BOOK IN A BOX – Monotype Printmaking

Students create a monotype print and use it to make the cover of a box that contains the accordian folded pages of a book.

Required Time

120 Minutes

Grade Level

Grade 1 to Grade 6

Subject

Language Arts
Mathematics
Science
Social Studies
Visual Arts

Vocabulary

colour contrast line monotype pattern repetition

Materials

Cardstock 8.5 x 11 Sheets Small Sponge Crayola Watercolour and Marker Paper Overhead Transparency Water Containers Ruler

Shop Crayola Products

Marker & Watercolour Pad, 60 Sheets

Steps

Step One

Draw an X from one corner to the other on the back of the cardstock paper.

Step Two

Fold one end of the paper into the centre of the X. Make sure the edge of the paper lines up with the centre of the X. Make a good, crisp fold.

Step Three

Fold one side of the paper into the centre of the X. Make sure the edge of the paper lines up with the centre of the X. Make a good crisp fold.

Step Four

Repeat the folds on all four sides of the paper.

Step Five

Make sure you have made good crisp folds.

Step Six

Open up all the folds and place the paper on your desk with the X facing down. Place the overhead transparency on top of the paper. Make sure it lines up with the outer edges of the paper.

Step Seven

Use markers to draw your picture on the overhead transparency. If you make a mistake you can remove it with a damp tissue. The folds have created lots of rectangles. The four outside corners will not show once the box is made. The top of the box will be the inside rectangle. The sides of the box will be the outside, middle rectangles.

Step Eight

Remove the transparency drawing from the paper. Use a small sponge to dampen the paper.

Step Nine

Make sure the transparency drawing has the marker side facing up. Place the dampened paper on top of the transparency and gently rub the entire surface of the paper.

Step Ten

Remove the paper from the transparency.

Step Eleven

Place the paper in the vertical or portrait position. Cut along the folds on each corner. Stop when you get to the horizontal fold. You will make 2 cuts on one end of the paper, and 2 cuts on the other end.

Step Twelve

Put glue on the outside corner rectangles.

Step Thirteen

Fold the 2 outside rectangles into the middle of the paper and join them together. Apply lots of glue to the outside, middle rectangle.

Step Fourteen

Glue the middle rectangle to the two smaller rectangles and fold the top edge over. Glue it into place.

Step Fifteen

Repeat for the other end of the box.

Step Sixteen

To make the bottom of the box, first trim 1 cm off one long end and one short end of the cardstock paper. Then repeat the process you followed for the top. Do not illustrate the bottom of the box.

Step Seventeen

Cut the Watercolour and Marker paper into four 11.5 cm x 14 cm (4.5" x 5.5") strips. Glue the strips together at the short ends to make one long strip of paper.

Step Eighteen

Fold one end of the long strip of paper in 11.5 cm (4.5"). Continue making uniform accordian folds until the entire strip is folded.

Step Nineteen

Glue one end of the accordian folded paper into the top of the box, and the other end into the bottom of the box to complete your book. (Make sure you do all your writing and illustrating on the pages before gluing the folded paper into the box.)

Step Twenty

Learning Goals

Students will be able to:

Create a monotype using marker and water printmaking techniques;
Create a book in a box;
Use line and colour to illustrate the cover of their book;
Demonstrate technical accomplishment and creativity; and
Support their ideas with evidence found in the works.

Extensions

Have students experiment with different sizes of box and a variety of techniques to make books on different topics.
Have children work with another class to share their stories and teach their peers how to make a similar book.

Prepare

Prior to this lesson have children experiment with monotype printing using markers and water.
Choose a topic for the book children will make and gather images to support it. For example, for a book about animals download some images of a variety of animals and bring animal books into the classroom so students may refer to them when they are designing their book cover.
Gather enough overhead transparencies for each student to have one. (Use the write on transparencies. If you cannot get them a piece of clear plastic tablecloth cut to size will work nicely.)
Create a sample.

Introduction

Show students a variety of books.
Discuss the way the covers are illustrated.
Talk about how the illustrations helps the viewer know what the book is about and how it invites a reader to want to choose the book.
Make a list of characteristics of the book covers that appeal to them the most. During the discussion draw attention to the use of colour, line, pattern, and space.
Explain that they are going to create a book in a box. The cover of their book will be the top of a box.
Show them your exemplar.

Activities

The Challenge

Create a monotype print using marker and water techniques.
Create a book in a box.
Use line and colour to illustrate the cover of your book.
Demonstrate technical accomplishment and creativity.
Support your ideas with evidence found in the works.

The Process

Have students make 4 thumbnail sketches of possible designs for their book cover.
Ask them to choose the design they like best.
Demonstrate how to fold the cardstock paper.
Guide students through the steps outlined in this lesson plan.
Observe students as they work.
Provide individual assistance and encouragement.

Sharing

Once all the books are complete ask students to share them in partners or small groups.
- Look closely at the cover illustrations.
- Share thoughts about the work.
- Talk about how line and colour are used to make the work interesting.
- How are the illustrations inside the book similar or different than the cover illustration?
- What was difficult about making the book? Why?
- What was the most satisfying thing about making the book? Why?
Ask some students to share their ideas with the whole class.
Place the books on display so students may view them throughout the next few weeks.

Assessment

Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting
Observe students as they discuss the books – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
Use a checklist to track progress. (Download – BOX_tracking.pdf)
Have students use the self-assessment form to evaluate their work. (Download – BOX_self-assessment.pdf) and for Grade One (Download – GR1_BOX_self-assessment.pdf)