Recognizing the Language of Persuasion
Identifying rhetorical questions, emotive language, and strong adjectives in persuasive texts.
Key Questions
- Analyze how advertisers use specific words to make us want a product.
- Differentiate between a fact and an opinion in an argument.
- Explain how a rhetorical question can engage a reader's curiosity and encourage agreement.
NCCA Curriculum Specifications
About This Topic
Relief Printing introduces 3rd Year students to the concept of the 'multiple'. Unlike a drawing, which is a unique object, printing allows an artist to create many copies of the same image. This topic aligns with the NCCA Print strand, where students explore the process of transferring an image from a raised surface to paper. They learn to create printing blocks using materials like foam, cardboard, or even vegetables, discovering how the 'negative space' (the parts they cut away) is just as important as the 'positive space'.
A key challenge in relief printing is 'mirroring', understanding that the final print will be a reversed version of the block. This requires students to think ahead and plan their designs carefully. This topic is highly process-oriented and benefits from station rotations where students can experiment with different inking and pressing techniques. Students grasp this concept faster through structured discussion and peer explanation during the 'proofing' stage.
Active Learning Ideas
Stations Rotation: The Print Lab
Set up stations for different parts of the process: one for 'carving' (using dull pencils on foam), one for 'inking' (using rollers and trays), and one for 'pressing' (using clean rollers or spoons). Students rotate to complete their first edition.
Think-Pair-Share: The Mirror Mystery
Students write their initials on a piece of paper and then try to draw them 'backwards' as they would appear on a printing block. They swap with a partner to check if the reversed letters would print correctly.
Inquiry Circle: Pattern Repeat
In small groups, students use their individual blocks to create a large-scale patterned 'wallpaper'. They must decide on a layout (grid, brick, or random) and work together to keep the spacing and ink levels consistent.
Watch Out for These Misconceptions
Common MisconceptionThe parts I draw on the block will be white on the paper.
What to Teach Instead
Students often get confused between what is 'inked' and what is 'cut'. A quick 'rubbing' with a crayon over their block before inking helps them see exactly which parts will pick up the color.
Common MisconceptionMore ink always makes a better print.
What to Teach Instead
Too much ink fills in the fine details. By doing a 'test print' (ghost print) and comparing it with a partner's, students learn that a thin, even layer of 'tacky' ink produces the clearest results.
Suggested Methodologies
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Frequently Asked Questions
How can active learning help students understand relief printing?
What are the safest 'carving' tools for 3rd Year?
How do I explain 'negative space' to 8-9 year olds?
What is a 'ghost print'?
Planning templates for The Power of Words: Exploring Narrative and Information
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