This document provides a planning template for a 10-day block printing unit in an art class. The unit focuses on developing students' printmaking skills and understanding of concepts like composition, symbolism, and critique. Students will learn about tools and techniques, analyze examples, design their own compositions, carve plates and apply ink to create prints on different surfaces. The unit incorporates 21st century skills, connects to other subjects, and provides assessment expectations and a daily learning plan.

1. ARCHDIOCESAN SECONDARY SCHOOLS TEACHER’S PLANNING TEMPLATE FOR UbD
Name of Teacher: Credit to the Visual and Performing Arts Committee School: Course: Art I Period:
Name of Unit: Block Printing Anticipated Length of Unit: 10 class periods
Which 21st Century Skills are woven into this unit? Critical Thinking/Problem Solving Collaboration Creativity/Innovation Communications
What levels of rigor and relevance are found in this unit? Quadrant A Quadrant B Quadrant C Quadrant D
STANDARDS: (Stage 1) 1: Understanding media, techniques, and processes
List all of the standards that are addressed in this unit.
3: Choosing and evaluating a range of subject matter, symbols, and ideas
5: Reflecting upon and assessing the characteristics and merits of one’s own work
and the work of others
Application (Stage 1) What My skills of critique, design, and printmaking apply to:
should I be able to do (in another setting- transfer goal)
with what I have learned in this unit? ● Being able to assess quality printmaking as a consumer of art
● Knowing how to design for a particular space
● Appreciation of art by understanding its materials, techniques, symbols and
history
● The creation of art for my personal pleasure and satisfaction throughout life
Archdiocesan Secondary Schools Planning Template School Year 2011-2012 Revised 11-11-11

2. Essential Questions (Stage 1)
What questions focus and guide my thinking? How can I express myself through my art?
What choices must an artist make before beginning a work?
What skills and vocabulary do I need to appreciate visual art?
How can I use the elements of art and principles of design to create art?
What can I learn from studying the art of others?
What problem-solving skills are needed to create art?
Assessment (Stage 2) I will be expected to:
What will I be expected to do in order to demonstrate
my learning? Create a strong composition to be used as a printmaking design
Demonstrate proper use of tools used to carve a design onto a plate
Demonstrate proper application processes for inking a plate
Demonstrate proper technique for transferring the design to a variety of surfaces/materials
Participate in oral and written critique opportunities
Recognize the tools, techniques, and materials used in printmaking
Describe the meaning of symbols in artwork
Possible Stretch Assessment Expectations:
Share my work by displaying it at school and by participating in art contests appropriate for
this media
Teach others how to design a composition and complete a block print
Archdiocesan Secondary Schools Planning Template School Year 2011-2012 Revised 11-11-11

3. Skills (Stage 1) I will be able to:
What skills do I need to have in order to address the
essential questions and apply my learning? Create a strong composition to be used as a printmaking design
Demonstrate proper use of tools used to carve a design onto a plate
Demonstrate proper application processes for inking a plate
Demonstrate proper technique for transferring the design to a variety of surfaces/materials
Participate in oral and written critique opportunities
Recognize the tools, techniques, and materials used in printmaking
Describe the meaning of symbols in artwork
Content (Stage 1) I need to know:
What content do I need to know in order to address the
essential questions and apply my learning? What is meant by “strong composition” for a printmaking design: elements of strong
composition
The use of the tools, techniques, and materials used in a printmaking design
The proper application processes for inking a plate
The proper technique for transferring a design to a variety of surfaces/materials
The methods for offering critique of a design
The meaning of symbols in artwork
Integration of Learning (Stage 3) Geometry- the role of patterns, symmetry, asymmetry
How does this learning connect to my other areas
(subjects) of learning? Chemistry – the chemistry involved in creating inks
Social Studies- what does the art of a period tell about the society during that period?
Archdiocesan Secondary Schools Planning Template School Year 2011-2012 Revised 11-11-11

4. Tools for Learning (Stage 3) Pencils, paper, block printing tools such as: brayers, linoleum, wood, Styrofoam, printing
Which tools will I use that will assist me in my learning? inks, carving tools; Smart board for art exemplar; internet resources for exemplars
Archdiocesan Secondary Schools Planning Template School Year 2011-2012 Revised 11-11-11

5. Learning Plan (Stage 3) Hook:
What will my teacher prepare for me to do each day in
this unit? Show tools for printmaking and ask students to offer ideas of what the tools are used for,
what similarities and differences are found among the tools, and what effect each tool
might produce
Demonstrate proper handling of the tools and then allow students to use the tools to make
various cuts on sample materials so they can see the effect of the tool’s stroke
Show students various examples of block prints and connect the tools that match the
techniques in the sample
Next:
Show students exemplars of block printing
Discuss how block prints are used in products/textiles/art
Consider connections to patterns/geometric design/materials
Teacher Presents:
historical background of printmaking through the work of a variety of past printmakers
(Hiroshige, Aaron Douglas, Helen Siegl, Wharton Esherick)
Introduces specific vocabulary used in printmaking, techniques for use of elements and
principles for use in creating simple designs
Introduces techniques and materials for printmaking
Explains how planning of the design elements must include considerations of space on the
plate materials to be printed
Shows how the use of symbols in artwork and how an individual composition’s theme can
be enhanced through the use of symbols
Gives examples of the methods for critique: what considerations are involved in
determining the quality of a print
Students:
Archdiocesan Secondary Schools Planning Template School Year 2011-2012 Revised 11-11-11

6. use design skills to sketch basic ideas to apply to final work
create symbols for use in design
perfect their design
collaborate with others in small groups to critique design and address any areas in the
designs that might cause faulty prints
use printmaking tools to carve their design onto a plate
incorporate ink blending and rolling techniques
prepare surfaces for print application
present final printed pieces following the rubrics/expectations for the performance
assessment
Alternate/Stretch Learning Opportunities:
Students with particular interest in technology may explore design and printmaking
found in digital media/ computer software-generated prints and printmaking and may
advance their skills to designing their composition electronically and presenting it through
technology
Students may research the hardware and software applications used in electronic
printmaking
Students may experiment with advanced materials and inks
Archdiocesan Secondary Schools Planning Template School Year 2011-2012 Revised 11-11-11