woodcut print making

      Woodcut—occasionally known as xylography—is a relief printing artistic technique in printmaking in which an image is carved into the surface of a block of wood, with the printing parts remaining level with the surface while the non-printing parts are removed, typically with gouges. The areas to show 'white' are cut away with a knife or chisel, leaving the characters or image to show in 'black' at the original surface level. The block is cut along the grain of the wood (unlike wood engraving where the block is cut in the end-grain). The surface is covered with ink by rolling over the surface with an ink-covered roller (brayer), leaving ink upon the flat surface but not in the non-printing areas.

      Multiple colors can be printed by keying the paper to a frame around the woodblocks (where a different block is used for each color). The art of carving the woodcut can be called "xylography", but this is rarely used in English for images alone, although that and "xylographic" are used in connection with blockbooks, which are small books containing text and images in the same block. Single-leaf woodcut is a term for a woodcut presented as a single image or print, as opposed to a book illustration. Read more . . .

More Related Content:

• Ukiyo-e from the Metropolitan Museum of Art Timeline of Art History
• Woodcut in Europe from the Metropolitan Museum of Art Timeline of Art History
• Italian Renaissance Woodcut Book Illustration from the Metropolitan Museum of Art Timeline of Art History
• Prints & People: A Social History of Printed Pictures, an exhibition catalog from The Metropolitan Museum of Art (fully available online as PDF), which contains material on woodcuts
• Museum of Modern Art information on printing techniques and examples of prints.
• Woodcut in early printed books (online exhibition from the Library of Congress)
• A collection of woodcuts images can be found at the University of Houston Digital Library
• In Relief Printing Techniques French printmaker Dominique Lecomte explains how to use the technique and shows some of his work.

gwen frostic's old print studio

      Gwen Frostic was an artist, author, and Michigan Women's Hall of Fame inductee. She was born in Sandusky, Michigan to Sara and Fred Frostic. When she was 8 months old she suffered from an unknown illness that left her with lifelong symptoms similar to cerebral-palsy. Despite physical difficulties, Gwen showed an early interest and aptitude for art. In June 1924 she graduated from Theodore Roosevelt High School in Wyandotte, where she was known for using a band saw to create event posters for her school. She continued her studies at Eastern Michigan University earning her teacher's certificate and gaining membership in Alpha Sigma Tau sorority. In 1926 she transferred to Western Michigan University and left in 1927 without completing her degree.

      She continued her artistic endeavors in metal and plastic and taught an occasional class as well. Because metal shortages during the war, Gwen decided to print from carved linoleum blocks. She developed many designs for stationery goods, calendars and prints in order to develop product for her printing company, Presscraft Papers. In the early 1950s she opened her own shop where she sold her prints, books, and other items in Frankfort. In 1960 she bought 40 acres (160,000 m²) of land in Benzonia and on April 26, 1964 she opened her new studio and home to her customers. Frostic lived there until her death in 2001.

      Gwen Frostic was granted several honorary doctorates from Alma College, Eastern Michigan University, Western Michigan University, Michigan State University, and Ferris State University. In 1978 the governor of Michigan declared May 23 as Gwen Frostic Day in Michigan. In 1986 she was inducted into the Michigan Women's Hall of Fame. Western Michigan University named its school of art after her in 2007, after her 13 million dollar bequest to the University in 2001.: the Gwen Frostic School of Art. While given as an unrestricted bequest, the funds have primarily been used for scholarships for students, and for the benefit of the arts and creative writing departments in particular, in respect to her lifelong pursuits.
        Teachers may use the following photographs for the development of educational materials. I will soon include several art lesson plans about Gwen Frostic on this blog and it is likely my visitors will need the photographs for Power Point presentations. I snapped these photos of Frostic's studio and home during one of my many family vacations near Lake Michigan.

      Read the and agree to the Terms of Use before downloading photographs here.

The front entrance to Gwen Frostic's studio and home.

There is a little indoor pond just inside the front entrance to her studio.

Children love to watch the gold fish in the pond.

This is her library. It is full of very old books.

The Frostic studio still operates some marvelous old printing presses in the basement area of her home.

The public may purchase Gwen's poetry books in the shop. I just bought my first copy this summer, but my sister in-law has quite a few!

Here are the page samples of this year's calendar. Although Gwen passed away several years ago, she still has many friends who publish her work out of the old studio.

I  love this owl made from a pine cone.

