Collograph Prints Inspired by Louise Nevelson

Grade: 3
By: Mrs. Hernandez
Unit 2: Art is a Creative Form of Communication
Duration: Approx. four 45 minute periods (4 weeks)
Motivation/Hook: Students will be excited to work in the abstract style of Louise
Nevelson, as well as creating prints. Printmaking seems magical to students at this age.
Objectives: The student will
1. view and discuss the non-objective relief sculpture of Louise Nevelson
(Analyzing, Evaluating & Understanding Blooms Taxonomy)
2. build a relief plate and create a print from their plate (Creating Blooms
Taxonomy)
3. Design a non-objective 2-D artwork (Creating Blooms Taxonomy)
Essential Question:
1. What do you see in non-objective art?
Fulton County Objectives Covered:
Meaning and Creative Thinking
VA3MC.1 Engages in the creative process to generate and visualize ideas.
a. Uses a visual/verbal sketchbook for planning and self-reflection.
Contextual Understanding
VA3CU.2 Views and discusses selected artworks, cultures, and artists to include a
minimum of six artists/cultures per year (one of which should include a Georgia artist or
art form).
c. Recognizes media and technique.
Production
VA3PR.1. Creates artworks based on personal experience and selected theme.
b. Combines materials in new and inventive ways to make a finished work of art.
VA3PR.2 Understands and applies media, techniques, and processes of two-dimensional
art processes (drawing, painting, printmaking and mixed-media) using tools and materials
in a safe and appropriate manner to develop skills.
a. Creates drawings and paintings with a variety of media.
b. Creates prints using relief printing techniques (collograph)
f. Creates works of art that demonstrate an awareness of positive and negative
space.

Assessment & Reflection

VA3AR.1 Discusses his or her artwork and the artwork of others.
b. Distinguishes between 2-D and 3-D forms.
Connections
VA3C.2 Develops life skills through the study and production of art.
a. Manages goals and time.
b. Works in teams.
f. Takes care in craftsmanship
g. Adapts to change

Vocabulary:
Louise Nevelson Born in Russia; 1899-1988; American sculptor known for her
monochromatic wooden wall pieces and outdoor sculptures
Non-objective Art having no recognizable subject other than color, shape, and line
Relief artwork that is 3-D but only has a little depth such as a mask or relief sculpture
2-D Art Flat artwork such as drawings and paintings, has height and width
3-D Art such as sculptures, has height, width, and depth
Collograph Printing technique made by gluing objects to make a relief plate and then
printing from that plate
Printmaking transferring one original image to paper using ink or paint
Positive Space all the stuff in an artwork
Negative Space all the empty space around all the stuff in the artwork

Materials:
Cardboard squares or rectangles about 6 x 8
Paper for printing about 9 x 12
Printing Ink
Brayers
Trays to roll out ink onto
Pencils & erasers
Sharpie Markers
Cleaning supplies for washing hands and tables
Nearly flat found objects such as buttons, yarn, burlap, popsicle sticks, etc.
Containers to hold found objects
Glue
Scissors
Sketchbooks
White drawing paper 9 x 12
Sharpie markers
Crayons or color pencils

Resources:
Teacher or student made examples of project
PowerPoint Presentation about Louise Nevelson, non-objective art, positive/negative
space, and 2-D, 3-D, & relief art
2

SRA Connections Textbooks Level 3

Fulton County Curriculum Guide
Worksheets on positive/negative space, and 2-D v. 3-D v. relief art
http://www.moma.org/explore/collection/ge/techniques/index (A great short break down
of different printmaking techniques)

Procedure:

Week 1:
1. The teacher will begin the lesson with a brief discussion about Louise Nevelson
and non-objective art via PowerPoint Presentation. Questions to ask during this
presentation are:
What do you see in non-objective art?
What is the difference between 2-D and 3-D art?
What is the difference between 3-D and relief art?
What is positive space?
What is negative space?
2. The teacher will check for understanding to make sure that students know the
difference between positive and negative space.
3. Next, the teacher will model how the students will create their relief plate using
found objects. During this demonstration the teacher will ask the questions:
Is this positive or negative space
Is this 2-D, 3-D, or relief sculpture
How is our artwork like Louise Nevelsons?
How is our artwork different from hers?
These questions will help reinforce topics discussed earlier.
4. The students will use the remaining time to glue objects onto their cardboard plate
to create a printing plate with equal interesting positive and negative parts.
5. The teacher will help students with this task.
6. At the end of class, the teacher will monitor clean up and line up procedures, and
add up points to pass out art money and pick a treat if time permits.
Week 2:
1) The teacher will briefly review non-objective art, positive & negative space, and
2-D v. 3-D v. relief art with the class.
2) After this brief review, the teacher will model how students will create a print
from their plate.
3) Students will help the teacher create a flow map to help them create their prints by
following the steps.
4) Students will create their prints. Students will work in teams of their table groups
to create their prints. Each student will take turns to individually make a print. If
students are watching they must help instruct and monitor to make sure they are
successful. If a student was absent to make a plate they may print last off of
another teammates plate.
5) The teacher will monitor cleanup of printmaking.

