Creative Explorations: Discovering the Visual World · 2nd Year

Active learning ideas

Monoprinting Adventures

Active learning works well for monoprinting because the hands-on process helps students grasp printmaking’s unique qualities. The spontaneity of monoprinting encourages experimentation, which builds confidence in handling materials and techniques.

• NCCA Curriculum Specifications
• NCCA: Primary - Print
• NCCA: Primary - Looking and Responding

• 20–40 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 30 min · Pairs

Inquiry Circle: The 'Pull' Reveal

Students work in pairs. One student creates a secret drawing in the ink, and the other student 'pulls' the print. They then discuss what changed between the 'plate' and the 'paper' (e.g., the image is reversed).

Compare and contrast the process and outcome of a monoprint versus a direct drawing.

Facilitation Tip

During the 'Pull' Reveal activity, remind students to lift the paper slowly to avoid smudging and to document the flip in their sketchbooks.

What to look for

Observe students as they work. Ask: 'What part of your print is created using subtractive drawing? How did you make that area lighter?' Note their ability to identify and explain their technique.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Peer Teaching
• 40 min · Small Groups

Station Rotations: Subtractive vs. Additive

Station A: Students use cotton buds to 'wipe away' ink to draw. Station B: Students use brushes to 'paint' ink onto the plate. They compare which method creates a clearer image.

Analyze the unexpected visual effects that occur when separating paper from a monoprint plate.

Facilitation Tip

In the Station Rotations, circulate to ensure students are using the right pressure for subtractive versus additive techniques.

What to look for

Students complete a monoprint. On the back, they write: 'One thing I learned about monoprinting today is...' and 'One way my print is different from a direct drawing is...'

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

Activity 03

• Gallery Walk
• 20 min · Whole Class

Gallery Walk: The Surprise Element

Students hang their prints alongside the 'ghost' (the leftover ink on the plate). Peers walk around and discuss which part of the print was the biggest surprise and why.

Explain how to utilize lines to create areas of light within a dark monoprint.

Facilitation Tip

For the Gallery Walk, have students stand in a circle so everyone can see the prints clearly without crowding.

What to look for

Display a selection of student monoprints. Ask students to identify prints where the artist effectively used lines to create light areas within dark sections. Facilitate a brief discussion: 'What makes these lines successful in creating contrast?'

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teachers should emphasize process over perfection in monoprinting. Demonstrate techniques slowly, then step back to allow students to explore. Avoid over-directing, as the spontaneity of monoprinting is part of its appeal. Research shows that guided practice followed by independent experimentation leads to deeper understanding and creativity.

Successful learning looks like students confidently manipulating ink, describing their process clearly, and articulating the differences between direct drawing and monoprinting. They should also recognize the role of pressure and timing in creating clean prints.

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Watch Out for These Misconceptions

• During the 'Pull' Reveal activity, watch for students expecting their print to match the plate exactly.

  After the 'Pull' Reveal, ask students to hold their plate and print side by side to observe the mirror image. Have them trace the same line on both to see the flip.

• During the Station Rotations, students may believe a mistake requires restarting the entire print.

  During Station Rotations, demonstrate how to wipe the plate clean with a rag or paper towel, then reapply ink to correct or add new elements.

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Methods used in this brief

• Inquiry Circle
• Peer Teaching
• Gallery Walk