The Arts · Year 1

Active learning ideas

Introduction to Printmaking

Active learning works well for printmaking because young students learn spatial reasoning and fine motor control by doing. When children press, roll, and layer materials, they build tactile memory that connects cause and effect in ways that watching a demonstration cannot.

• ACARA Content Descriptions
• AC9AVA2D01

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 35 min · Small Groups

Small Groups: Vegetable Stamp Stations

Prepare potato and carrot halves cut into shapes like circles and stars. Students dip stamps in shallow paint trays, press firmly onto paper, and note pressure effects. Groups rotate stations every 10 minutes to try different shapes and record observations.

Predict how changing the pressure on a printing block will affect the final image.

Facilitation Tip

During Vegetable Stamp Stations, demonstrate how to cut away negative space with a plastic knife so children focus on the clean shape before dipping in paint.

What to look for

Provide students with a small card. Ask them to draw a quick sketch of their favorite print they made today and write one word describing how it looks different from a drawing.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Stations Rotation
• 25 min · Pairs

Pairs: Found Object Printing

Collect natural items like leaves and sticks. Pairs paint one side, press onto shared paper sheets, and create repeating patterns. Discuss how object texture influences the print before swapping items.

Compare the unique qualities of a print to a drawing or painting.

Facilitation Tip

In Found Object Printing, keep pairs small to encourage turn-taking and shared problem-solving about which side of the sponge or leaf produces the best impression.

What to look for

Observe students as they create their prints. Ask questions like: 'What happens when you press harder?' or 'What material did you choose for your block and why?' Note their responses and actions.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Stations Rotation
• 40 min · Whole Class

Whole Class: Collaborative Print Wall

Demonstrate a simple foam stamp. Each student adds one print to a large mural paper, varying pressure and colors. Review the wall together to compare individual contributions.

Design a simple print using a found object or carved material.

Facilitation Tip

For the Collaborative Print Wall, assign each student a specific color so the final wall shows both individual marks and a unified composition.

What to look for

Gather students to share their prints. Ask: 'What do you notice about all the prints made with the same block?' and 'How is this print different from a painting you might make?' Encourage them to point out textures and edges.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 04

• Stations Rotation
• 30 min · Individual

Individual: Design Your Block

Students carve soft foam or soap into personal shapes using safe tools. Test print multiple times, adjusting pressure based on predictions. Mount favorites for display.

Predict how changing the pressure on a printing block will affect the final image.

What to look for

Provide students with a small card. Ask them to draw a quick sketch of their favorite print they made today and write one word describing how it looks different from a drawing.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teach printmaking by emphasizing process over product. Avoid correcting every small variation; instead, ask students to notice differences and share discoveries. Research shows that when children compare prints made with the same block, they develop early metacognitive skills about variation and control. Keep the language simple: use words like ‘stamp,’ ‘press,’ and ‘pull’ consistently so students build a shared vocabulary.

Successful learning looks like students confidently selecting materials, adjusting pressure, and discussing how each print differs from a drawing. You will see them compare prints within groups and explain why some images are clearer or more textured than others.

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Watch Out for These Misconceptions

• During Vegetable Stamp Stations, watch for students who believe all prints from the same cut vegetable look exactly identical.

  Ask them to press one stamp three times on the same paper, then compare the three impressions. Highlight uneven edges or paint buildup to show how slight hand movements change the outcome.

• During Found Object Printing, watch for students who say prints are less creative because they repeat the same shape.

  Have them line up three prints side by side and describe the textures: a sponge might show soft edges, while a leaf shows veins. Ask which one feels more like a drawing and which feels more like a pattern.

• During Collaborative Print Wall, watch for students who think heavy pressure always produces the best print.

  Let them test light, medium, and heavy presses on three separate sheets using the same block. After drying, compare the clarity and texture of each print and vote as a class on which pressure ‘wins.’

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Methods used in this brief

• Stations Rotation