MiSs Rs ArT RoOm

 Clay Talavera Armadillos

Learning Targets

I can...

• Create an original Clay Talavera Armadillo using ceramic techniques learned in class
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual, visual, implied) inspired by Mexican Artisan (1950-Present) Jacobo Angles and Mexican Artisan (1950-Present) Maria Angeles Fernandez Cuesta
• Use sculpture techniques (carving, casting, modeling, assembling) and design principles (balance, emphasis, proportion) based on Mexican Ceramics
• Define Folk Art (artwork made by regional people who preserve one's own personal history, traditions, and culture through art)

Lesson One
Day One, Art Start

1. Totem (1973) Jacobo and Maria Angeles

2. Read Armadillo Ray by John Beifuss

3. Discussion Questions "Why did the Aztecs call the armadillo the turtle rabbit? How do armadillos find insect food below the ground even when being deaf and blind? What element of art and principle of design are found in folk art? What are some possible purposes for creating ceramics (decorative, utilitarian, celebrations)? What are some differences between Talavera ceramics, everyday plates, and kitchenware? What are the traditional and artistic aspects of Talavera ceramics? How do artist tell a story with ceramics? How does the artist use color and pattern to help tell a story? What is Armadillo Ray most curious about? How does Armadillo Ray interact with his friends? What are some of the lessons or themes explored in the story through Armadillo Ray's perspective?"

Lesson Activities

1. Turn clay slab into basic shapes (head, torso, arms, legs) for the positive space (foreground, animal) of the Clay Talavera Armadillos

2. Use modeling tools to draw features (clothing, jewelry, accessories) for the positive space (foreground, animal) of the Clay Talavera Armadillos

3. Add line for the facial features (nose, eyes, mouth) for the positive space (foreground, animal) of the Clay Talavera Armadillos

Day Two, Art Start

1. Retrieve Clay Talavera Armadillos for Assigned Tables

2. Little Armadillo (1973) Jacobo and Maria Angeles

3. Discussion Questions "What questions does Armadillo Ray have about the moon? Who are Armadillo Ray's desert animal friends? What are some of the fanciful ideas his friends have about the moon? Who does Armadillo Ray meet that helps him understand the moon? What does Armadillo Ray learn about the moon from the owl? What is the afterward in the book about? How does the story illustrate the phases of the moon? What is the role of the moon in legends around the world, according to the afterward? What kind of personality does Armadillo Ray have? What are some of Armadillo Ray's distinguishing features?What was his relationship with the owl in the story? What is the title of the book? Who wrote the book? What type of illustrations are used in the book? What is the overall tone or message of the book?"

Lesson Activities

1. Add lines for proportions (head, torso, arms, legs) within the silhouette (figure, foreground) of the Clay Talavera Armadillos

2. Mold clay into basic shapes (oval face, crescent ears, big eyes, round body) for the positive space (foreground, animal) of the Clay Talavera Armadillos

3. Use needle tools to draw features (eyes, nose, mouth, shell, nails) for the positive space (foreground, animal) of the Clay Talavera Armadillos

Day Three, Art Start

1. Retrieve Clay Talavera Armadillos for Assigned Tables 

2. Set Up Studio Area (paint brushes, water buckets, tempera paint) 

Lesson Activities

1. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the positive space (foreground) of the Clay Talavera Armadillos

2. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the negative space (background) of the Clay Talavera Armadillos

3. Apply Gloss Finish to the facial features, facial proportions, and accessories of the Clay Talavera Armadillos

Artist Examples

Student Examples

 Clay Alien Sculptures

Learning Targets

I can...

•  Create an original Clay Alien Sculpture using ceramic techniques learned in class
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual, visual, implied) inspired by UFO newspaper clippings
• Use sculpture techniques (carving, casting, modeling, assembling) and design principles (balance, proportion, emphasis) based on Extraterrestrial Art
• Define Anthropomorphic (a depiction of non-human entities (animals, objects, deities) with human characteristics, traits, behaviors, or appearances) 

Lesson One
Day One, Art Start

1. The Annunciation With Saint Emidius (1486) Carlo Crivelli

2. Read Aliens Love Underpants by Claire Freedman

3. Discussion Questions "What signs of life do scientists use to look for life in other worlds? What traits will your alien have to survive various environmental conditions? Do you believe we are the only living beings in the universe? If we are not, what does life look like on other planets? Do you think similar characteristics would be needed for plant or animal life on another planet? What can you add to your space ship to make it a place you and your friend would feel safe? What could you add to your spaceship to make it a place you and your friends would feel conformable traveling in? What do you think it would be like to leave Earth and travel to far away planets? Which activities would you explore with your friends and how might you go about them in space? What would you bring with you when meeting your new space friend? How would the friends you are travelling with get along with your new space friend? How would the friends you are traveling with get along if there were any struggles? What makes your space friend a good travel buddy to have in your friendship group?"

