Passion Project

Central Focus -Students will create an image of a personal passion using drypoint printmaking
techniques.

Grade Level 11-12

Class Size 25-30

Time 50min

Class Demographics Gifted students

National Visual Arts Standards Addressed 4 pts – use one from each area

VA:Cr3.1.III a. Reflect on, reengage, revise, and refine works of art or design considering relevant traditional and
contemporary criteria as well as personal artistic vision.
VA:Pr4.1.III a. Critique, justify, and present choices in the process of analyzing, selecting, curating, and presenting artwork
for a specific exhibit or event.
VA:Re7.1.III a. Analyze how responses to art develop over time based on knowledge of, and experience with, art
and life.
VA:Cn10.1.III a. Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create
meaningful works of art or design.

Common Core State Standards Addressed

- CCSS.ELA-LITERACY.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
- CCSS.ELA-LITERACY.SL.11-12.1.C: Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge
ideas and conclusions; and promote divergent and creative perspectives.
- CCSS.ELA-LITERACY.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, organization, and analysis of
content.
- CCSS.ELA-LITERACY.W.11-12.2.D: Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.

UNIT OVERVIEW

Students will work to visually represent something that they are passionate about using the learned tool and techniques of
drypoint printmaking. Students will study and discuss works by various artist and printmakers who use their work to convey
their passions. Student will then use what they have learned as inspiration to create a composition, which they will finalize
etch, and then print using the drypoint process.

Forms 2D 3D 4D
Frames Cultural Subjective Structural Postmodern

Conceptual Artwork Artist Audience World

Framework

Student Prior Knowledge and Conceptions

- Students may have some prior basic drawing knowledge.

- Students may need some basic understanding of what a passion is.
- Students will need to have basic writing skills.
- Students will most likely not know printmaking processes.

Interdisciplinary Connections 1pt

· Psychology
· English

UNIT OBJECTIVES

As a result of this lesson, students will be able to: 4pts

- VA:Re7.1.III a: In class discussion, students will be able to effectively describe, analyze, and derive meaning
from at least one of the artworks by unique artists.
- VA:Cn10.1.III a: Students will be able to participate in meaningful discussions about passion, and state. what it
means, what their own passions are, and how they pursue them.
- VA:Cr3.1.III: Students will be able to create 6 preliminary thumbnail sketches focusing on line weight,
composition, and meaningfulness of the design.
- VA:Pr4.1.III a.: Students will be able to etch a final cohesive design representing their passion into a plexiglass
plate.
- VA:Cr3.1.III a: Students will be able to use proper techniques to ink their plate and print 2-3 successful prints
using a press.
- VA:Pr4.1.III a: In a class critique, students will be able to meaningfully and thoughtfully discuss and provide at
least one respond to their work and their peer's work.

TEACHER MATERIALS 3pts

- Powerpoint - Reference photo - Passion worksheet

- Plexiglass plate - Drawing paper - Newsprint
- Etching needle - Printing paper - Tape
- The printing press - Pencils - Matboard scraps
- Tarlatan
 STUDENT MATERIALS 3pts

- Plexiglass plate - Reference photo(s) - Passion worksheet

- Etching needle - Sketches - Tape
- The printing press - Drawing paper - Matboard scraps
- Pencil - Printing paper - Tarlatan
- Newsprint

ARTISTS IN CONTEXT

Key Artists Jenny Schmid (current)

Elizabeth Catlett (1915-2012)

Ellen Gallagher (current)

Aida Sulova (current)

Key Artworks

Jenny Schmid, Social Media Siren, 2016

Jenny Schmid, Syreni Vanitas, 2018

Jenny Schmid, On Fire!, 2019

 Elizabeth Catlett, Sharecropper (detail), 1952

Elizabeth Catlett, I Have Special Reservations, 1989

Key Critical 1. What role does line weight play in these artworks?
Questions 2. How do each of the artists use line similarly? How do they use it differently?
3. How do the artists represent their beliefs or passions in their work?
4. What do you think the artists’ passions are based on their work?
5. In what ways does color, or lack thereof, influence the work?
 6. How might you describe the tones of each of these works?
7. How is the use of characters and creatures in Jenny Schmid’s work effective? How is it
not effective?
8. How do Catlett’s subjects convey emotion in her work?
9. Compare and Contrast Jenny Schmid and Elizabeth Catlett’s works.

