Visual Arts · 3rd Year

Active learning ideas

Relief Printing: Stamp Making

Active learning works for stamp making because students need to physically engage with the process of removing material to understand how relief printing reverses images. Hands-on carving and printing let learners immediately connect cause and effect, turning abstract concepts like positive and negative space into concrete experiences.

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

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

Activity 01

• Numbered Heads Together
• 30 min · Pairs

Pairs: Mirror Sketch to Stamp

Students draw a simple motif, mirror it on tracing paper, then transfer and carve into eraser blocks. Partners ink and print each other's stamps on fabric scraps, noting clarity issues. Refine and reprint once.

Explain how the process of mirroring affects a design in relief printing.

Facilitation Tip

During Mirror Sketch to Stamp, provide each pair with one sheet of tracing paper to flip and compare their drawings before carving.

What to look for

Observe students as they carve their stamps. Ask: 'What part of your design will be the positive space?' and 'How will carving away this area affect the final print?' Note student responses to gauge understanding of positive/negative space and mirroring.

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

Activity 02

• Numbered Heads Together
• 40 min · Small Groups

Small Groups: Material Stations

Set up stations with potato, foam, and styrofoam for carving. Groups spend 10 minutes per station creating and printing a shape, recording pros and cons. Share best prints in plenary.

Justify why an artist might want to make many copies of the same image.

What to look for

After printing, have students display their stamps and prints. Ask them to find a partner and discuss: 'Does your partner's stamp create a clear image?' and 'Can you identify the mirrored elements in the print?' Students can offer one suggestion for improvement.

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

Activity 03

• Numbered Heads Together
• 45 min · Whole Class

Whole Class: Repeat Pattern Banner

Each student makes one stamp from assigned material. Print overlapping patterns on a long paper banner as a class, adjusting pressure collectively. Discuss how multiples build visual rhythm.

Construct a stamp that effectively creates a clear and repeatable image.

What to look for

Pose the question: 'Why might a company like a t-shirt manufacturer want to use relief printing to create many copies of the same design?' Guide students to discuss efficiency, consistency, and the ability to create patterns.

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

Activity 04

• Numbered Heads Together
• 25 min · Individual

Individual: Personal Symbol Stamp

Design a symbol representing self, carve into soft block, test print three times with tweaks. Mount final prints in a portfolio with reflections on positive space choices.

Explain how the process of mirroring affects a design in relief printing.

What to look for

Observe students as they carve their stamps. Ask: 'What part of your design will be the positive space?' and 'How will carving away this area affect the final print?' Note student responses to gauge understanding of positive/negative space and mirroring.

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

A few notes on teaching this unit

Teachers should model the entire process step by step, including how to hold the carving tool safely. It helps to demonstrate carving depth with different materials so students see how foam, erasers, and potatoes behave differently. Avoid rushing students through the design phase, as sketching and planning save time during carving.

Successful learning looks like students confidently identifying positive and negative space in their designs and explaining why the printed image mirrors their carved stamp. They should demonstrate accuracy in transferring bold shapes and a willingness to revise based on printing results.

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Watch Out for These Misconceptions

• During Mirror Sketch to Stamp, watch for students who assume their carved stamp will print the image exactly as drawn.

  Have students trace their sketch with tracing paper and flip it to see the mirrored image before carving. Ask them to predict how the print will look and test it immediately to correct misunderstandings.

• During Material Stations, observe students choosing complex designs for their stamps.

  Encourage students to test simple shapes first with scrap materials, comparing how bold versus intricate designs print. Ask them to share findings with the group to reinforce the importance of simplicity.

• During Repeat Pattern Banner, notice students ignoring negative space in their designs.

  Have students lay out their printed pattern next to their stamp and trace the negative areas with a colored pencil. Discuss how gaps prevent ink bleed and define edges in the final print.

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Methods used in this brief

• Numbered Heads Together