Lino printing and Narrative

For students of 9th to graduate grade.

Lino printing and story telling

Contextual Details

Name:                                                                           School: 
Year level: 9                                                                  Date: 
No. of students:   15                                                     Estimated duration of activity: 
                                                                                            Single lesson (45 mins)

Please note: this lesson is intended to be taught towards the beginning of the unit of work, however, 
students will have already looked at and discussed the work of Torres Strait Islander artist Alick Tipoti 
(looking at the artist himself and his background, media used, themes, stories and narratives incorporated 
etc). They will also have begun discussing the representation of story on the page and looked at a number of examples.

This lesson focuses on discussing students’ individual stories and narrative elements, and how this can be represented on the page

Area of Learning: Visual Art

Topic: Linocuts and representing stories

Broad Outcome:
Gain a deeper understanding of the medium of linocuts and how artists (including 
Australian indigenous artists, specifically Alick Tipoti) tell and represent stories via a print medium.

Preparation / Organisation:
Organise copies of short stories / narratives that students can use to inform their linocut response, if they 
are having difficulty writing their own or finding a text that suits.

Ascertain whether there are any Aboriginal or Torres Strait Islander students in the class – this may affect 
showing or speaking about certain Indigenous artists. Inform students that they will be learning about 
Indigenous artists

Introduction -  greet students, take roll and relate what work will be done during lesson

Classwork: briefly recap the representation of stories in artwork (this will have been 
covered in previous lesson). Look at linear narratives, symbolism, stylisation etc.
Show powerpoint again (from previous lesson) of the examples if necessary

Story discussion in small groups– students either pick from provided selection of stories (including the lyrics of The Beginning of Memory by Laurie Anderson), or provide their own
 which they have searched for for homework (writing own story is a possibility – this could 
open up cross curriculum links with English classes). 

Divide class into small groups to discuss individual stories. Students read their own and 
other students comment (record comments in journal). Specifically, discuss how this story 
could be represented on the page and list 3 different ideas.

Teacher: drift between groups and get general sense of students’ discussions.

Conclusion - praise students on work, ask students to jot down 3 sketches pertaining 
to their story – remind them to think of symbols, simplification, stylization etc. Bring to 
next class.