Adinkra Collaboration
Unit: Culture in the Classroom
Grade level(s): 6th
Medium: Printmaking
Suggested Time: 50 Minutes
Instructional Objectives (2-3):
The student demonstrates advanced control with media, techniques, and processes when creating two- and three-dimensional works of art.
The student uses art materials, tools, and protective equipment safely in the appropriate time, place, and manner.
The student identifies and discusses the ways in which symbols and styles communicate meaning in art.
Elements of Art (1-3) line, color, shape, form, space, texture, value
Principles of Design (1-3) repetition, pattern, movement, balance, emphasis, contrast, unity
Materials and Equipment:
Erasers
Black Construction Paper 11x14
Ex-acto knives (look for possible safer option)
Brayers
Foam Trays
Speedball ink
Rulers
Pencils
Vocabulary (4-5):
Design - A visual plan, organization or arrangements of elements in a work of art
Edition – Set of prints made from the same plate
Free Form Shape - Unique shapes without given names
Mono-print - A print made in an edition of one, often from a painting made on a non-absorbent surface
Printmaking - The design and production of pints by an artist
Art Production (based on Madeline Hunter model)
1. Anticipatory set
2. State objectives
3. Input: art history, instructions
4. Demonstration, modeling
5. Check for understanding
6. Guided practice
7. Independent practice
8. Closure
Art History / Resources (2-4):
http://www.adinkra.org/htmls/adinkra_index.htm
http://africanhistory.about.com/library/weekly/aaAdinkra.htm
Aesthetic Questions (1-2):
What relationships do the symbols have to one another?
How does color factor into meaning?
Art Criticism / Analysis Questions (3-5):
Is there a clear relationship between symbol and event?
How does working in a collaboration change the meaning of each piece?
Even though Adinkra Symbols are used in textiles, does it translate well in printmaking?
Evaluation Criteria (should relate to objectives):
Content
-The student demonstrated advanced control with media, techniques, and processes when creating two- and three-dimensional works of art.
-The student used art materials, tools, and protective equipment safely in the appropriate time, place, and manner.
-The student identified and discussed the ways in which symbols and styles communicate meaning in art.
1-2-3-4-5
Creativity
-Student’s symbol is clearly related to event and intricate.
1-2-3-4-5
Craftsmanship
Printing is neat with a solid stamp and uses correct amount of ink.
1-2-3-4-5
Completion
Student participated in printing and discussion.
1-2-3-4-5
Grade level(s): 6th
Medium: Printmaking
Suggested Time: 50 Minutes
Instructional Objectives (2-3):
The student demonstrates advanced control with media, techniques, and processes when creating two- and three-dimensional works of art.
The student uses art materials, tools, and protective equipment safely in the appropriate time, place, and manner.
The student identifies and discusses the ways in which symbols and styles communicate meaning in art.
Elements of Art (1-3) line, color, shape, form, space, texture, value
Principles of Design (1-3) repetition, pattern, movement, balance, emphasis, contrast, unity
Materials and Equipment:
Erasers
Black Construction Paper 11x14
Ex-acto knives (look for possible safer option)
Brayers
Foam Trays
Speedball ink
Rulers
Pencils
Vocabulary (4-5):
Design - A visual plan, organization or arrangements of elements in a work of art
Edition – Set of prints made from the same plate
Free Form Shape - Unique shapes without given names
Mono-print - A print made in an edition of one, often from a painting made on a non-absorbent surface
Printmaking - The design and production of pints by an artist
Art Production (based on Madeline Hunter model)
1. Anticipatory set
2. State objectives
3. Input: art history, instructions
4. Demonstration, modeling
5. Check for understanding
6. Guided practice
7. Independent practice
8. Closure
- Welcome class, I would like for you to think about some important events that have happened in your life so far and writing them down.
- Today, we will be exploring Adinkra culture and their symbols. Then we will make of our symbols for a group collaboration project.
- Hand out Adinkra worksheet. Allow for discussion and students to develop symbols.
- For the next step, we are going to be creating our stamps. This is where we need to be careful and take our time. Draw your symbol on your eraser, carefully cut around your shape, and cut around each side. (Demonstrate)
- Student application. Walk around checking for safety and students in need of help.
- Next I would like for each of you to pick at a color that matches the meaning of your symbol and set up a printing station at your seat. (Paper already on desk. Trays and brayers in table middle)
- Each student gets a black piece of paper, puts their name on the back and creates a border.
- Papers will be passed around to each student station. Encourage grid and turning stamp.
- Once papers make complete rotation, hang on racks to dry and clean up stations. Lay down new paper and place trays off to side for next class.
- Class discussion over success of project, difficulties, and meanings. Allow for students to pick up work the next time of meeting or at end of day. Dismiss.
Art History / Resources (2-4):
http://www.adinkra.org/htmls/adinkra_index.htm
http://africanhistory.about.com/library/weekly/aaAdinkra.htm
Aesthetic Questions (1-2):
What relationships do the symbols have to one another?
How does color factor into meaning?
Art Criticism / Analysis Questions (3-5):
Is there a clear relationship between symbol and event?
How does working in a collaboration change the meaning of each piece?
Even though Adinkra Symbols are used in textiles, does it translate well in printmaking?
Evaluation Criteria (should relate to objectives):
Content
-The student demonstrated advanced control with media, techniques, and processes when creating two- and three-dimensional works of art.
-The student used art materials, tools, and protective equipment safely in the appropriate time, place, and manner.
-The student identified and discussed the ways in which symbols and styles communicate meaning in art.
1-2-3-4-5
Creativity
-Student’s symbol is clearly related to event and intricate.
1-2-3-4-5
Craftsmanship
Printing is neat with a solid stamp and uses correct amount of ink.
1-2-3-4-5
Completion
Student participated in printing and discussion.
1-2-3-4-5