Bookbinding

Lesson Plan:  In this class, we explained the significance of sharing work and ideas.  Each student created a portfolio which compiled their work made throughout the course of this class.  Work time was dedicated to sending collagraphs from last class through the printing press, binding books together, and creating any final works of art (using any technique) to add to portfolios.  Nick created more pieces using his knowledge of color theory while Kelsey continued making work featuring her signature pattern.  Students bound their books using the handmade pieces of paper from previous classes as book covers.  At the end of the day, students walked away with portfolios to share with their family and friends.

Key Concepts: Observe and learn to Comprehend, Envision and Critique to Reflect, Invent and Discover to Create

Essential Understandings: Creating a collection of art shows artist’s ideas and progression of thinking and making over time.

Objectives: Students will be able to present their work and ideas clearly through a portfolio.  Students will also be able to discuss their work with other students or viewers.

Skills: Students are able to organize their work into a portfolio and share their discoveries with other classmates, friends, and family members.  This skill is essential in the field of visual arts as well as any other content area.  It is important to understand how to organize ideas or thoughts in a way that can be presented clearly to other people.

Summary: We couldn’t have asked for a better way to wrap up two-dimensional Artistic Abilities.  To bring everything we learned full circle, students built portfolios and shared them with their classmates.  At the beginning of class, we gathered everyone in front of the projector and briefly went through the photos we have been taking to remind them of everything we learned throughout these classes.  During work time, students had about an hour to create any last piece of work they wanted in their portfolio.  Students were encouraged to go back and revisit a skill they really enjoyed from a previous class.  Jared, Ashley, and Jim were really excited about working with their collagraph plates and sending them through the press.  Nick and Ashley were happy to continue working with their themes and designs established in previous classes.  We helped each student punch holes the pieces of work they wanted in their portfolios and finally, we bound them together using ribbon or yarn.  The students took so much pride in their work and were excited to show off their portfolios to one another.  Nick opened up more about his knowledge of colors, and Ashley was enthusiastic about sharing her ideas with her fellow students.  Everyone ended up signing each other’s books, reminding us of the last day of school when everyone would go around having their peers sign their yearbooks. It was a great conclusion to a fun class full of talented and creative students.

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Jared was very focused when applying paint to his collagraph.  He only used black for his print in order to see the different textures.  When the print came through the press, he waited anxiously to see the result, and was very excited to see how the textures turned out.  Through this process, he was able to discover a new way to create textures and prints.

Everyone was very excited to use the printing press to make prints with their collagraphs.  When a print came through the press, all of the students were amazed and waited anxiously to see the final piece.  Ashley was overjoyed to see how her prints turned out and couldn’t wait for them to come all the way through the press.  Each of the students were able to learn a new skill and discover a new way to create texture in a two-dimensional piece of artwork.

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While other students were sending their collagraphs through the press, Nick took the remainder of class to explore color theory and began making color comparisons.  Up until this point, he focused primarily on mixing colors in straight lines to create a gradient effect.  However this time, he focussed on aligning colors to see how they stand next to each other while finding ways to relate the color mixes to real subject matter.  It was so cool to watch him take his incredible knowledge of color theory and relate it to the colors he sees during his daily life.  He went through each color with me to tell me what they represented.  For instance, he told me again that “blue and orange are Bronco’s colors.”  Before, he would have blended them together to see what they made, but this time he decided to compare them instead.

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While putting together their final books, Kelsey decided to include her favorite design in the front page with the class picture we gave each student.  Since almost every piece she worked on this semester was built around this intricate design she created, this was a great way for her to bring all of her work into a full circle.  When looking through her portfolio, it is easy to see the pattern present itself through all of the different skills we discussed in class.

Each student was able to put together all of the work they have made over the semester to create a portfolio with all of their work.  They were able to use the paper they made as the cover pages, and use them to bind together all of their work.  Everyone was very excited about this final process, and the entire classroom was full of excitement and determination as they aimed for that final goal to have a portfolio to share with their family and friends.

 

One of the best parts about this last class was giving the students time to sign each other’s portfolio books.  Two weeks ago we took pictures of each student and then got a class picture.  This week we gave each student a copy of their picture as well as the class photo to include at the end of their books.  This was great; not only did they learn how to build a portfolio, but they were also able to show their work to their peers and share their ideas.  This is an important life skill not only in the field of visual art, but of any content area or social situation.  Being able to make a portfolio of their own work gave many of them a great sense of pride and confidence to express everything they worked on this semester.  Hopefully, this will translate well in other content areas and give them more confidence to express their thoughts or ideas, and translate them in an organized way the way a portfolio does.

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