Hidden Ink Image Collage

Submitted by: Randy Menninghaus and Kal Elmore
UNIT: Drawing - Pen and Ink
Lesson: Hidden Images - Pen and Ink Techniques
Grade Level: High School Art 1

 

Preparation:

Art teacher needs to collect a variety of richly drawn ink drawings (See pictures below). My resources started with old children’s illustrations. Students will be learning techniques (stippling, cross hatching) so look for images made with these marks. The larger the collection, the more choices the student has. Then go to the photo copy machine and make several copies. Keep your originals. Cut interesting pieces out of each page (See image below). Do not cut up a whole page as there are some students who have a need to reassemble the image and end up off task. Selectively look for ½ a face, a leg, etc. Break images up so they tantalize the viewer. Use small boxes such as plastic shoe boxes to put the bits in 1" x1" (2.5 x 2.5 cm) irregular shapes (See bottom image) and set up 5-6 boxes for students to select from. (Click on the images below for full size)

 

               

 

Overview:

This experience is used to introduce ink technique. In addition it is used to foster and encourage creative image making. (I also teach how to measure with it)

 

Materials:

Cut up Crow Quill Pens and India ink photocopies (approximately 1" (2.5 cm) pieces), Hot Glue Sticks, smooth white Drawing Paper (with out any tooth), Rulers, plastic Triangles, Drawing Pencils, Crow Quill Pens, India ink, or fine line black pens.

 

Book: The Pen and Ink Book: Materials and Techniques for Today's Artist (Watson-Guptill Materials and Techniques)- Along with showing the great variety of inks, pens, supports, and related materials available today, this book includes demonstrations of diverse techniques, plus scores of finished drawings that approach subject matter from many different perspectives to achieve wide-ranging visual and emotional effects.

 

Procedures:

Before they start, students first practice small, simple value bars using hatching, cross hatching, stippling, slow dotting, squiggling, zig zag lines. Expect three or more values of gray from each. Then the student measures out a square that can be 4"x 4" 5"x 5" or 6" x 6" (10 x 10, 12.7 x 12.7 or 15 x 15 cm) . The size depends on the amount of time you want to invest in the unit. Students select 2 to 3 bits and glue the bits spread apart in the square. The words "hidden" and "camouflage" are used to explain how first they need to mimic the marks along the edges of the square, using pencil. Then switching to ink. As they enter the blank areas, I ask them to engage their imagination and begin to fill the space with random images and patterns and words merging and hiding the bits really well. They are asked to use a wide variety of the mark making. We discuss as they go along, how careful placement of small areas of solid black can strengthen the images. Some years we have a theme.

Critique finished work.

 

Evaluation:

They have a rubric at the beginning setting out the expectations

 

Rubric

 

Sample Rubric (Adapted from Marianne Galyk)

 

Student Name:						Class Period:
Assignment:						Date Completed:
Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment.		Excellent	Good	Average	Needs Improvement	Rate Yourself	Teacher’s Rating
Criteria 1 – Practice pen and ink - shows several values and techniques		10	9 – 8	7	6 or less
Criteria 2 – Composition shows several pen and ink techniques, textures and values - shows contrast		10	9 – 8	7	6 or less
Criteria 3 – Composition is interesting and cut images are well camouflaged.		10	9 – 8	7	6 or less
Criteria 4 – Effort: took time to develop idea & complete project? (Didn’t rush.) Good use of class time?		10	9 – 8	7	6 or less
Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the art tools & media?		10	9 – 8	7	6 or less
Total: 50 x 2 = 100 (possible points)	Grade:					Your Total	Teacher Total

 

Student Comments:

Teacher Comments:

 

National Standards:

1. Understanding and applying media, techniques, and processes

• Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

3. Choosing and evaluating a range of subject matter, symbols, and ideas

• Students select and use subject matter, symbols, and ideas to communicate meaning

5. Reflecting upon and assessing the characteristics and merits of their work and the work of others