Grade 6: ART-Print Making and Painting By: Eric Harty

Established Goals
Students will:
-Develop a portfolio
through the use of
frottage, printmaking,
and painting.
-Demonstrate the
understanding of
printmaking and
painting in connecting
art and nature.

TRANSFER GOAL
Students will be able to use a combination of materials to create effective
representations of nature.
MEANING
Enduring Understandings:

Essential Questions:

Students will understand that

Students will keep considering

U1 The use of frottage can help to

accurately portray leaves.

Q 1 How can I use materials differently

in the print making process?

U2 The use of printmaking can help

us re-create these leaf designs we find
in nature.

Q2 How can we distinguish between

different leaf designs and the trees they
come from?

U3 The use of different painting

techniques can help us re-create leaf
designs.

Q3 How can I use different techniques

and materials to re-create what we see in
nature?

ACQUISITION OF KNOWLEDGE & SKILLS

Students will know
-

Students will be skilled at

How to identify different

leaves to their
environment/tree.
How to use the process of
frottage, printmaking, and
painting to create an accurate
representation of a leaf.

-Creating various frottage examples.

-Describe specific leaves and the trees and
environments they belong to.
-Using the process of printmaking and
painting to create a finished product.

STAGE 2 Evidence
Evaluative Criteria
Performance is judged
in terms of - Critique
-Understanding of key
terms.
-Understanding of
concepts and skills.

Assessment Evidence
Students will need to show their learning by:
Transfer Task: The students will showcase their understanding of these elements
within each of the following lessons. The students will explore different methods of
frottage, printmaking, and painting . Key terms and techniques will be explored
throughout each lesson along with required materials. Students will create a number
of different pieces to help develop the knowledge and skills found within this unit.

Unit Plan: Printmaking and Painting Ed 3700

By: Eric Harty
Prof: Janice Rahn
Summary
Within this unit, Grade 6 students are introduced to a cross curricular point of view to both science
and art curriculum through various forms of printmaking and painting. Students will be given the opportunity
to explore nature through studying leaves and the characteristics that go along with the environment that is
associated with those leaves and the trees in which they come from. The students will be encouraged to gain a
better understanding of the trees that are found within their local environment, and more specifically the
characteristics of the individual leaves within the area as well.
Students will use techniques such as frottage, printmaking, and painting to represent the different
leaves that they find within the environment in which they live. For each lesson the students will consider the
process in how artists create different forms of printmaking, and paintings and how to present that to an
audience. Students will also be guided through demonstrations as well as different workshops to explore
various forms of printmaking and painting to create this final product.
The overarching goal for this unit is for students to gain an understanding of the characteristics of the
trees and leaves within the area that they live, as well as demonstrate the basic principles of printmaking and
painting in order to accurately represent their findings.
Cognitive Domain: TSWBAT...

! Recall information in the role trees play within our environment

! Identify general characteristics that distinguish trees from other plants, and characteristics that
distinguish deciduous from coniferous trees.
! Analyze the environment through the process of printmaking and painting
! Observe leaves and understand how you would create an accurate representation through printmaking
and painting.
! Distinguish between many different colours and shades of green.
! Understand the basic principles of perspective: Placement/distance/size/detail
Affective Domain: TSWBAT...

! Discuss various types and shapes of leaves

! Discuss various types and species of trees, ex: Coniferious/Deciuous
! Discuss and compare their own works of arts to both past and peer examples
! Display the ability to critically think about their own works
! Display the ability to critique both their own works as well as others
Psychomotor Domain: TSWBAT...
! Display the ability to follow instructions
! Observe the environment around then
! Develop the motor skills related to painting and printmaking
! Adapt a piece of frottage into both a print and painting

