SIMPLE PATTERNS – Stencil Prints, Warm and Cool Colours

Students use warm and cool colours of tempera paint to create simple stencil print patterns.

Required Time

80 Minutes

Grade Level

Grade 1 to Grade 4

Subject

Language Arts
Mathematics
Science
Visual Arts

Vocabulary

alternating pattern cool colours negative shape pattern positive shape print printmaking regular pattern stencil print warm colours

Materials

Tag Manilla Planning Paper Pencils Scissors Clear tape Plastic Container Lids Construction Paper – 22.9 cm x 30.5 cm (9” X 12”) Small Sponge Tempera Paint Paper

Steps

SIMPLE PATTERNS – Stencil Prints, Warm and Cool Colours - Step One

Step One

Make 4 thumbnail sketches of ideas for your stencil. 

SIMPLE PATTERNS – Stencil Prints, Warm and Cool Colours - Step Two

Step Two

Choose the design you like best and draw it on the piece of tag manilla.

SIMPLE PATTERNS – Stencil Prints, Warm and Cool Colours - Step Three

Step Three

Make a straight cut from the outer edge of the tag manilla to the outline of your drawing and then cut the shape out in one piece. 

SIMPLE PATTERNS – Stencil Prints, Warm and Cool Colours - Step Four

Step Four

Place tape across the two edges of the opening where you started cutting to join them back together. Make sure the edges are just touching each other where you tape them so the stencil is flat.

SIMPLE PATTERNS – Stencil Prints, Warm and Cool Colours - Step Five

Step Five

Use 2 plastic lids for your paint. Mix a warm colour of tempera paint on one of the lids, and a cool colour on the other lid. Place the stencil on the paper and hold it firmly in place. Dab a small sponge into one of the colours of paint. Dab the paint into the open space of the stencil.

SIMPLE PATTERNS – Stencil Prints, Warm and Cool Colours - Step Six

Step Six

Make simple patterns. Try painting several colours in each shape.

SIMPLE PATTERNS – Stencil Prints, Warm and Cool Colours - Step Seven

Step Seven

Experiment with both the positive and negative pieces of the stencil. 

Learning Goals

Students will be able to:

  1. Create a tag manilla stencil of a fruit or vegetable;
  2. Create stencil prints using warm and cool colours of tempera paint;
  3. Use repetition of shape and colour to create a simple pattern;
  4. Demonstrate technical accomplishment and creativity; and
  5. Support their ideas with evidence found in the works.

Extensions

  1. Have students work with a partner to mix a variety of colours. Encourage them to make 2 pattern prints, one regular, and one alternating using the mixed colours and their two stencils. 
  2. Have children work with another class to teach their peers how to make stencil prints.
  3. Have students use the stencil printmaking technique to make cards for special occasions such as Mother's of Father's Day.

Prepare

  1. Download the Colour and Shape posters available on this website.
    Posters 
  2. Gather and make available picture books about fruits and vegetables, for example, Oliver's Fruit Salad, by Alison Bartlett, Oliver's Vegetables, by Vivian French, The Vegetables We Eat, by Gail Gibons, The Fruits We Eat, by Gail Gibbons, Tomatoes Grow on a Vine (How Fruits and Vegetables Grow), by Mari Schuh
  3. Have children find answers to their own questions about their favourite fruit or vegetable through an inquiry-based learning project. Have them write a report about their findings and present it to their peers.
  4. Prior to this lesson introduce or review the meaning of warm and cool colours.
  5. Prior to this lesson have students explore colour mixing using primary colours to create a variety of new colours. Have them decide if their colours are warm or cool. Let them keep adding colours to a group chart paper in a random pattern. Encourage them to think up 'fancy names' for each new colour they create. Use paint chip names as an example. Print the names on or near the colours and mark them warm or cool. 
  6. Create a sample.

Introduction

  1. Show students the print you have created. Ask them to discuss what they notice about the print and to explain how they think it was made. Talk about the pattern and the colours.
  2. Show students the stencil you used to make the prints. Discuss the two parts of the stencil – the positive and negative shapes.
  3. Show a variety of images of patterns and discuss them. For example,
    Dots
    Ceiling
    Owl
    Fish
  4. Introduce the challenge.

Activities

The Challenge

  1. Create a tag manilla stencil of a fruit or vegetable. 
  2. Create stencil prints using warm and cool colours of tempera paint.
  3. Use repetition of shape and colour to create a simple pattern.
  4. Demonstrate technical accomplishment and creativity.
  5. Support your ideas with evidence found in the works.

The Process

  1. ​Ensure that everyone understands the challenge.
  2. Guide students through the steps outlined in this lesson plan.
  3. Demonstrate how to cut out the stencil in one piece, how to tape it together and how to make the print. 
  4. Remind students that they can use both pieces of the stencil to make positive and negative images.
  5. Observe students as they work.
  6. Provide individual assistance and encouragement.

Sharing

  1. Once all the prints are complete ask students to share them in partners or small groups. 
    Ask them to:
    Look closely at the prints and how they are made.
    - Share thoughts about the work.
    - Talk about how shape and colour are used to create a pattern.
    - Discuss the use of more than one colour in each shape.

    - Talk about what was difficult about making the print and why.
    - Tell what was satisfying about making the print and why.
  2. Ask some students to share their ideas with the whole class.
  3. Display the prints so students can view them as a body of work throughout the next few weeks.
     

Assessment

  1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting
  2. Observe students as they discuss the prints – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
  3. Use a checklist to track progress. (Download – STENCIL_tracking.pdf)
  4. Have students use the self-assessment form to evaluate their work. (Download – STENCIL_self-assessment.pdf)