The Arts · Grade 4

Active learning ideas

Printmaking: Repeating Images

Active learning works well for printmaking with repeating images because students need to move between hands-on creation, observation, and collaboration. Moving from station to station, discussing patterns in pairs, and building a mural together lets students see repetition in action, not just in theory.

• Ontario Curriculum Expectations
• VA:Cr2.1.4a

• 25–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Material Exploration

Prepare stations with styrofoam, potatoes, and erasers for carving simple shapes. Students incise designs, roll on paint, and press onto paper, then rotate to try each material. End with a share-out of one favourite print per group.

Explain the process of creating a print from a carved surface.

Facilitation Tip

During Station Rotation: Material Exploration, set out three materials (styrofoam, eraser, potato) at each station and ask students to rotate every 8 minutes, recording which material they think will create the clearest print and why.

What to look for

Provide students with a small piece of paper. Ask them to draw a simple image, then write one sentence explaining how they would carve it into a printing block. Finally, they should list two things that would make their print different from their drawing.

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

Activity 02

• Experiential Learning
• 30 min · Pairs

Pairs: Repeating Pattern Design

Partners sketch a motif together, carve it on foam plates, and print overlapping patterns on long paper strips. Experiment with two colours per print. Discuss how repetition creates rhythm.

Design a repeating pattern using a simple printmaking technique.

Facilitation Tip

During Pairs: Repeating Pattern Design, give each pair one motif to repeat and one large paper, then have them plan their layout before carving to avoid rushed decisions.

What to look for

Observe students as they carve their printing blocks. Ask questions like: 'What part of your design will be the ink?' or 'How will you make sure your image transfers clearly onto the paper?' Note their responses to gauge understanding of the relief printing concept.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 50 min · Whole Class

Whole Class: Printmaking Mural

Each student creates one print block and contributes impressions to a class mural. Overlap prints to form a larger pattern. Vote on most effective repeats at the end.

Compare how a print differs from an original drawing.

Facilitation Tip

During Whole Class: Printmaking Mural, assign small groups to create a section of the mural, then have them present their repeating section to the class before assembling the whole piece.

What to look for

After students have made a few prints, have them share their work in small groups. Prompt them with: 'Point out one thing you like about your partner's print. Suggest one way they could change their printing block or printing process to create a different effect.'

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 25 min · Individual

Individual: Print vs Drawing Comparison

Students draw an image, then make prints from it. Mount side-by-side and annotate three differences. Share in a gallery walk.

Explain the process of creating a print from a carved surface.

Facilitation Tip

During Individual: Print vs Drawing Comparison, ask students to print once, then draw the same image freehand, placing both side by side to compare line quality and texture.

What to look for

Provide students with a small piece of paper. Ask them to draw a simple image, then write one sentence explaining how they would carve it into a printing block. Finally, they should list two things that would make their print different from their drawing.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teachers should model the printmaking process clearly, showing how pressure and ink affect the final print. Avoid overemphasizing perfection; instead, highlight how variation can be intentional and artistic. Research suggests that students learn best when they see immediate results from their adjustments, so encourage quick trials and discussions about what changes the outcome.

Successful learning looks like students confidently carving simple motifs, adjusting pressure and ink to create varied prints, and describing how repetition shapes their designs. They should also articulate differences between their prints and drawings, showing understanding of the printmaking process.

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Watch Out for These Misconceptions

• During Station Rotation: Material Exploration, watch for students who assume all materials will produce identical results.

  Have students test each material with the same motif, then discuss why the prints differ in clarity and texture. Ask them to adjust their technique for each material and record their findings in a simple chart.

• During Pairs: Repeating Pattern Design, watch for students who believe repeating images must be complex to be effective.

  Ask pairs to start with a single simple shape and experiment with spacing and rotation. Have them create three versions with different layouts to see how basic shapes can create strong patterns.

• During Whole Class: Printmaking Mural, watch for students who think each print in the mural must be identical to fit into the design.

  Encourage students to embrace variation by discussing how slight differences can create rhythm and movement. Ask them to point out subtle variations in the mural and explain how those choices enhance the overall piece.

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Methods used in this brief

• Stations Rotation
• Experiential Learning