Print in the curriculum

Third and Fourth Class

Strand Unit: Making prints The child should be enabled to:

  • Experiment with a widening range of printmaking techniques / printing with a limited colour range to help focus on creating more complex images in shape, texture & pattern / discovering how simple prints could be further developed (e.g. overlapping shapes)
  • Use a widening range of print-making techniques to make theme-based or nonrepresentational prints / making a variety of relief prints / composing relief print blocks, emphasizing line, shape, negative shape, texture & pattern / impressing found items into a slab of clay / masking out some areas / making a variety of small-scale relief prints (stamp printing) / creating interesting patterns and rhythms by juxtaposing stamps / making stencils / spray or sponge painting over stencils cut to his/her design / making monoprints emphasising line and shape / combining with other techniques
  • Make prints for functional uses (as well as for their own sake) / for use on wrapping paper, boxes, fabric / making posters for specific purposes
  • Use a computer art program to create original images that are not dependent on clip art / organising a layout for a print design.

Strand Unit: Looking and responding The child should be enabled to:

  • Look at, handle and talk about natural and manufactured objects for experience of texture, shape, pattern
  • Look at and talk about his/her work, the work of other children and art prints or print design that emphasise the play of shape, texture or line / describing the print line, shape, negative shape, texture, pattern, colour used to create the image or design / how materials and tools were used to create and further develop the print / how problems were solved / what he/she likes about the work / looking at some prints to investigate printmaking techniques (as well as for their own sake) / comparing stencils and monoprints with his/her work
  • Look at and talk about examples of design in everyday use