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Pumped Up Prints

 

High School Level

Objectives: Students will...

  • Use the reductive carving method to create a multiple layer linoleum cut print

  • Apply styles and themes found in Japanese woodcut prints as well as modern expressive block printing

  • Implement color families into layers of ink, working light ink to dark ink

  • Manipulate objects (in this case shoes) in the photographic frame to create a strong image composition, using "10 Characteristics of Good Composition"

  • Using good craftsmanship during application of ink, keeping edges of paper clean while printing

 

This lesson specifically followed a color lesson in which students learned the color wheel and specific color families, such as complimentary, triadic, split complimentary, and analogous. They had previously done a monochromatic portrait as well and could attempt this as well in their prints; students who took this route actually mixed their own ink colors which was a great experience for them.

 

I chose shoes as the object for this particular lesson not only because shoes are easy to manipulate into different compositions and fun to play with, but they also show a bit of the student's personality as well, giving more interest to the print. We started with a powerpoint about the printing before diving into planning our images.

This classroom used a collection of tips to improve their art called "10 Characteristics of Good Composition." Simple tips like "objects go off edge" "negative space less than 20%" and "focal point not in the middle of composition." They had used these before in sketches in class and now used it while envisioning the image through the lens of a camera. We took the images and put it through a simple filter process in photoshop to give three areas of light values - light, medium, dark. These made the printing process substantially easier - the areas you need to carve are already decided!

 

After a day of demonstration of how to carve and print a layer of ink using a registration system, students were able to go into their sketching process. Students who decided to use a color as their lightest value were able to go into printing immediately. Color stations were set up around the room - red through blue violet at one table, blue to yellow green at another, yellow to red orange on the last. This also became the basis for cleaning each day to make the process go smoother; people at the r-bv table cleaned palette knives and ink rolling plexis, etc. We took about 6-8 days and the students were pretty self-lead through the layers. Two printed colors were the minimum in which the lightest value had to be white to give them more experience carving. There was no maximum on layers which allowed students to try new avenues (I had one student create a monochromatic print with six layers of ink, pictured to the right. It turned out quite lovely!)

Printmaking is generally an art form used for storytelling, political or personal messages, or symbolism. This particular lesson didn't (though I'm sure if you wanted, there would be a way to turn the shoes into a larger message). But what the multiple-layer approach did allow was a very hands-on, direct method of problem solving, delayed gratification, and a step-by-step approach to making art. I was amazed how much some students learned between the layers of carving and inking - how to apply the ink more evenly or mix it with water to create a better consistancy. How to use the speedball tool in different ways to create the desired texture. How to pick up the linoleum without getting ink on your fingers. The lateral structure created patience in students who had previously not even been able to sit still in their seat. It also allowed a direct application of a digital process to help them in other avenues of art, showing graphic approaches to "traditional" art forms.

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