[Lesson Plans Banner]

Photography + Printmaking

Billie Sessions
Star Valley High School, Afton, Wyoming

Subject: Art Education
Grade: 10-12

"The students were fascinated, excited, and a little shocked to be learning camera and darkroom procedures in a printmaking/art class. Their attitude changed about the increased possibilities of cameras in art work."

Purpose and Description of Project

Billie Sessions' project involved having her 16 students shoot black-and-white continuous tone pictures of landmarks or buildings characteristic of her area and then convert those photos into three-stage high-contrast film transparencies to be used in three-color silkscreen prints.

The students learned the basics of camera operation, gained darkroom experience, came to really see and be aware of their community, learned the procedure for using high-contrast positives for silkscreen printmaking, and had the opportunity to display their work for the community. As a result, several prints have been requested for homes, businesses, and offices.

Community interest in the process has been so high that an adult course is being set up; and community members have asked for their barns or homesteads to be printed.

Activities

The process involved in this project basically includes the photographing of a subject onto clear film, burning the print onto a light-sensitive sheet of Ulano film, placing the developed Ulano on the screen to be used, and making the print. The process had to be repeated for each tone of ink used, such as tan, light brown, and dark brown. The students had previously studied various kinds of printmaking so that they were familiar with silkscreening, including working with ink, blocks, and other basic equipment. Now, they learned about camera functions.

Sessions showed the students many examples of three-color posters of photo silkscreens and discussed the basic process. She also discussed the environment and architectural heritage of the region and assigned the students to look and think about their environment for a few days to decide on subject matter. Then, field trips were set up so that the students could photograph their individual topics.

Students then had to make three "takes" of one black-and-white negative through the enlarger onto 8 x 10 high-contrast Ortho film to produce three positive transparencies of differing tone intensity. These positives were then used to burn an image into photo-silk-screen Ulano material, which produced negatives. After these Ulano blocks were developed, washed, and applied to the silkscreen, the original 60-second positive (now a negative) was printed with the lightest color choice of ink (tan, for example), once again becoming a positive. The procedure was then repeated, with the medium and dark inks. The prints were then matted with two or three colors of board per print, chosen to complement the ink and paper colors.

Materials, Resources, and Expenses

Human resources included another art teacher and the president of the bank who gave exhibition space.

Materials and equipment included: 35 mm and similar cameras; black-and-white ASA 32, 125, 400 (continuous tone) film; developing tanks and chemicals; darkroom and enlarger; high contrast Ortho sheet film; A and B developing chemicals for Ortho film; Ulano blue silkscreen film; #2 photoflood bulb with housing; heavy piece of glass; A and B powder developing chemicals for Ulano film; photo tray, measuring cup, and mixing whip for the A and B powder; sink with hot and cold water; silkscreens; hinged silkscreen backboards; silkscreen inks; squeegees; large x-ray film for registration; and matboard of various colors for mounting.

Outcomes and Adaptability

Sessions rates the project as "a huge success." She says that "the students became very interested in photography; they gained a real pride in their environment; the class became very close, due to the teamwork and the goal involved; and the community gave us so much positive feedback that it was overwhelming."
| More Lesson Plans | Digital Learning Center - Educators |