Visual Arts · 3rd Year

Active learning ideas

Monoprinting: Unique Impressions

Active learning works well for monoprinting because this medium demands physical engagement with materials to truly understand the process. When students rotate through stations, manipulate blocks, and test prints, they move beyond abstract concepts to concrete, tactile experiences. This kinesthetic approach helps them grasp how the matrix, ink, and pressure interact to create unique impressions.

• NCCA Curriculum Specifications
• NCCA: Primary - Print
• NCCA: Primary - Visual Awareness

• 15–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Stations Rotation
• 50 min · Small Groups

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.

Differentiate between a drawing and a print, highlighting their unique qualities.

Facilitation Tip

During Collaborative Investigation: Pattern Repeat, set a timer for 5 minutes of silent observation before discussion to ensure every student contributes a thoughtful observation about their partner’s print.

What to look for

Provide students with two images: one a drawing, the other a monoprint. Ask them to write two sentences comparing their visual qualities and one sentence explaining why the monoprint is considered unique.

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

Activity 02

• Think-Pair-Share
• 15 min · Pairs

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.

Explain how the process of monoprinting creates a one-of-a-kind image.

What to look for

During the printing process, circulate and ask students: 'What is one change you made to your matrix that you think will affect your next print?' and 'How is this print different from a drawing?'

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Inquiry Circle
• 40 min · Small Groups

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.

Analyze how different pressures affect the outcome of a print.

What to look for

Students display their completed monoprints. In pairs, they discuss: 'What is one technique the artist used that created an interesting effect?' and 'What is one aspect of the print that makes it unique?'

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

A few notes on teaching this unit

Teach monoprinting by emphasizing process over perfection. Start with low-stakes materials like cardboard or potatoes to reduce pressure, then gradually introduce tools like brayers and ink knives. Avoid demonstrating the entire process at once. Instead, show one technique at a time, allow practice, and revisit common pitfalls like over-inking or uneven pressure. Research shows that immediate, hands-on trials help students internalize the cause-and-effect relationship between their actions and the print’s outcome.

Successful learning is evident when students can articulate the difference between positive and negative space, describe why their prints vary from drawings, and confidently troubleshoot issues like uneven ink or unintended smudges. They should also recognize how intentional design choices in their blocks influence the final print's clarity and texture.

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Watch Out for These Misconceptions

• During Station Rotation: The Print Lab, watch for students who assume the lines they draw on the block will appear white on the paper.

  Before inking, have them use a crayon to do a rubbing over their block to trace the uncut areas. This highlights which parts will pick up ink and which will remain white, clarifying the relationship between drawn lines and the final print.

• During Station Rotation: The Print Lab, watch for students who believe more ink will always create a better print.

  Ask them to do a ghost print with a small amount of ink first, then compare it to a second print with a thick layer. They will see that too much ink fills details, while a thin, even layer produces the clearest results.

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Methods used in this brief

• Stations Rotation
• Think-Pair-Share
• Inquiry Circle