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Middle [6th-8th] Lesson Plan

Endangered Species Printmaking

Created on May 23, 2021 by KatieMorris

Students learn about methods of printmaking and make their own print of endangered species inspired by Andy Warhol’s series.

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7 sessions; 45 minutes per session

1.The students will understand and be able to answer questions about relief and intaglio printmaking.
2.The students will read and answer questions about Andy Warhol’s Endangered Species prints and the history of the Endangered Species Act of 1973.
3.The students will research and collect facts about a threatened or endangered species.
4.The students will generate and conceptualize a plan for a print depicting the animal they researched that communicates an idea.
5.The students will set a goal for their artwork and develop criteria for how they will know they have achieved their goal.
6.The students will create multiple prints and experiment with methods using their printmaking plate.
7.The students will reflect on and explain their artwork in writing.
8.The students will prepare a display of their artwork, the facts about their animal, and their written reflection.

1.Polyfoam printmaking plates (we used 9x12 cut in half)
3.Wood styluses
4.Water-based markers
5.Drawing paper, cut larger than foam
6.Mixed media: construction paper, tissue paper, paint
7.Relief ink
9.Water and sponge

Need these materials? Visit Blick!

Day 1: Students watch videos about relief and intaglio printmaking and answer questions about it.
Day 2: Students read about Andy Warhol’s Endangered Species then choose an animal to research. Students answer questions about the reading & research before brainstorming and planning for a print depicting an endangered species that will communicate an idea. The teacher will discuss the concepts of images communicating ideas and students setting a goal for their artwork. Students will write down a goal and how they will know if they have met it.
Day 3: Students finish planning for their prints. The teacher will demonstrate transferring the image to the plate by layering the paper over the foam and tracing the image. The drawing will be pressed down into the plate. Students can use a pencil or wood stylus to add more details such as lines, patterns, textures by drawing into the plate. The teacher will demonstrate using markers to make a relief print. Water-based markers will be used to add color to the raised parts of the plate. Paper will be moistened with water before being set on top of the plate and gentle pressure applied to transfer the image.
Day 4: Students will add color to their plates and make multiple prints.
Day 5: Students will have the opportunity to experiment with prints, applying relief ink to the plate and printing on top of painted papers, papers layered with collage, or drawing on top of their dry prints.
Day 6: The students will design a document that has their written reflection/explanation of their artwork as well as 3 interesting facts about their animal. The students will prepare prints for display along with their document. The class will discuss what they hope viewers will learn/think/understand when viewing the display and prepare any additional materials they think would be useful.
Day 7: The students will help to hang the group display of endangered species before discussing the impact. The students will participate in a constructive critique of the artwork on display.

1.Khan Academy Printmaking Videos
2.Questions about Khan Academy videos
4., shortened
5.Endangered Species questions, research, planning sheet
7.Display of facts and reflection student template


Visual Arts Standard 1:
Understanding and applying media, techniques, and processes

[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices

Visual Arts Standard 2:
Using knowledge of structures and functions

[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas

Visual Arts Standard 3:
Choosing and evaluating a range of subject matter, symbols, and ideas

[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks

Visual Arts Standard 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others

[5-8] Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry

Andy Warhol

Color/Value, Line, Shape, Space