Pathway: Making Monotypes

Pathway for Years 5 & 6

Disciplines:
Printmaking (Monotype), Drawing, Painting, Collage, Sketchbooks

Key Concepts:

  • That Monotype is a process where we make images by transferring ink from one surface to another to make a single print.

  • That we can use the “distance” that monotype gives us between mark making and outcome to make images with texture and a sense of history/process. 

  • That we can combine monotype with other disciplines such as painting and collage.

  • That we can make art by expressing our own personal response to literature or film. 

In this pathway children explore the process of making monotypes. The pathway starts with an introduction to monotypes, and then children explore the work of an artist who uses monotypes to build sculptures and installations.

Pupils develop their mark making skills through a simple warm up exercise, before focussing upon a project which gives them the opportunity to use the monotype process (combined with painting and collage) to make a “zine”, inspired by a piece of poetry. The pathway provides two ways of making monotypes according to the space and time you have available. 

Throughout the project pupils use sketchbooks to collect ideas, test methods, and explore colour, line and mark making. 

Medium:
Paper, Ink, Carbon Copy Paper, Paint

Artists: Kevork Mourad

If you use this resource in your setting, please tag us on social media: #InspiredBy @accessart (facebook, twitter) @accessart.org.uk (instagram) and share the url. Thank you!

Ghost in the Garden Print
Ghost in the Garden Print
ages 9-11

Teaching Notes

Curriculum Links

English: Use a poem or story to inspire making your own monotype books.

History: Make a zine about your theme or focus.

PSHE: Supports Responsibility to the planet, Collaboration, Peer Discussion.


I Can…

  • I have understood what a Monotype is and can see how artists use monotypes in their work. I have been able to share my response to their work.

  • I can study drawings made by other artists and identify particular marks they have used in their drawings. I can use my sketchbook to create a collect of marks for me to use later.

  • I can listen to a piece of poetry and think about how the piece evokes colours, lines, shapes and words in my head, and I can use these to create imagery which captures the mood of the piece of poetry.

  • I can use my sketchbook to explore my ideas. 

  • I can use my mark making skills to create exciting monotypes, combining the process with painting and collage.

  • I can share my thinking and outcomes with my classmates. I can listen to their views and respond.

  • I can share my response to the artwork made by my classmates.

  • I can photograph my work, thinking about lighting, focus and composition.


Time

This pathway takes 6 weeks, with an hour per week. Shorten or lengthen the suggested pathway according to time and experience. Follow the stages in green for a shorter pathway or less complex journey.


Materials

Soft B pencils, handwriting pens, cartridge paper, black sugar paper, assorted papers/cards, old maps or newspapers, A1 cartridge paper, assorted small objects and plants, PVA glue, tape, scissors.


 

Pathway: Making Monotypes

  • Aims of the Pathway

    The aims of this pathway is to remind/introduce pupils to the technique of making monotype and to enable them to use the technique to make artwork which is poetic and fluid. 

  • Week 1: Introduce

    What is Monotype Printing?

    Monotype Vimeo Screenshot

    Use the “What is Monotype?” resource to introduce pupils to the idea of making one off drawings through print. 

  • Introduce an Artist

    Explore the work of Kevork Mourad

    Kevork Mourad: the making of Seeing Through Babel https://vimeo.com/347106795

    Kervork Mourad creates huge sculptural monotypes on fabric. Find out about the concepts and processes that he uses. See the “Talking Points: Kevork Mourad” resource.

    Use “Making Visual Notes” as a way to encourage children to collect information in their sketchbooks.

  • Week 2: Open Up Mark Making Vocabulary

    Finding Marks Made by Artists

    Monotypes rely on mark making. Use the “Finding Marks Made by Artists” resource to remind pupils of the vast array of marks that are open to them in their work. 

    Encourage children to work in sketchbooks to create a lexicon of marks made by varying the tool, hold, pressure, speed and intention of the way the mark is made. 

  • Week 3, 4, and 5: Using Monotype in a Project

    Creating a Visual Poetry Zine

    Monoprinted pages

    Over the next few sessions use the “Visual Poetry Zine with Monotype” resource to help pupils explore how they can use monotype to create their own personal books. 

    Invite pupils to use sketchbooks throughout as a place where they can test the monotype process and explore colour, line and mark making. 

  • Week 6: Talk

    Share, Reflect, Discuss

    Monoprinted pages folded into zine

    End the pathway by taking time to appreciate the developmental stages and the final outcomes in a clear space. Talk about intention and outcome through a ‘crit’.

    Display the work appropriately including having open sketchbooks. Use the “Crit in the Classroom” resource to help you.

    If you have class cameras or tablets, invite the children to document their work, working in pairs or teams. 

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