Printmaking Instruction/Demo Lesson

TSQ I Element C

Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).

Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught.

Printmaking Instruction/Demo Lesson

This second-grade printmaking lesson centered around the creation of mystical creatures/ imaginary friends, the class is introduced printmaking tools and techniques through a tactile, student-centered demonstration. In alignment with Grade Level Expectations VA.2.1.1 Observe and Learn to Comprehend, I passed each tool around the room, allowing students to observe, touch, and better understand the materials before engaging in their own creative process. This hands-on approach supported visual comprehension and strengthened student engagement, while also fostering inquiry-based learning.

To reinforce understanding, I paused at key points during the demonstration to clarify the function and safety of each tool—particularly the correct use of carving tools—and checked for student comprehension throughout. This adjustment to my instructional approach was informed by previous experiences in which students lacked familiarity with the tools, resulting in confusion and diminished quality of work. In contrast, the outcome of this revised approach was significant: students exhibited greater confidence, independence, and accuracy in their printmaking, and the overall quality of their work demonstrated a clear understanding of the process.

This lesson exemplifies TQS One, Element C, as it reflects deep content knowledge, the integration of effective, developmentally appropriate instructional strategies, and a thoughtful response to student needs. By adapting my instruction to include active observation and tactile exploration, I created an environment where students could engage meaningfully with both the artistic tools and the conceptual underpinnings of the discipline.