MiSs Rs ArT RoOm

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Thursday, November 17, 2022

NIKOLAI TOLSTYH ANIMAL SILHOUETTES

 Nikolai Tolstyh Animal Silhouettes

Learning Targets

I can...

  • Create an original Nikolai Tolstyh Animal Silhouette using drawing techniques learned in class
  • Use color combinations (complementary, analogous, monochromatic), shape variation (geometric, organic, free form), and space (positive, negative) inspired by Russian Artist (2015-Present) Nikolai Tolstyh 
  • Use photography techniques (framing, contrast, symmetry) and design principles (composition, gradation, repetition) based on Russian Art
  • Define Silhouette (an image or design in a single hue or color)

Lesson One
Day One, Art Start

1. Mufasa (2019) Nikolai Tolstyh

2. Read Ready To Use Animal Silhouettes by Ellen Sandbeck

3. Discussion Questions "Does an artist have to mirror nature to convey nature? Can artists interact with nature as a subject in a different way? How do artists to their arms to create a work of art? where was the artist standing in conjunction with the work of art? Do depictions of nature have to be beautiful? Does an artist need to experience nature firsthand to represent it successfully? Are paintings of nature a reflection of an artists lifetime? How do works of art concerned with nature relate to the socioeconomic, cultural, or political context in which they were made? How does the meaning of an artwork change over time? How might an artwork be interpreted different at different moments in history?"

Lesson Activities

1. Use three geometric shapes (rectangle, oval, circle) to create a three dimensional silhouette of an animal (fox, moose, squirrel, deer) for the animal silhouettes

2. Add details (eyes, nose, claws) to the three dimensional silhouette of an animal (fox, moose, squirrel, deer) for the animal silhouettes

3. Outline the positive space (foreground) with neutral colors (black, white, grey) for the Nikolai Tolstyh Animal Silhouettes

Day Two, Art Start

1. Retrieve Nikolai Tolstyh Animal Silhouettes for Assigned Tables

2. Lupines (2019) Nikolai Tolstyh 

3. Discussion Questions "What do you see in this picture? Does your picture have space or distance? Does your picture have a horizon line, one point perspective, or background? How can we create the illusion of depth within the Nikolai Tolstyh Animal Silhouettes? What do you think was the most important tool the artist used when creating this work? why are you drawn to this subject? What connections did the artist have to her work? Does this artwork represent something about the artist? Is there an element of the artwork you enjoy working with most? What do you think the artist meant when this work was created?"

Lesson Activities

1. Add finishing details (eyes, nose, claws) to the positive space (animal) of the animal silhouettes 

2. Use neutral colors (black, white, grey) to outline the positive space (animal) for the animal silhouettes

3. Add embellishments (salt, glitter, metallic) for the negative space (background) of the Nikolai Tolstyh Animal Silhouettes

Day Three, Art Start

1. Retrieve Nikolai Tolstyh Animal Silhouettes for Assigned Table

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

Lesson Activities

1. Add embellishments (salt, glitter, metallic) for the negative space (background) of the animal silhouettes

2. Add neutral colors (black, brown, grey) to the three dimensional silhouette (animal) of the Nikolai Tolstyh Animal Silhouettes

3. Add value (highlights, shadows) to the positive space (animal) of the Nikolai Tolstyh Animal Silhouettes

Artist Examples


Student Examples

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PRINTED FENCE WITH FLOWERS

 Printed Fence With Flowers

Learning Targets

I can...

  • Create an original Printed Fence With Flowers 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 (1840-1926) Claude Monet
  • Use printmaking techniques (etching, engraving, woodcut, lithography) and design principles (contrast, balance, proportion) based on Impressionism
  • Define Monoprint (a form of printmaking where the image can only be made once)

Lesson One
Day One, Art Start

1. The Garden Gate At Vetheuil (1881) Claude Monet

2. Read Extraordinary Garden by Sam Boughton

3. Discussion Questions "How can sharing your gifts with others make things extraordinary? How did Joe feel before and after he started his garden? How do you think Hoe's neighbors felt the njoe shared his garden with them? What do you have that you could share that might bring joy to thatchers? What does Joe create with his imagination? What was the thing that helped Joe bring his idea to life? How long do you think it took for his idea to grow? How long do you think it took for his seed to grow? Who does he share his plants with? Can you think of other words to describe something as ordinary? Are there ordinary colors that were used?"

