Art and Design · Year 7

Active learning ideas

Screen Printing Basics

Screen printing is a tactile, visual medium where students immediately see cause and effect. Active learning works because the physical process of pushing ink through a screen cements concepts like stencil adhesion and pressure control better than any explanation could. Each activity builds on the last, turning abstract ideas about positive and negative space into clear, printed results.

• National Curriculum Attainment Targets
• KS3: Art and Design - Printmaking
• KS3: Art and Design - Technical Skills

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

Activity 01

• Flipped Classroom
• 25 min · Pairs

Pairs: Bold Stencil Design

Students work in pairs to brainstorm and sketch simple motifs with strong contrasts. They select one design, trace it onto translucent paper, and cut out the stencil areas carefully. Pairs test stencil placement on sample screens and predict print results.

Explain the process of transferring an image onto a screen for printing.

Facilitation Tip

During the Pairs: Bold Stencil Design activity, circulate and remind students to trace their final design onto acetate or stiff paper with a fine-tip marker to keep lines crisp and transferable.

What to look for

Observe students as they prepare their stencils. Ask: 'What areas of your design need to be blocked out to create a positive image?' and 'How will you ensure your stencil adheres securely to the screen?'

• Understand
• Apply
• Analyze
• Self-Management
• Self-Awareness

Activity 02

• Flipped Classroom
• 45 min · Small Groups

Small Groups: Screen Preparation Stations

Set up stations for coating screens with emulsion or taping paper stencils. Groups rotate every 10 minutes, practicing exposure under light or drying times. Each group records steps and challenges for class share-out.

Design a simple image suitable for a single-color screen print.

What to look for

Students complete a sentence starter: 'The most important step in creating a clean screen print is ____ because ____.' They also draw a small sketch of their final print, labeling one area that demonstrates good registration or stencil control.

• Understand
• Apply
• Analyze
• Self-Management
• Self-Awareness

Activity 03

• Flipped Classroom
• 30 min · Individual

Individual: Ink Application Practice

Each student selects a pre-made screen, applies ink with a squeegee in one direction, and lifts to reveal the print. They repeat on three surfaces, noting differences in absorbency. Clean-up follows structured protocol.

Analyze how screen printing allows for precise reproduction on various surfaces.

What to look for

After printing, students pair up and examine each other's work. Prompt: 'Identify one aspect of your partner's print that shows successful stencil application. Suggest one way the ink application could be improved for the next print.'

• Understand
• Apply
• Analyze
• Self-Management
• Self-Awareness

Activity 04

• Flipped Classroom
• 50 min · Whole Class

Whole Class: Multiples Production Line

Organize as an assembly line: one group designs, one preps screens, one prints, one critiques. Produce a class edition of 20 prints. Discuss efficiency and variations at the end.

Explain the process of transferring an image onto a screen for printing.

What to look for

Observe students as they prepare their stencils. Ask: 'What areas of your design need to be blocked out to create a positive image?' and 'How will you ensure your stencil adheres securely to the screen?'

• Understand
• Apply
• Analyze
• Self-Management
• Self-Awareness

A few notes on teaching this unit

Teach screen printing by modeling each stage yourself, narrating your decisions aloud. Demonstrate how to hold the squeegee at a 45-degree angle and pull—not push—ink in one smooth motion. Avoid rushing; allow time for students to troubleshoot stencil adhesion and ink viscosity on their own first, then address issues as a group. Research shows that guided, hands-on practice with immediate feedback leads to stronger retention than demonstrations alone.

Successful learning looks like students confidently preparing stencils, assembling screens independently, applying ink with controlled pressure, and producing clean, registered prints. Clear registration marks, bold stencil edges, and even ink distribution signal mastery of the core techniques. By the end of the lesson, each student should have a small edition of prints they can explain step by step.

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Watch Out for These Misconceptions

• During the Pairs: Bold Stencil Design activity, some students may think they need intricate designs to make a strong print.

  Guide students to focus on bold, high-contrast shapes. Provide examples of simple yet effective designs and ask them to simplify their own drawings before transferring them to stencil material.

• During the Small Groups: Screen Preparation Stations activity, students may assume that a tightly stretched screen is only for professionals.

  Show students how to use embroidery hoops to stretch fabric tightly and evenly. Have them test the tension by pressing lightly on the fabric—it should not sag. Reinforce that proper tension is essential for smooth ink flow.

• During the Individual: Ink Application Practice activity, students may believe that pressing harder with the squeegee will always make a darker print.

  Demonstrate how to apply even pressure and use a consistent angle. Have students practice on scrap paper first, comparing prints made with different pressures to see that excess pressure can blur edges or push ink underneath the stencil.

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Methods used in this brief

• Flipped Classroom