VOCABULARY AND LANGUAGE ACQUISITION 4pts

Vocabulary - Passion: an intense desire or enthusiasm for something

- Contrast: enhancement of the apparent brightness or clarity of a design provided by
the juxtaposition of different colors or textures.
- Elements of Design: The elements of design are the building blocks of what a visual
artist or graphic designer uses to make a successful composition; color, line value,
space, shape, form, texture.
- Drypoint: A printmaking process in which a design is drawn on a plate with a sharp,
pointed needle-like instrument.
- Print: A print is a work of graphic art that has been conceived by the artist to be realized
as an original work of art, rather than a copy of a work in another medium
- Proof: all individual impressions made before work on a printing plate or block is
completed, in order to check the progress of the image.

Language Functions analyze, compare/contrast, critique, describe, interpret, question, etc.

Language Demands Syntax Discourse

Language Tasks and 1. Students will list descriptive adjectives to describe Jenny Schmid’s works.
Activities 2. Students will write a paragraph describing Jenny Schmid's work as well as what they
think it is about.
3. Students will write an artist statement about their piece as well as their passion that
inspired the work.
4. Students will engage in class discussion about the artists’ work, using unit vocabulary.

Language Supports 1. Students will be given a passion worksheet to aid them in the brainstorming process.
2. Students will be given an artist handout on Jenny Schmid that describes her work and
that includes key vocabulary words and questions about the artist and their work.
3. A Google slide show will show images that illustrate unit vocabulary

SPECIAL PRE-INSTRUCTION PREPARATIONS

- Print out worksheets

- Prep printing press
- Artist talk with Jenny Schmid

ACCOMMODATIONS FOR SPECIFIC DIVERSE LEARNERS

Adaptations and Accommodations 3pts

 - Prepare visual and verbal forms of instruction during presentations and demonstrations to reach diverse learners
(UDL).
- Students will be allowed to trace shapes, images, objects, etc. to aid in their sketches and final drawing.
- Students will have access to the use of rubber pencil grips to aid students in holding the etching tool when using it to
carve into the plexiglass.

Enrichment and Extensions 1pt

- Students may experiment with colors and other techniques such as chine collé, masking, and double printing.
- Students may conduct any necessary research and create either a presentation or write a paper about their passion

Activity for Early Finishers 1 pt

- Students who finish their three black and white prints early may experiment with colored inks.

OBJECTIVE-DRIVEN ASSESSMENTS 3pts

1. Pre-test; literacy lesson at beginning of the unit (Objective 1)

2. Formative assessment; Discussion observations(Objectives 1, 2, 6)
3. Formative assessments; completion (Objective 3)
4. Summative Assessment; Rubric assessing students finished work based on originality, conceptual development,
craftsmanship, effort, and a written artist statement (Objectives 4, 5)
5. Post-test; literacy lesson at end of the unit (Objective 1)

REFERENCES 3pts

bikini press international. (2022). Jennyschmid.com. https://www.jennyschmid.com/ ‌

Philadelphia Museum of Art - Artist in Focus: Elizabeth Catlett. (2012). Philamuseum.org.
https://philamuseum.org/calendar/exhibition/artist-focus-elizabeth-catlett
The Collection. (2020). Davidson Galleries. https://www.davidsongalleries.com/collections/jenny-schmid

* Developed and written by (Alyssa Wheat), Art Education, Illinois State University, 2022 *
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 1
Launch 2pts Instruction Methods 1pts

