Students will be able to:
- create a stencil print that connects with the ideas in a poem they have written;
- use colour expressively;
- demonstrate technical accomplishment;
- support their ideas with evidence found in the works.
STENCIL A POEM – Printmaking, Colour, Shape
Steps
Step One
- Choose the Haiku you want to use.
- Trace the outline of the transparency onto a piece of paper.
- Draw a shape that will best reflect your Haiku in that rectangle.
- Make your shape as big as the rectangle.
- Place the transparency on top of your drawing.
- Use a marker to trace your shape onto the transparency.
Step Two
- Cut out the shape.
- Save the scraps of transparency.
Step Three
- Wipe the marker off the shape with a damp sponge.
- Dry it with paper towel or a tissue.
Step Four
- Roll some small loops of tape with the sticky side facing out.
- Place them on the back of your plastic shape.
Step Five
- Centre your shape on the paper and press it into place.
- Use a white or other colour crayon to draw some patterns on the paper around your shape.
- Set your paper aside.
Step Six
- Use some of the scrap plastic to test colours and practice the technique.
- Hold a piece of plastic in place on the paper.
- Draw some marker ink along the edge of the plastic.
- make sure the marker ink is only on the plastic not the paper.
Step Seven
- Place the small sponge into the water.
- Squeeze some of the water out of the sponge.
Step Eight
- Place the damp sponge on top of the ink .
- Drag the ink onto the paper.
- Try with different colours.
- Experiment with how wet you make the sponge.
- What happens to the marker colour when the sponge is almost dry?
- What happens to the marker colour when the sponge is very wet?
- What is the right amount of water in your sponge to get the effect you like?
Step Nine
- Now you are ready to complete your stencil print.
- Use the same technique and the effects you discovered.
Step Ten
- Decide if there is anything else you want to do with the print before removing the transparency from the paper.
- When you are satisfied gently remove the transparency from the paper.
- Be careful because the tape may tear the paper.
Step Eleven
- Write your Haiku inside the shape.
- You may want to use markers to add a pattern inside the outer edge of the shape.
- View your finished work with fresh eyes.
- How does the image contribute to the Haiku?
- How does the Haiku contribute to the image?
- What do you like best about your artwork? Why?
Learning Goals
Extensions
Have students:
- use the Quilt Book lesson plan available on this website to create a book of poems;
- include a variety of types of poems;
- use a variety of techniques to illustrate each poem;
- share their wok with their peers.
Prepare
- Gather required art materials.
- Prior to doing this lesson teach students how to write a variety of poems, for example, haiku, sonnet, acrostic, cinquain, and sonnet.
- Provide time for students to select their favourite poem from the ones they have written.
- During the poetry unit, gather and make available a variety of poetry books, for example, The Poet's House, by Jude Brigley; Won-Ton: A Cat Tale Told in Haiku, by Lee Wardlaw; A HodgePodge of Children's Stories, by David Jacks; Don't Step on the Sky: A Handful of Haiku, by Miriam Chaikin; GUYKU: A Year of Haiku for Boys, by Bob Raczka; and Each Peach Pear Plum, by Allan Ahlberg, and Janet Ahlberg.
- Select several haiku poems from the books to use in the introduction to this lesson.
- Prepare a sample stencil to use for demonstrating the technique.
Introduction
- Read several haiku poems to the class.
- Ask students to close their eyes and to imagine what they see as they listen to the poems being read.
- Have students share their imaginings and then show the illustrations for each poem.
- Discuss how each person may have a different image of what they hear.
- Introduce the challenge.
Activities
The Challenge
- Create a stencil print that connects with the ideas in a poem you have written.
- Use colour expressively.
- Demonstrate technical accomplishment and creativity.
- Support your ideas with evidence found in the artworks.
The Process
- Make sure everyone understands the challenge.
- Establish success criteria with your students. For example,
I know I am successful when I have:
- created a stencil print
- created a design that connects with my poem
- used colour expressively
- added details with different patterns
- created an effective shape that fits my poem
- used the resist technique successfully
- kept the paper in good condition - Guide students through the steps outlined in this lesson plan.
- Observe students as they work.
- Provide individual assistance and encouragement.
Sharing
- Place students into small groups.
- Ask them to:
- Compare their work and describe to each other what they did to get certain effects.
- Read each other their poems.
- Talk about what they like about each poem, for example, feelings, energy, surprises.
- Comment on how the image created by the stencil connects with the poem. - Share ideas with the whole class.
- Ask students to share how they felt about doing this project.
Assessment
- Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
- Observe students as they discuss their self-portraits – speaks with a clear voice, looks at audience while speaking, points to areas in the self-portrait, provides accurate information, answers questions from the audience effectively.
- Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
- Use a checklist to track progress. (Downloads – Stencil_tracking.pdf)
- Have students use the self-assessment form to evaluate their work. (Download - Stencil_self-assessment.pdf or Stencil-Primary_self-assessment.pdf)
