Printmaking and Patterns · Spring Term

Found Object Printing

Discovering the printing potential of everyday items like sponges, corks, and leaves.

About This Topic

Found Object Printing introduces students to the NCCA Print and Shape strands by transforming everyday items into artistic tools. This topic encourages students to look at the world through a 'printer's eye,' identifying the geometric and organic shapes hidden in common objects like corks, sponges, or leaves. It demystifies the printmaking process, showing that you don't need expensive equipment to create complex, beautiful designs.

Students experiment with layering, color mixing on the 'plate,' and varying the amount of ink to see how it affects the final image. This topic is highly experimental and benefits from a collaborative environment where students can swap 'found tools' and share their discoveries. By using active learning strategies like station rotations, students can quickly test a wide variety of textures and shapes, building a diverse visual vocabulary.

Learning Objectives

• Classify found objects based on their potential printing textures and shapes.
• Analyze how varying the amount of paint affects the clarity and detail of a print.
• Predict the visual outcome of layering multiple prints from different found objects.
• Create a print composition using at least three different found objects.
• Compare the effectiveness of different found objects as printing tools.

Before You Start

Exploring Color Mixing

Why: Students need a basic understanding of color mixing to effectively choose and combine colors for their prints.

Introduction to Shape and Form

Why: This topic builds on the identification and differentiation of shapes and forms, extending it to how these can be translated through printing.

Key Vocabulary

Found Object	An everyday item, not originally intended as an art material, that can be repurposed for printing.
Relief Printing	A printing technique where the image is created from a raised surface, meaning ink is applied to the high points of the printing block.
Texture	The surface quality of an object, such as rough, smooth, bumpy, or soft, which transfers to the print.
Layering	Applying multiple prints on top of each other to build up complexity, color, or pattern in the final artwork.
Impression	The mark or image left on a surface by the printing process.

Active Learning Ideas

Station Rotations: The Printing Buffet

Set up stations with different categories of objects: 'Nature' (leaves, twigs), 'Kitchen' (forks, sponges), and 'Office' (corks, paperclips). Students rotate through, making one print of each to see which category creates the clearest shapes.

⏱ 45 min·Small Groups

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Think-Pair-Share: Layering Logic

Students print one shape in a light color. They then discuss with a partner which shape and color should go on top to create an interesting 'overlap' effect before making the second print.

⏱ 20 min·Pairs

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Gallery Walk: Shape Guessing

Students display their best prints. Peers walk around and try to identify which 'found object' was used to create specific marks, discussing how the object's 3D shape changed when it became a 2D print.

⏱ 25 min·Whole Class

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Real-World Connections

Textile designers use found objects like textured fabrics or natural elements to create unique patterns for clothing and home furnishings, often experimenting with different printing methods.

Graphic designers and illustrators sometimes incorporate textures derived from found object prints into digital artwork to add depth and visual interest to posters, book covers, and websites.

Set designers for theatre or film might use found object printing techniques to create unique wall textures or decorative elements for stage backdrops, adding character and realism to the environment.

Watch Out for These Misconceptions

Common Misconception

More paint makes a better print.

What to Teach Instead

Students often glob on paint, which loses the detail of the object. Through 'The Printing Buffet,' they discover that a thin, even layer of paint (using a brayer or sponge) captures the 'true' texture of the object.

Common Misconception

You can only print with things that are flat.

What to Teach Instead

Students might ignore round objects like corks or balls. Experimentation shows them that 'rolling' a 3D object can create a continuous, interesting line or pattern.

Assessment Ideas

Quick Check

Provide students with a small selection of found objects (e.g., a leaf, a cork, a piece of bubble wrap). Ask them to select two objects and quickly sketch the texture and shape of each. Then, have them predict what kind of mark each object would make with paint.

Exit Ticket

Students complete a print using at least two found objects. On the back, they write: 'One object I used was ____, and it made a ____ print because ____.' They also answer: 'What would happen if I used more paint next time?'

Discussion Prompt

After students have experimented with printing, ask: 'Which found object gave you the most interesting texture and why? How did the amount of paint you used change the print? What did you learn about layering prints from observing your classmates' work?'

Frequently Asked Questions

What kind of paint is best for found object printing?

Thick tempera or acrylic paint works well. If the paint is too watery, it will slip off the object and create a blurry mess. Using a sponge to 'dab' the paint onto the object helps control the amount.

How do I help students organize their printing workspace?

Use 'inking stations' where paint is kept, and 'printing stations' where the paper stays clean. This prevents 'ghost' fingerprints from ruining the final artwork.

How can active learning help students understand found object printing?

Active learning turns the lesson into a game of discovery. In 'Shape Guessing,' students are forced to analyze the relationship between a 3D object and its 2D mark. This critical thinking helps them understand the concept of 'transfer,' which is the foundation of all printmaking in the NCCA curriculum.

What should I do if the object sticks to the paper?

This usually means the paint is too thick or has started to dry. Remind students to work quickly and to use a 'steady hand' to lift the object straight up rather than pulling it to the side.