One of the traditions that can be found in some Western and Eastern printmaking schools and Eastern Calligraphy traditions to have a personalized chop or hanko (Japan) to either seal or emboss an artists work along the margins.
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This project will introduce students to a historical tradition of the of some artistic professions.
Linocut is a reductive printmaking process, which means our images are created by cutting away what we DON'T want. It is a process that forces us to consider the negative and positive space at once.
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If students have missed the demonstration they can view the Lino Printing video here.
Specific Materials Needed:
Consumables:
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Stiff Lino block 1 1/2 Inch by 3 7/8 Inch
(A 4 x 6 Lino block can be divided into three with minimal waste) -
1 1/2 inch x 2 3/8 inch wood for handle
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Paper and Carbon paper (Image design and transfer
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Wood Glue
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Reusable:
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Carving tool
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Carving bench hook
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ink pads
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Students will need to design an image that is representative of themselves. The purpose of a chop is that the image should be unique to the individual. That could be something as simple as a stylized version of their signature in English or their another language they know, or something that represents them more abstractly. Some examples are provided here.
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Important things for students to keep in mind:
Fine lines work better in the negative space than the positive. (See examples)
Images will stamp reverse of how they are carved. (See examples)
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Accommodations:
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Softer lino should be made available for students with fine motor control issues.
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Students could also work slightly larger if needed.
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Teacher can also provide opportunity for students to design larger then shrink down in photocopier (reduction).
Variations:
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Students more familiar with printmaking can add complexity by creating two designs, adding design elements to the handle portion.
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Students could also work in either the standard "Instagram" square format or switch to a widescreen format, using the long side of the handle as the width measurement.
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ART 10 COMPOSITIONS:
Components 1:
EXTEND THEIR KNOWLEDGE OF AND FAMILIARITY WITH THE ELEMENTS AND PRINCIPLES OF DESIGN THROUGH PRACTISE IN COMPOSING TWO- AND THREE-DIMENSIONAL IMAGES.
B. Positive and negative space are essential to the description of two- and three-dimensional forms.
ART 20 ENCOUNTERS:
Impact of Images:
ACQUIRE A REPERTOIRE OF VISUAL SKILLS USEFUL FOR THE COMPREHENSION OF DIFFERENT ART FORMS.
Concepts:
C. Throughout history, a wide range of media and techniques have been used to make art.
ART 30 ENCOUNTERS:
Impact of Images:
QUESTION SOURCES OF IMAGES THAT ARE PERSONALLY RELEVANT OR SIGNIFICANT TO THEM IN CONTEMPORARY CULTURE.
Concepts:
B. Imagery can depict important aspects of the student’s own life.