MiSs Rs ArT RoOm

Value Pose Mannequins

Learning Targets

I can...

• Create an original Value Pose Mannequin using drawing techniques learned in class
• Use analogous/complimentary colors (yellow, green, blue; blue, orange), value variation (halftone, cast shadow, highlight, core shadow), and form (human, geometric, organic) inspired by Keys to Drawing with Imagination: Strategies and Exercises for Gaining Confidence and Enhancing your Creativity by Bert Dodson
• Understand four shading techniques (hatching, cross-hatching, blending, stippling) and design principles (composition, balance, proportion) based on 20th Century Art 
• Define Mannequin (a life size or partial representation of the human body used for fitting or displaying of clothing)

Lesson One
Day One, Art Start

1. The Observers (2018) Alex Mikev
2. Read Keys to Drawing with Imagination: Strategies and Exercises for Gaining Confidence and Enhancing your Creativity by Bert Dodson
3. Reflective Questions "Why do you think it is important to understand and apply correct proportion? Do you think you accurately drew the mannequin? Did the artist create the illusion of form through the use of full shading? How did the artist use the space on the paper? What do you see in this work? How is the work organized? What is the artist trying to communicate? Is this a successful work of art? where is the wrist in relation to the hip? Do you know the history of mannequins? Why use mannequins to teach drawing of the human figure?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper
2. Assemble a paper mannequin with brass fasteners to practice making different positions and filling in value of their Value Pose Mannequins
3. Choose three different poses (ballerina stretching, flying, running, swimming, yogi, foreshortened) to draw for Value Pose Mannequins

Day Two, Art Start

1. Retrieve Value Pose Mannequins for Assigned Table
2. Calm in the Chaos (2018) Alex Smith
3. Reflective Discussion "Mannequins are made out of twenty-eight different parts including head, chest, hips, thighs, legs, knees, feet, upper arm, lower arm, and connecting limbs for movement. Mannequins are used by artists, tailors, designers, dressmakers, and display clothing. Mannequins comes from the middle dutch word for manikin or "little man" to describe lay figures. Mannequins started as early as 1350 B.C when it was the world's first dress form. In King Tut's tomb is an armless, legless, wooden torso found in the pharaoh's measurements with a chest of the pharaoh's clothing." 

Lesson Activities

1. Draw a contour line of three different poses (ballerina stretching, flying, running, swimming, yogi, foreshortened) for Value Pose Mannequin
2. Add analogous/complimentary colors (yellow, green, blue; blue, orange) for the positive space (mannequin) of their value pose mannequin
2. Add analogous/complimentary colors (yellow, green, blue; blue, orange) for the negative space (background) of their value pose mannequin

Day Three, Art Start

1. Retrieve Value Pose Mannequin for Assigned Table
2. Set Up Studio Area (kneaded eraser, colored pencils, pencils)

Lesson Activities 

1. Use four shading techniques (hatching, cross-hatching, blending, stippling) to add contrast to positive space (mannequin) of their value pose mannequin
2. Use four shading techniques (hatching, cross-hatching, blending, stippling) to add contrast to negative space (background) of their value pose mannequin
3. Use drawing tools (pencils, oil pastels, chalk) to add details to the Value Pose Mannequins

Artist Examples

Student Examples

Impossible Form Stacks

Learning Targets

I can...

• Create an original Impossible Form Stack using drawing techniques learned in class
• Use complimentary colors (blue, orange; red, green; purple, yellow), form (cube, cylinder, cone, sphere), and value (highlight, shadow, core shadow) inspired by Dutch Artist (1898-1972) M.C. Escher
• Understand shading techniques (highlight, mid tone, core shadow, cast shadow) and design principles (proportion, balance, movement) based on Realism
• Define Form (an object having length, width, and depth that is in an enclosed space)

Lesson One
Day One, Art Start

1. Three Spheres ll (1946) M.C. Escher

2. Read Making Art: Form and Meaning by Terry Barrett
3. Discussion Questions "Can you name the solid shapes in this picture? How do forms change based on your viewpoint? What do contour lines look like on various forms? How does lighting affect values on forms? How is this picture different from real life? What interests you most about this work of art? Which object seems closer to you? What can you tell me about the colors in this drawing? How do you think the artist made this work? What questions would you ask the artist about this artwork if she or he were here?"