Lesson Activities

1. Choose 12" X 15" Watercolor Paper

2. Use line types (horizontal, vertical, diagonal) to fill in the positive space (foreground) of the flower garden designs 

3. Add scenery (blue sky, wooden fence, insects) to the positive space (foreground) of the Printed Fence With Flowers 

Day Two, Art Start

1. Retrieve Printed Fence With Flowers for Assigned Table

2. The Pond With Ducks In Autumn (1873) Claude Monet

3. Discussion Questions "What do you think extraordinary means? How can you take ordinary activities and make them extraordinary? What is it? How does it work? Does it have extraordinary colors? Can you use it, or is it just a cool, silly thing to look at? Where would you place the seeds in your house? Would you place them under the stairs, behind the sofa, or inside a sock? Where is the silliest place you can think of to find a seed? Is there a real seed somewhere in your house? Could you plant the seed? What will grow in your garden? What colors will be there? Will there be water in your garden, a waterfall, or a river?" What amazing animals might be in your garden? Who will you share this space with?" 

Lesson Activities

1. Add flowers (roses, carnations, tulips, irises, sunflowers) to the positive space (foreground) of the flower garden designs 

2. Add details (clouds, sun, birds) to the negative space (background) of the flower garden designs 

3. Use black sharpie marker to outline the foreground, middle ground, and background of the Printed Fence With Flowers

Day Three, Art Start

1. Retrieve Printed Fence With Flowers for Assigned Tables

2. Set Up Studio Area (watercolor, buckets, colored pencils)

Lesson Activities

1. Use color combinations (analogous, secondary, complementary) to fill in the positive space (foreground) of the flower garden designs 

2. Use color combinations (analogous, secondary, complementary) to fill in the negative space (background) of the flower garden designs

3. Add highlights (reflective light, light source) and shadows (reflective shadow, cast shadow) to the positive space (foreground) of the Printed Fence With Flowers

Artist Examples 


Student Examples

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SOMBRERO COLLAGES

Sombrero Collages

Learning Targets

I can...

  • Create an original Sombrero Collage using drawing techniques learned in class
  • Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and space (positive, negative) inspired by Mexican Painter (1886-1957) Diego Rivera
  • Use collage techniques (overlapping, layering, cropping) and design principles (composition, variation, repetition) based on Mexican Mural Movement
  • Define Symbol (a solid, recognizable thing (animal, plant, object) that stands for something hard to show in a picture)

Lesson One
Day One, Art Start

1. The Flower Carrier (1935) Diego Rivera

2. Read El Perro Con Sombrero: A Bilingual Doggy Tale by Derek Taylor Kent

3. Discussion Questions "What is the name of this artwork? How did you create this artwork? What tools, supplies, and techniques did you use? What does this piece of artwork mean to you? What did you use for inspiration? What did you enjoy creating when making this piece? How do these sombreros look symmetrical? How did the artist use line and shape to create patterns on the sombreros? Did the artist add white to make the colors pop? What are the best hats for summer? What are some popular types of hats worn in the summer? What are the summer hats that cover the ears called? What is the purpose of a summer hat?"

Lesson Activities

1. Choose 12" X 15" Colored Construction Paper

2. Use hat template (sombrero, charro, zapata) to fill in the positive space (foreground) of the hat designs

3. Use line types (horizontal, vertical, diagonal) to draw the patterns (stripes, dots, waves) onto the positive space (hat) of the Sombrero Collages

Day Two, Art Start

1. Retrieve Sombrero Collages for Assigned Table

2.  The Banana Leaf Loader (1953) Diego Rivera

3. Discussion Questions "Are hats the same on both sides? What types of lines did you use to mark a pattern or design on the hats? How do you like your colorful hats? What eye-catching embellishments did you add to your hats? Is it merely decorative or did it pull your eye to something important? What are hats? How many of you have ever worn a hat? How many have you ever lost a hat? How did you feel when you lost the hat? Why are hats easy to lose?"

Lesson Activities

1. Add highlights (reflective light, light source) to the positive space (foreground) of the hat designs

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

3. Add embellishments (pom poms, cotton balls, jewels) to the positive space (foreground) of the Sombrero Collages

Day Three, Art Start

1. Retrieve Sombrero Collages for Assigned Tables

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

Lesson Activities

1. Use line types (horizontal, vertical, diagonal) to add patterns (dots, waves, stripes) to the positive space (foreground) of the hat designs

2. Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground) of the hat designs 

3. Use color combinations (analogous, complementary, secondary) to fill in the negative space (background) of the hat designs 

Artist Examples

Student Examples


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