When first transitioning the Art and Design curriculum at my school towards a more student-centered and choice-based approach, I struggled with how to best approach teaching media-specific methods that didn't take too much time away from students getting to work on their own creations.

I recently wrote an article for SchoolArts Magazine about how using stations around the room, with short introduction of materials and timed sessions can help students experience each media before deciding whether or not they would like to use it for their work. In the article, I highlight a series of 2D media that students used like watercolor, collage, and ink.

This past week, I tried it with printmaking.

In the one-day demo, students had the opportunity to try collagraphs, block printing, dry point (with cereal boxes), monoprints (with Gelli Arts printing plates), and silk screens (using Mayco Designer silkscreens). During the five minute sessions at each station, students worked in teams of 3 to create at least one usable print. This was a great way to promote experimentation and help with understanding as they walked each other through the process (using the introduction cards as a guide). 

During the rotations, students also took notes in their sketchbooks about how each print method worked, the materials needed to accomplish the effect, and whether or not they liked doing it. Once done, students had a chance to reflect on the process as a whole group and discuss which prints worked and which didn't and why that was. 

The next day, students spent 10 minutes transforming their prints into a collaborative collage before uploading it to Artsonia. In addition to deconstructing and reassembling their prints in this collaborative effort, students added other collage elements to complete their creations. Because they were working in groups of three, students had one student be the scissor-handler, one worked the glue, and one acted as a director for the composition.

My goal is to give students the understanding and skills needed to make informed choices about what they want to create. Although some students may never use printmaking again outside of this hands-on demonstration, I know that they and the ones who immediately changed their project idea as a result of this experience benefit from the chance to manipulate media and make informed choices based on what they hope for their own work.

Here are some examples from the collaboration:

We learn best by doing. 

When teaching techniques, it is great to do demonstrations and show students how to use materials and the different things they can do. I have found it is best, however, if I can engage them in an activity that they do and then can decide if they would like to adapt independently to another situation. 

That is what mini-challenges, like this line and watercolor portrait, is all about in my classroom. 

To start, students take a set of notes that define line, various line directions (and we even do a little dance for this part), and then put those lines into action through a series of portraits.

In their sketchbooks, they create a bilateral continuous contour line portrait, a dominant hand-directed contour line portrait, and a non-dominant hand-directed contour line portrait using various classmates from around the room as subjects that switched for each of the drawings.

After these drawings are complete, students were given a 6x9 inch sheet of watercolor and a white oil pastel to translate their sketches onto, creating a composition on the page with the lines.

The following day, students used their watercolor paper with the oil pastel drawings on them to experiment with a variety of watercolor painting techniques. We went over wet on wet, wet on dry, salt, sponge, resist, and a couple of ways you can use the air from your mouth to get a splatter effect on the page. 

Once the watercolors were dry, students went back in with sharpie and made choices about where to add emphasis. This was a fun way to talk about materials, abstraction, and how artists can adapt ideas for future projects. 

I know students will use these concepts in different ways throughout the term and I look forward to seeing their results.