IMPRINT ON THE WORLD
First Prize • Grades 4-6
“Neil Armstrong”
Brianna Arnolde

Theme
Outer Space

Purpose
After fifth grade class studies their space exploration unit, the visual arts class integrates the study by providing a printmaking unit on outer space concepts. Students design a Speedy Cut printing block
with a space-themed concept and create at least three overlaps in the design. Finished print unit will consist of an edition of four prints, each with three layers/colors of ink, properly signed, and decoratively framed.

Materials
• Speedball® 4” x 6” Speedy Cut® Blocks
• Speedball Lino Cutters and Linozip Tools with Large V- and U-Shaped Tips
• Speedball Soft Rubber Brayers
• Speedball Water-Soluble Block Printing Inks
• Speedball Bench Hooks for cutting and inking
• Speedball Printing Presses
• Inking Trays
• 9” x 6” sheets of sulphite paper, various colors
• White Drawing Paper for Design Sketching
• 2B Pencil and Ball Point Pen
• Scissors
• Smocks
• Masking Tape
• Paper Towels
• Newspapers

Time Required
Seven to eight 45-minute periods.

Process
SESSION 1
Discuss the highlights of the space exploration and discoveries study with the fifth graders’ classroom teacher. Ask students to name media they have read or viewed on space–books, videos, or movies. Look at M. C. Escher’s 1947 art print, Another World. Ask students to find the artist’s vision and explain how it is communicated through the design. Students trace a 4” x 6” block outline on two sheets of thin white copy paper and create two different pencil sketches of their ideas in the rectangular spaces. The design must have three overlapping areas to insure the element of “deep space” is developed. A human or alien figure is an optional element. Instructions include zooming in on the subject and keeping
it simple, with no tiny or intricate details. Art teacher and student view the finished pencil designs. Cut out best idea and tape face down to the Speedy-Cut block. Rub with a scissors handle to transfer the image
to the block. Remove design. Trace lines with ballpoint pen to ensure permanent attachment to the surface.

SESSION 2
Demonstrate the cutting process and safety procedures. Cutting tools are in baskets distributed to each table. Always cut away from the other hand and keep tools away from the rest of the body. Tool must rest on the table when not in use; do not carry it around the room. Students are told they may choose where to cut first, but no ink will print from the cut areas. Cut spaces are negative spaces in the image. After cutting their designs, students select four 9” x 6” sheets of paper, two colored with oil pastel designs; two plain.

SESSION 3
Demonstrate printmaking process: applying ink to inking tray, spreading with brayer, applying thin, even coat to Speedy Cut block, and transferring the design to the paper. View and critique first print successes. Good prints have a crisp, sharp appearance with no blurred edges, ink covers the paper
well, and is even in tone. Fingerprints and smudges are to be absent from surface. Address frequent problems, including too much or too little ink on block, blurred image caused by too much pressure being
applied on the press or too-shallow cutting. After achieving four black prints, students carve out additional areas, thus reducing the surface of the block. Explain that whatever is cut at this stage, the original black areas will show through. Most students cut out the outer space portion and a few additional
areas before printing a new color.

SESSION 4
Demonstrate how to register the print before students print second color. Teacher holds block face down in both hands and matches the top edge of the block and one of the sides, slowly lowering into place. Students are not to move or push block after this process, in order to prevent having a blurred image. Students observe results of new image.

SESSIONS 5-7
Continue cutting the third and final stage and print third color. Lesson is complete when student has four prints, each with three colors.

SESSION 8
Students trim and frame prints with 1/4” borders on the top and sides. 1/2” on bottom gluing to colored sulphite 9” x 12” or smaller frame. Glue corners only, as wet glue encourages the ink to rewet and smudge. Conclude with a group critique with students’ best prints. Students tell what they like or dislike about the unit of instruction.

Teaching Aids
Prints by M. C. Escher, Another World, 1947.

Evaluation
Best print is judged on the basis of:
• Craftsmanship and Clarity
• Use of Color
• Creativity of Concept
• Presentation