- The teacher will welcome students into the class. - Group Activity
- The teacher will ask students to introduce themselves using 5 - Class Discussion
descriptive adjectives. - Individual work
- The teacher will then provide students with a quick draw activity:
- The teacher will draw a very simple shape on the board
- Students will replicate the shape and then continue to create
something entirely different from the shape.
- Students will have 2 minutes to complete their drawing.
- Students will then be encouraged to walk around and view
their peers’ drawings
- The teacher will repeat the activity for 10 min.
- The teacher will explain that this activity is meant for students
to practice creativity. This activity creates an environment in
which students are challenged to think differently in order to
create a unique drawing quickly, which over time will improve
their creative thinking.
- Students will return to their seats
- The teacher will begin lesson

Instruction 5pts Instruction Methods 1pts

- The teacher will introduce begin PowerPoint and introduce the - Lecture
vocabulary and artists: - Class Discussion
- The teacher will introduce Jenny Schmid and ask the following - Think Pair Share
questions:
- What are some of Jenny Schmid’s Passions?
- What do you notice about her work?
- What principles of design does Jenny Schmid use in
her work?
- How do these principles help to convey her
message?
- Students will discuss their thoughts with the peer next to them
with the questions on the board for reference.
- After students have had a few minutes to discuss, they will
share with the class what their takeaways were.
- The teacher will then present work by Elizabeth Catlett.
- What are some of Elizabeth Catlett’s Passions?
- What do you notice about her work?
- What principles of design does she use in her work?
- How do these principles help to convey her
message?
- Students will discuss their thought with the peer next to them
 - After students have had a few minutes to discuss, they will
share with the class what their takeaways were.
- The teacher will then ask the following questions about both
artists’ works
- What role does line weight play in these artworks?
- How do each of the artists use line similarly? How
do they use it differently?
- How do the artists represent their beliefs or
passions in their work?
- What do you think the artists’ passions are based on
their work?
- In what ways does color, or lack thereof, influence
the work?
- How might you describe the tones of each of these
works?
- How is the use of characters and creatures in Jenny
Schmid’s work effective? How is it not effective?
- How do Catlett’s subjects convey emotion in her
work?
- Compare and Contrast Jenny Schmid and Elizabeth
Catlett’s works.
- Students will participate in a whole-class discussion based on
these questions and may ask any of their own questions that
they have about the work.
- The teacher will then pass out the artist handout.
- The teacher will assign the literacy writing activity which students will be
able to work on until the end of class;
- Write a paragraph describing the works and what you think it
is about using the descriptive adjectives you listed.
- List as many adjectives that describe this work as you can.

Closure 2pts Instruction Methods 1pt

- The teacher will then ask students to participate in a mindfulness - Mindfulness activity
activity; - Think pair share
- The teacher will encourage students to close their eyes and
take 5 deep breaths.
- As students are taking breadths, the teacher will ask them to
think about what they are grateful for.
- Students will then share what they are grateful for.
- The teacher will thank the class for their attention and participation.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 2

Launch 1pt Instruction Methods 1pt

- The teacher will welcome students into their classroom. - Drawing activity
 - The teacher will provide students with a quick draw activity: - Individual work
- The teacher will draw a very simple shape on the board - Homework collection
- Students will replicate the shape and then continue to create
something entirely different from the shape.
- Students will have 1 minutes to complete their drawing.
- Students will then be encouraged to walk around and view
their peers’ drawings
- The teacher will repeat the activity for 10 min.
- Students will return to their seats
- The teacher will ask students to turn in their responses (homework) from
the previous class.