Lesson Activities

1. Choose 12" X 15" Construction Paper
2. Draw Five Basic Forms (cone, cylinder, sphere, cube, torus) before adding light, middle, and dark values within the Impossible Form Stacks
3. Add an horizon line in the background to separate the five basic shapes from the background to separate the five basic shapes from the background (wallpaper, table) of the Impossible Form Stacks

Reminder:

• Initials & Home Teacher on Back of paper

Day Two, Art Start

1. Retrieve Impossible Form Stacks for Assigned Table
2. Impossible Cube (1922) M.C. Escher
3. Discussion Questions "How does contrast work to establish three-dimensional form? How do we use perspective to create a cube? What are some other examples of pictures such as a television or a canvas? What words would you use to describe this drawing? What other words might you use? How would you describe the lines in this picture? The shapes? The colors? What does this painting show? What observations can you make about this painting? How would you describe this painting to a person who could not see it?"

Lesson Activities

1. Use complimentary colors (blue, orange; red, green; purple, yellow) to fill in the positive space (cone, cylinder, sphere, cube, torus) of the Impossible Form Stacks
2. Use complimentary colors (blue, orange; red, green; purple, yellow) to fill in the negative space (wallpaper, table) of the Impossible Form Stacks
3. Use a felt tip pen to add contour lines to the positive/negative space of the Impossible Form Stacks

Day Three, Art Start

1. Retrieve Impossible Form Stacks for Assigned Table
2. Set Up Studio Area (pencils, kneaded erasers, white chalk)

Lesson Activities

1. Add tints (add white, reflective light, light source) to subject matter (cones, cylinders, spheres, cube, torus) of the Impossible Form Stacks
2. Add shades (add black, cast shadows, shadow) to background (wallpaper, table) of the Impossible Form Stacks
3. Use drawing tools (pencils, oil pastel, chalk) to add details to the Impossible Form Stacks

Teacher Demonstration Video

Artist Examples 

Student Examples

Tree of Life Paintings

Learning Targets

I can...

• Create an original Tree Of Life Painting using painting techniques learned in class
• Use metallic colors (gold, silver, bronze, copper), line types (curly, curved, zig zag) and space (positive, negative) inspired by Austrian Painter (1862-1918) Gustav Klimt
• Understand art history (appreciation, mimicking art styles) and design principles (rhythm, movement, repetition) based on Art Nouveau
• Define Embellishments (adding a decorative ornament or fanciful details to an artwork)

Lesson One
Day One, Art Start

1. The Tree of Life (1909) Gustav Klimt
2. Read The Magical Tree: A Children's Book Inspired by Gustav Klimt by Myriam Ouyessad
3. Discussion Questions "Which way will you format the paper vertically or horizontally? What time of day did the artist choose for their painting? Does this sky have a moon, sun, or neither? If the artist made a moon, what phase was it in? Does the artist paint with all warm or all cool colors? What kind of brush strokes could you use? What do you like about this picture? What was difficult about making this artwork? How is your artwork similar to Gustav Klimt's Tree of Life? What symbols did you use in your artwork? How did you make your tree of life a unique personal painting? What do you think is the most challenging part of this painting? Who is your favorite landscape artist?"

Lesson Activities

1. Use line types (curly, curved, zig zag) to draw foreground (plants, animals), middle ground (tree) and background (sky, wallpaper) of the tree paintings
2. Use neutral colors (black, white, grey) to fill in the background (sky, wallpaper) of the tree paintings
3. Use metallic colors (gold, silver, bronze, copper) to fill in the middle ground (tree) of the Tree Of Life Paintings

Reminder:

• Initials & Home Teacher on Back of Paper

Day Two, Art Start

1. Retrieve Tree Of Life Paintings for Assigned Table
2. Read Klimt and His Cat by Berenice Capatti
3. Discussion Questions "Who was Gustav Klimt? What inspired him? Why does his work matter? What colors did Gustav Klimt use? What materials did Gustav Klimt use? Gustav Klimt started an art movement called the "Vienna Secession" which later became part of what? Which was the name of Gustav Klimt's painting of a curly-branched tree? What is the name of Gustave Klimt's most famous painting? Which metallic color did Gustav Klimt's work use because his father was an engraver? Unlike many artists, Gustav Klimt never painted a picture of what?"

Lesson Activities

1. Use a ruler, compass, or straightedge to draw the foreground (plants, animals) of the tree painting
2. Add embellishments (sequins, buttons, fabric, scraps) to the middle ground (tree) of the tree paintings
3. Use black tempera paint to fill in the foreground (plants, animals) of the Tree Of Life Paintings

Day Three, Art Start 

1. Retrieve Tree Of Life Painting for Assigned Table
2. Set Up Studio Area (metallic paint, embellishments, glue)

Lesson Activities

1. Add highlights (reflective light, light source) within the foreground of the Tree of Life Paintings
2. Add shadows (cast shadow, shadow) within the middle ground of the Tree of Life Paintings
3. Add details (owls, leaves, grass) within the background of the Tree of Life Paintings

Artist Examples

Student Examples