Visual Arts · 6th Class

Active learning ideas

Monoprinting: Unique Impressions

Active learning works for monoprinting because the physical process of rolling paint, arranging textures, and pulling prints engages multiple senses. Students remember the tactile and visual surprises of monoprinting better when they experience the randomness directly rather than watching a demonstration.

• NCCA Curriculum Specifications
• NCCA: Primary - Print
• NCCA: Primary - Making Prints

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Texture Exploration Stations

Set up stations with paint rollers, plates, and material sets: natural items like leaves, fabrics, strings, found objects. Groups roll paint, add one texture type, press paper to print, record results, then rotate every 10 minutes. Conclude with a gallery walk to compare textures.

Compare the unique qualities of a monoprint to a linocut print.

Facilitation Tip

During Texture Exploration Stations, encourage students to press materials firmly but briefly to avoid paint bleeding beyond the edges.

What to look for

Provide students with a small piece of paper. Ask them to write one sentence comparing a monoprint to a linocut, and one sentence describing a texture they created using a specific material.

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

Activity 02

• Experiential Learning
• 35 min · Pairs

Pairs: Fleeting Moment Monoprints

Pairs brainstorm and sketch a quick moment, such as a wave crash or leaf fall. Each rolls paint gradients on plates, adds personal textures, prints twice for variations. Partners critique and select best prints for display.

Design a monoprint that captures a fleeting moment or abstract idea.

What to look for

Students display their monoprints. In pairs, students discuss: 'What fleeting moment or abstract idea does your partner's print suggest?' and 'Which material created the most interesting texture, and why?'

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

Activity 03

• Experiential Learning
• 25 min · Whole Class

Whole Class: Linocut vs Monoprint Critique

Project sample linocuts and student monoprints. Class brainstorms shared traits and differences on chart paper. Vote on prints evoking emotions, justifying with specific observations like texture or spontaneity.

Analyze how different materials (e.g., leaves, fabric) can create varied textures in a monoprint.

What to look for

During the printing process, circulate and ask individual students: 'What is one thing you are doing to ensure this print will be unique?' or 'How does the paint consistency affect your print?'

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

Activity 04

• Experiential Learning
• 40 min · Individual

Individual: Abstract Idea Series

Students select an abstract idea like joy or chaos, create three monoprints experimenting with color overlaps and tools. Reflect in journals on what worked, then mount as a series for peer feedback.

Compare the unique qualities of a monoprint to a linocut print.

What to look for

Provide students with a small piece of paper. Ask them to write one sentence comparing a monoprint to a linocut, and one sentence describing a texture they created using a specific material.

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

A few notes on teaching this unit

Approach this topic by emphasizing process over product, as the joy of monoprinting lies in discovery. Avoid over-directing; instead, model curiosity and let students troubleshoot their own setups. Research shows that when students lead their own investigations, they develop stronger problem-solving skills in artmaking.

Successful learning looks like students confidently using tools to create intentional yet unpredictable marks, explaining how their choices affect the print, and comparing their results to others. They should articulate why each print is unique and recognize the role of spontaneity in monoprinting.

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Watch Out for These Misconceptions

• During Texture Exploration Stations, students may think monoprints can be exactly duplicated like linocuts.

  Remind students that identical setups will still produce variations in pressure, paint thickness, and paper placement. Have pairs swap stations to compare their prints side-by-side and discuss the differences they observe.

• During Texture Exploration Stations, students may assume monoprinting requires special art supplies and equipment.

  Guide students to experiment with common items like plastic forks, bubble wrap, or dried leaves. Ask them to brainstorm alternative tools from the classroom or home that could create texture.

• During Linocut vs Monoprint Critique, students may think monoprinting is no different from regular painting.

  Use a quick demo to show how paint is transferred from the plate to paper, reversing the image. Ask students to point out which elements in their prints came from the transfer process rather than direct application.

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Methods used in this brief

• Stations Rotation
• Experiential Learning