Lesson Activities

1. Turn clay slab into basic shapes (head, shoulder, neck) for the positive space (foreground, alien) of the Clay Alien Sculptures

2. Use modeling tools to draw features (clothing, jewelry, make up) for the positive space (foreground, alien) of the Clay Alien Sculptures 

3. Add lines for the facial features (nose, eyes, mouth) for the positive space (foreground, alien) of the Clay Alien Sculptures 

Day Two, Art Start

1. Retrieve Clay Alien Sculptures for Assigned Tables 

2. Baptism Of Christ (1710) Aert de Gelder

3. Discussion Questions "Do you think aliens could live on other planets, moon, or even in space? What do scientists think about aliens? Do you think aliens could be similar or different from us? Would aliens be friendly or scary? What would happen if you met an alien? What does the term UFO stand for? What tools do scientists use to find aliens? What is important to you in a friendship? What will you remember most from your imagined journey in space with your friends? Did you learn anything new from your friend? Did they learn anything from you? What can be helpful when we have difficulties with friends? What are some ways you can share and understand different opinions? How can friendships can as we get older?"

Lesson Activities

1. Add lines for proportions (head, neck, shoulders) within the silhouette of the Clay Alien Sculptures

2. Mold clay into basic shapes (oval face, crescent ears, rectangle neck) for the positive space (foreground, alien) of the Clay Alien Sculptures

3. Use needle to draw facial features (eyes, nose, mouth) within the silhouette of the Clay Alien Sculptures 

Day Three, Art Start

1. Retrieve Clay Alien Sculptures for Assigned table

2. Set Up Studio Area (water bucket, needle tools, rubber mat) 

Lesson Activities 

1. Add tempera paint with color combinations (analogous colors, complementary colors, primary colors) to positive space (foreground, alien) of the Clay Alien Sculptures 

2. Add tempera paint with color combinations (complementary colors, analogous colors, primary colors) to the negative space (foreground, alien) of the Clay Alien Sculptures 

3. Apply Gloss Finish to the facial features, facial proportions, and accessories of the Clay Alien Sculptures 

Artist Examples

Student Examples

 

 Barbara Kobylinska Bird Sculptures

Learning Targets

I can...

• Create an original Barbara Kobylinska Bird Sculpture using ceramic techniques learned in class
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual, visual, implied) inspired by Poland Sculptor (1981-Present) Barbara Kobylinska
• Use sculpture techniques (carving, modeling, casting, assembling) and design principles (balance, proportion, emphasis) based on Poland Art
• Define Clay (a natural material composed of minerals, decomposed plant material, and organic substances)

Lesson One
Day One, Art Start

1. Love Birds (2008) Barbara Kobylinska

2. Read Chicken In The Chicken by Nnedi Okorafor

3. Discussion Questions "Did you know Chicken Little is a folktale about a chicken who believes the world is coming to an end? Why happened to Chicken Little in this story? What similarities do you notice between these two books? What differences do you notice between these two books? What would you do if you woke up one night to find the shadow of a giant chicken passing your bedroom door? Is the mischievous giant chicken a friend or foe? Will Anyaugo be Abel to save the food for the New Yam festival the next day? Who was the chicken and why was he in Anyaugo's family's kitchen? How do you think the main character felt at the end? Who does Anyaugo find to help her? What motifs mean love and life to you? What symbols mean love and life to you?"

Lesson Activities

1. Turn clay into basic shapes (head, eyes, body, wings) for the positive space (foreground, animal) of the  Barbara Kobylinska Bird Sculptures

2. Use modeling tools to design features (clothing, accessories, mouth) for the positive space (foreground, animal) of the Barbara Kobylinska Bird Sculptures 

3. Add lines for the facial features (wings, head, eyes, mouth) for the positive space (foreground, animal) of the Barbara Kobylinska Bird Sculptures 

Day Two, Art Start

1. Retrieve Barbara Kobylinska Bird Sculptures for Assigned Tables 

2. Firebird (2020) Barbara Kobylinska

3. Discussion Questions "What can we make with these materials? How do artists make someyinth look three dimensional when the material is flat? Do stories and artists like this matter to you? Why do artists need to understand how to represent form in art? What is the history of form in art? What is considered geometric or organic in art? How do artists help to change the world in a positive way? How does the understanding of this artist change our understanding of the artwork? What special features do these chickens have? What is the hidden meaning behind these chickens? What are the unique characteristics of these chickens? What is different about these chicken examples?"

