Lesson Note on Projects: Banner Production With Stencils And Block-Out Method for SS1

Class: Senior Secondary School 1 (SS1 / SSS 1)
Term: 1st Term
Week: 11
Age: 15 years
Duration: 45 minutes
Subject: Printing Craft
Curriculum Theme: Trade
Previous Lesson: Stencils: Making And Cutting Stencils.
Topic: PROJECTS
Subject Matter: Production of banner, Designing a simple name and logo layout, Making hand-made stencils with cardboard, Block-out method for stencil production, Printing and finishing a banner

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

• Define the term ‘block-out method’ in stencil production.
• Explain the steps involved in designing a simple name and logo layout.
• List the materials required for making hand-made stencils.

Affective Domain:

• Appreciate the importance of stencils in banner production.
• Show interest in learning practical skills for printing craft projects.
• Value neatness and precision in craft work.

Psychomotor Domain:

• Produce hand-made stencils using the block-out method with cardboard.
• Design a simple name and logo layout suitable for a banner.
• Print and finish a simple banner design using a stencil.

Social Domain:

• Collaborate with peers during practical activities.
• Present their finished banner designs to the class.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum for Printing Craft.
• State Unified Scheme of Work for Senior Secondary Schools.
• Akinwumi, T. (2018). Printing Craft for Senior Secondary Schools 1-3. Lagos: Excellent Publishers.
• https://www.example.com/printing-craft-ss1
• https://education.gov.ng/curriculum

Instructional Materials

The teacher will teach this lesson with the aid of:

• Banner fabric
• Cardboard
• Craft knife
• Masking tape
• Printing ink
• Roller
• Ruler
• Pencil
• Sample banners

Rationale for the Lesson

This lesson enables pupils to develop practical skills in banner production, which can be applied in various contexts, including personal projects and small businesses. Understanding banner design and production helps pupils to communicate messages effectively and create decorative items.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of drawing, lettering, and the use of simple craft tools. They are also familiar with different types of printing materials.

Lesson Content/Board Summary

PROJECTS: Banner Production

Designing a Simple Name and Logo Layout

Layout refers to the arrangement of elements such as text, images, and shapes on a surface. A good layout ensures that the message is clear, attractive, and easy to read.

Considerations for designing a simple name and logo layout:

• Purpose: What is the banner for?
• Audience: Who is the banner for?
• Readability: Use clear fonts and appropriate sizes.
• Balance: Arrange elements to create visual harmony.
• Color: Choose colors that stand out and match the message.
• Simplicity: Avoid overcrowding the design.

Making Hand-made Stencils with Cardboard (Block-Out Method)

A stencil is a thin sheet of material (like cardboard) with a design cut out of it. Ink or paint is then applied through the cut-out areas to transfer the design onto another surface.

The block-out method for stencil production involves covering or ‘blocking out’ areas that are not to be printed, while leaving open the areas that will transfer the design.

Materials for making stencils:

• Cardboard or thick paper
• Pencil
• Ruler
• Craft knife or razor blade
• Cutting mat or thick surface
• Masking tape (optional, for securing)

Steps for making a stencil using the block-out method:

• Draw or transfer the desired design onto the cardboard.
• Carefully cut out the areas that will allow ink to pass through (the printing areas).
• Ensure all connecting parts of the design remain attached, using ‘bridges’ if necessary.
• Smooth any rough edges to ensure a clean print.

Printing and Finishing a Banner

Banner printing uses a stencil to apply ink onto fabric or other material to create a design.

Steps for printing a banner:

• Prepare the banner fabric by laying it flat and smooth.
• Position the stencil carefully on the fabric where the design is desired. Secure with masking tape if needed.
• Apply printing ink evenly over the stencil using a roller or brush, ensuring the ink passes through the cut-out areas.
• Carefully lift the stencil from the fabric without smudging the print.
• Allow the printed banner to dry completely.

Finishing a banner involves steps like:

• Hemming the edges to prevent fraying.
• Adding loops or eyelets for hanging.
• Ensuring the banner is clean and neatly presented.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them to mention different ways messages are communicated visually in their community (e.g., posters, billboards, banners). The teacher then introduces the topic: “PROJECTS: Production of Banner” and states the lesson objectives.
Pupils’ Activity: Pupils respond by mentioning various visual communication methods. They listen attentively and note the topic and objectives.
Learning Point: Pupils are engaged and understand the relevance of the lesson.

