Inuit Printmaking

Grade: 10 Lesson Title: Printmaking: Inuit Art Lesson Duration (mins): 60

Overview of lesson

In this lesson, students will learn about the art of printmaking in the context of Canadian Inuit culture.
Students will learn the history of printmaking in the Canadian North as well as some of the artists who
practise in this format. Common themes, colours, and compositions will be explored in the initial
presentation and students will be expected to take note of these qualities when thinking about their
own work. Students will also learn the technique of relief printmaking and practise this in class using
the ideas they learned about Inuit art practises.

This lesson links to the POS through:

● Students will EXTEND THEIR KNOWLEDGE OF AND FAMILIARITY WITH THE ELEMENTS AND PRINCIPLES OF DESIGN
THROUGH PRACTISE IN COMPOSING TWO- AND THREE-DIMENSIONAL IMAGES.
Concepts
A. Colour and value concepts are important components of an artist’s compositional skill.
B. Positive and negative space are essential to the description of two- and three-dimensional forms.

● Students will EXPERIMENT WITH VARIOUS REPRESENTATIONAL FORMATS.

Concepts
A. Various materials alter representational formats and processes used in achieving certain intended effects.
● Students will COMPARE THE IMAGE CONTENT OF CERTAIN PERIODS.
Concepts
A. Works of art contain themes and images that reflect various personal and social conditions

Alberta Program of Study – Visual Art

GLE’s: Encounters, Drawings

SLE’s (scope and sequence): Source of images, Transformation through time, Investigate, Record, Communicate

DBAE: Art History, Creative Production, Art Criticism, Aesthetics

The DBAE area that this lesson focuses on is

● Art History
Through art history, this lesson emphasizes the importance of learning about the connections that every
individual has to an art making process. This lesson on printmaking focuses on how culture and the way one is
brought up ( as well as the social context) plays a part on a person overall piece.

● Creative Production
This lesson addresses the individuals ability to freely create a work of art that expresses their message and
voice.

● Aesthetic Experience
This lesson focuses on the aesthetic experiences that a work of art and its messages has on the individual.

● Art Criticism
This lesson is focused on giving students the ability to collaborate with others, voice opinion, give suggestions
and be able to take advice maturely. This lesson is to create a safe space and foster connections.

Critical Questions
Inquiry Question (for the Unit)
● What is the history of printmaking in different cultures around the world? In what way are cultural
differences represented through the printmaking process in both an historical and contemporary
context? How can you use different printmaking techniques and cultural concepts in your own creation
process?
Guiding Questions (for the lesson)
● What are some of the themes and techniques distinctive to Inuit printmaking?
● How can the history and themes from Inuit printmaking be represented and appreciated in a
contemporary context?
Learning Objectives
1. Students will explore the distinct forms and themes present in Inuit art prints..
2. Students will develop an understanding for the history of printmaking as an artform in Inuit culture.
3. Students will investigate the printmaking techniques used by Inuit artists.
4. Students will produce a relief print using common themes from Inuit art.
Assessment

Formative: Summative:
● Observation/Anecdotal ● Final Products
● Student/Teacher conferencing ● Rubric
● Critiques ● Test/Quizzes

Learning Resources
Resource #1: https://www.historymuseum.ca/capedorsetprints/themes/animals.php
Resource #2: https://www.youtube.com/watch?v=039XNiRDHJM
Resource #3: http://www.dorsetfinearts.com/printmaking/

Materials and Equipment

Preparation for the lesson:
 ● Materials ready in accordance to the number of students in the class ( enough for all students)
● Clean up materials ready
● Agenda written out for the students to see
● Handouts printed
● Check technology, set up presentation slides

Number of students: 10

Materials needed :
● · Chunks of Styrofoam (per student)
● · Watered down paint ( acrylic tempera paint)
● · News paper ( to protect the table/ keep it cleaned)
● · Paper towels and soap the sink in the location that the lesson being taught doesn't have these
materials)
● · Pencil s ( for the initial drawing)
● · Spoon ( to make the indentations) or butter knife ( any type of rollers
● · Newsprint paper
● cardstock ( for our practice prints)

Lesson Procedures
Introduction: 10 minutes
Hook/Attention Grabber:
● Question: Raise your hand if you have heard of printmaking before?
Introduction:
● Introduce the topic of printmaking - give a brief overview of the background of the lesson format (if this were
being taught in a true classroom setting, this lesson would span three classes)
● Hook: tell story of how printmaking was introduced to the Inuit through a cigarette packet.
● (1 min) Outline inquiry questions for students to think about throughout the lesson:
1. What forms are unique to Inuit art and printmaking?
2. How can you represent and appreciate these forms in your own practise?

Assessment of Prior Knowledge (Diagnostic)

Highlight important terms and ideas for students to remember throughout presentation.
Inquire if students have worked with printmaking before.

