Professional Documents
Culture Documents
Date:______2/13/13____________________
Printing: art thats created by taking an object, dipping it in paint, and then lightly pressing it onto a piece
of paper or canvas.
Circle: a shape that is completely round (no corners), all of the spots on the line are the same distance from
the middle.
Oval: a shape that is also completely round but its sides are squished towards each other so that the spots
on the line are different distances from the middle.
Triangle: a shape with three sides and three corners
Rectangle: a shape with four sides and four corners that are perpendicular (one side hits the other side
directly, not at an angle)
Square: a rectangle where all four sides are the same size
Procedures: Step-by-step so someone else
could implement your activity (For groups,
include transition activities, attention getters,
etc.)
to dry)
Transition: As children are getting ready to leave
the art table, ask them what they plan to do next.
Teaching Strategies: (List 4 and describe how you use them) p. 49 DAC book
Modeling and Demonstrating: If the child has never used the printing technique before I will model who
to do it for them by taking one of the items, dipping it into paint, and then lightly pressing it onto my own
paper and then lifting it up to see what shape was made.
Effective Praise: As children are printing provide them with effective praise such as You used the same
item to make three different shapes! You worked really hard to finish your print. You used 4 different
items to make your print!
Do-It Signals: Can be used to give instructions on how to make a print, Pick an object and then pick it up.
Dip it in the paint. Press it on your paper. Now lift the object up. Can also be used to help the children
discuss their printed artwork, Tell me about that shape.
Challenges: Can be used to help children continue their artwork: Show me how many ways you can use
that object to make a print.
I need to adapt this activity by (be sure to include strategies for increasing the challenge AND
strategies for increasing the support):
Extensions (for children with higher skills): For children with higher skills I will include smaller objects
to use, or provide more variety of objects to choose from. After they have finished their print, I will ask the
children to recall which items made which shapes on their artwork. Also, I can ask them to compare this
technique with other techniques that they have used in the past to create art.
Simplifications (for children with lower skills): For children with lower skills I will provide fewer items
for them to choose from and also provide larger ones that are easier for them to handle and maneuver. They
also may need fewer colors of paint to choose from. These children may also need more support in
identifying the shapes created by their printing.
Potential problems that may arise during this activity, and how I will prevent or solve them:
The children may have difficulty keeping the paint on their paper and drip paint on the table. To prevent
this I will either cover the table in paper or provide trays/placemats for the children to put their paper on.
The children might use too much pressure to create this print. To solve this I will talk with them about how
the pressure can change the shape that the object creates and if needed place my hand over theirs to help
them find the right pressure.
How does this activity fit into an anti-bias curriculum:
This activity fits into an anti-bias curriculum because: