Marker & Watercolour Pad, 60 Pages
Construction Paper, 120 CountStudents 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; and
- Support their ideas with evidence found in the works.
STENCIL A POEM – Printmaking, Colour, Shape
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Steps
Step One
Trace the outline of the transparency onto a piece of copy paper. Draw a shape that will best reflect your poem inside that space. 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
Clean the marker off the transparency shape with a damp sponge. Dry it with paper towel or a tissue.
Step Four
Roll some small circles of tape and place them on the back of the transparency shape.
Step Five
Centre your transparency shape on the paper and press it into place. Use a white or other colour crayon to make some patterns on the paper around the outside of your shape. Set your paper aside.
Step Six
Use some of the scrap transparency to test colours and practice the technique. Hold a piece in place on the copy paper. Draw some marker along the edge of the transparency.
Step Seven
Place the small sponge into the water. Squeeze out most of the water.
Step Eight
Place the damp sponge on top of the ink and drag the ink onto the paper. Experiment with different colours and amounts of water to see what effects you prefer.
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.
Step Eleven
Gently remove the transparency from the paper. Be careful because the tape may tear the paper.
Step Twelve
Write your poem inside the shape. You may want to use markers to add a pattern inside the outer edge of the shape. Choose a colour of construction paper to mount your print on. Try different colours before deciding on one.
Learning Goals
Extensions
- Have students use the stencil and marker technique to create title pages.
- Have students create a second copy of their poem for inclusion in a class poetry book. Place the book in a central location to be shared by all.
Prepare
- Gather required art materials.
- Prior to doing this lesson teach students how to write a variety of poems. During the poetry unit, gather and display some 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
- 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.
- After students share their imaginings, 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 they have written.
- Use colour expressively.
- Demonstrate technical accomplishment.
- Support your ideas with evidence found in the works.
The Process
- Demonstrate how to use the transparency with marker and water to make a print.
- 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 them to tell 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 the art works – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
- Use a checklist to track progress. (Download - STENCIL_tracking.pdf)
- Have students use the self-assessment form to evaluate their work. (Download - STENCIL_self-assessment.pdf or STENCIL_PRIMARY.pdf)
