MiSs Rs ArT RoOm

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Tuesday, September 22, 2020

LINE LIONS

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 Line Lions

Learning Targets

I can...

  • Create an original Line Lion using mixed media techniques learned in class
  • Use line types (horizontal vertical diagonal), shape variation (geometric organic free form) and space (positive negative) inspired by American Artist (1921-2012) LeRoy Neiman
  • Use drawing techniques (contour outline continuous) and design principles (composition variation proportion) based on Impressionism
  • Define Line (a dot that goes for a walk)

Lesson One
Day One, Art Start

1. Portrait of A Lion (2001) LeRoy Neiman

2. Read Library Lion by Michelle Knudsen

3. Discussion Questions "Which animal is larger- the lion or the tiger? How much does the average male lion weigh? How fast can a lion run in miles? What is the name given to a group of lions? How can you stop a male lion? How long does a lion spend resting each day? What is the name given to a baby lion? Are there any lions in Africa? How much do lions eat? What are lions commonly referred to as? Which animals are the biggest among the cats family? How much time does a lion spend for just napping or sleeping? What is the role of the female lion in their daily activities? What was the weight of the biggest lion on earth recorded? What animal family does the lion belong to? Why do male lions have manes? Who would win a fight between a tiger and a lion?

Lesson Activities

1. Choose 8" X 12" Drawing Paper

2. Add line types (horizontal vertical diagonal) to facial features of positive space (animal) of lion drawings

3. Outline line types (horizontal vertical diagonal) with neutral colors (black grey brown) of lion drawings

Day Two, Art Start

1. Retrieve Line Lions for Assigned Table

2. Lions Pride (1973) LeRoy Neiman

3. Discussion Questions "What types of lines are being used in this artwork? What are of the artist is emphasized by the artist? Which area of the artwork is most important? How does your eye move through the artwork? What choices did the artist make to make that happen? How would you describe this artwork to someone who has never seen it? How do you think his artwork was made? What emotions do you feel when looking at this? What emotions do you notice in the artwork? What do you think is happening next? How do you think the artist was feeling when he created this artwork? What title would you give this artwork? What symbols do you notice in the artwork? What do you like about this artwork?"

Lesson Activities

1. Use earth colors (orange brown yellow) to fill in the positive space (animal) of the lion drawings

2. Use earth colors (orange brown yellow) to fill in the negative space (background) of the lion drawings

3. Use embellishments (bubble wrap, squiggle lines, cardboard printing) to add texture to the negative space (mane) of the Line Lions

Day Three, Art Start

1. Retrieve Line Lions for Assigned Table

2. Set Up Studio Area (oil pastels, pencils, erasers)

Lesson Activities

1. Add highlights (reflective light, light source) to fill in the positive space (animal) of the lion drawings

2. Add shadows (cast shadow, reflective shadow) to fill in the negative space (background) of the lion drawings

3. Add details (gold paint, facial features, line types) to the positive space (animal) of the Line Lions

Artist Examples



Student Examples 

Friday, September 11, 2020

WYCINANKI EVERGREEN TREE CUT OUTS

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 Wycinanki Evergreen Tree Cut Outs

Learning Targets

I can...

  • Create an original Wycinanki Evergreen Tree Cut Out using drawing techniques learned in class
  • Use symbolic colors (black white green blue yellow brown), shape variation (geometric organic free form) and space (positive negative) inspired by Polish Folk Art
  • Use paper techniques (folding cutting origami) and design principles (composition balance repetition) based on 19th Century Art Movements
  • Define Wycinanki (polish word for paper cut designs involving symmetrical cutting and layering paper)

Lesson One
Day One, Art Start

1. Polish Paper Cut Outs (1985) Stan Ostoja Kotkowski

2. Read The International Designs Library: Polish Wycinanki Designs by Frances Drwal

3. Discussion Questions "Where did the art of Wycinanki come from? How has the art of Wycinanki developed? What are some examples of symmetrical designs? What are some examples of asymmetrical designs? How do you think this artwork could have been improved? What were the reasons and motivations for this shift in art making? What was Polish Conceptualism? What was your first reaction to this artwork? Why do you think you had that reaction? Does your opinion about the artwork change the longer you look at it? What do you think this artwork was created for? What title would you give this artwork?"

