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| Sunprints
for Grades K-3 Related Subjects: Visual & Performing Arts, English-Language Arts Grades: K-3 Medium: Mixed Media Author: MoPA Education Department Class time required: One 60-minute class session  read/post
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 Sunprints are photographs made without cameras. Technically called cyanotypes, they are made by placing objects directly onto light-sensitive paper and then exposing the paper to light. The resulting image is unique and shows white shapes against a blue background. In this one-session lesson, students will be introduced to Visual Thinking Strategies (VTS), discuss the subjects in cyanotypes, and create sunprints. back to top   • Paper and pencils • Sunprint kits • Black bag from Sunprint Kit • Large pan or deep trays to rinse sunprint paper • Visual Thinking Strategies • Images Online Materials
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Images
• Familiarize yourself with Visual Thinking Strategies (VTS). Read this overview of Visual Thinking Strategies written by Abigail Housen and Philip Yenawine at Visual Understanding in Education. • Print the images listed on overhead transparencies • Purchase enough sunprint kits for each student to have a sheet of sunprint paper. Read the directions so that you will be familiar with the process. • Fill the trays with water. back to top 
1. Begin a discussion with the students about photography: What is photography? Where have you seen photographs? Who has used a camera before? What do you like to take pictures of? Why do people take photographs? 2. Show the students one of the photographs. Ask the students the following questions: What’s going on in this picture? What do you see that makes you say that? What more can you find? After each student provides a response, acknowledge his/her response by pointing to the image and paraphrasing what he/she said. Continue this questioning for 5-10 minutes. (Tip: For younger students ask questions such as what shapes do you see? What colors do you see? Is there a pattern?) 3. Take the students outside with their pencils. Keep the sunprints in the black bag until you are ready to use them. 4. Before giving each student a sheet of light-sensitive paper, emphasize that since the paper is light-sensitive, it will react to light as soon as it is removed from the black bag. 5. Make sure each student is ready with his/her pencil. 6. Give each student a sunprint sheet. 7. Have the students place the light-sensitive paper on the ground where it can receive plenty of sunlight. Immediately, have the student write his/her name in the corner of the sunprint paper and place his/her hand on the paper. Have each student place his/her other hand on top of the other wrist. (Tip: If the students are too young to write their names, write their names on the back of the paper before handing it to them) 8. Count with your students slowly until the students’ papers turn white (5-10 minutes, depending on how much sun is available. The more sun, the less time it will take the sunprint to change colors) 9. Have the students take their hands off of the papers and gently rinse the papers in a shaded area for one minute, and then place the papers flat to dry. (Tip: if you are not rinsing the sunprint immediately or do not have enough room in the rinse tray, place the sunprints in the black bag until you are ready to rinse them to prevent further exposure to light.) 10. Discuss with the students how the sunprint process worked. Talk about the various factors that affected the results: exposure time, brightness of the sun, how flat the objects lie on the paper, etc. (Relate it to a sunburn.) 11. With the students, have a discussion about the composition of the sunprints (negative/positive patterns, asymmetry/symmetry, shape, line, pattern, etc.). back to top  • Sunprints can be purchased at the Museum of Photographic Arts bookstore, online, or in stores that sell educational toys and crafts. • Natural objects, such as leaves and flower petals, can be used instead of the student's hand. Other objects to try include cutting shapes out of card stock or purchasing foam shapes from Michael's Craft Supply. back to top  CA Content Standards Kindergarten Visual Arts 1.1.1 Recognize and describe simple patterns found in the environment and works of art. 1.3 Identify the elements of art (line, color, shape/form, texture, value, space) in the environment and in works of art, emphasizing line, color, and shape/form. 2.6 Use geometric shapes/forms (circle, triangle, square) in a work of art. 3.3 Look at and discuss works of art from a variety of times and places. 4.1 Discuss their own works of art, using appropriate art vocabulary (e.g., color, shape/form, texture). 4.3 Discuss how and why they made a specific work of art. First Grade Visual Arts 1.3 Identify the elements of art in objects in nature, in the environment, and in works of art, emphasizing line, color, shape/form, and texture. 3.2 Identify and describe various subject matter in art (e.g., landscapes, seascapes, portraits, still life). 4.1 Discuss works of art created in the classroom, focusing on selected elements of art (e.g., shape/form, texture, line, color). 4.3 Describe how and why they made a selected work of art, focusing on the media and technique. Second Grade Visual Arts 1.3 Identify the elements of art in objects in nature, the environment, and works of art, emphasizing line, color, shape/form, texture, and space. 2.1 Demonstrate beginning skill in the use of basic tools and art-making processes, such as printing, crayon rubbings, collage, and stencils. Third Grade Visual Arts 1.5 Identify and describe elements of art in works of art, emphasizing line, color, shape/form, texture, space, and value. 4.1 Compare and contrast selected works of art and describe them, using appropriate vocabulary of art. Kindergarten English-Language Arts 1.2 Share information and ideas, speaking audibly in complete, coherent sentences. 2.1 Describe people, places, things (e.g., size, color, shape), locations, and actions. First Grade English-Language Arts 1.5 Use descriptive words when speaking about people, places, things, and events. 2.4 Provide descriptions with careful attention to sensory detail. Second Grade English-Language Arts 1.3 Paraphrase information that has been shared orally by others. 1.4 Give and follow three-and four-step oral directions. 1.9 Report on a topic with supportive facts and details. Third Grade English-Language Arts 1.1 Retell, paraphrase, and explain what has been said by a speaker. 1.3 Respond to questions with appropriate elaboration. 1.7 Use clear and specific vocabulary to communicate ideas and establish the tone. back to top  Teachers Technique: Oelbaum, Zeva. Blue Prints: the Natural World in Cyanotype Photographs. New York: Rizzoli, 2002. Photographer’s Tool Kit: Alternative Photographic Process, Part II Detailed explanation of the process of creating a cyanotype. History: James, Christopher. Book of Alternative Photographic Processes. Albany, N.Y.: Delmar Thomson Learning, 2002. Cyanotype History A brief history of the cyanotype process with images. A History of Photography: From its beginnings till the 1920s Essays on how photography began and information on some of the most significant processes used during the early days of photography. Includes an alphabetical list of significant people and their contribution to photography. Wikipedia A brief history of the cyanotype process and history. Visual Thinking Strategies: Vue: A Solution to Education’s Challenges Visual Understanding in Education (VUE) conducts educational research focused on aesthetic and cognitive development that results from interaction with art. Based on its findings, VUE develops programs for schools and museums, principally Visual Thinking Strategies (VTS). Students Technique: Arnold, Caroline. Sun Fun. New York: Watts, 1981. back to top |
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Sunprints for Grades K-3 2nd grade student San Diego, CA |
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