Instruction 5pts Instruction Methods 1pts

- The teacher will review what class discussed during the previous class - Worksheet
by asking students what they remember about: - Individual Work
- Passion - One on one discussion
- Jenny Schmid’s work - Peer discussions
- Elizabeth Catlett’s work
- The teacher will give students a few minutes to finish up their literacy
assignment if they have not done so.
- The teacher will prompt students to discuss what they have learned:
- What are some takeaways from Schmidt or Catlett’s work?
- The teacher will pass out the passion brainstorm worksheet
- The teacher will go through the questions on the passion worksheet
- What do you love to do in your free time? This would not could
the activities you have to do i.e. schoolwork. List activities you
truly enjoy!
- What are the skills that come to you without much thought and
effort? (Math, helping others, art, etc.)
- What are and/or have been your favorite classes and
subjects?
- If you could do ANY job (real or fake) in your life, what would
you choose?
- What types of things energize you? Think about people,
places, and activities!
- What areas are you already perceived as an expert (others
seek your input and opinion?
- The teacher will ask if there are any questions about the worksheet.
- The teacher will introduce the concept of thumbnail sketches.
- The teacher will explain that thumbnail sketches
- Are very very quick, no more than 2 minutes.
- Students should have at least 6.
- Each sketch should be a different composition/idea.
- The teacher will ask students to complete their brainstorming
worksheets.
 - The teacher will explain that after students complete their worksheet,
they should begin their thumbnail sketches based on or inspired by their
answers.
- The teacher will introduce the following elements of design when
discussing the composition.
- Line weight, texture, shape, the balance of positive and
negative space, and form
- The teacher will show examples of each element (a good example and a
poor example) and ask the students which example they think shows
stronger consideration for the element.
- Students will be given the rest of the time to work on their brainstorming
worksheet.
- The teacher will remind students, as they are working, that
they will need to visually depict their concept, so that as
students are writing they can start to visualize what visuals
they could include.
- While students work, the teacher will encourage them to share their
ideas with their peers around them.
- The teacher will walk about the room, checking in with students.

Closure 1pt Instruction Methods 1pt

- The teacher will invite students to participate in a mindfulness activity; - Mindfulness Activity
- The teacher will encourage students to close their eyes and
take 5 deep breaths.
- As students are taking breadths, the teacher will prompt them
to think about something they are worried about.
- The teacher will prompt students to tense all the muscles in
their body that they can.
- The teacher will then prompt the students to release their
muscles slowly
- Starting with fingers and toes, moving up the arms
and legs, slowly unclenching the back and
abdominal muscles, and finally, the neck and head
as they exhale slowly.
- With the release of their muscles, the teacher will
prompt students to also release their stressors and
worries.
- The teacher will thank the class for their attention and participation.
- The teacher will remind students to complete their brainstorm worksheet if
they need to.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 3

Launch 1pt Instruction Methods 1pt

- The teacher will welcome students into the classroom. - Quick-draw activity
 - The teacher will provide students with a quick draw activity: - Individual work
- Teacher will draw a very simple shape on the board
- Students will replicate the shape and then continue to create
something entirely different from the shape.
- Students will have 45 seconds to complete their drawing.
- Students will then be encouraged to walk around and view
their peers’ drawings
- The teacher will repeat the activity for 8 min.
- The teacher will explain that the goal is for students to build
confidence in their quick drawing skills and their creativity.
- Students will return to their seats
- The teacher will ask students to turn in their responses (homework) from
the previous class

Instruction 5 pts Instruction Methods 1pts

- The teacher will ask students to retrieve their thumbnail sketches - Teacher instruction
- Students will participate in a Think-Pair-Share activity to discuss their - Demonstration
thumbnail compositions and ideas with their peers. - Think pair share
- The teacher will remind students to think about line weight, contrast, and - Peer review
value - Individual work
- What is the strongest composition?
- What could be improved?
- What do you like about the concepts?
- How do relate and represent the students’ passions?
- Once students have chosen a final design, they will begin their final
drawing.
- Students will draw in pen to imitate how the etching tool and
plexiglass will print the design.
- If there are any students wanting to utilize text, the teacher will
explain that they will have to write their text backward in order
for the words to be rendered properly once they are printed.
- The teacher will demonstrate how to begin etching on plexiglass for the
students.
- Students will be able to use the rest of the time to complete their final
drawings and begin etching their plates.