! Create multiple works of art using the skills gained from all three domains

Rationale:
During the past two weeks looking through cross curricular outcomes between Art and other subjects I
was inspired to try and create a unit myself that would use this same approach. Being a music major I wanted
to try to connect Art to something I wasn't as familiar with to broaden my own horizons to gain a better
understanding of not only the Art curriculum, but science as well. I have always enjoyed camping and being
outdoors and have been passionate about not only educating myself about our environment, but others as well.
I thought by learning about nature and trees through Art would be a great way for students to get a hands on
approach to further their own understanding of our local environment. I also thought that by using the
techniques of frottage, students would be forced to physically go outside and make these connections beyond
the classroom. By incorporating printmaking and painting into this unit, the students will be able to expand
their own artistic and critical thinking skills. In regards to age appropriateness and differentiation, I have
chosen three very different forms of Art which will cater to all forms of skill and ability. The skill level and
techniques also progress further and further as the lessons go on starting with a quite simple technique known
as frottage, and eventually culminating with a painting project where students will be able to portray all
different levels of ability.
Lesson Plan Overview:
Lesson 1:
The main focus within this first lesson will be based on students exploring their own previous
knowledge on trees and the environment, as well as exploring local trees growing around the school. I will
also show different examples of artists who use nature and leaves within their own works such as Andy
Goldworthy, to show how we can parallel nature and science with Art. The lesson will start with a basic preassessment of student knowledge on why trees are important, and what types of trees grow within out
community. I will introduce basic 'Tree' vocab that the students will be required to know. Ex: Coniferous,
Deciduous, Needle, Broadleaf, etc... I will then introduce different artists and examples of art and nature as
well as describe the process of frottage to students and show multiple examples of this process on the smart
board by showing different artists examples as well as pass around examples that I have created. I will then
explain that we will be going outside to pick one leaf each to practice the art of frottage, and also try to
describe the tree and leaf that we use during the process of frottage. The students will be required to write
down three characteristics of their leaf, and incorporate it intro their piece.
Lesson 2:
The main focus within the second lesson will be to reinforce the vocabulary and techniques we
learned within lesson one in regards to describing trees and leaves, and continue to build on these techniques.
Within lesson 2 I will introduce the process of printmaking to the students and show a variety of different
examples on the smart board, as well as pass around examples that I have already made. After the students
have collected their leaves from the previous day they will participate in creating a variety of different prints
using a variety of different materials including acrylic paints and carving materials. Students will work
towards gaining a greater understanding of how to successfully create realistic prints of their leaves by learning
how to mix different colours of paint to achieve a desired result for their leaf print.
Lesson 3
Lesson three will be a culminating activity that will incorporate the past two lessons in terms of what
the students have observed both in frottage and printmaking, and the details associated with creating an
accurate representation of these different leaves, and also being able to identify certain characteristics of each
leaf drawing as well. The students will choose one of their own creations from the past two classes, either a
frottage piece or print they have already created, and try and duplicate that same piece through painting. After
students have finished their pieces they will share with a partner and provide any critiques for one another and
discuss how they achieved their finished product.
Assessments: The assessments for each of these lessons will be largely product based as each lesson
the students will have something to produce. I looked around for different Art rubrics and found one that
would be fairly all encompassing in regards to the learning outcomes I want for my students. I would use the

following rubrics a starting point for assessment for each of these projects as it addresses both formative and
summative observations.

Produces high quality Produces quality work

work

Produces acceptable
work

Produces inconsistent
work

Produces poor quality

work

Application of
Art concepts

Successfully applies
all concepts

Applies most
concepts

Applies some of the

concepts

Rarely applies
concepts

Does not apply

concepts

Participation

Always participates

Mostly participates

Sometimes
participates

Rarely Participates

Does not Participate

Use of
Materials

Always used
Materials
appropriately

Mostly used materials

appropriately

Sometimes uses
materials
appropriately

Skills

Rarely uses materials Does not use materials

appropriately
appropriately

Lesson #1: Frottage

General Description: The main focus within this first lesson will be based on students exploring their own
previous knowledge on trees and the environment, as well as exploring local trees growing around the school
through the use of observations and Frottage.
Objectives:
Science Grade 6:
GLO: Students Will...
610 Describe characteristics of trees and the interaction of trees with other living things in the local
environment.
SLO: Students Will...
1-Identify general characteristics that distinguish trees from other plants, and characteristics that distinguish
deciduous from coniferous trees.
2-Describe and classify leaf shapes, leaf arrangements, branching patterns and the overall form of a tree.
Art Grade 5/6:
GLO:
-Component 1: Students will study and analyze the individual character of natural objects or forms.
A-form can be examined analytically to see how the whole is composed of its parts.
F-Natural forms reveal many different structures; e.g., skeletal, spiral, orbital, radial, floating, grid,
fan, arch, concentric, faceted.
SLO: TSWBAT
-Further explore print-making materials and their uses and effects.
-Continue to use print-making techniques learned in lower grades.
Materials: Newsprint/PencilCrayons/Smartboard