Here is another shot of her old presses. These are fascinating to watch while they are in use.

Above the window visitors can see one of the carved linoleum blocks by Gwen Frostic.

More merchandise. The walls in her studio are made from giant boulders!

On the far left, you can see my younger child shopping for stationary, watch out! When she shops move over buddy!

One of the large ramps leading to the giant round hearth room at Gwen's old studio.

The giant round hearth room.

Print for sale.

A wall of glass where Gwen used to view the local wildlife from the comfort of her own home.

More Related Content:

• Purchase Gwen Frostic's Prints
• Gwen Frostic Prints For Sale? at Interlochen Public Radio
• Sara Gwendolyn Frostic: Michigan Women's Hall of Fame

ceramic lesson plan: drape bowl

Teacher's sample of a drape bowl. A shell was used to make the patterns in the clay.

Title: Ceramic Drape Bowls

Topic: learning to work with clay, sculpture

Goals & Objectives:

• Students will model clay with control.
•  Students will build upon past knowledge in order to craft an original, three-dimensional artwork. 
• Through observation, investigation and discipline, students will create an art object demonstrating the use of the elements and principles of design. 
• Students will use ceramic vocabulary when referring to the processes of shaping clay objects.

GLEs:

Strand I: Product/Performance for Sculpture, Ceramics, Other Media

A.2. Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art  problems.

Grade 4 - Build or layer materials to create a relief, Apply a variety of paper folding techniques, Modeling with clay or a similar material;,Make organic forms

Grade 5 - Combine simple forms to create a complex object/form (in-the-round), Use paper joining techniques such as tabs and slits, Modeling with clay or a similar material:, Build a form using a coil techniques

Strand II: Elements and Principles – Form

C. 1. Select and use elements of art for their effect in communicating ideas through artwork.

Grade 4 - Identify and demonstrate relief sculpture, Identify and use organic form

Grade 5 - Identify and use the illusion of form: cube, sphere, cylinder, and cone

A.2. Select and use principles of art for their effect in communicating ideas through artwork.

Grade 4 - Identify and use radial balance

Strand V: Historical and Cultural Contexts That Describe Characteristics of Artworks

B.1. Compare and contrast artworks from different historical time periods and/or cultures

Grade 4 - Compare and contrast two artworks on: Subject matter, Media, Use value and space, Theme, Purpose of art in culture, Place

Grade 5 - Compare and contrast two artworks on: Time, Place, Subject matter, Media, Use of elements, Theme, Purpose of art in culture, Use of materials and technology

Grade: 4^th and 5th

Length of Class Period: 55 min.

Frequency of Class Period: once a week

Time Needed: three class periods

Facility & Equipment Requirements:

• One computer lap top
• Room with good lighting
• Large tables, approximately ten, each seating four students
• Two sinks
• Dry erase board
• Drying racks
• Cabinets for storage
• Projector for viewing computer video, CDs and DVDs
• Kiln for firing porcelain drape bowls

Resources Needed:

Drape Bowl Diagram

• "The Potters of San Marcos" 
• The Potters of San Marcos Power Point
• Tips for beginning potters by Murry's Pottery. This video collection is appropriate for very young students. Murry shows basic techniques, child appropriate language, kind voice, secular presentations, excellent visuals and explanations. (15 videos)
•  Sample for the chalkboard/interactive whiteboard

Materials Per Student:

• Both a large and small paint brush
• A selection of glazes in egg carton, one carton per four students
• A large container of water, one per four students
• A paper towel
• Amount of clay approximating the size of a tennis ball per student is used for the modeling of this object
• A variety of clay printing and modeling tools (wood chips, shells, pencils, clay stamps, etc...)
• Each student will need one burlap placemat to keep his/her working space clean and also to prevent clay from sticking to their counter space while he/she works

Vocabulary/Terminology:

1. pinch - to form clay between the fingers and the palm
2. coil - a rope-like formation of clay
3. slab - a evenly rolled or pressed layer of clay
4. bisque - is clay that has been fired but not yet glazed
5. ceramics - are objects created from stoneware, porcelain or terra cotta
6. clay - soil, water and sand
7. fire - is the name for the heat that is used in a kiln
8. glaze - a glass paint used on pottery
9. kiln - a special oven used for hardening clay
10. greenware - pottery that is not yet fired in a kiln
11.  leather hard - the hard condition of clay when it is almost air-dry
12. score - roughen the clay's surface so that a bond may be formed between two surfaces
13. sculpture - a three-dimensional art work
14. slip - a liquid clay used to glue two pieces together
15.  texture - press into the clay surface with objects to create a pattern, design or rough surface
16. radial design – a type of design based upon a spinning, circular pattern

Motivation- Looking and Talking Activity: Students will read in small groups and fill out a worksheet. The article is  “How China Cups And Saucers Are Made.”

