LESSON 7: Memory and Moment, Photo Etching and Drypoint on Plexiglas- polymer plate and Drypoint on Plexiglas printed with Akua (soy based ink) on etching paper
Description:
Since the invention of the camera and more recently the digital camera and social media, humans have the ability to collect and document their experiences (making them into memories), see themselves through an exterior lens (through their friend’s posts and tags), create a persona (profile), and elevate moments (the heroic, the tragic, and the mundane). For this lesson Students will consider how documenting memories (especially through digital photography and social media) affects the sensory memory and experiences of individual moments. Students will create an intaglio print based on an impactful moment or special memory. Students will work from a digital image (that they provide). Each student will create a small edition of 3-5 prints and 3 alternate prints which explore varying the moods through the use of colors and layering techniques. The goal of this assignment is for students to use their experience and knowledge of the senses (from the previous 6 lessons) to interpret and re-present their memory- taking it beyond the original image.
Objectives:
Artists' Examples
- Marc Chagall, La Mariee, Lovers in Moonlight, Blue Lovers
- Kathe Kollowitz, The Memorial, The Hospital Visit, Child in My Arms
- Pablo Picasso, The Acrobats
- Sigmar Polk, Unknown Title
- Mary Cassatt, Maternal Caress, The Letter
- DeAnn Prosia, Sunday Morning, Crossing Avenue Park
- Various Photos of Memories/Moments/Events- 9/11 2nd plane, newborn baby and mom, summer camp, roller skating with big sister, first day of high school.
Defining Terms:
Sixth Sense- a power of perception beyond the five senses; intuition, premonition
Drypoint- scratching into a plate of copper or Plexiglas
Photo Etching- a process ofcreating aetching plate by
Distortion-
Skew-
Simplification-
Materials and Preparations:
Preparations and Procedures: STILL EDITING THIS SECTION
(DAY 1)
- Name 4 negative memories (recent or past) with family or friends
- Choose 1 positive and one negative, do your best to answer ALL of the following questions with as much detail as you can remember- Teacher can read questions orally while students have their eyes closed- silently respond.
- and answer - describe your memory in great detail: What time of day, weather, season, year? How did you feel (mentally, physically, psychologically?), - is there a photograph of this moment?
- Can you think of a photograph (recent or past) that represents a particularly important moment or memory?
- How do you think photography (and digital photography) has affected our sense of memory?
- How do you think social networking websites like facebook affect our sense of memory and our experience of being in “the moment.”
-
- What was the event? What is happening in the photo, What happened before or after (the picture was taken)? What were the group dynamics? Who was involved? Who took the photograph? How did you feel at that moment (mentally, physically, psychologically)?
Closure:
Assessments:
Formative-
Summative- Students will also grade themselves based on the self-assessment (40 points scale - 10 points each for meeting the criteria, good craftsmanship, effort & involvement, and creativity & originality- taking it beyond the basics). The rubric was given at the start of the project. Teacher will grade the completed project based on
the given criteria.
Since the invention of the camera and more recently the digital camera and social media, humans have the ability to collect and document their experiences (making them into memories), see themselves through an exterior lens (through their friend’s posts and tags), create a persona (profile), and elevate moments (the heroic, the tragic, and the mundane). For this lesson Students will consider how documenting memories (especially through digital photography and social media) affects the sensory memory and experiences of individual moments. Students will create an intaglio print based on an impactful moment or special memory. Students will work from a digital image (that they provide). Each student will create a small edition of 3-5 prints and 3 alternate prints which explore varying the moods through the use of colors and layering techniques. The goal of this assignment is for students to use their experience and knowledge of the senses (from the previous 6 lessons) to interpret and re-present their memory- taking it beyond the original image.
Objectives:
- Students will interpret and re-resent a memory or moment that is specific to them.
- Students will learn consistency in printing by producing a small edition of prints, all alike.
- Students will build on the previous lessons and utilize non-representational or abstract qualities to enhance the mood of their altered prints.
- Students will engage in small group discussion analyzing the role of new technology (digital cameras and social media) in the formation of their memories and their experiences of daily moments.
Artists' Examples
- Marc Chagall, La Mariee, Lovers in Moonlight, Blue Lovers
- Kathe Kollowitz, The Memorial, The Hospital Visit, Child in My Arms
- Pablo Picasso, The Acrobats
- Sigmar Polk, Unknown Title
- Mary Cassatt, Maternal Caress, The Letter
- DeAnn Prosia, Sunday Morning, Crossing Avenue Park
- Various Photos of Memories/Moments/Events- 9/11 2nd plane, newborn baby and mom, summer camp, roller skating with big sister, first day of high school.