Introduction: I will introduce the main idea of todays class by presenting some of the main essential questions
within this first class as a pre-assessment for the students along with some leading questions. I will discuss
with students that we will be starting to connect Nature and Art. I will show different examples Artists work
such as Andy Goldworthy and Tim Walker on the smart board and ask students to try and describe what they
see. This is when I will introduce certain vocabulary such as Coniferous, Deciduous, Needle, Broadleaf, and
evergreen to help students describe what they are seeing in regards to scientific terms, and texture, contrast,
value, and perspective to gain an artistic point of view as well. After this general pre-Assessment I will then
transition into the body by explaining the activity for today.
Tim Walker:

Andy Goldworthy:

Body: Once we have gotten through the introduction I will explain to the students that we will be going
outside to collect our own samples of these different types of leaves. I will ask the students to collect one
broadleaf from a deciduous tree, and on needle leaf from a coniferous tree and then return to the classroom and
sit down with their samples in their desks. After the students have collected their samples I will bring up the
following image and ask them to describe what they see and how the artist had achieved this image? This is
where I will bring up the process of Frottage and explain the project for today. The students will create a
rubbing of their leaf and provide three different characteristics of the leaf that they choose, for example, is it a
broadleaf or needle bearing leaf? Is it from a deciduous or coniferous tree? What colours are found within the
leaf? What shapes make up the leaf? Do you see any internal structure within the leaf? Etc...
*The Following Images were retrieved from Google Image search, 'Leaf Frottage'

Conclusion: Students will share their work with an Elbow partner and describe their rubbing to each other as
well as their observations they have made. I will then ask students some of the same questions at the start of
class to make sure the learning objectives were met. I will then take in their work to make a formal assessment
on this project based off of my rubric to gain a better understanding of where the students are, and to also
provide feedback to each student as well. I will also tell students to make sure they do not throw out their
leaves as we will be using them the next class.
Lesson 2: Print-making
General Description: The main focus within the second lesson will be to reinforce the vocabulary and
techniques we learned within lesson one in regards to describing trees and leaves, and continue to build on
these techniques. I will also introduce the concept of printmaking today and bring up more vocabulary to help
students describe this process.
Objectives:
Science Grade 6:
GLO: Students Will...
610 Describe characteristics of trees and the interaction of trees with other living things in the local
environment.
SLO: Students Will...
1-Identify general characteristics that distinguish trees from other plants, and characteristics that distinguish
deciduous from coniferous trees.
2-Describe and classify leaf shapes, leaf arrangements, branching patterns and the overall form of a tree.

Art Grade 5/6: GLO:

-Component 1: Students will study and analyze the individual character of natural objects or forms.
A-form can be examined analytically to see how the whole is composed of its parts.
F-Natural forms reveal many different structures; e.g., skeletal, spiral, orbital, radial, floating, grid,
fan, arch, concentric, faceted.
SLO: TSWBAT
-Make prints by using incised (carved orindented) surfaceswood, soap, wax, erasers, plaster of Paris, clay,
styrofoam
-Apply printing techniques to composition, including block-out techniques, combination of types of printing,
and use of more than one colour
Materials: Newsprint/paints/brushes/styrofoam/leaves/smart-board/pencils/etc
Introduction: I will start off with a quick pre-Assessment of the previous class in regards to the vocabulary
we had covered from the previous class, as well as the characteristics of the different Frottage pieces that the
students had created based off what was handed in. I will then hand back work from previous day. I will
explain that we will be building on this process today by creating multiple prints of our leaves using a number
of different materials. I will bring up the following prints on the smart-board and ask the students what they
notice about how the prints were made, and what they think the artist used to achieve these prints?
*The Following images were retrieved from Google image search, 'Maple Leaf Prints'

