Patty Talbert Nonobjective Colors Wheels

Learning Targets

I can...

• Create an original Patty Talbert Nonobjective Color Wheels using drawing techniques learned in class
• Use line types (horizontal vertical diagonal), value (highlights shadows tints tones) and space (positive negative) inspired by African American Artist (1964-Present) Patty Talbert
• Use art element: color (achromatic analogous complementary cool/warm colors monochromatic polychromatic primary secondary tertiary) and design principles (repetition composition gradation) based on Public Art
• Define Color Wheel (a circular diagram that shows the relationship between colors arranged by the chromatic relationship)

Lesson One
Day One, Art Start

1. Sideways (2009) Patty Talbert

2. Read Optics: Or A Treatise Of The Reflections, Refractions, Inflections, and Colors Of Light by Sir Isaac Newton 

3. Discussion Questions "How do these colors, patterns, and textures celebrate the heritage of the artist? How does this style of painting bring honor to the ancestors of the artist and continue to have a modern relevance for the viewer? What are some color harmonies that you encounter in daily life? What color theory does your personality agree with? Is color theory important in art? Can artists create interesting artwork without using color? What is the purpose of a color wheel? Why is a color wheel organized in a specific way? How does adding these bold black lines change the way colors look next to each other? How does this color look different to another color? Did you know the artist was a self-taught artist whose work is rooted in her heritage and personal expression?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Draw three line types (horizontal vertical diagonal) for the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels 

3. Outline three line types (horizontal vertical diagonal) for the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels 

Day Two, Art Start

1. Retrieve Patty Talbert Nonobjective Color Wheels for Assigned Tables 

2. Reflections 1 (2001) Patty Talbert

3. Discussion Questions "What is abstract art? What do you think abstract means? Can you recognize anything in this painting? What emotion is being conveyed in this painting? What does this artwork remind you of? What do you think this work of art is made of? How would you describe the pattern in this artwork? What does art mean to you? What ideas, concerns, or objectives have motivated your own work? How would you describe our artistic style? What artistic movements or artists have influenced you? What sets you apart from other artists? What does this painting reveal about the personality of the artist? What events were happening in the world at the time when this artwork was created? What colors are prominent throughout the piece? What was the artist known for?" 

Lesson Activities

1. Use drawing techniques (contour outline continuous) to add basic shapes (geometric organic free form) to the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels

2. Use drawing techniques (contour outline continuous) to add basic shapes (geometric organic free form) to the negative space (background) of the Patty Talbert Nonobjective Color Wheels

3. Use drawing techniques (contour outline continuous) to add details (patterns, repetition, designs) to the Patty Talbert Nonobjective Color Wheels 

Day Three, Art Start

1. Retrieve Patty Talbert Nonobjective Color Wheels for Assigned Tables 

2. Set Up Studio Area (pencils, erasers, colored chalk, chalk) 

Lesson Activities

1. Use color combinations (intermediate, analogous, complementary) to fill in the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels

2. Use color combinations (intermediate, analogous, complementary) to fill in the negative space (background) of the Patty Talbert Nonobjective Color Wheels 

3. Add design details (geometric shapes, border, patterns) to the positive space (foreground, middle ground) of the Patty Nonobjective Color Wheels 

Artist Examples

Student Examples 

Treehouse Drawings

Learning Targets

I can...

• Create an original Treehouse Drawings using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and form (two dimensional, three dimensional) inspired by American Artist (1979-Present) Jedediah Corwyn Voltz
• Use perspective techniques (linear, one-point, two-point, three-point, atmospheric) and design principles (proportion, gradation, composition) based on American Art
• Define Architecture (the art or practice of designing and constructing buildings)

Lesson One
Day One, Art Start

1. Corner Store (2024) Jedediah Corwyn Voltz

2. Read Stuck by Oliver Jeffers

3. Discussion Questions "Are the houses below, in, or on top of the tree? How do you know? What shapes do you see in the structure of the houses? How do you access the houses? Is the tree sitting on a horizon line or inside of an area? What details do you notice in each of the houses? What windows do you notice in each of the houses? What is the secret purpose of the treehouse such as launching water balloons or high-tech makers space? What items would you throw up into the treehouse to keep them safe? Is your treehouse made of wood, giant sticks, crystal, or metal? Is the treehouse hidden by thick leaves, vibrant, or standing out as a statement piece? Is the treehouse drawing sitting on top of branches, wrapped around the truck like a spiral, or floating between multiple trees?"

