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Arts & Activities - Page 18

INTEGRATING the curriculum Print, Scatter and Splatter by Phyllis Lambert A utumn is a colorful season—with the brilliant yellows, oranges and reds against the evergreen trees. It makes sense to incorporate the beauty of season into art projects, and it provides an opportunity to integrate natural science into the lesson as well. Literacy was also incorporated into the lesson, as I introduced this printing lesson with a story about leaves changing colors. Of course, I emphasized title, author and illustrator of the book, as well as had students tell me about the book after the reading. Leaf printing involves many learning concepts—leaf shapes, tree varieties, leaf structure, vocabulary, leaf cycles, why they change color and so on. The kids loved this project and were actively involved every minute. I heard so many oohs and ahhs, I lost count! LEARNING OBJECTIVES Elementary students will . • • • • • • learn specific processes of printing. work on organizational skills. integrate visual arts with natural science. experience the process of spatter painting. understand what contrast means and use it in their art work. demonstrate good printing technique. NATIONAL STANDARDS • • • Understand and apply media, techniques, and processes. Make connections between visual arts and other disciplines. Reflect upon and assess the characteristics and merits of their work and the work of others. MATERIALS • • • • • • Red, yellow, brown, white and black tempera paint Paper plates Paintbrushes, grooming brushes/toothbrushes Crayons 6" x 12" sections of black, gray, brown and blue construction paper Newspaper and practice paper > Zoe TIME TO PRINT When we were ready to start the printing lesson, students each received a 6" x 12" section of construction paper in their choice of black, dark brown, gray or blue. I then demonstrated how to draw a vine on the paper, by creating a meandering pencil line from the top to the bottom of the vertical paper. Next, students were shown how to organize their work areas for painting and printing. We made a pad of paper by folding a sheet of newspaper into a hand-size section. The pad would be placed over the top of the leaf when pressing it to the paper. This ser ved to help students keep their hands clean, so there wouldn’t be little fingerprints all over their final work. Students were introduced to the printing process and practiced it before starting on their final project. Red-orange, gold, brown and orange tempera paint was premixed and slightly watered down. If the paint is too thick, students are not as successful with their printing, as the paint will tend to spread instead of print. A demonstration was conducted to show how to brush the paint on the smoother side of the leaf that doesn’t have the raised veins. Some students chose to use two or more colors for each printing of a leaf. They printed the leaf at a slightly 18 > Chloe Jennifer diagonal tilt on either side of their vine. The second day, students traced over their pencil vine with a crayon of a contrasting color. The final process was to spatter paint over the entire leaf print. We used grooming brushes that I purchased at our local dollar store! Again we talked about contrasting colors, and they were given a choice of dark-gray or light-gray paint to spatter. Light gray went over the darker paper, and dark gray went over the lighter paper, reinforcing the concept of contrasting colors. The students and I were impressed with their leaf prints. I recommend that you and your students get busy and print, scatter and splatter some leaves. They will love it! n Phyllis Gilchrist Lambert teaches visual art at River Oaks Academy in Charlotte, North Carolina. november 2012 • 80 YEARS x >

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