Below is a record of my observations, questions and suggestions after observing my peer. Find the full document in the Appendix:
Overall, induction was definite success, all students engaged in all 3 monoprint techniques during session. All students were heavily engaged & listening intently during demonstrations. None seemed distracted/ on phones apart to take videos of processes
- Opportunity to develop digital archive of processes in picture/video format so students can recap during independent working?
Group of 6 was perfect for session. Meant 2+ students could be working on each process at any one time, without waiting to print. Organic movement around processes. Alba managed students well & was able to give verbal feedback & support to each one individually during the session.
- How would you ensure a larger group fully understands each process?
- Perhaps create a scheduled timeline for rotating groups of students on each process?
Asking students if they have done other printmaking was good way to engage so they immediately draw on previous skill set. Mix of experience made for a diverse group of learners for Alba to manage.
Letting students choose colours & pick imagery increased engagement & created higher reward process.
- Colour-theory during offset ink rolling engaged the students in the process of gradient. Good for future independent work.
- Using non-print metaphor was useful in the gradient rolling. Could this be utilised more to encourage retention?
Use of the digital prompt regarding multiples/matrix info was good visual aid for students to understand difference with monoprint to other forms of print.
- Could prompts shown can be tailored more to the session itself, and signposting to access info after session?
Preparation of direct monoprint inking done by staff – perhaps be done by students to engage more in that process and get practice with inking to support future access.
- Noted that due to time constraints with larger groups, may not be possible.
- Noted almost all students did ink up either during demos / gelli plates, but larger group might not have enough capacity for everyone to try.
Students struggled with inking gelli plates correctly. Focus on process? E.g. before moving to offset, students pair up (pairs might be less pressure than on own) & ink gelli plate together, whilst teacher checks? Might also be implemented with other processes to ensure every student has had go at inking all methods correctly?
Drawing attention to student examples on wall encouraged making & creativity + opening possibilities of monoprint. Exciting examples on wall & students asking how to emulate look of many of these.
- Would it be useful to have a physical archive of examples of each specific process so they can really understand the differences between each/ possible mark-making & reference easily?
Great do’s & don’ts on technique given + opportunity for experimentation & development. Showing outcome of what not to do during each process was useful retention tool.
Using multiple mark-making techniques, tools & materials gave students a solid understanding of range of possibilities available to them & sparked excitement.
During gelli printing, there was reference the different type of ink used in each process.
- Is it worth extrapolating on why certain inks for each process & benefits of water-washable inks? May reduce mistakes for future access.
Asking for volunteers during demos was good use of student-led learning. Verbal encouragement given to volunteers boosted confidence & made more comfortable.
- What might you do in a situation with no volunteers?
Counting: useful tool introduced for printmaking.
- To encourage retention, can everyone count out loud together?
Discussing use of monoprint as digitised artworks used in animation etc. was good inspiration.
- Digital examples could be useful!
Offset seemed harder for students to grasp, with use of machinery & stencils not going to plan.
- Is it worth thinking about offset becoming a workshop within its own right, OR developing an advanced offset workshop to build on introductory one?
- Opportunity to return after lunch was great way to let students further develop the processes and feel more comfortable.
Doors being open to rest of workshop with music during could be distracting to some students e.g. neurodivergent.
- Can doors be closed during talking/demo & reopened when making begins?
Appendix:
Review of Teaching Practice Form – Alba Gomez Urquia – 19th Feb 2026