However, instead of linoleum, we used foam AND mounted two (out of three) instead of four prints.
I started my lesson with this image:
I used Visual Thinking Strategies to get student's minds going.
I asked, "Whats going on in this picture?"
Eventually students started to come up with a story, after pointing out elements of the work, and I would ask "What evidence do you have of that?" in order to have the class see the visual clues. As students were talking, I would point to what they were talking about and paraphrase.
I think this activity, in addition to the rest of the power point presentation, helped students understand that a skull and skeleton might have different meanings in other cultures. I have done this lesson before and this has been the only time where the majority of the calaveras are not creepy and frightening.
First we viewed the power point and practiced drawing a calavera as other students completed the previous assignment.
The next class, we revisited symmetry, finalized our calaveras and traced them onto foam.
Finally, after a printmaking demo, we created at least three prints. This took about two classes. At each table, there were written directions in case students forgot about the demo from the previous class. I was stationed with the ink, in order to monitor how much was being given out. We used a variety of colors and I pretty much used all of the random papers that were donated over the last year.
I love that the student above wanted to make her calavera into an animal. I love her enthusiasm too.
I think that if I were to do this again, I would make the foam and paper smaller. The prints and foam above were 6x9. I was afraid that 3x4.5 would be too small to really get detail. However, I think the smaller size would balance out the negative space, as the majority of students had trouble drawing large.