Closure 1pt Instruction Methods 1pt

- The teacher will invite students to participate in a mindfulness activity; - Mindfulness activity
- The teacher will ask students to stand and invite them to close
their eyes
- They will then start slowly bending over, starting with the head
then slowly moving down the spine with deep, slow breadths.
- They will then relax here for a moment and then slowly begin
to restack their spine, coming to a stand.
 - This activity is meant to help students relax, relieve any stress,
and stretch their back muscles and prepare them for the rest
of their days.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 4

Launch 1pt Instruction Methods 1pt

- The teacher will welcome students into their classroom. · Drawing activity
- The teacher will then have students take out a few pieces of paper and
a pencil to participate in a drawing activity.
- The teacher will play 3 different songs, one after the other, and
ask students to draw to each song, however the music makes
them feel.
- The teacher will let the students know that they will begin printing today

Instruction 5pts Instruction Methods 1pts

- The teacher will check in with students as to where they are in their - Teacher check-in
etching process. - Demonstration
- Students will place their plexiglass plates on a blck piece of paper in - Individual work
preparation for a critique - Clean up
- Students will participate in an in-progress critique using prompt
questions;
- What is something you notice about this work?
- What do you think this work is about?
- Can you tell where there are points of contrast? Is there
anywhere that the student could add higher contrast?
- Is there anything in this work that could be improved?
- Students who have completed their etchings will join the teacher for a
demonstration:
- Students will gather at a table that has been set up with ink
and supplies for inking their plates.
- The teacher will begin demonstrating how students should
apply and wipe the ink into the plates and how to prep their
papers for printing.
- The teacher will pause throughout the demonstration to check
for student understanding and for students to ask any
remaining questions.
- Using their test plate and proof, the teacher will explain how to
examine the proof in order to make adjustments to the plate to
improve the final print.
- Student will then begin working on their respective steps in the
printmaking process
- The teacher will continually check in with students as to where
they are at and what improvements could be made with their
plates.
 - By the end of the first class, students should have at least one proof
printed and begin re-etching their plate, making any adjustments they
may need.
- The teacher will inform any students who are print-making to quickly get
to a good stopping point and to clean up their stations with about 10
minutes of class left.

Closure 1pt Instruction Methods 1pt

- The teacher will invite students to participate in a mindful seeing activity: - Mindful activity
- Students will find a space at a window where there are sights
to be seen outside
- Students will look at everything there is to see. Avoid labeling
and categorizing what you see outside the window; instead of
thinking “bird” or “stop sign,” try to notice the colors, the
patterns, or the textures;
- Students will pay attention to the movement of the grass or
leaves in the breeze. Notice the many different shapes
present in this small segment of the world you can see. The
teacher will encourage them to try to see the world outside the
window from the perspective of someone unfamiliar with these
sights; to be observant, but not critical. Be aware, but not
fixated;
- Students will practice this mindful seeing exercise for a few minutes

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 5

Launch 1pt Instruction Methods 1pt

- The teacher will welcome students into their classroom. · Review

- The teacher will explain that students will be printing again today.
- The teacher will review some simple procedures for printmaking.
- Preparing paper for printing
- Inking and wiping plates
- Printing press safety
- The teacher will ask students if they have any questions

Instruction 5pts Instruction Methods 1pts

- The teacher will allow students to begin the process at whichever step - Teacher check-in
they are at - Individual work
- As students are working, the teacher will go around and check in with - Clean up
students on their progress.
- Student will then continue working on their respective steps in the
printmaking process
 - The teacher will continually check in with students as to where
they are at and what improvements could be made with their
plates.
- The teacher will inform students who are print-making to quickly get to a
good stopping point and to clean up their stations with about 15 minutes
of class left.