Step-by-Step Studio Activity Specifics:

1. The teacher will begin the studio lesson with a demonstration including the following steps. Then the students will repeat the very same steps.
2. Roll your clay ball in the palms of your hands, do not flatten the clay but compact it into a smooth firm ball for two minutes.
3. Gently press and turn, press and turn the ball into a hamburger shape onto your burlap mat. Repeat this process until the hamburger shape is a bit larger than the palm of your hand.
4. If your clay shows signs of cracking, you may add water droplets to the surface of the clay and rub them into the clay as you work.
5. Slowly press in the middle of the clay shaped hamburger then turn the clay clockwise, pressing down and out to shape a pancake like slab. Do this step repetitively, and slowly until the round slab shape measures approximately five to six inches in diameter.
6. Press into the clay with a variety of clay printing tools to create a radial design.
7. Crush soft paper towels and place a firm wad on top of the designed surface.
8. Turn the pancake shaped slab over.
9. Shape the drape bowl into a “taco” like shape.
10. Shape feet. This may be balls, stilts, rings, or pinch pot type
11. Remember to scratch and attach surfaces using also droplets of water to create a firm bond.
12. Leave the paper stuffing in place until the clay of the bowl has set. (overnight)
13. The teacher will remove papers before firing.
14.  After the coil pot has been fired, students may glaze three coats of every color at the very least in order to properly cover ceramic pots.
15. Try not to apply glaze to the bottom surface edges of footed pots if it can be helped.
16. Students may later glue a circular felt round to the bottom of their ceramic pieces to avoid leaving scratches on furniture.

Special Needs Adaptations:

Modifications for the hard-of-hearing or deaf student:

• Student will be seated closer to instructor so they will be better equipped to hear instructions or read lips
• Student will be provided with written instructions so that they read about the discussions and demonstrations
• The instructor may use a amplification devise provided by the school or student’s parents

Modifications for the student with limited vision or blindness:

• Students will be allowed to observe samples of art projects with their hands and for extended periods of time
• Students will be provided with safe tools and one-on-one guidance during a demonstration of the project
• The project may be slightly adjusted to accommodate the student’s limitations or for safety reasons
• Student will be given ample time to exist classroom before large crowds gather outside of the classroom.

Modifications for students with mild brain injury:

• Students will be provided with duplicate instructions for home and school. Student will not need to remember to carry home materials to review.
• Students will be given ample time to exist classroom with a pre-determined aid or peer before the official end of a class.
• Instructor will provide for parent e-mail communication concerning the progress and needs of their student.
• Student may be given special seat assignment in order to enable his participation in class appropriately. Specific peers may be better equipped to articulate projects visually for this student.

Health & Safety Concerns: There are no health and safety concerns for this project.

Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal.

Side view of teacher sample drape bowl

Bottom view of teacher sample drape bowl

Student printing radial design into clay

Student working on top of burlap to keep tables clean and keep clay managable

Drape bowls have been glazed and are ready for a second firing

Drape bowl after second firing

Student glazing his drape bowl after first firing

Drape bowl feet come in all shapes and sizes

A side view of teacher's sample drape bowl

Radial design on top of a drape bowl.

all articles and lesson plans are copyrighted 2011 by Grimm

cardboard printing lesson plans

Above student cardboard prints

Title: Cardboard Printing

Goals and Objectives:

• Students will design a simple shape influenced by nature.
• Students will make prints from a shallow, two dimensional surface using a brayer and printer’s ink.

Integration: Art & Science

GLEs:

Strand I: Product/Performance for Other Media

D.1. Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems.

Grade 3 - Demonstrate an additive process (e.g., string, cardboard, glue, found objects)

Strand I: Product/Performance for Subject Matter: Fine Art

A.3. Communicate ideas about subject matter and themes in artworks created for various purposes

Grade 3 – Figure: Create an original artwork of a figure in an action pose, Landscape: Create an original cityscape, Non-Objective: Create an original artwork using line, shape and color

Strand I: Product/Performance for Theme

C.3. Communicate ideas about subject matter and themes in artworks created for various purposes.

