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Home > Printmaking as Social Force: A Lesson Plan
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Printmaking as Social Force: A Lesson Plan
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by Pablo Serrano
Farragut High School
Chicago, Illinois
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| | Mixing History with Practice
This lesson is dedicated to introducing the long historical roots of printmaking as a social force through a study of the history of the Taller de Grafíca Popular (Workshop for Popular Art) during the mid-twentieth century in Mexico. Prominent artists like Leopoldo Méndez, Chicagoan Mariana Yampolsky, and many others will be introduced in this class presentation. Students will be invited to explore the connections between propaganda and art, art and the social struggles of its time, and, most importantly, the connection of the past to the present and the ways that modern forms of printmaking can help convey the views and ideas of those striving for a better world.
This brief survey can be complemented by looking at the work of Honoré Daumier and José Guadalupe Posada, if there is adequate time. This lesson is meant to historically contextualize the possibilities of printmaking by looking at work of the past and connecting such work with that being produced today by Josh MacPhee and other current printmakers.
This lesson is designed as a starting point for a dialogue with students before they begin a hands-on assignment. It can be adapted to lead students into the examination of any printmaking technique, drawing experience, illustrative work, painting, or even sculpture. Through this lesson, the teacher encourages the use of a higher level of thinking skills, which could move the student in the development of the Concentration section.
Objectives
- Students will explore and make connections between the themes and subject matter addressed by the printmakers of the Taller de Gráfica Popular (TGP) and the subject matter that might be addressed by artists today.
- Students will investigate the connections between the work of these printmakers and the broader social purpose of their art in order to envision some possibilities of what today's artwork could be and how it could connect to society.
- Students will develop a deeper sense of the historical roots and purposes behind printmaking.
Motivation and Activities
The main part of this lesson revolves around a discussion, integrated with a PowerPoint presentation, that will introduce various artists and the work that emerged from the TGP during the middle part of the twentieth century. The goal is to historicize printmaking as a social force used by artists in this period to struggle for the idea of social justice, and to inform students of the rich history and legacy of printmaking. To further explore the notion of art in the cause of social justice, a printmaker of our time, Josh MacPhee, will be introduced -- along with his stencils, graffiti, and poster work -- as an example of an artist who is taking up the struggle in the present. In the process of discussing specific works that are interpreted as relevant by the students today, the students will decode one piece and try to break down its themes, relevance to current times, and formal characteristics, and offer their personal interpretations of the piece.
Lesson Plan
Discussion
Students will be asked to react and respond collectively to one of the prints presented. What do they see? When was this made? Why was this made? For whom? And how was it made? This image should have a strong connection to the present but should also be representative of its own time. After discussing this piece as an icebreaker, the teacher can transition into the TGP presentation with various print examples found on the first Web site listed below.
This presentation should be a brief exploration of what the TGP accomplished and should present photographs of the artists as well as their work to make it very clear that average people struggled through their artwork for the improvement of society. Themes to be addressed should include:
Labor rights: Why is this important today more than ever? Is this issue covered in schools? Why were the artists helping the workers? Do we see such a thing happening today?
War: World War II was raging during the existence of the TGP and much of the artwork created then might ring true today. Looking at the symbols of totalitarian government used then, what might we suggest as symbols for our time? What does today's artwork look like?
Everyday people: Why is it important to take them up in artwork? Who would do this without exploiting them? What would everyday scenes look like today?
Capitalism, greed, class warfare: A common theme of socially conscious art is criticism of government and the money tied to financing its decision-making policies. Why is this criticism important? Who expresses the voice of the marginalized and oppressed today? What side are you on? How much of a difference has 60 to 70 years made?
Class Activity and Homework
Upon completing the presentation students will receive their own photocopy of one print of their choice. Students will be asked to critique this print and to respond to the questions on the worksheet, which promote more of a critical understanding of the piece. This worksheet will be completed for the remainder of class or for homework and will be reviewed by the teacher and handed back to students with feedback from the teacher.
Materials
Presentation material
Chalkboard and chalk
Handouts modeled after the one included in this packet
Images taken from:
- www.graphicwitness.org/group/tgp.htm
- http://graphicwitness.org/ineye/index2.htm
- www.justseeds.org
Vocabulary
Propaganda: Artwork that serves the purpose of advancing particular political or social views
Historical context: Circumstances and events that have preceded the artist, informed the artist, formed the artist
Popular art: Artwork based on the current needs and struggles of the people
Assessment
Most of the assessment of this activity will focus on the discussion and the worksheet that follows the presentation. The discussion will explore and synthesize the historical, thematic, and formal qualities of the work presented. The worksheet will encapsulate private responses to the particular works the students are asked to examine critically. The worksheet asks the students to integrate their ideas on the presentation, their particular piece, and their vision of the possibilities of art in the present. Assessment should also be undertaken with the lesson objectives in mind (see Objectives, above).
Below is a suggested teacher rubric to assess student work and participation.
The worksheet and discussion can be assessed as follows:
1 = Did not participate in discussion and did no work on worksheet
2 = Worked through half the sheet, showed some effort but did not sustain effort throughout project
3 = Finished worksheet and participated in discussion
4 = Demonstrated critical participation and presence in both worksheet and discussion
How much did the student explore and analyze questions and print to the best of his or her capacity?
1 2 3 4
Did the student work through all the questions?
1 2 3 4
What was the quality of the effort the student put into interpretation of the work?
1 2 3 4
How much did the student participate in the discussions?
1 2 3 4
Notes and comments:
Worksheet
Printmaking
Work your way through these questions. Draw upon your notes and impressions during the presentation and feel very free to lay out your response to each question. On the bottom of the sheet is a list of Internet sites that feature different types of printmakers from the past and the present, which you could look at during your leisure time.
What is the theme or main story that the printmaker is depicting here?
Why do you think the artist would take up such a theme?
How does this piece and its theme relate to the presentation and the works we saw today?
If this piece were to be made today, what would it look like? Sketch or write about a possible modern-day version of this piece.
What are your final thoughts and comments on this piece, the presentation, and the lesson? Why?
Internet sites:
- www.graphicwitness.org/group/tgp.htm
- http://graphicwitness.org/ineye/index2.htm
- www.justseeds.org
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