Artmaking as Working

General Information
Grade 6th Grade, 7th Grade, 8th Grade Class Length of Lesson Approximately 4 - 5 (40 - minute sessions)
Lesson Title Artmaking as Working
Unit Title Artmaking as Message: Elizabeth Catlett
Unit Compelling Question

What is a message?
Where do messages come from?
Who sends messages?
Why do messages matter?
When can messages change?
How can messages be used to influence others?

Historical Context:

WHO: Elizabeth Catlett

WHEN: 1912 - 2012

WHAT: American Printmaker, Sculptor, and Educator

FAMOUS FOR: Artistic explorations of race, class, and expression of her own African American female identity.

IN HER OWN WORDS:
"I have always wanted my art to service my people.... We have to create an art for liberation and for life."

ARTIST'S HISTORY:
Catlett was born and raised in Washington, D.C., to parents working in education, and her grandparents were formerly enslaved people. Always interested in art, Catlett attended Howard University for undergraduate studies and then The University of Iowa for graduate school. She eventually moved to New York, then to Mexico City, where she was inspired by the city's experienced printmakers and muralists. Catlett embraced a socialist practice that would have been very controversial in Cold War-era America. Throughout her career, she not only made her own artworks but also was a practicing art educator and visual arts advocate.

IOWA CONNECTIONS:
In the late 1930s, Catlett studied drawing and painting with Grant Wood at The University of Iowa in Iowa City while obtaining a Master's of Fine Arts (MFA) degree. In 1940, she received one of the first MFA degrees in the nation and was the first African-American woman to do so. Based on her influence and achievements, The University of Iowa honored her legacy by naming its newest residence hall in her honor in 2017.

ARTIST'S WORK:
Drawing from personal memories and autobiographical sources, Catlett composed expressive portraits and sculptures that highlighted the intricacies of Black, particularly female, identity. Manual labor, historical struggles, and the civil rights movement were frequent themes in her artwork. She sought to humanize and dignify people who were often overlooked.

ARTIST'S WORLD:
At the beginning of Catlett's career, communities of learning and most civil activities were racially segregated in the United States. The Civil Rights Movement and the Cold War dominated the political landscape. In addition, the inclusion of women in not only higher education, but also art was rare, especially for a person of color

Lesson Supporting Question
Lesson Overview

Students will learn about the life and influence of artist Elizabeth Catlett, who was the first black woman to receive an MFA and her legacy in Iowa. Using Catlett’s artwork, Sharecropper, 1968, as inspiration, students will create a linoleum print using white paper and black ink that represents the concept of work and what it means to them. Then, students will write an artist statement that describes the work and steps they took to create the print as well as the personal meaning behind the image.

Primary Sources Used
Artwork 2022.003.003
Resources Needed

Other Notable Artworks:  Learning, 1948 Mother and Child, 1956 Red Leaves, 1978 Singing Their Songs, 1992 Online Resources (Used at Instructor's Discretion): VIDEO: Elizabeth Catlett Visionary Project Video Series  VIDEO: 2017 Art on Campus - "Totem" by Elizabeth Catlett VIDEO: Tyler C: Elizabeth Catlett, 'Sharecropper', 1952 | Articulation Prize 2022 PODCAST: An Alternative History of Art: Elizabeth Catlett VIDEO: Lino Printing  VIDEO: PRINTMAKING Tutorial, How to LINOCUT for Beginners Pt. 1 VIDEO: PRINTMAKING Tutorial - How To LINOCUT for Beginners Pt. 2 VIDEO: PRINTMAKING TUTORIAL - How to LINOCUT for Beginners Pt. 3 Materials: Access to internet Print/Copy/On Screen image of artwork Sharecropper, 1968 Sketch paper and pencils  Tracing paper  Linoleum carving block(s) (one per student, size at instructor discretion) Linoleum carving tools Bench hooks (optional) Black printmaking ink White paper for prints Brayers  Baren/Wood Spoon  Access to water/sink for cleaning  


Standard
Lesson Target

Students will analyze and discuss the artwork and life of artist Elizabeth Catlett and her connections to The University of Iowa in Iowa City.;Students will create a linoleum print that depicts a representation of what work means to them.
;Students will write an artist statement that explains the steps required to make the linoleum print as well as the meaning behind the created artwork.

Lesson Themes African American Experience, Women's Experience, Agricultural laborers, Visual Arts, Higher Education
Lesson Procedure
StepProcedureResources
Pre-Learning LookingShow Sharecropper, 1968. Using the compelling questions as a guide, discuss the artwork.Print/Copy of Sharecropper, 1968.
Introduction of Elizabeth Catlett & Iowa ConnectionsIntroduce the work and life of Elizabeth Catlett. Discuss how Sharecropper, 1968 is a linoleum print, a special kind of artistic copy, a print, of an artwork.Historical Context and other resources desired (videos, podcasts).
Linocut DemonstrationDemonstrate how to safely carve away negative space on a linoleum carving block. Be sure to show how a linoleum block will print in reverse.Art materials and other demonstration videos as needed.
 Working Brainstorm Trace drawing and transfer to the linoleum block.Tracing paper, pencils, linoleum block.
Carve blockCarve away negative space using the carving tools.Linoleum block.
Print MakingCreate prints of linoleum block by applying black ink to the block with a brayer and transferring ink to paper by pressing ink into paper using a barren/wood spoon. Allow prints to dry.Carved linoleum block, ink, brayer, white paper, barren/wood spoon.
Artist Statement & SharingWrite an artist statement that explains the necessary steps for a completed linoleum print and how the final images represent the concept of work.Completed prints. Resources for writing artist statements (pen/paper, word processor).
Assessment
Formative Assessment
(How will you use the formative assessments to monitor and inform instruction?)

Preliminary sketches of what it means to work and final drawing to create print(s).

Summative Assessment
(How does the lesson connect to planned summative assessment(s)?)

Completed print(s) and written artist statement explaining the process and meaning behind the image.

Author Information
Author Megan Dehner Created Last Edited
Reviewer: Teaching Iowa History Team
Lesson Plan Development Notes: Summer Fellowship 2022