Grade 3 - Create an original artwork that communicates ideas about the following themes:

· Community

· Group identity (e.g., family, classroom, groups, scouts, sports teams)

Grade 4 - Create an original artwork that communicates ideas about the following themes:

· Missouri

· The Environment

· Time (e.g., past, present, future)

Strand II: Elements and Principles – Shapes

B. 1. Select and use elements of art for their effect in communicating ideas through artwork.

Grade 3 - Differentiate between shapes and forms

Grade 4 - Identify and use organic (freeform) shapes 

Strand IV: Interdisciplinary Connections That Connect Art and Non-Art Subjects

A.2. Explain the connections between Visual Arts and Communication Arts, Math, Science, or Social Studies.

Insect Life, defense, habitats etc...

Grade: 3^rd and 4^th

Length of Class Period: 55 min.

Frequency of Class Period: once a week

Time Needed: two class periods

Facility & Equipment Requirements:

• One computer lap top
• Room with good lighting
• Large tables, approximately ten, each seating four students
• Two sinks
• Dry erase board
• Drying racks
• Cabinets for storage
• Projector for viewing computer video, CDs and DVDs

Resources Needed:

• Power Point about print making
• “Just Kiddin’ Around” video by the Missouri Department of Conservation (JKA #02 Insects)

Materials Per Student:

• newsprint
• Two 4”x4” cardboard pieces
• ink selections
• brayer
• white glue
• white paper for printing on
• printer's ink
• sheet of glass or acrylic for spreading paint with brayer evenly (old cookie sheets may be used if glass sheets are unavailable.)

Vocabulary/Terminology:

1. print - to take impressions from a type such as: cardboard, stamp, linoleum carving, sand print etc...
2. mirror image - an image of an object, plan, person, etc., as it would appear if viewed in a mirror, with right and left reversed.
3. brayer - a small roller for inking type by hand, usually for making a proof.
4. symmetrical - regular in form or arrangement of corresponding parts that demonstrate balance
5. asymmetrical - an irregular form or arrangement of parts that demonstrate balance

Motivation - Looking and Talking Activity: Large group discussion about “Just Kiddin’ Around” video by the Missouri Department of Conservation (JKA #02 Insects)

Step-by-Step Studio Activity Specifics:

• Students will watch brief video selection from Missouri Department of Conservation about insects.
• Students will discuss the video in a large, classroom discussion
• Students will practice drawing insects on newsprint and then draw a final insect on their cardstock
• Students will cut out their insect or nature design
• Students will then glue their cut designs to the second 4”x4” piece of cardboard
• The teacher will demonstrate for the students how to use a brayer with printer's ink and then print a sample in front of the students
• The teacher will provide for each table printer's ink spread evenly on a sheet of glass
• Students will print from their own sample several color versions of their nature/insect design. Students will need to wait for their cardboard print to dry slightly between printings in order to make two distinct color versions.

Health & Safety Concerns: There are no health and safety concerns for this project.

Special Needs Adaptations:

Modifications for the hard-of-hearing or deaf student:

• Student will be seated closer to instructor so they will be better equipped to hear instructions or read lips
• Student will be provided with written instructions so that they read about the discussions and demonstrations
• The instructor may use a amplification devise provided by the school or student’s parents

Modifications for the student with limited vision or blindness:

• Students will be allowed to observe samples of art projects with their hands and for extended periods of time
• Students will be provided with safe tools and one-on-one guidance during a demonstration of the project
• The project may be slightly adjusted to accommodate the student’s limitations or for safety reasons
• Student will be given ample time to exist classroom before large crowds gather outside of the classroom.

Modifications for students with mild brain injury:

• Students will be provided with duplicate instructions for home and school. Student will not need to remember to carry home materials to review.
• Students will be given ample time to exist classroom with a pre-determined aid or peer before the official end of a class.
• Instructor will provide for parent e-mail communication concerning the progress and needs of their student.
• Student may be given special seat assignment in order to enable his participation in class appropriately. Specific peers may be better equipped to articulate projects visually for this student.

Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal. Teachers should rinse off the brayers and glass sheets.

Assessment: Fill out the formal scoring guide developed by the your school district according to age appropriate standards.

copyrighted 2011 Grimm

Need more printing ideas:

• Easy Printmaking With Corrugated Cardboard
• Styrofoam Relief Prints
• Leaf printing tutorial
• Watercolor Prints