Lesson Activities

1. Use observational drawing techniques (composition, direct light, value) to draw the basic parts (roof, windows, door, base) of the Treehouse Drawings 

2. Add shape variation (geometric, organic, free form) to add details (windows, doorways, balcony) to the positive space (foreground, middle ground, treehouse) of the Treehouse Drawings 

3. Add shape variation (geometric, organic, free form) to add details (trees, dirt path, puddles) to the negative space (background) of the Treehouse Drawings 

Day Two, Art Start

1. Retrieve Treehouse Drawings for Assigned Tables 

2. Lorax Camp (2020) Jedediah Corwyn Voltz

3. Discussion Questions "What are some things happening in this artwork? What kind of person would live in this treehouse? What is the treehouse made of (leaves, sticks, mushrooms, magical)? Are there any special doors, windows, or stairs to this house? Does this house have a special feature, like a baloney, a look out, or a secret room? What could be added to this picture with more time? What are some famous examples of biomorphic architecture? How does the shape of the home reflect the inhabitants? How does the treehouse blend in with its environment? What types of lines and shapes are present in your house? How are details like windows, doors, and roofs designed to be functional or imaginative? What was the most challenging part of designing and building your treehouse?"

Lesson Activities

1. Use types of patterns (stripes, swirls, meanders) to fill in the positive space (foreground, middle ground, treehouse) of the Treehouse Drawings 

2. Add high contrast (shaded areas, shadows, value) and light/medium contrast (background, light areas, middle ground) to the white space of the Treehouse Drawings 

3. Add embellishments (scrap paper, aluminum foil, paper bags)) to the positive space (foreground, treehouse) of the Treehouse Drawings 

Day Three, Art Start

1. Retrieve Treehouse Drawings for Assigned Tables

2. Set Up Studio Area (pencils, erasers, markers, rulers) 

Lesson Activities

1. Use color combinations (analogous, secondary, neutral) to fill in the positive space (foreground, middle ground, treehouse) of the Treehouse Drawings

2. Use color combinations (analogous, secondary, neutral) to fill in the negative space (background, landscape) of the Treehouse Drawings

3. Add additional types of patterns (stripes, swirls, meanders) to the negative space (background) of the Treehouse Drawings

Artist Examples

Student Examples 

Watercolor Inflatables

Learning Targets

I can...

• Create an original Watercolor Inflatables using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and texture (actual, visual, implied) inspired by Australian Artist (1988-Present) CJ Hendry
• Use technical skills (color theory, tool techniques, medium mastery, form management) and design principles (composition, gradation, repetition) based on Contemporary Art
•  Define Inflatables (a type of art made from large air-filled structures constructed from flexible materials (PVC, nylon, vinyl))

Lesson One
Day One, Art Start

1. Public Pool Las Vegas (2025) CJ Hendry 

2. Read The Lake Mess Monster by Beverly Komoda

3. Discussion Questions "Did you know inflatables have a long history dating back to the 18th century? Have you ever had lawn inflatables, bouncy houses, or party balloons at an event? Are you drawn to the dancing street inflatables near the stopping center or the massive blimp with a scrolling electronic sign flying over a stadium? What happens to our experience of large art filled objects encountered outddors when we place them in an art gallery and place with scale? What type of inflatable do you see in this picture? Where is the inflatable located? How does the audience interact or experience this artwork? Did you know Andy Warhol was the first artist to play with the concept of inflatable artwork with his art piece Silver Clouds? What effects can time have on a sculpture? Is it important to make public art durable to withstand time? What are some ways we are slowly destroying our earth? What are some things artists can do to help our environment? Did you know the Roman's first used boats made from animal skins before creating basic inflatables out of reed rafts or goat skinned boats?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use graphite pencil to draw the line types (horizontal, vertical, diagonal) of the positive space (foreground, pool inflatable) of the Watercolor Inflatables 

