Visual Arts - NCCA

Exemplar 9: Visual Arts
Strand: Print Theme: Me Level: 2
Information
A unit of work for students at the later scribbling stage
The student should be enabled to
• illustrate his/her knowledge of the body in a print
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describe the print process in a simple sequence
match prints to the original drawings on the tiles
experiment with simple print-making processes, such as monoprinting.
Stimulus Language
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Following an investigation into the features of the
body, using photos, pictures from magazines,
and portraits by a variety of artists the student
is encouraged to consider ways of representing
himself/herself in 2D.
Fingerprints and handprints are unique and
develop an understanding of the print-making
process and, as such, are a useful starting point
for this activity.
‘My body is unique’ forms the basis of this exercise.
Activity
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Guidelines Mild General learning disabilities / Visual Arts / PRIMARY
Talking about ‘my body’ is important, and it is
important not to assume any great familiarity with
one’s own face or body, as others see it.
Print language, such as ‘is the same as’ or ‘taking
a print from’, may be used.
Place a small amount of water-based printing ink onto a smooth washable surface—a smooth tile/a piece of
acetate or perspex/a sheet of glass, etc.
Allow the student some time to experiment with the ink and to become accustomed to the sensations and
the possibilities of this medium.
Lay a piece of absorbent paper over your experimentation, rub on the reverse with a clean roller and peel
away to reveal a print.
As a second activity the student draws/paints a picture of himself/herself (with fingers or with a brush) with
the ink onto another tile/piece of perspex or acetate.
> A print is taken from the student’s work.
> Experiment with what happens if you continue to take further prints.
Assessment
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At the level 2 stage the student should be becoming aware of the representational quality of drawings.
Hand-eye co-ordination should be developing and should result in more meaningful mark-making.
Can the student describe the steps involved in making a basic monoprint?
Can the student select favourite prints for display and/or for inclusion in a portfolio, giving reasons for this
selection?
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