Step 2: Designing a Simple Name and Logo Layout

Time: 10 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher explains what a layout is and discusses the key considerations for designing a simple name and logo layout for a banner, using examples of good and bad layouts. The teacher guides pupils on how to plan their design on paper.
Pupils’ Activity: Pupils listen, observe the examples, and ask questions. They begin to sketch their desired name and logo layouts on paper.
Learning Point: Pupils understand the principles of effective layout design.

Step 3: Introduction to Stencil Making (Block-Out Method)

Time: 5 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines what a stencil is and introduces the ‘block-out method’ for making hand-made stencils. The teacher explains the concept of cutting out printing areas while leaving non-printing areas intact.
Pupils’ Activity: Pupils listen and understand the definition and concept of stencil making using the block-out method.
Learning Point: Pupils grasp the theoretical foundation of stencil production.

Step 4: Demonstration of Stencil Production

Time: 10 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher demonstrates how to make a hand-made stencil using cardboard, a craft knife, ruler, and a pre-drawn design. The teacher emphasizes safety precautions while using the craft knife.
Pupils’ Activity: Pupils observe the demonstration carefully, paying attention to the steps and safety measures.
Learning Point: Pupils see the practical steps for creating a stencil.

Step 5: Practical Activity: Making Stencils

Time: 15 minutes
Teaching Skill: Practical Application/Supervision
Teacher’s Activity: The teacher distributes cardboard and craft knives (under strict supervision) and guides pupils as they create their own stencils based on their designed layouts. The teacher provides individual assistance and feedback.
Pupils’ Activity: Pupils actively engage in making their hand-made stencils, applying the block-out method.
Learning Point: Pupils develop psychomotor skills in stencil production.

Step 6: Demonstration of Banner Printing

Time: 10 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher demonstrates how to use the prepared stencil to print on a piece of banner fabric. The teacher shows how to apply ink evenly with a roller and how to carefully lift the stencil to avoid smudges. The teacher also briefly mentions finishing steps.
Pupils’ Activity: Pupils observe the printing process and ask questions about ink application and stencil removal.
Learning Point: Pupils understand the practical aspects of printing with a stencil.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Define the term ‘block-out method’ in stencil production.
2. List three materials needed for making a hand-made stencil.
3. State two important considerations when designing a simple name and logo layout for a banner.
4. Outline the main steps involved in printing a banner using a stencil.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Summarisation/Assignment
Teacher’s Activity: The teacher summarizes the key points of the lesson, reiterating the steps for stencil making and banner printing. The teacher assigns pupils to complete their banner printing and finishing as homework, ensuring they use their stencils.
Pupils’ Activity: Pupils listen to the summary and note down the homework assignment.
Learning Point: Pupils consolidate their learning and prepare for further practical application.

Lesson Keywords

• Banner – A long strip of cloth or other material, bearing a message, slogan, or design, often displayed publicly.
• Stencil – A thin sheet of material with a design cut out of it, used to produce the design on a surface by applying ink or paint through the cut-out.
• Block-out method – A technique in stencil making where areas not meant to print are covered or ‘blocked out’, leaving open the areas that will form the design.
• Layout – The arrangement of elements (like text, images, and shapes) on a page or surface to create an overall design.
• Printing – The process of producing text and images on paper or other material by applying ink.
• Craft knife – A small, sharp knife used for detailed cutting in craft work.

Differentiation

For pupils who grasp concepts quickly, the teacher can encourage them to experiment with more complex designs or multiple colors. For pupils requiring more support, the teacher will provide closer supervision during practical sessions and offer pre-drawn templates for stencil cutting. Group work will be encouraged to allow peer learning and support.

Note for teachers using this lesson plan

Safety is paramount when pupils are using craft knives; ensure adequate supervision and clear instructions. Provide sufficient materials for each pupil or group. Encourage creativity and neatness in all practical work. The printing activity might extend beyond a single period depending on the complexity of designs and the number of pupils, so plan for continuity.