Lesson Activities

1. Choose 12" by 15" Drawing Paper

2. Draw three thumbnail sketches of paper cut outs using drawing techniques (outline contour continuous) for tree cut outs

3. Add symbols (peacocks, doves, roosters, birds, star-shaped medallions, flowers, holiday themes) to positive space (tree) of Wycinanki Evergreen Tree Cut Outs

Day Two, Art Start

1. Retrieve Wycinanki Evergreen Tree Cut Outs for Assigned Table

2. Cut Out From the Lowicz Region (1800-1900) Krystyna Lis

3. Discussion Questions "What is the story being told, if any? What do you think happened before this scene? What do you think happened next? How do you think the artist was feeling when they created this artwork? How did the artist use line, shape, and color to contribute to the mood or meaning? What title would you give this artwork? What symbols do you notice in the artwork? What does this artwork remind you of? What do you personally relate to or connect with this picture? How might you feel differently about the world after looking at this picture? What does this artwork say about the culture in which it was produced? How do you think this artwork was used by the people who made it? What was its function?"

Lesson Activities

1. Use paper techniques (folding cutting layering) to add basic shapes (geometric organic free form) to tree cut outs

2. Use paper techniques (folding cutting layering) to fill in positive space (tree) of the tree cut outs

3. Use paper techniques (folding cutting layering) to add details (peacock, doves, roosters, birds, star-shaped medallions, flowers, holiday themes) to positive space (tree) of Wycinanki Evergreen Tree Cut Outs

Day Three, Art Start

1. Retrieve Wycinanki Evergreen Tree Cut Outs for Assigned Table

2. Set Up Studio Area (construction paper, scissors, glue sticks) 

Lesson Activities

1. Use symbolic colors (white black yellow green brown) to fill in the negative space (background) of tree cut outs

2. Use symbolic colors (white black yellow green brown) to fill in the positive space (tree) of the tree cut outs

3. Add design details (star, snow, doves) to the positive space (tree) of the Wycinanki Evergreen Tree Cut Outs

Artist Examples


Student Examples

Thursday, September 10, 2020

COLOR WHEEL EYES

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 Color Wheel Eyes

Learning Targets

I can...

  • Create an original Color Wheel Eyes using drawing techniques learned in class
  • Use color combinations (primary secondary intermediate), shape variation (geometric organic free form) and space (positive negative) inspired by Chilean Artist (1944-Present) Jose Vergara
  • Use art element: color (primary secondary intermediate) and design principles (composition gradation proportion) based on Contemporary Art
  • Define Color Theory (the mixing of colors and visual effects to create specific color combinations)

Lesson One
Day One, Art Start

1. Triangle Eye (2015) Jose Vergara

2. Read The Wonders Of The Color Wheel by Charles Ghigna

3. Discussion Questions "What is color? How do we represent color? What colors do you see in this painting? Which three colors do you think are easier to see in this painting? What colors do you see here? What three colors did the artist use the most in this painting? What is your favorite color? What do you think the most common favorite color is in the world? What is the chart that shows the relationship between different colors called? Are these colors primary, secondary, or intermediate? What did you notice in doing this exercise about how the feeling of the painting changed? Does the painting appear more happy, sad, dark, or light? Where do you think he color would have made more difference in this painting? What is your least favorite color? Did any patterns emerge of favorite or least favorite colors?"

