Stencil Prints on Bags

Overview

In this lesson, students apply stencil printing techniques to fabric bags using simple design planning from previous lessons in the unit. They will experiment with ink/paint application and transfer to produce clear, repeated patterns, documenting key choices as they work.

Learning intentions

WALT apply stencil printing techniques on fabric bags to create a clear printed design.

Success criteria

• I can place my stencil carefully and hold it steady while printing.
• I can apply paint/ink using the correct method (dab, not smear) to make crisp shapes.
• I can print my design onto my fabric bag neatly with good coverage.
• I can follow safety and classroom routines for fabric paint and tools.

Curriculum links

• Visual Arts: experiment with, document and reflect on ways to use a range of visual conventions, visual arts processes, and materials.
• Visual Arts: use visual conventions, visual arts processes and materials to plan and create artworks that communicate ideas, perspectives and/or meaning.
• Visual Arts: select and present documentation of visual arts practice, and display artworks in informal and/or formal settings.

Lesson structure (45 minutes)

1. 0–5 min · Starter: Look & predict. Teacher shows 1–2 finished sample stencil prints (teacher-made or shared digitally) on fabric or paper and asks: “What do you notice about edges and colour?” Students turn-and-talk, then share one observation about how to keep stencil shapes clear.

2. 5–12 min · Direct teach: How to stencil. Teacher demonstrates on scrap fabric/paper: (1) position stencil, (2) dab paint/ink with sponge/brush, (3) lift straight up, (4) avoid dragging, (5) repeat for placement and colour consistency. Students watch and record one “TIP” in their art journal (e.g., “hold stencil flat”, “dab, don’t smear”).

3. 12–22 min · Prep & first test print. Teacher checks that each student has their stencil ready and fabric bag laid flat with cardboard inside to prevent ink bleed. Students do a quick test print on a scrap fabric square (or corner of bag if appropriate) to check coverage and paint thickness.

4. 22–35 min · Main task: Print the fabric bag. Teacher circulates, reminding students to keep the stencil aligned and to use small amounts of paint so edges stay sharp. Students print their full design onto the bag, reloading paint as needed and using their journal notes to guide technique.

5. 35–42 min · Clean-up & quick reflection. Teacher leads tidy-up: rinse/wipe tools, secure stencils, and set bags aside to dry safely. Students complete a short reflection: “One thing I did well was… One thing I would improve next time is…”

6. 42–45 min · Share & assess (quick check). Teacher asks 2–3 students to show a section of their bag and describe one technique step they used. Students give a “glow and grow” comment using sentence starters: “I notice… I think your stencil stayed clear because…”

Resources

• Fabric bags (pre-washed) with cardboard inserts for each bag
• Stencil sheets (e.g., laminated or thick cardstock) matching students’ planned designs
• Fabric printing medium or suitable fabric paint + small trays/plates
• Sponges or stencil brushes
• Scrap fabric squares/paper for test prints
• Art journals or worksheets for “TIP” and short reflection
• Paper towels, wipes, and a bin for used materials
• Gloves (optional) and handwashing station access
• Smart-board display for demo images/samples
• Teacher sample prints (for modelling)

Assessment

• Teacher observation checklist during printing: stencil placement, careful dabbing, clean edge control, safe handling of paint.
• Formative check after test print: students compare their sample to a success target (clear edges, even coverage).
• Quick exit reflection in journals: one success + one improvement.

Differentiation

• Pair students for peer support during printing: “Printing partner roles” (one holds/aligns stencil, one dabs) then swap halfway.
• Provide sentence starters for reflection and feedback: “I used…”, “My stencil edge looks… because…”.
• Offer a stencil alignment scaffold: place a small guideline/registration mark on the bag insert/cardboard so students can repeat placement consistently.
• For students who need more support with fine control, allow a thicker sponge and fewer stencil moves (print larger sections first, then add details).
• For fast finishers, set a mini-goal: add one extra repeated motif or refine one area with a second careful pass after the first layer becomes tacky/not fully wet.

Extension (advanced learners)

• Extension task: experiment with layering colours while keeping edges crisp. Students choose one stencil section to print first (light colour), let it settle briefly, then add a second colour by re-stencilling in the same position for a stronger contrast.
• Students document the effect in their journal with a quick note: “Layer 1 colour…, Layer 2 colour… Result: …”