MiSs Rs ArT RoOm

Typography Art

Learning Targets

• Create an original Typography Art using drawing techniques in class
• Use line variation (horizontal, vertical, diagonal), shape types (geometric, organic), and value (lightness, darkness) inspired by Stencil Art
• Use language arts connections (phrases, positive words, quotes) and design principles (repetition, balance, gradation) based on Street Art Movement
• Define Typography (arranging letters, numbers, and symbols to create an image)

Lesson One
Day One Art Start

1. Audrey Hepburn (2020) Sean Williams
2. Read Typography Sketchbooks by Steve Heller & Talarico Lita
3. Discussion Questions "What is a font? What is a stroke? What is a foot in a letter? What is uppercase? What is lowercase? What is font weight? What is point size? What is copy? What is text alignment? Is color contrast optimized for legibility? Are the sizes effective? Does the typography communicate visually? Is the text effective on all devices? What is this font visually communicating? What is typography? What is going on in this artwork? What was your first reaction to this artwork? Why do you think you had this reaction? Does your opinion about the artwork change the longer you look at it? What types of lines are being used in this artwork? What types of colors are being used in this artwork? Which area of the artwork is emphasized by the artist? Which area of the artwork is important important?"

Lesson Activities

1. Use pencil to draw shape variation (organic, geometric, biomorphic) of the selected object (keys, shoes, balloon) of typography art
2. Use font types (script, decorative, serif) to fill in the positive space (object) with words (phrases, quotes, lyrics) of typography art
3. Use font types (script, decorative, serif) to fill in the negative space (background) with words (phrases, quotes, lyrics) of typography art

Day Two, Art Start

1. Retrieve Typography Art for Assigned Table
2. Marilyn Monroe (2020) Sean Williams
3. Discussion Questions "Which area of the artwork is most important? How did this artist use space? How did the artist use balance? How did the artist use proportion? How does your eye move through the artwork? What choice did the artist make to make that happen? Why did you remember what you remembered? Why did you forget what you forgot? How would you describe this artwork to someone who has never seen it? What elements of this painting seem real? What adjectives would you use to describe this artwork? What verbs would you use to describe this artwork? What elements seem dreamlike or imaginary? What is strange about this artwork? What is exciting about this artwork? what do we know about the artist after viewing this artwork? Why do you think this artist created this work?"

Lesson Activities

1. Use warm colors (red orange yellow) to fill in positive space (object) of words (phrases, quotes, lyrics) of typography art
2. Use cool colors (blue green purple) to fill in negative space (background) of words (phrases, quotes, lyrics) of typography
3. Use line types (horizontal, vertical, diagonal) to fill in the negative space (background) of words (phrases, quotes, lyrics) of typography

Day Three, Art Start

1. Retrieve Typography Art for Assigned Table
2. Set Up Studio Area (computer, photographs, phrases)

Lesson Activities

1. Add highlights (reflective light, light source) to positive space (fish) of the flying fish prints
2. Add shadows (cast shadow, shadow) to negative space (background) of the flying fish prints
3. Add relief pieces (styrofoam pieces, cardboard, poster board) behind the fish and rocks of the flying fish prints

Artist Examples

Student Examples

Flying Fish Prints

Learning Targets

• Create an original Flying Fish Print using drawing techniques learned in class
• Use warm/cool colors (red orange yellow; green blue purple), shape variation (geometric, organic), and texture (visual, actual, implied) inspired by Contemporary Artist (1951-Present) Wolfgang Tambour
• Use printmaking techniques (woodcut, etching, engraving) and design principles (balance, movement, proportion) based on Contemporary Art
• Define Relief (impression that sculpted material has been raised above the background plane)

Lesson One
Day One, Art Start

1. Rainbow Trout (2020) Wolfgang Tambour
2. Read The Rainbow Fish by Marcus Pfister
3. Discussion Questions "What is going on inside that fish? What kind of fish could you invent? Does applying paint from tail to head against the scales give better detail? What are some characteristics of fish? Why do fish have gills? How does the shape of a fish help it? How do the fins and tail help a fish? What is a dichotomous key? How can we tell fish apart? What are some characteristics that fish have? Are there any fish that have unique characteristics? What characteristics do fish share? What characteristics do all fish have in common? What characteristics are different? What makes a fish a fish? Why do fish need fins? What do you think he tail helps a fish to do? Why is the fish shape important? Why do fish move differently than we do? Why is is important to be able to identify fish? What do you remember most about fish? What do you need or want to know more about fish?"

Lesson Activities

1. Use pencil to draw shape variation (organic, geometric, biomorphic) of the selected fish (goldfish, trout, carp, salmon) for fish prints
2. Use line types (horizontal, vertical, diagonal) to add characteristics (gills, eyes, fins) for fish prints
3. Use texture tools (stamps, felt pens, folks) to add patterns (dots, stripes, swirls) for fish prints

Day Two, Art Start

1. Retrieve Flying Fish Prints for Assigned Table
2. Brown Trout (2020) Wolfgang Tambour
3. Discussion Questions "How would you describe the shape of this fishes 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 this fish? Are all of the fish the same color? How are these fish the same? How are these fish different? Do you see any designs 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 fins? How would you describe its mouth? How would you describe its eyes?"

Lesson Activities

1. Use warm colors (red orange yellow) to fill in positive space (fish) of the flying fish prints
2. Use cool colors (blue purple green) to fill in negative space (background) of the flying fish prints
3. Add line types (horizontal, vertical, diagonal) to negative space (background) of the flying fish prints

Day Three, Art Start

1. Retrieve Flying Fish Prints for Assigned Table
2. Set Up Studio Area (texture tools, relief pieces, glue sticks)

Lesson Activities

1. Add highlights (reflective light, light source) to positive space (fish) of the flying fish prints
2. Add shadows (cast shadow, shadow) to negative space (background) of the flying fish prints
3. Add relief pieces (styrofoam pieces, cardboard, poster board) behind the fish and rocks of the flying fish prints

Artist Examples

Student Examples