Block Reduction Prints for Dia De Los Muertos

It has been two years since I last had the opportunity to do a Day of the Dead project. I went back to an old favorite, block reduction printing with my middle school classes. If you'd like to see a more in-depth step-by-step process, visit my old blog: http://schutzart.blogspot.com/2011/10/block-reduction-printmaking-with-grade.html.

Block Reduction Printmaking with Grade 8

The first time I ever used a gouge was in third grade in Mrs. Hargrovers Art class. I quickly learned the dangers of the tool when the tip accidentally went into my finger and subsequently taken to the nurse by Mrs. H. Aside from the little mishap I became a fan of printmaking from that day forward. This is why I keep iodine, bandaids, and cotton handy during this project.


As Dia de Los Muertos (Day of the Dead) is just around the corner I figured it is time to bust out the softkut blocks and gouges and share a little bit on what goes on in Mexico in addition to how other cultures remember the passings of their loved ones and ancestors. We looked at some José Guadalupe Posada and Artemio Rodriguez prints in addition to images and a chat about the celebrations.

Posada

Posada

Rodriguez

Rodriguez

Some students don't feel comfortable drawing skulls so they have an option of making a face.
Supplies: paper, gouge, softcut blocks, ink, brayer, sheet of glass, and pencil
Vocabulary: Reduction print, brayer, ink plate, gouge, block/plate, edition, pulling, inking, and baren 

Step one: design an image on paper with pencil. 

Step two: transfer image to a softku block. 

Step three: use gouge to remove the "white" areas. 

Step four: print background color with a light color.

Background color results.

Step five: use gouge to remove the background.

Step six: print dark color over background image.

Pulling a print.

Final outcomes:
well registered print (left)
off-registered print (center)
over-inked print (right)

Step seven: sign and number prints with pencil.

Here's Johnny....

Printing the first color

Using a brayer to roll-on the ink.

Final prints.

Sherif's

Farida's

Amna's

Vighnesh's

Tamara's

Aly's

Ahmed M.'s

Ahmed's

Color Pencil Skull Drawing

Assignment:

Color pencil skull drawing  

Objectives:

The student will use observational skills to draw a skull/skulls using color pencils. The student will apply color theory concepts and are highly encouraged to experiment with different types of lines. The student will demonstrate principles (unity, harmony, variety, contrast, proportion, and balance) and elements (line, texture, color, form, shape, and value) of art. 

Supplies:

Black paper, Prismacolor pencil, 2 real skulls from the Science department.  

Vocabulary:

observation, arrangement, balance, color, form, proportion, line, 

The Process
Step 1
The skulls will be set up on the table the student will choose the angle they wish to draw. The student will use a white pencil to create the initial line drawing. 
Step 2
After the student has made the  initial drawing they will choose what types of line and color combination they wish to add. Again, they are encouraged to experiment using lines and color combinations. 

Example

Farida's

Merna's

Amina's

Jomana's

Nouca's

Post project essential questions:
What was successful about your project?
What part of the project did you find challenging?
What do skulls and/or skeletons symbolize in the Egyptian society?
Did you feel uneasy sitting at a table with a real skull?

Please answer and e-mail your responses to:bmedina@schutzschool.org.eg

Skeleton Ink Drawing

Assignment:

Draw a section of a skeleton and render it with brush and ink.  

Objectives:

The student will use observational skills to draw a section of the skeleton model. They are to think in the terms of shape and form. The student will use a water base marker to outline then apply a wet brush to render the bones.

The student will demonstrate principles (unity, contrast, proportion, and balance) and elements (line, form, shape, and value) of art. 

Supplies:

Paper, eraser, pencil, skeleton model, water base marker, brush, water 

Vocabulary:

observation, arrangement, balance, color, form, proportion, line, rendering (shading), value (light-medium-dark) 

The Process
Step 1
The skeleton model will be set up on the table in a certain position. The student will choose the section they wish to draw. The student will use a pencil to create the initial line drawing. 

Step 2
The student will use the water based marker to outline the bones. 

Step 3

The final step will be to use a brush and water to dilute the inked lines for shading. NOTE: The more water applied and thiner the line the lighter the value. The less water applied and thicker the line the darker the value. 

Making the initial drawing

Step 2 and 3-adding the lines and rendering with brush and water. I encourage my students to work in sections as not to smear the lines form the marker. 

When I presented the project many felt overwhelmed by the task, but as you can see they are doing just fine.

Farida's ready to add some more lines.Working on a project upside down proved to be an abstract concept for a couple of students.  

Jomana drawing some large ribs.

Example

Nouca's

Amina's

Farida's

Post project essential questions:
What was successful about your project?

What areas of your project could you improve in?

Did you find it difficult controlling the the amount of water applied to the marker lines

What does a skeleton mean to you?

Please answer and e-mail your responses to:bmedina@schutzschool.org.eg