Planning Your Print Collage Sketches
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Andy Warhol, Camouflage, 1986, ©AWF
Students plan their color combinations before they start to print.
Suggested Time Frame:
3-4 class periods
Objectives:
- Students will coat silkscreens with a light sensitive emulsion
- Students will expose the silkscreens using their film positives
Procedure
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Table showing correct procedure for students to construct their collage
Materials:
| Student sketchbooks and selection of colored pencils or pastels | Colored paper | Scissors |
| Students’ Film Positive transparencies | Glue |
Procedure
- Have students choose 3 combinations of 4 colors. They can make sketches of their combinations in their sketchbook.
- Demonstrate printing from light to dark. Discuss with your students the importance of planning their color combinations before they start to print. Students should “build” their prints from light to dark, printing the lightest colors first, then ending with the darkest colors. All ink colors have different levels of opacity. When a light color is printed over a dark color, the two mix and the result is a variant of the intended color.
- Have students select colors and fill in a table like the one above. They should use colored collage paper to make a to-scale version of their print and overlay the Film Positive transparency to check the design. The transparency can be taped down to the page to preserve accuracy.
- Remove the Film Positive transparency and glue the final collage. This is the students guide for cutting their stencils.
Assessment
Warhol Education Rubrics
Click the Warhol Rubric headers below to reveal associated rubrics to which this lesson applies.
Critical Thinking
| CT.3 | Connective Thinking: Able to think critically across professions/practices | Sees little or no connection between art making and other professions and or subject areas. | Identifies some practices that are shared in artmaking and other professions/subject areas. | Makes important connections between art making and other professions/subject areas. | Compares and constrasts artmaking processes with processes in other disciplines. | Applies knowledge of cross-disciplinary practice to create innovative work. |
Communication
| CO.4 | Media Literacy: Use technology to express ideas. | Uses the technological and multimedia tools in a limited way to express conclusions or viewpoints. | Technological and multimedia tools are relevant and functions in a basic way to express intent. | Media choices convey message of work and are applied by student in conscious way. | Media is used skillfully to enhance the impact of the work. The media illustrates important ideas, details and relationships. | The media reinforces the main ideas in original and creative ways. The student's use of media is highly perceptive and intelligent. |
Creative Process
| CP.5 | Skill and Craftsmanship | Handles materials in a limited way and lacks an understanding of the techniques, methods and conventions used to create work. | Uses materials in a basic way to create work. | Demonstrates dexterity and skill in creating a work of art. | Able to adapt materials to create their own distinctive mark, style or identifiable characteristic. | Craftsmanship and construction of work (form) is fully integrated with the ideas (content) and is aesthetically excellent. |