Ultra-Clean Washable Broad Line Markers, Assorted Colours, 16 Count
Washable Glue Sticks, 2 Count
Pointed Tip Metal Scissors
Doodle Pad, 60 PagesStudents will be able to:
- create a monoprint;
- create a small box with a lid;
- use colour expressively;
- demonstrate technical accomplishment;
- support their ideas with evidence found in the works.
SMALL BOX WITH A LID – Printmaking, Geometry, Colour
Steps
Step One
- Draw a rectangle 13.9 cm x 21.6 cm (5.5” x 8.5”) in the centre of a piece of cardstock paper.
- Place the cardstock paper inside a plastic sheet protector. This will be your printing plate.
- Place the printing plate on your desk with the rectangle facing up.
- Use the flat side of the markers to draw a design on the plastic surface.
- Draw the design to fit the rectangle.
- Use lots of colour.
Step Two
- Make sure the spray bottle is set so it gives a fine mist spray.
- Lightly spray a fine mist of water over the marker design.
- the more water you apply, the more the colours will bleed together
Step Three
- Place a piece of cardstock paper 13.9 cm x 21.6 cm (5.5” x 8.5”) on top of the wet ink.
- be sure to line the paper up with the marker design
Step Four
- Place a piece of newsprint paper 22.9 cm x 30.5 cm (9” x 12”) on top of the printing paper.
- Gently rub the entire surface.
Step Five
- Remove the paper from the printing plate.
- Allow the paper to dry for about 30 seconds.
Step Six
- Draw an X from one corner to the other on the back of the printed paper.
Step Seven
- Fold 1 side of the paper into the centre so that it lines up with the centre of the X.
- Gently run a ruler along the fold to make it firm and crisp.
- Unfold the paper and repeat for the other side and the 2 ends of the paper.
- You should have made 4 folds.
Step Eight
- Hold the paper in the VERTICAL (portrait) position.
- Cut along the vertical crease in an outside corner and stop at the intersection of the horizontal crease.
- Repeat in all 4 corners.
Step Nine
- Place the paper on the desk.
- Fold the long sides of the paper up along the creases and at right angles to the desk.
- Fold the ends in and at right angles to the sides.
- Glue them to each other to form the end of the box.
- Apply lots of glue to the middle rectangle at the end of the paper.
Step Ten
- Fold that rectangle up at a right angle to the desk.
- Fold the top edge down over the end flaps.
- Glue it into place.
- Repeat with the other end of the box.
Step Eleven
- Trim .5 cm (.25") off one long side and one short side of the cardstock paper.
- Use this paper for the bottom of the box.
- Follow the same steps to make the bottom of the box as you did for the top.
Step Twelve
- Place the top on the bottom of the box.
Step Thirteen
- Use glitter glue to decorate the top of the box.
Learning Goals
Extensions
Have students:
- create a box-making project using one of the lesson plans available on this website, for example:
Book in a Box
Time Flies
Memory Games
Memory Clock - create a game consisting of different sized boxes and the challenge of finding such things as:
- the surface area of the smallest box
- the total surface area of all the boxes
- the volume of the biggest box
- the volume of the smallest box
Prepare
- Pre-cut the cardstock paper 13.9 cm x 21.6 cm (5.5” x 8.5”) - 2 pieces per student.
- You may want to photocopy the printing plate template on sheets of cardstock paper 21.6 cm x 27.9 (8.5” x 11”) - 1 per student and place them into plastic sheet protectors. (Downloads - MonoprintTemplate.pdf)
- You may want to photocopy the How to Make a Small Box instruction sheet for students. (Downloads – SmallBox.pdf)
- Place students into groups of about 6 so they can share markers and spray bottles.
- Download and display the Colour poster available on this website.
- Introduce or review characteristics of cuboids.
- has 6 flat faces
- all angles are right angles
- is also a rectangular prism
Introduction
- Ask what types of prints students might know about.
- Explain that there are many different ways to make prints including monoprints, which are unique because they only produce one image of the print, rather then many.
- Discuss the element of colour and characteristics of colours, for example, warm and cool colours, bright and dull colours, light and dark colours.
- Discuss how colours can be used to expressively to communicate different feelings, such as calm, happiness, excitement. (Downloads – CulturalColour.pdf)
- Show and discuss your sample.
- Consider what a small box with a lid (a cuboid) might be useful for.
- Introduce the challenge.
Activities
The Challenge
- Create a monoprint.
- Create a small box with a lid.
- Use colour expressively.
- Demonstrate technical accomplishment.
- Support your ideas with evidence found in the works.
The Process
- Make sure everyone understands the challenge.
- Establish success criteria with your students, for example,
I know I am successful when I have:
- measured accurately
- cut and folded the paper accurately
- created a small box with a lid that fits
- used colour to express a feeling
- created decorations that match the feelings expressed
- created a monoprint with marker and water
- created a box that is in good condition - Guide students through the steps outlined in this lesson plan.
- Encourage students to think of how they can use contrast to create areas of emphasis.
- Observe students as they work.
- Provide individual assistance and encouragement.
Sharing
- Place students into small groups.
- Ask them to:
- Share their boxes and take turns discussing the things that are especially effective and why.
- Talk about how the colours and decoration express a feeling.
- Talk about what the box might be useful for, and why.
- Talk about what they found satisfying about making the box. - Share ideas with the whole class.
- Ask students to tell how they felt about doing this project.
Assessment
- Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
- Observe students as they discuss their artworks – speaks with a clear voice, looks at audience while speaking, holds box to the side, provides accurate information, answers questions from the audience effectively.
- Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
- Use a checklist to track progress. (Downloads - SmallBox_tracking.pdf)
- Have students use the self-assessment form to evaluate their work. (Downloads - SmallBox_self-assessment.pdf, or SmallBoxPrimary_self-assessment.pdf)