3. Use graphic pencil to draw the decorative lines (waves, curved, straight, scalped) of the positive space (foreground, pool inflatable) of the Watercolor Inflatables 

Day Two, Art Start

1. Retrieve Watercolor Inflatables for Assigned Tables 

2. Pool Party Hong Kong (2025) CJ Hendry

3. Discussion Questions "How can we use curved lines to make the inflatable look like it is filled with air? Where should we add the highlights and shadows to make it look like wet plastic? If this design needed to be three-dimensional, how would the shape change from different sides? What is the funniest thing that could happen to someone riding your inflatable? If you could build a giant version of this for a real pool, who would be the first person you would invite? What was the trickiest part of drawing something that looks bouncy? How can we use white paint or crayons to show where the sun reflect off the smooth surface? Is your inflatable meant for a calm backyard pool or a giant waterpark with huge waves? What is the coolest part of your design that you think no one else thought of?" 

Lesson Activities

1. Use watercolor to fill in the positive space (foreground, pool inflatables) with warm colors (red orange yellow) for the Watercolor Inflatables 

2. Use watercolor to fill in the negative space (background) with cool colors (purple blue green) for the Watercolor Inflatables 

3. Add details (patterns, waves, ripples) to the negative space (background, middle ground) of the Watercolor Inflatables 

Day Three, Art Start

1. Retrieve Watercolor Inflatables for Assigned Tables 

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

Lesson Activities

1. Add highlights (light source, reflective light) to the positive space (foreground, pool inflatables) of the Watercolor Inflatables 

2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Watercolor Inflatables 

3. Add embellishments (glitter glue, tape, yarn) to details (water ripples, pool inflatables) of the Watercolor Inflatables 

Artist Examples

Student Examples

Dripping Ice Cream Cones

Learning Targets

I can...

• Create an original Dripping Ice Cream Cones using drawing techniques learned in class
• Use color combinations (neutral colors, intermediate colors, metallic colors), shape variation (geometric, organic, free form), and value (lightness, darkness, tints, tones) inspired by American Artist (1983-Present) Jen Stark
• Use painting techniques (impasto, underpainting, dry brush, sgraffito) and design principles (composition, balance, emphasis) based on Contemporary Art
• Define Focal Point (specific area of a composition that captures a viewer's attention first acting as the center of interest)

Lesson One
Day One, Art Start

1. Triangle (2021) Jen Stark

2. Read Bleezer's Ice Cream by Jack Prelutsky

3. Discussion Questions "How is ice cream made? What ingredients does it take to make ice cream? Why do you think the artist decided to open an ice cream shop? What the positives and negatives of making ice cream by hand? What are the positives and negatives to using a machine to make ice cream? What does the artist say about hard work involved in making ice cream? What is your favorite ice cream flavor? If you had a magical ice cream machine, what kind of flavor would it make for you, and what would it do? Which illustration style did you like the best? If you could eat one of these paintings, which one would it be and what is the reason?" 

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use graphite pencil to draw geometric shapes (circle, triangle, rectangle) for the positive space (foreground, ice cream, sugar cone) of the Dripping Ice Cream Cones

3. Use graphite pencil to draw line types (horizontal, vertical, diagonal) for the negative space (background, middle ground) of the Dripping Ice Cream Cones

Day Two, Art Start

1. Retrieve Dripping Ice Cream Cones for Assigned Tables 

2. Ablaze (2018) Jen Stark

3. Discussion Questions "What is going on in this artwork? What do you see in the artwork that makes you say that? What are the feelings and mood that this artwork evokes? What do you think the artist intended to communicate? What does this artwork remind you of? How do the elements like size, color, or line affect an audience? What would it be like to experience the scene within this artwork? What do you think will happen next? What details or little surprises do you notice in the background? Does this picture remind you of anything you have seen or done before? What else can you tell me about this artwork?" 