6) After students cleanup they will next get their sketchbooks and practice sketch
creating 2 different non-objective drawings.
7) At the end of class the teacher will monitor cleanup and line up procedures, and
add up points to pass out art money and pick a treat if time permits.
Week 3:
1) The teacher will review previous material discussed with the class.
2) After the brief review, the teacher will show good examples of non-objective art
with the class, as well as model coloring with crayons and markers.
3) Students will finish practice drawing 2 different non-objective artworks in their
sketchbooks and then have the teacher check their work.
4) Students will choose their favorite design to draw on paper and begin to color.
5) At the end of class the teacher will monitor clean up and line up procedures, as
well as add up points to pass out art money and pick a treat if time permits.
Week 4:
1) The teacher will demonstrate once more how to color neatly with crayons and
markers.
2) The students will finish their 2-D non-objective artwork.
3) If students finish early they may choose one activity.
4) At the end of class teacher will monitor clean up and line up procedures, as well
as add up points to pass out art money and pick a treat if time permits.
Assessment
Students will receive formative assessment through discussion, questioning, and
observation. The student will receive summative assessment on their relief print, nonobjective drawing, and practice drawing graded by rubrics.
Differentiation/Extensions:
Students will select what found objects they want to use in their relief plate
Students will decide where to glue their found objects on the plate
Students will work in teams/groups to help ensure each students is
successful in completing their collograph prints (struggling students will
receive extra help from other students and the teacher)
Early finishers can choose one activity: 1. Creating a 3-D sculpture with
blocks, 2. Creating a non-objective artwork with pattern blocks, or
3. Drawing negative space surrounding objects in their sketchbook instead
of drawing the positive space
Technology Component:
The teacher will deliver instruction via PowerPoint Presentation on the projector
and document camera
The class can watch the MOMA video about printmaking if time permits
Between weeks 1-2, Ms. Daniels class will come to the media center and work
with Ms. Patterson on learning Tellagami. They will work in groups to make a

Tellagami which describes 2-D, 3-D, and relief sculpture. This activity will be
one 45 minute session and will cover the standard VA3AR.1b.
Rigor/Differentiation:
Less advanced students will need extra assistance from the teacher or other
students to help complete the print correctly, and will design less detailed and
interesting plates/non-objective artworks
On level students will build more interesting plates and need less assistance from
the teacher to make a print, and should be able to design a non-objective artwork
with little help
Advanced students will help other students make a print because they can do it on
their own, and they will design great and interesting non-objective artworks
Practice non-objective drawing Rubric:
A = I practice drew 2 or more non-objective drawings in my sketchbooks
B = I practice drew 1 non-objective drawing in my sketchbooks
C = I practice drew but it was not non-objective
F = I did not practice draw anything

Third grade Collograph Rubric

Name____________________________________
Objective:
Did the student create a
non-objective relief
plate from found
objects?
Did the student create a
print from the relief
plate?
Did the student have
good craftsmanship in
his or her artwork?
Did the student use good
time management?

1 Point

2 Points

No

No, none
No, my work
looks very
sloppy and
messy
No, I did not
finish the
plate or the
print

3 Points
Yes

I tried but did not

make a print
correctly
Some looks neat and
some looks sloppy

Yes, I made a print

correctly from the
plate
All of my art has
good craftsmanship

I almost finished my
work

Yes, I finished both

the plate and the
print

Grading Scale:
11-12 = A
10 = B
9 =C
48=F
I got ________/12 points, so my grade is a(n) = ______________

Comments: ______________________________________________________________
____________________________________________________________________

Third grade Non-Objective Drawing Rubric

Name____________________________________
Objective:
Did the student create a
non-objective drawing?
Did the student have
good craftsmanship in
his or her drawing?
Did the student use good
time management?

1 Point

2 Points

No
No, my work
looks very
sloppy and
messy
No, I finished
less than 50%
of my
drawing

3 Points
Yes

Some looks neat and

some looks sloppy

All of my art has

good craftsmanship

I almost finished my
work

Yes, I finished 100%

of my drawing

Grading Scale:
9 =A
8 =B
7=C
3-6 = F
I got ________/9 points, so my grade is a(n) = ______________

Comments: ______________________________________________________________
____________________________________________________________________

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