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  • PRINTMAKING
    FOR DISTRICT 75

    a note about art projects adapted to special ed populations: Enabling the students to independently explore art materials through sensory-motor investigation takes precedence over expecting the students to create a cognitive product. Some of the courses allow for more pure material exploration (painting, paper sculpture, collage, sculpture), others are more likely to result in a cognitive product (bookmaking, personal power banner), while others naturally combine both (printmaking, drawing).

    Introduction of concepts and vocabulary is calibrated to the language skills and developmental levels of the students in each individual school and classroom. It should be noted that artistic concepts (figure/ground, absorbency, transparency, opacity, viscosity, etc.), though not explicitly discussed in a lesson, can be experienced by the students as they explore the art materials introduced by the Teaching Artist.

    This course explores a two-step process that is used to create an artistic product called a print – first the production of the original, followed by the reproduction through printmaking. Students will observe and explore the cause-effect methodology of this process. They will explore sensory aspects of art materials used to create the originals and prints, and make decisions about shape, line, color as they transfer their designs to the print surface. They will be introduced to a number of printmaker’s tools and related vocabulary. Students will use a repeated process, and observe the differences in results, based on different choices they make in materials and their own process. They will mount finished prints, and show their artwork to their classmates.

     This course can be adapted to all special ed populations, based on the many sensory aspects of the process of printmaking.

     This course promotes sensory-motor exploration, decision making and fine motor skills.