Closure 1pt Instruction Methods 1pt

- The teacher will then ask students to participate in a mindfulness - Mindful activity
activity;
- The teacher will encourage students to close their eyes and
take 5 deep breaths.
- As students are taking breadths, the teacher will ask them to
think about what they are grateful for.
- Students will then share what they are grateful for.
- The teacher will thank the class for their attention and participation.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 6

Launch 1pt Instruction Methods 1pt

- The teacher will welcome students into their class. - Review and next steps
- The teacher will explain that students will be printing again today.
- If some students finish their prints early they may begin writing
their artist statements
- The teacher will review some simple procedures for printmaking.
- Preparing paper for printing
- Inking and wiping plates
- Printing press safety
- The teacher will ask students if they have any questions

Instruction 5pts Instruction Methods 1pts

- The teacher will have students continue working for the first half of - Individual work
class. - Pair discussion
- As students are working, the teacher will go around and check in with - Teacher check-in
students on their progress.
- The teacher will inform students who are print-making to quickly get to a
good stopping point and to clean up their stations with about 20 minutes
of class left.
- After the students have clene up they will return to their seats
- The teacher will pass out the Artist Statement worksheet:
- Describe your work as if you were describing it to a person in
another room.
- What is the artistic statement that you are trying to make with
your work?
 - How did you use design elements, materials, and composition
to make this statement to the audience?
- How does your statement connect to the unit’s big ideas?
- What were your influences when making the work?
- How does your work reflect the work of the artists we studied?
- Students will begin writing their artist statements.
- The teacher will go around and ask students if they have any questions
or need any help.
- After about 10 minutes, the students will turn to a partner and share their
artist statements.

Closure 1pt Instruction Methods 1pt

- The teacher will invite student to participate in a three-minute breathing - Class discussion
activity: - Student reflection
- The first minute is spent on answering the question “how am I - Mindfulness activity
doing right now?” while focusing on the feelings, thoughts, and
sensations that arise, and trying to give these words and
phrases.
- The second minute is spent on keeping awareness of the
breath.
- The last minute is used for an expansion of attention outward
from the breath, feeling the ways in which your breathing
affects the rest of the body.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 7

Launch 1pt Instruction Methods 1pt

- The teacher will welcome students into their class. - Review and next steps
- The teacher will explain that students will be printing for the first 20
minutes of class and then critique for the second half. .
- The teacher will review some simple procedures for printmaking.
- Preparing paper for printing
- Inking and wiping plates
- Printing press safety
- The teacher will ask students if they have any questions

Instruction 5pts Instruction Methods 1pts

- The teacher will have students continue working for the first half of - Individual work
class. - Teacher check-in
- As students are working, the teacher will go around and check in with - SIlent Critique
students on their progress.
- The teacher will inform students who are print-making to quickly get to a
good stopping point and to clean up their stations with about 20 minutes
of class left.
 - After the students have cleaned up they will return to their seats and
place their prints and artist statements in front of them.
- The teacher will begin the silent critique and explain the instructions;
- Students will be given sticky notes (or small scrap papers)
- Students will go to each artwork laid out and, using one of the
three prompts displayed on the screen, respond to the
artwork:
- What are some strengths you notice about the
artwork?
- How could the artist improve upon the artwork
(technique, representation of their passion,
cleanliness of the prints, etc)
- What is something that you like about the piece?
What is something that is not quite as clear as it
should be?
- After each student has responded to their peers’ pieces, they
may return to their seats.

Closure 1pt Instruction Methods 1pt

- The teacher will thank students for participating in the critique. - Class discussion
- The teacher will ask students what they learned about the printmaking - Student reflection
process and what they learned about conveying messages through
printmaking.
- The students will give verbal feedback on what they learned, what they
like, and what they would like to improve on.

104 pts