Lesson Activities

1. Add lines for the proportions (head, eyes, beak, body) within the silhouette (figure, foreground, animal) of the Barbara Kobylinska Bird Sculptures 

2. Mold clay into basic shapes (oval face, crescent eyes, round body) for the positive space (foreground, animal) of the Barbara Kobylinska Bird Sculptures

3. Use needle tools to design features (eyes, mouth, patterns, wings) for the positive space (foreground, animal) of the Barbara Kobylinska Bird Sculptures 

Day Three, Art Start

1. Retrieve Barbara Kobylinska Bird Sculptures for Assigned Tables

2. Set Up Studio Area (rubbing mats, modeling tools, tempera paint, water buckets)

Lesson Activities

1. Add tempera paint with color combinations (analogous colors, warm colors, earth tones) to the positive space (animal, foreground) of the Barbara Kobylinska Bird Sculptures

2. Add tempera paint with color combinations (analogous colors, warm colors, earth tones) to the negative space (background) of the Barbara Kobylinska Bird Sculptures

3. Apply Gloss Finish to the facial features, proportions, and accessories of the Barbara Kobylinska Bird Sculptures 

Artist Examples

Student Examples

 Clay Neon Octopus

Learning Targets

I can...

• Create an original Clay Neon Octopus using ceramic techniques learned in class 
• Use shape variation (geometric, organic, free form), texture (actual, visual, implied), and form (two dimensional, three dimensional) inspired by Pop Surrealist (2002-Present) Scott Musgrove
• Use sculpture techniques (carving, modeling, casting, assemblage) and design principles (balance, repetition, emphasis) based on Pop Surrealism
• Define Pop Surrealism (art movement combining popular culture with surrealist techniques)

Lesson One
Day One, Art Start

1. Walkopus Getting Out Of Town (2021) Scott Musgrove

2. Read The Octopus Escapes by Maile Meloy

3. Discussion Questions "What color should you paint the body? Did you know octopus are escape artists and puzzle solvers? Did you know octopus can open jars even if trapped inside? What will your octopus try to escape from, an aquarium or somewhere silly? How would you dress to camouflage yourself in a movie theater or soccer field? What does an animal's camouflage tell you about its habitat? What similarities do you notice between these two artists? What differences do you notice between these two artists? What colors do you think an octopus can be? Can octopus be neon colors? Are there any stories about octopus escaping from aquariums?"

Lesson Activities

1. Turn clay into basic shapes (head, eyes, body, tentacles) for the positive space (foreground, animal) of the Clay Neon Octopus

2. Use modeling tools to design features (clothing, accessories, eyelashes, mouth) for the positive space (foreground, animal) of the Clay Neon Octopus

3. Add lines for the facial features (tentacles, eyes, mouth) for the positive space (foreground, animal) of the Clay Neon Octopus

Day Two, Art Start

1. Retrieve Clay Neon Octopus for Assigned Tables 

2. Twilight Barge (2024) Scott Musgrove

3. Discussion Questions "Where is the setting of the story located? Why does the sea turtle dive "down, down, down"? How does the cloud of ink protect the octopus? Why does the author use "blast off" to describe the octopus escape? Which simile is used in the book multiple times? Which word is an example of an onomatopoeia? How does the octopus get away from the sea turtle? How does camouflage help the octopus? Why do octopus spray ink? What does shallow mean in this passage? What do these animals have in common? What is this passage mostly about? What is the secret weapon the octopus uses against the eel? What type of figurative language is shown in this story? Why are octopus considered such good escape artists? What strategies do octopus use to escape? Are there any famous examples of octopus escaping? What are some of the risks octopus face when escaping?"

Lesson Activities

1. Add lines for proportions (head, eyes, tentacles, body) within the silhouette (figure, foreground, animal) of the Clay Neon Octopus

2. Mold clay into basic shapes (oval face, crescent eyes, round body) for the positive space (foreground, animal) of the Clay Neon Octopus

3. Use needle tools to design features (eyes, mouth, tentacles, patterns) for the positive space (foreground, animal) of the Clay Neon Octopus

Day Three, Art Start

1. Retrieve Clay Neon Octopus for Assigned Tables

2. Set Up Studio Area (modeling tools, water bucket, rubber mat) 

Lesson Activities 

1. Add tempera paint with color combinations (complementary colors, analogous colors, neon colors) to the positive space (foreground, animal) of the Clay Neon Octopus

2. Add tempera paint with color combinations (complementary colors, analogous colors, neon colors) to the negative space (background) of the Clay Neon Octopus

3. Apply Gloss Finish to the facial features, proportions, and accessories of the Clay Neon Octopus

Artist Examples

Student Examples