate and then
paper being transferred to paper
○ How paint reacts under physical ○ Using hands, paintbrushes,
pressure and other tools to create

Evaluative Criteria
● Idea generation and exploration
● Improvement in choosing of colors
and mark making
● Explanation of chosen colors and
marks
● Willingness to change ideas and
artwork
● Improvement in the process and skills
related to monotype printing
marks in paint
○ Dampening the paint and
paper to just the right amount
○ Pulling ghost prints
○ How to clean paint off of a
plate and starting over
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S): What evidence will you collect to assess understanding, knowledge &
skill?; What will students make or do?
● Completed work - monoprints
● One-on-one discussion (student to student, and teacher to student)
OTHER EVIDENCE: How will you document the modalities listed above?
● Observation
● Photo documentation of work
● Critique and discussion of work

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

1. Introduce big idea and have class discussion about essential questions
2. Show 4 min video about Edgar Degas and monotype printing
3. Introduce modern artists who make monotype prints
4. Have class discussion about the monoprints and what/how they express/communicate a feeling/story
5. Demo how to make a monotype print with watercolor paint
6. Students randomly pick several expressive words from word bank (or come up with their own)
7. Students should try make several different monotype prints for each word they choose (each monotype print must look visually
different)
 8. Students are encouraged to take any approach to their monotype prints (realistic, abstract, gestural, etc…)
9. At the end of day students make sure that all of their prints are labeled with their names and the expressive word to match, and the
prints are set out to dry
10. The next day students take pictures of their dry monotypes
11. Students should take at least one the dried monotype and using any material/process they choose, change the monotype to match a
new expressive word they they choose randomly (they should cross out the old expressive word and write the new one in its place)
12. Students are encouraged to make more monotype prints and to change as many as they can, keeping in mind the assignment (the
original monotype print expresses something, the changed version of that monotype print expresses something else)
13. Last 20 minutes of class students lay out their monotypes in a spectrum of expression (positive, negative, and neutral) so they can
critique and discuss their work

Contemporary monoprint artists:

● https://www.moma.org/calendar/exhibitions/1613 --> includes 4:00 minute video about Edgar Degas and monoprinting
● https://www.paintingsbylindasherman.com/monoprints
● http://www.lyndagoldberg.com/portfolio_abstract.htm

Expressive Word Bank:

anxious confused joyful buzzing

curious dizzy frightened peaceful

tense fluffy slimy adventurous

courageous flustered assertive frivolous

lethargic ambitious comical cheerful

demure meticulous timid somber

amusing callous cautious energetic

ferocious clumsy confident gentle

delicate lively obnoxious nervous

reluctant serene restless serious

shy vulnerable suspicious stoic

sour turbulent cold warm

 Edgar Degas. Heads of a Man
and Woman (1877)
Linda
Sherman

Going Home

Edgar Degas. Landscape with Rocks (1892) Linda Sherman

UFO’s
in Flight

Linda Sherman. Lynda Goldberg

A Super Moon Vista

photos from teaching the lesson