Folk Art – Stenciling Project

7th Grade Art – Shapes

Noel

1 | P a g e

Lesson Objectives: Students will design an original stencil pattern.

Arkansas Frameworks: 5.7.1, 5.7.2, 5.7.3, 5.7.8, 5.7.9, 5.7.10, 5.7.11, 5.7.12, 5.7.13, 5.7.14, 5.7.15, 5.7.16, 5.7.17, 6.7.1, 6.7.4, 6.7.5, 6.7.7, 6.7.9, 6.7.10, 6.7.11, 6.7.12, 6.7.13, 6.7.14, 7.7.1, 7.7.2, 7.7.3, 7.7.4, 7.7.5, 7.7.6, 7.7.7

Pre-test - assignment: Elements and Principle’s quiz

Pre- Lesson: 1. Lecture on the different types of shapes

2. Matisse cut-out projects and critiques

3. Shape PowerPoint and Expressive Properties of Shape Worksheet

4. Scholastic Art: Folk Art / worksheet, PowerPoint on Grandma Moses

Vocabulary: abstraction, aesthetic, balanced composition, dry brush, focal point, form, geometric,

message/idea/theme, mirror image, opaque, organic, overpainting, pattern, positive/negative reversal,

print, repetition, shading, silhouette/contour, simplification, stencil, stencil bridges, stylization, texture,

viscosity.

Essential Question: What defines a folk artist? (Answer: Untrained artists whose works are

characterized by an aesthetic and unaffected charm. They work with the materials they have on hand.)

Materials: Projector, Grandma Moses’ PowerPoint, Scholastic art magazines: Folk Art: Working with

Shapes (Oct 2002), Reading Worksheets, 9 x 12 newsprint paper, 18 x 18 in. or 18 x 25 in. colored

construction paper, acrylic paints, brushes, scissors and or X-Acto knives, oak tag paper, magazines,

laptops, printer and internet.

Procedure: Preparation (one hour)

1. The day before assignment, provide overview. Use examples of folk-art stencils to explain

stenciling process; show how fold artists stylized forms. Discuss use of geometric, organic

shapes.

2. Stenciling is a three-step printmaking technique;

a. Designing stylized stencils; developing a visually interesting composition/pattern

b. Transferring to oak tag; cutting stencil

c. Stenciling design.

Developing theme and design (four hours)

1. Look in magazines or computer for organic forms/patterns on which to base stencil form, avoid

cartoons, already-stylized imagery. Remove entire page or print image.

2. On 9 x 12 in. newsprint, draw a strong, flat shapelike form. Forms will be arranged in 18 x 18

in. square or 18 x 24 in. rectangular composition.

3. Arrange several drawings into interesting, balanced square/rectangular composition.

Coyote Café logo, 1986, Harry Fonseca

Folk Art – Stenciling Project

7th Grade Art – Shapes

Noel

2 | P a g e

4. Transfer final composition to tracing paper; leave 1-in boarder. For accuracy, students can

cover tracing paper with a 2- or 4-in. light pencil grid.

5. Discuss stencil bridges (sections of stencil left between cutout shapes which hold stencil

together). Bridges less than 1/8 in. tend to fill in.

6. Determine color. Consider color of paper. Limit number of colors to three, plus paper color.

Transferring design; cutting stencil (two hours)

1. Transfer composition to oak-tag paper. Turn over tracing paper; retrace design on back.

2. Turn tracing paper back over, trace stencil onto oak tag. Leave 2 in. border around stencil.

3. With X-Acto Knife/cutting board, cut out stencil.

Practicing stenciling technique (two hours)

1. Dip brush tip in paint; remove surplus. Marks should be soft and shaded, brush fairly dry. Hold

brush like pencil, fingers close to bristles. Build up color slowly. Forms should be sharp and

clean.

2. Once beginning to stencil, do not stop working. Stencil will warp; paint and brush will dry out.

3. Paint must be opaque, cover evenly. Thin paint seeps under stencil; thick paint is blotchy.

Demonstrate overpainting, shading, highlighting.

Stenciling design (two hours)

1. Select paper; arrange design with sketch as guide. Use light pencil grid for complex

designs.

2. Plan areas to be stenciled in what order. Design determines order. Large images and

those requiring overpainting are usually stenciled first.

3. Mix enough color to cover whole area. Approximately 3 tablespoons will cover 18 x 18

in. surface.

4. Begin stenciling. For repeat stencils, dry after each use (sandwich between paper

towels).

5. Stencil must remain stationary and close as possible to surface. Press down stencil

edges closest to area where color is being applied.

6. Experiment with different stencil methods; water marker stippling; flicking toothbrush;

paint rollers.

Evaluate:

a. A project rubric will be used to evaluate student work.

b. Students will write a self assessment about their artwork based on their peer’s

comments and interpretations during the class critique.

Cross Curricular Connections:

Language Arts / English: Students reflect, evaluate and write on their self assessments.

Math: Students will demonstrate their knowledge of measurement by measuring and graphing 2

different size papers.

Folk Art – Stenciling Project

7th Grade Art – Shapes

Noel

3 | P a g e

Social Studies: Study of 20st C. Artists, Scholastic Reading: Folk Art: Working with Shapes,

Teachers’ Edition,

Art History - Critical Analysis: Folk Art Reading Questions, Reading Answers, Reading

Pictures #38 Ritual Art: Navajo sand Painting (answers), #39 Symbols in Art (answers), #40

Genre Painting: Life at Home (answers).

Parental Involvement: Projects, assignments and student work are posted online at the school’s

/ art dept website.

Technology Connections: Video and/or PowerPoint presentations. Students work with laptops

to do research and self assessments.

a. Resources: See all resources and handouts on the following website -

http://panthers.k12.ar.us/High_School/Departments/Art/art_web_pages/Lessons/Syllabu

s/Syllabus.htm

Arkansas Frameworks:

5.7.1 (line variety), 5.7.2 (2-d shapes & 3-d forms), 5.7.3 (color theory), 5.7.4 (texture variety), 5.7.5 (implied/simulated textures), 5.7.6 (spatial relationships), 5.7.7 (value ranges), 5.7.8 (complex patterns), 5.7.9 (movement/rhythm), 5.7.10 (proportion/scale), 5.7.11 (balance types), 5.7.12 (unity), 5.7.13 (variety), 5.7.14 (emphasis) 5.7.15 (relate art history to the artistic process), 5.7.16 (purpose for creating art), 5.7.17 (safety), 6.7.1(contour, gesture & sketches), 6.7.2 (full range of value), 6.7.3 (simulate surface qualities), 6.7.4 (apply spatial relationships), 6.7.5 (use of transfer methods – including grid), 6.7.6 (mix color/color theory), 6.7.7 (printmaking), 6.7.8 (3-d objects/elem & prin), 6.7.9 (using traditional & nontraditional methods, media & techniques), 6.7.10 (problem solving techniques), 6.7.11(content/communicate meaning), 6.7.12 (diverse cultures), 6.7.13(artwork from personal observations), 6.7.14 (cross the curriculum), 6.7.15 (collaboration), 7.7.1(historical connections between self/others), 7.7.2 (historical styles/periods), 7.7.3 (ways physical environment affects visual art), 7.7.4 (utilize art criticism), 7.7.5 (media, contemporary culture and art across the globe), 7.7.6 (exhibiting artwork), 7.7.7 (portfolios and self assessments)