4 sessions; 40 minutes per session

1. SWBAT create a collograph portrait.
2. SWBAT use the collograph to create a texture rubbing.
3. SWBAT use the collograph as a printing plate.
4. SWBAT add to the collograph plate with oil pastels in a fashion ispired by the Fauves.

1. Cardboard
2. Elmers liquid glue all
3. Scissors
4. Printing Plate
5. Inking tray
6. Block print ink
7. Brayer
8. Baren
9. 9"x12" paper ( 2 pcs. one white, one colored printing paper)
10. Oil pastels
11. Construction paper (x3)

Need these materials? Visit Blick!

Introduce portraits - show variety of examples.
Compare portrait and self portrait.
1. Create collograph out of cardbard and glue.
2. Cut cardbard shapes into smaller pcs. and layer to create detailed design.
3. Use crayons and white paper to create a texture rubbing of the collograph plate.
4. Use block printing ink, paper, brayer, baren and inking tray to create a print of the collograph.
5. Use oil pastel on the dried collograph plate and apply color in a manner that is inspired by Henry Matisse and the FAUVES.
6. Mount each piece on construction paper.
7. Group 3 pieces together.

Students will recieve a project response sheet. They will be asked to reflect on the processes and the project. They will be asked to describe the printing process, define a portrait, collograph and print. They will be asked to reflect on what they felt they did well and what they believe they could do better on.

My 7th grade artists really enjoyed making the collograph. They were excited to see the texture rubbing and then create the print. They learned about the Fauves and added oil pastel to the dried collograph. The commented on the different effects the same subject matter had in three different forms. This led to a great discussion on choice of media and how it can affect outcome of the project.

[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

[5-8] Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work

[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks

[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art

[5-8] Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures

[5-8] Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context

Henri Matisse

Fauvism

Color/Value, Contrast, Emphasis, Proportion/Size, Shape, Texture, Unity/Harmony, Variety

Crayon, Ink, Paper, Pastel, Printmaking