Interdisciplinary+Unit+Plan

=PEN & INK ESSENTIALS = media type="youtube" key="4rhUEPK2WUE" height="385" width="480" align="center"

= Pen & Ink Lesson plan =


 * UNIT:** Drawing - Pen and Ink
 * Lesson:** Hidden Images - Pen and Ink Techniques
 * Grade Level:** High School Art 1 (adaptable to middle school)

__**Overview:**__ This experience is used to introduce ink technique. In addition it is used to foster and encourage creative image making. (I also teach how to measure with it)

__**Preparation:**__ Art teacher needs to collect a variety of richly drawn ink drawings. My resources started with old children’s illustrations. Students will be learning techniques (stippling, cross hatching) so look for images made with these marks. The larger the collection, the more choices the student has. Then go to the photo copy machine and make several copies. Keep your originals. Cut interesting pieces out of each page. Do not cut up a whole page as there are some students who have a need to reassemble the image and end up off task. Selectively look for ½ a face, a leg, etc. Break images up so they tantalize the viewer. Use small boxes such as plastic shoe boxes to put the bits in (1” x1” irregular shapes) and set up 5-6 boxes for students to select from.

Cut up pen and ink photocopies (approximately 1" pieces), glue sticks, smooth white paper (with out any tooth), Rulers, plastic triangles, pencils, inking pens, India ink, or fine line black pens.
 * __Materials:__**

__**Procedures:**__ Before they start students first practice small simple value bars using hatching, cross hatching, stippling, slow dotting, squiggling, zig zag lines. Expect three or more values of gray from each. Then the student measures out a square that can be 4”x 4” 5”x 5” or 6” x 6”. The size depends on the amount of time you want to invest in the unit. Students select 2 to 3 bits and glue the bits spread apart in the square. The words “hidden” and “camouflage” are used to explain how first they need to mimic the marks along the edges of the square, using pencil. Then switching to ink. As they enter the blank areas, I ask them to engage their imagination and begin to fill the space with random images and patterns and words merging and hiding the bits really well. They are asked to use a wide variety of the mark making. We discuss as they go along, how careful placement of small areas of solid black can strengthen the images. Some years we have a theme.

Critique finished work.

__**Evaluation:**__ They have a rubric at the beginning setting out the expectations

__**Rubric**:__ How successful was the artist in concealing the glued squares? 4 3 2 1 0 Did the artist use a variety of values and textures using ink? 4 3 2 1 0 Creativity Factor. Are the areas between the glued squares rich and interesting to view? 4 3 2 1 0 Measurement: Has the art work been measured accurately? 4 3 2 1 0



//Sample Rubric (adapted from Marianne Galyk)//

__**National Standards:**__
1. Understanding and applying media, techniques, and processes

are carried out in their artworks
 * Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions

2. Choosing and evaluating a range of subject matter, symbols, and ideas


 * Students select and use subject matter, symbols, and ideas to communicate meaning

3. Reflecting upon and assessing the characteristics and merits of their work and the work of others

=[|PRINTMAKING] =

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=How to make a [|CLAY WHISTLE] =

Video on Clay Whistle making
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 * For more Art projects based on the Constitution and The American Revolution years visit: