March - April - Storybook Print

Materials:

styrofoam sheets

brayers

pencils

paper

paper plates

scrap paper

book of you choice

Approx. times are based on only 1 or 2 adults involved. 1 parent per table for this project would by ideal.

Classroom Prep before class begins (approx 15 min)

•Pull chairs down for number of tables needed

•put down scratch paper in front of each chair

•put down scratch paper in center of table - and 1 acrylic sheet on top of the paper

•rollers at each table

Intro Period (If possible consider doing this in the classroom. When the kids get into the art room, the energy level goes way up! Starting in the classroom is a good mellow place to discuss the project and do some foundational work - which I think is well placed for this project. ) (Time: approx 15-20 min; Materials: Bring paper, pencil and styrofoam sheets from art room if working in the class)

Here you have several options based on experiences made by previous art docents:

Option 1: Inspiration

•Discuss concept of "Inspiration"; ask class what that word means; solicit lots of discussion; conclude with the idea that inspiration is something you see, hear, feel, taste -- something you observe with your senses that gives you an idea -- or "inspires" you to take an action - like creating something

•Discuss how artist often use "inspiration" to create their works of art; you can use examples of art work, for example Gaugin being influenced by his time in Tahiti

• Introduce the "Inspiration" for today's art project - "The Polar Express (or any other book"; ask class who has read the book or seen the move, who likes the book, etc. - this age group seemed to love the book/story - it wasn't too young for them at all - was a good choice; then hand out paper and pencil to the kids and told them that they were going to listen to me read the story and while they listened to please draw what comes to mind from the story - draw what "inspires" them from the story; discussed how there is no right/wrong - whatever they draw is great - may reflect the imagery from the story or it may not

• Read "The Polar Express" out loud and kids drew while I read; PIN QUIET during this - everyone hard at work - I don't think they would have been as focused if we did this part in the art room; kids enjoyed sharing their sketches at the end of the story and brief discussion of what the story inspired them to draw; most kids drew direct imagery from the story - was really looking for an example of someone who was inspired to go in an entirely different direction - a couple kids drew patterns - like circles across the page which was snow falling - thought that was pretty cool

Option 2 Storytelling with Illustrations

1. Explain that looking at a picture can create a story in our minds.

Show students a sample illustration from a large picture book of your choosing, preferably one that is unfamiliar to students. Cover up the text so that the students are focused on the illustration.

2. Discuss with students which elements of the story they can discern simply by looking at the picture. Can they identify who the characters are and what they might be like? What about the setting? Where or when might the story take place? Can they describe the action that is taking place? Can they guess what one or more of the characters is feeling and/or thinking?

3. Flip to the next page, again covering up the text. Based on the second illustration, see which ideas about the storyline seem to be correct. Can students discern something more about the storyline? What elements of the illustrations are most helpful in figuring out information about the story? Discuss specific techniques the illustrator used to “tell” the story. If students

are having trouble coming up with specific techniques, point out facial expressions on characters, actions, body language, gestures, or clothing that help reveal information about the characters or action of the story.

4. Now explain that just as looking at a picture can create a story in our minds, listening to a story creates a picture in our minds.

5. Read aloud a short excerpt from a book of your choosing. Do not share the bookʼs illustrations, but instead, have students listen carefully, and then create an illustration to go with the text.

6. If there is time: allow students to share their illustrations. Have students explain why they chose to depict what they did, and how the picture correlates with the story they just heard. Explain that pictures, or illustrations, are an important element of storybooks, and they can help us understand the elements of the story, including the characters, setting, and plot. Point out that illustrations can also provide valuable clues when one gets "stuck" on a word one doesnʼt understand.

Sketch the image on the foam sheet - Encourage the kids to spend some time on this - careful to get the groove nice and deep but not punch hole through foam; No problems with punching hole thru foam; Tell kids not to use words, letters or numbers as they will be reversed. Some kids wanted to start over- and were able to use the back of their foam; Kids that finished before others were instructed to retrace their image to make sure it was deep enough, etc.; walked around during this period - tables were generally quiet and working well

Print Making in the Art Room (Time: approx 20-30 min; Materials - set up in advance) Have the kids take their foam sheets to the art room - which was prepared in advance.

• What is a Print discussion - very brief! - solicit answers to this question - who has done this before? etc; describe the process to them in general, used the term "MATRIX" which from my brief research is the term for the item that the print is made from in this case the foam sheet; Also talked about how the image in a print is reversed; talked about how 1 matrix can make many prints;

Make the prints -

Option 1 Stations Set up tables with different colored ink and paper (light ink/dark paper, dark ink/light paper etc. ) at each table and have the kids rotate through the tables;

Option 2 Same ink color at every table

Have kids stay at their table. Choose one ink color for everyone to use and have them try it on different paper colors.

1.Put a spoon full of block printing ink on each paper plate and spread with roller. 2. Put foam sheet on scrap paper and roll ink over surface of foam sheet 3. Carefully pick up foam sheet and place ink side down onto construction paper, put another clean piece of scrap paper on top and press down being careful not to move foam sheet.

4. Peel off scrap paper and foam sheet carefully and reveal the print. 5. Write name and put on drying rack.

At this point energy level can get a little too elevated; Once the kids had made a couple prints the table could get a little disruptive -

TIP: once their prints are done have them sign and set on the drying rack - then immediately get them going on cleaning up - avoid any extra time with the ink/rollers at the tables - get them cleaning up their table and themselves right away.

Clean Up (approx 10 min with class + 10-15 min after class just me)

Get the kids to help! Throw inky scratch paper and foam in trash; put rollers and acrylic in sink; ink cleans up well - and depending on how well the "Tip" above worked, you will definitely have some amount of ink on tables/chairs/floors to clean up - set the kids on wiping it up with paper towel and water - everything cleaned up great! Kids can work on rinsing the rollers/acrylics if there is enough time - I finished this job myself afterward.