Lesson Activities

1. Use oil pastels to fill in the positive space (foreground, ice cream cone) with color combinations (neutral, intermediate, metallic) for the Dripping Ice Cream Cones

2. Use oil pastels to fill in the negative space (background) with color combinations (neutral, intermediate, metallic) for the Dripping Ice Cream Cones

3. Add details (cherries, whip cream, toppings) for the positive space (foreground, ice cream) for the Dripping Ice Cream Cones 

Day Three, Art Start

1. Retrieve Dripping Ice Cream Cones for Assigned Tables

2. Set Up Studio Area (paintbrushes, watercolor, glitter crayons, water buckets)

Lesson Activities

1. Add highlights (reflective light, light source, cast shadow) to the positive space (foreground, middle ground, ice cream cone) of the Dripping Ice Cream Cones

2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Dripping Ice Cream Cones

3. Add embellishments (glitter, beads, ribbon) to the positive space (foreground, middle ground, ice cream cone) of the Dripping Ice Cream Cones 

Artist Examples

Student Examples

Pet Store Fish Paintings

Learning Targets

I can...

• Create an original Pet Store Fish Paintings using painting techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free from), and value (lightness, darkness, tint, tone) inspired by American Illustrator (1958-Present) Joseph R. Tomelleri
• Use painting techniques (alla prima, dry brush, sgraffito, underpainting) and design principles (balance, composition, repetition) based on American Art
• Define Transparency (the quality of allowing light to pass through a material to enable viewers to see through layers or surfaces)

Lesson One
Day One, Art Start

1. Williamson Rainbow Trout (2022) Joseph R. Tomelleri

2. Read Not Norman by Kelly Bennett

3. Discussion Questions "Are these Japanese fish prints and African fish prints art? What do we need to know when looking at Japanese fish prints and African fish prints? When were Japanese fish prints and African fish prints produced? How were Japanese fish prints and African fish prints made? Where do you see the scales, fins, and gills of these fish? What should go inside the home of your fish? What are some ways we could take care of a fish such as feeding our pet or cleaning the tank? What is the favoraite snack (pizza, cupcakes, flakes) of your pet fish? Does your fish wear accessories (sneakers, top hat, bowtie, sweater)? If your fish escaped the pet store, where would it go?"

Lesson Activities

1. Use a pencil to draw shape variation (geometric, organic, free form) of the selected fish (guppies, goldfish, mollies, betta fish, tetras) for Pet Store Fish Paintings

2. Use line types (horizontal, vertical, diagonal) to add characteristics (gills eyes fins) for the Pet Store Fish Paintings

3.  Use texture tools (stamps, felt pen, folks) to add patterns (dots, swirls, stripes) for the Pet Store Fish Paintings 

Day Two, Art Start

1. Retrieve Pet Store Fish Paintings for Assigned Tables

2. Arctic Char, Dwarf, Salvenlinus Alphinus (2026) Joseph R. Tomelleri 

3. Discussion Questions "How would you describe the shape of the fish's body? Are all of the fish shaped the same? Do you see any fins on this fish? How would you describe this fish's shape? How would you describe the color of the fish? Are all the fish the same color? How are these fish the same? How are these fish different? Do you see any design on this fish? Do you see any patterns on this fish? Do you see any fins on this fish? Are the fins the same size? Are some narrow? Are some wide? How would you describe its fin? How would you describe its mouth? How would you describe its eyes?"

Lesson Activities

1. Use warm colors (red orange yellow) to fill in the positive space (foreground, selected fish) of the Pet Store Fish Paintings

2. Use cool colors (purple blue green) to fill in the negative space (background, plastic bag) of the Pet Store Fish Paintings 

3. Add line types (horizontal, vertical, diagonal) to the negative space (background, plastic bag) of the Pet Store Fish Paintings 

Day Three, Art Start

1. Retrieve Pet Store Fish Paintings for Assigned Tables 

2. Set Up Studio Area (water bucket, paint brushes, watercolor) 

Lesson Activities

1. Add highlights (reflective light, light source) to positive space (foreground, selected fish) of the Pet Store Fish Paintings

2. Add shadows (cast shadow, reflective shadow) to the negative space (background, plastic bag) of the Pet Store Fish Paintings

3. Add relief pieces (styrofoam pieces, cardboard, poster board) behind the positive space (foreground, selected fish) of the Pet Store Fish Paintings

Artist Examples

Student Examples