Expectations for Learning and Behavior:

Learning:
- Students will explore the distinct forms and themes present in Inuit art prints..
- Students will develop an understanding for the history of printmaking as an artform in Inuit culture.
- Students will investigate the printmaking techniques used by Inuit artists.
Behaviour:
- The expectations for the behaviour in the class should be respectful and mature.
- Previous to this lesson students discussed with the teacher about classroom conduct. Thus, students
are fully aware of the classroom expectations set out by the teacher. The teacher will also remind the
students of what behaviour should be given during this time period.
 Agenda (the agenda will be written and provided for the class to see during the lesson):

1-1:10 pm : Introduction to the lesson as well as examples and vocabulary terms will be discussed, essential question will be
asked and Organizing the materials amongst the students at their tables will be done during this time.
1:10-1:40 pm: Students will be given time to work on their printmaking assignments.
1:40-1:50 pm: The teacher will have the class stop what they’re doing, end the class with a (gallery walk and critique?)
1:50-2:00 pm: Students will be given this time to clean their areas and get ready to leave.

Transition to Body:
● Go through agenda and order of activities.

Body (30min.):

1:00-1:10
(4 min) Powerpoint slides
○ The teacher will show examples and resources pertaining to the lesson at hand
- HIstory of printmaking in Inuit communities; printmaking on paper did not become a predominant art
form in Inuit culture until the late 1950s.
- James Houston (employed by federal government to encourage the production of carving and crafts in
the Northern communities) helped to set up shops and studios to promote production of carvings and
crafts. He went to Japan in 1958 to learn about printmaking and brought his skills back to the Cape
Dorset area.
- While printmaking is relatively new to the Inuit culture, the themes and designs that are typically
represented have been used for many years.
- Common themes in Inuit art: Animals, Myths, History, Hunting, The Land (show source images as well as
info)
- Techniques (briefly talk about the different techniques used) Spend a bit more time on relief printing
(that is what we will be practising).
- Contemporary works (look at some contemporary works and how they address historical themes and
techniques).
(2 min) Show video on the screen. Introduce questions to consider while watching video:
- What themes does the artist use?
- What forms do you see in the artwork?
(3 min) Demonstration and Introduce resources (source materials and terminology list) available for students
○ Talk about the process (indicate that demonstrations will be done throughout)
○ Show a sample of each step of the process (styrofoam, cut styrofoam, inked styrofoam, final print)
○ Teacher will demonstrate how to use a pencil to press into the styrofoam. “Remember to consider
positive and negative space and what you want to get paint on it and what you don’t.”
○ Students will design work in pencil before carving.
○ Students will make 2 test prints in newsprint before making a final print on card stock
Transition: “When I say go, you may get a piece of styrofoam and one carving tool from the back table and bring it back to
your table. When you are ready to ink, you must show a teacher before applying paint and printing onto paper.”

1:10 - 1:20
● Each student will pick up a piece of styrofoam and a tool from the back table and take it back to their desk.
● Ask students to map out their design on their styrofoam piece prior to carving their relief.
 ● Demonstrate how to darken the the positive space (the spots that will have paint) and leave the negative space
(the spots that will be carved out) white.
● Teacher(s) will circulate the room to check on progress and engagement.
- Talk to students about their choice of design and how they are feeling about the process.
1:20 - 1:40
● After 10 minutes, stop students to demonstrate the process of applying paint and making their prints.
- They will want to complete a test print to ensure that they are happy with their design, practise paint
application, colour, etc.
● Students can continue to work at their own pace.
● Remind students of time.
● They will want to start making their prints within the next 5 minutes.
● Students will create 2 practice prints on newsprint and 1 print on cardstock
● Continue to circulate the class to check on progress, and engage in student conference about the process and
outcome.

Some teaching strategies that this lesson will provide :

The teacher will provide constant walk around and be available if any students need assistance. There will be instructions
written (on the board), hand out guided steps and a verbal instruction for students to easily follow the expectations and
steps for the assignment.

The teacher will provide examples and vocabulary/ terminology that will help the students when creating their pieces.
The teacher will offer suggestions and give positive reinforcement. The expectations of the class will be clear and the aspect
of respect for one another and their work/ working process should be respected. The safe space element will also be
addressed through teacher and classroom expectations.

Classroom organization:
The organization of the class will be sectioned into group tables. The students will be provided the materials to create the
activity at hand in a collaborative seating, while creating individual pieces. The students will be responsible for their
individual area and piece yet, the verbal concept of the seating will provide the students the ability to feel comfortable
socially and freely exchange opinions and ideas to one another.

Closure (10min.):
Consolidation Learning:

1:40 - 1:50
● Have students lay their work out for a quick gallery walk/critique.
● Guide discussion about the technique and how the students felt about the process, form, etc.
● Do they feel that they have an appreciation of printmaking and Inuit art?
● Students share one thing they learned or appreciated to their table group.
● Questions to consider:
 ○ What forms did you use and why?
○ What themes did you use and why?
○ What did you appreciate or not appreciate about the process?

Clean Up Procedure ( 10 min)

1:50 - 2:00
● Teacher will give ask for everyone’s attention and give specific details on how to clean up:
○ Styrofoam prints can go in the garbage.
○ Newspaper goes in the garbage
○ Paint and containers and brushes can be cleaned in the sink
○ Final prints and test prints students can keep
● Students are responsible for cleaning the area around them.
● Before dismissed, students will need to clean the area around them and show the teacher
before they leave ( this is a fair way to make sure no students will be left cleaning up after
others). This will also give students the responsibility to be independent.
● As there is one sink in the classroom, all students will be instructed to take turns and use the
sink in an orderly fashion.