Lesson Activities 

1. Choose 12" by 15" Drawing Paper

2. Use pencil to draw shape variation (geometric, organic, free form) of face parts (nose forehead, cheek) of eye drawing

3. Use pencil to draw shape variation (geometric organic free form) of eye parts (iris pupil eyelid tear duck) of eye drawing

Day Two, Art Start

1. Retrieve Color Wheel Eyes for Assigned Table
2. Eye Drawing Number 13 (2015) Jose Vergara
3. Discussion Questions "What makes these art pieces fit Contemporary Art? What images seem dreamlike, fantasy, or relate to your own life? Who is the artist we are leaning about? What do you think the artist was thinking when he painted this picture? What do you think the title is suppose to tell us? Did the artist draw the parts of the eye? How can contemporary art be incorporated into these drawings? What does that mean? How can we make the ordinary look extraordinary? What kind of subject matter did the artist include in his work? What might have happened in this painting if three more things were added? What is dream like about this artwork? What eye-confusing artistic concept is being used in this painting?"

Lesson Activities

1. Use primary colors (red blue yellow) to fill in the positive space (eye) of the eye drawings
2. Use secondary colors (green purple orange) to fill in the positive space (eye) of the eye drawings
3. Use line types (horizontal, vertical, diagonal) to fill in the positive space (eye) of the Color Wheel Eyes

Day Three, Art Start

1. Retrieve Color Wheel Eyes for Assigned Table
2. Set Up Studio Area (tempera paint, paint brushes, water bucket)

Lesson Activities

1. Add highlights (light source reflective light) to positive space (eye) of ones eye drawings
2. Add shadows (cast shadow, shadow) to negative space (background) of ones eye drawings
3. Use stop motion program (iMotion, FlipaClip, Stop Motion) to add animation to ones Color Wheel Eyes

Artist Examples



Student Examples

ABSTRACT TREES

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 Abstract Trees

Learning Targets

I can...

  • Create an original Abstract Tree using drawing techniques learned in class 
  • Use line types (horizontal vertical diagonal), shape variation (geometric organic free form) and space (positive negative) inspired by French Painter (1882-1963) Georges Braque and Spanish Painter (1881-1973) Pablo Picasso
  • Use art element: line (horizontal vertical diagonal) and design principles (composition proportion balance) based on Modern Art
  • Define Cubism (using different viewpoints of subjects together in the same picture to create a fragmented artwork)

Lesson One
Day One, Art Start

1. Fruit Dish And Glass (1912) Georges Braque 

2. Read Picasso And The Girl With A Ponytail: A Story About Pablo Picasso by Laurence Anholt

3. Discussion Questions "When did the Cubism art movement take place? What are the two main types of Cubism? What two artists were largely responsible for inventing Cubism? What Cubism artist wrote the first major essay on Cubism and painting "Woman with A Fan?" What artist painted Three Musicians and was a primary founder of the Cubism movement? What Spanish artist painted Portrait of Picasso and helped develop Synthetic Cubism? What co-founder of Cubism painted Violin and Candlestick? What artist used popular subjects in his art and helped to inspire the creation of Pop Art? What was the most common subject matter in the Cubism Art Movement? What style of Cubism focused on bright colors and the relationship between painting and music?"

Lesson Activities

1. Choose 12" by 15" Drawing Paper

2. Draw three thumbnail sketches of tree compositions using drawing techniques (blending smudging smooth) for tree drawings

3. Add details (leaves acorn hole) for the positive space (tree) of the Abstract Trees

Day Two, Art Start

1. Retrieve Abstract Trees for Assigned Table 

2. Guitar and Fruit Dish (1909) Georges Braque 

3. Discussion Questions "What kind of tree is this? How old is the tree? What season is it? Has anyone tried cutting it down? What else grows nearby? Who waters the tree? Does the tree get enough sunlight? Is the tree healthy? What is a tree a symbol of? Where is the tree located? If you were in the picture, where would you be? Did you enjoy creating a tree that represented you? What makes a good scientific sketch? What details were important to include in each tree? How tall do you think the tree is? Have you noticed how different the forest looks through the different seasons? If you climbed to the top of that tree and looked around, what do you think you would be able to see from there?"