Defining Terms:
Sixth Sense- a power of perception beyond the five senses; intuition, premonition
Drypoint- scratching into a plate of copper or Plexiglas
Photo Etching- a process ofcreating aetching plate by
Distortion-
Skew-
Simplification-
Materials and Preparations:
- Printing press
- Etching paper (torn to appropriate size) 7-9 pieces per student
- Tub for wetting paper and towels for blotting
- Cardboard squares for “paper fingers” and applying the ink
- Tarlatin for rubbing ink and wiping plates
- Newsprint and tissue paper for wiping plates
- Registration page
- Etching Plates (Plexiglas, Solar or polymer photo etching plates)
- UV light source (sun works with proper conditions
- Stylus for Drypoint plates
- Akua ink (various colors)
- Dissolve or oil and simple green for cleanup
- Paper towels
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Procedures: STILL EDITING
Preparations and Procedures: STILL EDITING THIS SECTION
(DAY 1)
-
· Digitally Manipulate the photograph: Crop, resize, make it black and white, increase the contrast, have Ms. Ferrell approve you image and your digital manipulations.
· Print the Image: Level 1 print on paper, Level 2/ADV print on transparency
· FOLLOW THE DEMONSTRATION(s) for how to transfer your image and create your plate and print your image.
LEVEL 1 should make some changes to the original design (as shown on the design development page).
· Create the Plate and Practice Printing the image: Refine and finalize the image. Save all practice prints for use on altered prints
· Create an Edition of 3-5 prints that are exactly alike
· Alter 3 final prints (using a variety of techniques)
· Peer Response Critique: Exchange your prints with another student (not at your table). Include the Peer Response Page of your packet with your edition and altered prints. They will answer the questions about your work and you will respond to their work.
· Complete the Self-Evaluation on the front of the packet and turn in all your completed process work and final prints for grading.
- Questions to consider: on handout
- Name 4 negative memories (recent or past) with family or friends
- Choose 1 positive and one negative, do your best to answer ALL of the following questions with as much detail as you can remember- Teacher can read questions orally while students have their eyes closed- silently respond.
- and answer - describe your memory in great detail: What time of day, weather, season, year? How did you feel (mentally, physically, psychologically?), - is there a photograph of this moment?
- Can you think of a photograph (recent or past) that represents a particularly important moment or memory?
- How do you think photography (and digital photography) has affected our sense of memory?
- How do you think social networking websites like facebook affect our sense of memory and our experience of being in “the moment.”
-
- What was the event? What is happening in the photo, What happened before or after (the picture was taken)? What were the group dynamics? Who was involved? Who took the photograph? How did you feel at that moment (mentally, physically, psychologically)?
Closure:
Assessments:
Formative-
Summative- Students will also grade themselves based on the self-assessment (40 points scale - 10 points each for meeting the criteria, good craftsmanship, effort & involvement, and creativity & originality- taking it beyond the basics). The rubric was given at the start of the project. Teacher will grade the completed project based on
the given criteria.
Lesson 7 Presentation Slides: click on the image to view its original source.
Extensions:
Read the following 3 articles and type a reflection on their personal motivations for using or not using facebook- emailed to Ms. Ferrell for 5 points extra credit
Specific Links:
David Lazer, (23 March 2009) Director of Complexity and Social Networks Blog of the Institute for Quantitative Social Science and the Program on Networked Governance, Harvard University
http://www.iq.harvard.edu/blog/netgov/2009/03/the_social_psychology_of_faceb.html
The Addictive Psychology Behind Facebook’s Use & Popularity!
http://blog.thoughtpick.com/2009/10/the-addicitve-psychology-behind-facebooks-use-popularity.html
Facebook: 7 Highly Effective Habits
http://www.spring.org.uk/2010/09/facebook-7-highly-effective-habits.php
Read the following 3 articles and type a reflection on their personal motivations for using or not using facebook- emailed to Ms. Ferrell for 5 points extra credit
Specific Links:
David Lazer, (23 March 2009) Director of Complexity and Social Networks Blog of the Institute for Quantitative Social Science and the Program on Networked Governance, Harvard University
http://www.iq.harvard.edu/blog/netgov/2009/03/the_social_psychology_of_faceb.html
The Addictive Psychology Behind Facebook’s Use & Popularity!
http://blog.thoughtpick.com/2009/10/the-addicitve-psychology-behind-facebooks-use-popularity.html
Facebook: 7 Highly Effective Habits
http://www.spring.org.uk/2010/09/facebook-7-highly-effective-habits.php
Click below to download the project criteri, assessment rubric, and peer-feedback forms for Lesson 7 (Level 1)
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Click below to download the project criteria, assessment rubric, and peer-feedback forms for Lesson 7 (Level 2/ADV)
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