Art Class scheme - St. Peter's College, Dunboyne, Co. Meath

1. St. Peter’s College, Dunboyne,
2nd Year (mixed ability, 24 pupils) 35mins per week (Tues)
Drypoint Prints
of 1916 vintage toys
Angela Clarke,
PME 1 SP Assessment Block One
Tuesday 11th May 2016

2. Aim of the Scheme
To create a Dry-point print through the exploration of drawing and the art elements line, value,
form and texture based on indivdual observation of toys based on the theme 1916 vintage toys.
Considerations when writing this scheme
I first took into consideration the scheme I had previously finished with this.
It was ’ Focus on the eye ’- Self portraits through the medium of collage.
After such a free and self-expressive based scheme ,and reflection on the differentiation within the class, I wanted to continue the
theme of childhood, but to bring it back in history to the 1916 Easter Rising, to tie in with the events that were unfolding around the
school.
By looking at another child’s point of view, in a time of war , a hundred years ago would build further on the concepts of self-identity and
evoke self reflection.
I wanted the students to:
1. engage in the techniques of drawing and the print process
2. Make connections and possible ideas for their Drypoint print within the theme
3. work independently and/or in pairs and as part of a team
4. engage in dialogue with their teacher and their peers
5. reflect on themselves and their fellow students in a positive way
6. evaluate their own learning as individuals and together with their peers
7. express themselves through their art

3. Support studies: My Drypoint
Types of Printmaking
Printmaking terms
Plate
example
Print
example

4. Visual aid:
Instructions
of how to
make a
drypoint print
Examples of feathers
Examples to convey procedure of
creating a drypoint print. To discuss
how they were achieved and how
they create lines patterns and
texture

5. Visual aid: Supporting artists
Examples of three artists who have
worked in Drypoint
Albrecht Durer (1471-1528)
Rembrandt Van Rijn (1606-1669)
Angie Hoffmeister
Formally analyse the prints according
to the line, shapes, forms, texture and
patterns.

6. 1916 photographs

7. Visual aid: Advertisements, then and now
Compare and contrast

8. Student’s work: Lesson 1 Personal observation
To accurately observe the line, shape, value, form texture and pattern of vintage and modern toys through indivdual
observational drawing from primary source and an awareness of the different angles the object is being viewed.

9. Analysing Supporting artists examples
Learning outcomes:
To analyse the examples of the supporting artist in relation to
line, value, form, texture and pattern.
To list a number of features in the work of these three artist
examples.

10. Student’s work: Lesson 2 – test plates
Learning outcomes
To understand how line can be used to define pattern, texture and form on a sample of perspex.
To develop a general and artistic awareness of drypoint plate artmaking.
To examine the possibilities of toys as structures in drawings and to make connections between their
previous drawings , the samples and ideas suitable for a drypoint print.

11. What is value
Word list :
Thin
Thick
Busy
Calm
Zigzag
Curved
Broken
Vertical
Diagonal
Straight
Horizontal
How to create form
using line

12. Supporting artist Maurice Sendak

13. Student’s work: Lesson 3
Learning outcomes
To make a value grid using line
To develop value further by creating form

14. How to create texture and pattern
using line

15. Student’s work: Lesson 4
Learning outcomes
To have used their imaginations to look for new ways of interpreting line, texture and patterns. Looking at
worksheets for reference, eg. overlaying, repeating, reversing, interlocking or simplifying elements.
To have visually recorded a range of different ideas.
To make connections between the print samples and possible ideas for their final artwork.
To analyse the techniques used in printmaking.

16. Visual aid: The elements and
principals of art
Composition

17. Student’s work: Lesson 5
Learning outcomes
To be aware how different tools and materials can be manipulated and combined to create lines,
value, form, texture and patterns.
To be be aware of how different tools and materials can enable realisation of their design.
To be aware of composition in terms of the art and design principles - space, balance, rhythm and
movement.

18. Test prints
Too light Too dark

19. Student’s work: Lesson 6
Learning outcomes
To be aware of the development and construction of a
drypoint plate and how it can be used as a way for the
transfering of images within the print process.
To be able to effectively make a drypoint print.

20. Students work: lesson 7
To be able to effectively make a drypoint print by applying media, techniques, and process.
To reflect upon and assess the characteristics and merits of their work and the work of
others.
To communicate their experiences and ideas.

21. Successful aspects of the project:
1. The pupils engaged well with the project and produced artwork of a
high standard.
2. The pupils enjoyed learning new techniques, especially how to cross
hatch and create new patterns and textures.
3. The most positive outcome was the class working together as a group
in the printing process, discussing and advising how to improve each
others prints.
Evaluation
Things to improve on:
1. It would have been better if students had more time to do their own
research on artists whose work is based around toys.
2. It was only over time, as I evaluated the student’s abilities, that I was
able to assign appropriate roles.
3. Incorporating their preliminary drawings in to a sketchbook would be
better for students to see the development and to keep a diary of their
work.