1. Using a sharpie, draw a curved/wavy line that starts and stops on one of the short sides of the Styrofoam piece.
- Repeat with one of the long sides.
2. Cut out the shapes created on each side and move it directly across to the opposite side and attach with tape. Make sure not to twist or flip any pieces. It should create a sort of puzzle piece.
3. Examine the new shape of the styrofoam and find an image/images in it.
-Students may want to trace the shape onto scratch paper to brainstorm.
4. Draw the image and details on the Styrofoam piece using sharpie and color in. The more detail the better.
5. Use a pencil to carefully indent the areas that will remain white when printing.
6. Use a brayer to roll ink across the foam plate and place it face down on multimedia paper.
- carefully remove the plate, leaving the image on paper.
7. Repeat the process by placing the next image directly next to the previous one. They will fit like puzzle pieces, top to bottom, and side to side.
8. After allowing time to dry, color in just one of the printed images using watercolors. Be careful not to paint across the ink, as it is water soluble. (This step is optional, and could also be increased in paint all areas of the print.)
Success if dependent on student's ability to follow directions.
Work will be judged on craftsmanship, neatness, and willingness to do best original work.
Students' tessellations should have all details repeated within each repetition. Ink should be consistent.
Edit 2/19/18 Added PowerPoint with a little history on Escher and directions for project.
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
Visual Arts Standard 2: Using knowledge of structures and functions
[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
[9-12 Advanced] Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[9-12 Advanced] Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[9-12 Advanced] Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[9-12 Advanced] Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[9-12 Proficient] Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis
[9-12 Proficient] Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences
Share!
Comment!