Lesson Activities

1. Use drawing techniques (blending smudging smoothing) to add basic shapes (geometric organic free form) to tree drawings

2. Use design principles (composition balance proportion) to fill in the positive space (tree) of the tree drawings

3. Use drawing techniques (blending smudging smoothing) to add details (bark hole leaves) to Abstract Trees

Day Three, Art Start

1. Retrieve Abstract Trees for Assigned Table

2. Set Up Studio Area (construction paper, markers, pencils)

Lesson Activities

1. Use warm colors (red orange yellow) to fill in the negative space (background) of the tree drawings

2. Use cool colors (blue green purple) to fill in the positive space (tree) of the tree drawings

3. Add design details (Christmas lights, star, snow) to the positive space (tree) of the Abstract Trees

Artist Examples



Student Examples 

Wednesday, September 9, 2020

CANDY CANE DRAWINGS

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 Candy Canes Drawings

Learning Targets

I can...

  • Create an original Candy Cane Drawings using drawing techniques learned in class
  • Use color combinations (complementary, secondary, primary), shape variation (free form, organic, geometric), and space (positive negative) inspired by The Legend of the Candy Cane by Lori Walburg
  • Use color theory (mixing, harmony, combinations) and design principles (composition, proportion, repetition) based on Contemporary Art
  • Define Color Theory (practice of mixing and creating visual effects with different combinations)

Lesson One
Day One, Art Start

1. Candy Cane Pile Up (2010) Lynn Weatherford 

2. Read The Legend of the Candy Cane by Lori Walburg

3. Discussion Questions "What was the purpose of the candy canes invention in the states? What colors were the candy canes first made of? What other purpose does the crook in candy cane have? What odes the white and red symbolize on the candy cane? Why is the texture hard on the candy cane? What old related plant is similar to the flavor of peppermint? Who made the most candy canes in the United States during the 1950s? When are most of candy canes sold? When making candy canes, what is the next step after heating and melting the sugar? Why are candy canes so closely tied with the Christmas holiday? How are candy canes today different than the original candy canes?"

Lesson Activities

1. Choose 12" by 12" Drawing Paper

2. Draw three thumbnail sketches of candy canes using observational drawing skills (outline, contour, continuous) for candy cane drawings

3. Add details (shadows, reflective light) to negative space (background) of Candy Cane Drawings

Day Two, Art Start

1. Retrieve Candy Cane Drawings for Assigned Table

2. Candy Candy (2012) Andrea Nally

3.  Discussion Questions "If this art could talk, what would it say? If you could ask this artwork a question, what would you ask it? How might your interpretation of this artwork be different from someone in another culture? What does this artwork teach us about the past? What this intended to be a work of art or not? Why do you think that? How does that impact your understanding of the artwork? If you could change this artwork, how would you change it? Who do you know that would really like this artwork? Why would they like it? What do you think you should be learning about or looking at this artwork? How can you connect this artwork to your own life? Do you personally connect or relate to this picture? What does this artwork remind you of? What would it feel like to be in this artwork?

Lesson Activities

1. Use drawing techniques (contour outline continuous) to add basic shapes (cone triangle rectangle) of candy cane drawings

2. Use design principles (composition repetition gradation) to fill in the positive space (candy cane) of the candy cane drawings

3. Use drawing techniques (contour outline continuous) to add details (shadows reflective light) to Candy Candy Cane Drawings

Day Three, Art Start

1. Retrieve Candy Cane Drawings for Assigned Table

2. Set Up Studio Area (oil pastels, erasers, pencils)

Lesson Activities

1. Use color combinations (complementary, secondary, primary) to fill in the positive space (candy cane) of the candy cane drawings

2. Use color combinations (complementary, secondary, primary) to fill in the negative space (background) of the candy cane drawings

3. Add design details (shadows, reflective light) to the negative space (background) of the Candy Cane Drawings

Artist Examples



Student Examples