Heidi Schueller

This two-part unit was designed around my students’ interest in vacation destinations. To get their ideas flowing, I asked students what their ideal vacation spot would be if they had no monetary limits. Once they decided on their dream location, they printed an 8 x 10" (20 x 25 cm) map. They traced their map onto a canvas board of the same size using graphite transfer paper. Next, they divided their map into ten or more sections. This allowed them to use a variety of printed papers to represent specific locations across their map.

After researching historical maps and decorative border designs for inspiration, students designed a unique border for their maps. While they had creative freedom, they were required to use rulers and keep it clean.

The messy fun came next. Before using gel plates, we reviewed color theory and mixing. Since analogous colors work well together, I encouraged students to start with those before getting too wild with other color combinations.

Students squeezed a few drops of acrylic paint onto their gel plates and used a brayer to smooth it out. They used stencils, Bubble Wrap, and other textured tools to create unique patterns before placing a clean sheet of copy paper (labeled with their initials in one corner) onto the plate. The goal was to create a minimum of six prints, but many students chose to make more.

As predicted, some students loved this unruly process, while others had a difficult time with the randomness.

After the prints were dry, students cut pieces of their printed papers into the same shapes as the ones drawn on their vacation destination map. Each section was cut slightly smaller than its outlined shape, creating a thin white border that visually separated the pieces. Each piece was adhered to their map using school glue or decoupage medium and a brush.

Once their map was finished, they could decorate the area around their map with paint or paint markers. No white space could show, with the exception of the area between their puzzle-piece sections. I encouraged them to add fun details like a compass rose, a sea monster, or other iconic images that would enhance their vacation spot.

Part two of this project was to create a postcard marketing their vacation spot.

I introduced the linocut process by explaining its history and demonstrating reduction printing. Students were intrigued, excited, and initially confused. Creating a sample postcard and displaying each stage of the reduction process helped clarify how layers are progressively carved away. I then secured my prints on a poster, color by color and step by step, to show how each layer of the linocut was removed before the next color was added. A video tutorial on the reduction linocut process also helped students to comprehend this technique.

Students began by sketching a design on a 4 x 6" (10 x 15 cm) piece of scrap paper. I emphasized the importance of using a mirror to check lettering and spelling when using words on the postcard. Using mirrors to reflect their design helped them understand the reverse process of printmaking. I asked them to color in their design using at least two colors.

Before they began to carve their linocut piece, they had to explain their sketch to me, walking through the process of reducing layers to match their color plan.

I thoroughly explained how important registration was to the linocut process. We used wooden printing jigs that my husband made so each piece of linoleum and paper could be lined up in the same position every time. I couldn’t stress enough the importance of consistency and that registration would be a significant part of their grade.

Each student was tasked with making ten prints. From those ten, their absolute best print would be mounted on black board and adhered to their map for display. The top four from the remaining stack would be turned in with their rubric. Many thought they could just print five and be done with the assignment, but they learned the hard way that they should have printed more. Once the block is carved, additional prints cannot be made.

As the finished projects were displayed in the school library, students reflected on how enjoyable the process had been. Many leaned toward liking one printmaking method over the other. Ultimately, both approaches encouraged thoughtful, premeditated art-making while producing unique results. To me, that’s a win-win with any lesson!

Heidi Schueller is a retired middle and high school art instructor in Southeast Wisconsin. schuellerx5@gmail.com

Vacation Destination Printmaking: Exploring Gel Plates and Linocut