Body: I will then explain to the students once we have discussed the process of printmaking that we will be
using multiple materials today to create these prints. The first print we are going to create will be a multicoloured print we create by painting the leaf itself. We will then create another print by carving out the same
shape on a styrofoam plate. Students will be asked to mix a variety of different colours to achieve their desired
results.
Conclusion: Students will share their work with an Elbow partner and describe their print to each other as well
as their observations they have made. I will then ask students some of the same questions at the start of class
to make sure the learning objectives were met. I will then take in their work to make a formal assessment on
this project based off of my rubric to gain a better understanding of where the students are, and to also provide
feedback to each student as well. Again we will hold onto our actual leaves for the next lesson.
Lesson 3: Painting
General Description: Lesson three will be a culminating activity that will incorporate the past two lessons in
terms of what the students have observed both in frottage and printmaking, and the details associated with
creating an accurate representation of these different leaves, and also being able to identify certain
characteristics of each leaf drawing as well. The students will choose one of their previous pieces, whether it
be a rubbing or print, and try to re-create it just by using a paintbrush and either water colour, or acrylic paints.
Objectives:
Science Grade 6:
GLO: Students Will...
610 Describe characteristics of trees and the interaction of trees with other living things in the local
environment.
SLO: Students Will...
1-Identify general characteristics that distinguish trees from other plants, and characteristics that distinguish
deciduous from coniferous trees.
2-Describe and classify leaf shapes, leaf arrangements, branching patterns and the overall form of a tree.
Art Grade 5/6:
GLO:

-Component 1: Students will study and analyze the individual character of natural objects or forms.
A-form can be examined analytically to see how the whole is composed of its parts.
F-Natural forms reveal many different structures; e.g., skeletal, spiral, orbital, radial, floating, grid,
fan, arch, concentric, faceted.
SLO: TSWBAT
-Continue to strive for more sophistication in brush skills by using techniques learned in earlier years.
-Mix and use colour tones to achieve perspective.

-Use washes under and over painted images to indicate colour value from light to dark, and simulate
depth of field.
Materials: Newsprint/paints-Acrylic/water colour/brushes/previous prints/smart board, etc...
Introduction: My third and final lesson will once again begin with a pre-assessment of the previous classes to
gain a better understanding of where the students knowledge currently is in regards to what they have handed
in and the desired learning outcomes. I will then hand back previous work showing examplars of certain
students work of a specific quality. I will then discuss with the students that we will be working with free hand
painting today to try and re-create one of their previous works into a new piece. I will then bring up the
following two images to transition into the body.
The following images were retrieved from Google image search, 'Maple leaf Painting'

Body: Having these two image up on the board we will begin to discuss value, perspective, and the different
colouring that can be using to create these desired results. I will also begin to ask the leading questions that we
have been focusing on throughout the unit such as the type of leaf, shapes involved, how would we describe
this leaf, and what are the key structures that we need to focus on to create this final product? Once discussed,
the students will get their leaf that they have been working with, or a piece that they have already created and
try to replicate it free hand with either water colour, or acrylic paint.
Conclusion: Once finished, the students will get into groups of four and present their works to one another.
Once they have presented they will write at least two critiques on their peers work that describes the leaf they
did their painting on, and also any techniques they may have used as well. Once finished, the students will
hand in their works along with their critiques of their peers work to me for formal assessment. I will mark
their works once again using the rubric provided, then provide any constructive feedback I can to help further
engage student learning.

References:
1-Anthony, W. (2010, August 7). Uvic Native Plant Frottage. Retrieved from http://www3.telus.net/OnLineMusicWorldofWendy/PhotoGallery/EthnoBotany/
2-Nilsson,M. (n.d.). Pinterest Printmaking Ideas. Retrieved from
https://www.pinterest.com/Milla03/printmaking-ideas/
3-Cheung,C. (n.d.). ART 102 Cheung's blog. Retrieved from http://cheungsblog.blogspot.ca/
4-Neil,L.C. (n.d.). Daily Painters. Retrieved from http://www.dailypainters.com/paintings/52377/MapleLeaf/L-C-Neill
5-Vraines,J. (n.d.). Daily Painters. Retrieved from http://www.dailypainters.com/paintings/47544/MapleLeaf/Jennifer-Vranes
6-Walker,T. (n.d.). Tim Walker Photography. Retrieved from http://timwalkerphotography.com/
7-Goldsworthy,A. (n.d.). Morning Earth. Retrieved from http://www.morningearth.org/ARTISTNATURALISTS/AN_Goldsworthy.html
Critique from Janice Rahn:
I like the idea of taking a single subject for all three lessons to teach about that subject in Science and
to explore different media in art. You could end the unit with painting trees, Mondrion would be a good artist
to look at. He painted trees for years and gradually astracted them into horizontal/vertical lines and colours.