Wednesday, March 18, 2026
SYMMETRICAL LOBSTERS
Symmetrical Lobsters
Learning Targets
I can...
- Create an original Symmetrical Lobsters using drawing techniques learned in class
- Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by British Artist (1979-Present) Philip Colbert
- Use balance (symmetrical, asymmetrical, radial, mosaic) and design principles (composition, movement, emphasis) based on Contemporary Pop
- Define Bilateral Symmetry (two sides are mirror images)
Day One, Art Start
1. Lobster Telephone (1938) Salvador Dali
2. Read "Lobsterman" by Dahlo Ipcar
3. Discussion Questions "If you fold your paper, do the two sides match? What do you think of the sculpture? What two objects can you see? When do you think the sculpture was made? Could this artwork be contemporary? What art movement do you think it might be associated with? What do you know about Salvador Dali and Edward James? Which art movement were the artists associated with? What do you know about Surrealism? Does finding our more about the sculpture change what you think about the artwork? Does it matter that Salvador Dali and Edward James did not make the sculpture? What is more important the idea or the object? Do you think the sculpture looks shocking? Do you think it would have been shocking to people in the 1930s? What sort of sculptures do you think people saw in art galleries in the 1930s? Are we more used to the idea of surrealism now than people might have been in the 1930s? Can you think of any contemporary artosk that might have shocked people when they were first exhibited?"
Lesson Activities
1. Use a pencil to draw shape variation (geometric, organic, free form) of the selected lobster (cold water clawed, rock lobsters, Canadian lobsters) for Symmetrical Lobsters
2. Use line types (horizontal, vertical, diagonal) to add characteristics (antennae, claws, tail) for the Symmetrical Lobsters
3. Use texture tools (stamps, felt pens, folks, rollers) to add patterns (stripes, dots, swirls) for the Symmetrical Lobsters
Day Two, Art Start
1. Retrieve Symmetrical Lobsters for Assigned Tables
2. Sunflowers In Seoul (2025) Philip Colbert
3. Discussion Questions "What objects can you see in each of the artworks? How have the artists chagned the objects? What is the effect? What do the sculptures make you think and feel? Are there any features of the animals that you could make use of in relation to the objects? How would you describe the shape of lobsters body? Are all lobsters shaped the same? How would you describe the color of the symmetrical lobsters? Do you see any patterns on the lobsters? What kind of music do you think a lobster would dance to on the ocean floor? How would it feel to walk with ten legs at once? Did you know lobsters have two different kinds of claws? Which one is the crusher and which one is the pincher? What other colors could your lobster be if not red in the ocean? How would you draw a lobster's armor shell to show that it is hard and bumpy?"
Lesson Activities
1. Use warm colors (red, orange, yellow) to fill in the positive space (foreground, middle ground, lobster) of the Symmetrical Lobsters
2. Use cool colors (blue, green, purple) to fill in the negative space (background) of the Symmetrical Lobsters
3. Add line types (horizontal vertical diagonal) to the negative space (background) of the Symmetrical Lobsters
Day Three, Art Start
1. Retrieve Symmetrical Lobsters for Assigned Tables
2. Set Up Studio Area (gloss paint, paint brushes, water buckets)
Lesson Activities
1. Add highlights (reflective light, light source, cast light) to the positive space (foreground, middle ground, lobster) of the Symmetrical Lobsters
2. Add shadows (cast shadow, reflective shadow, shadow) to the negative space (background) of the Symmetrical Lobsters
3. Add relief pieces (styrofoam pieces, cardboard, poster board) behind the positive space (foreground, middle ground, background) of the Symmetrical Lobsters
Artist Examples
Student Examples
Friday, October 3, 2025
ENCHANTED ROSES
Enchanted Roses
Learning Targets
I can...
- Create an original Enchanted Roses using drawing techniques learned in class
- Use color combinations (metallic, cool colors, warm colors, neutral colors), value (lightness, darkness, highlights, shadows), and space (positive, negative) inspired by French Author (1685-1755) Garbrielle-Suzanne Barbot de Villeneuve
- Use painting techniques (splatter, mixing, pouring, wash) and design principles (contrast, movement, emphasis) based on Children's Literature: Beauty and the Beast
- Define Focal Point (the main subject matter that draws the viewer's eyes)
Lesson One
Day One, Art Start
1. Meditative Rose (1958) Salvador Dali
2. Read Beauty and the Beast by Garbrielle-Suzanne Barbot de Villeneuve
3. Discussion Questions "Did you know the concept of magical roses are ancient coming from fossil records showing these plants existed 30 million years ago? What does the red rose symbolize (passion, love, sacrifice) here? What does the thorn (pain of love, loss, grief) represent? What is the magical curse linked to this rose? What happens as the petals fall? What is the central theme of the story, and how does the enchanted rose symbolize that message? What the examples of enchanted or magical roses acan you remember from movies, video games, or artwork? What does this enchanted or magical rose symbolize? What magical powers or properties does it have? How does the appearance (color, petals) reflect its meaning? What story or message does it tell?"
Lesson Activities
1. Choose 12" X 15" Drawing Paper
2. Use line types (horizontal vertical diagonal) to draw the positive space (glass container, enchanted rose, foreground) of the Enchanted Roses
3. Use color combinations (metallic, cool colors, warm colors, neutral colors) to fill in the positive space (glass container, enchanted rose, foreground) of the Enchanted Roses
Day Two, Art Start
1. Retrieve Enchanted Roses for Assigned Tables
2. Mystic Rose (1959) Salvador Dali
3. Discussion Questions "How would you describe the petals in this artwork? Are the petals of each flower the same shape? How many petals does this flower have? How would you describe the center of this flower? Where do you find each flower? How would you describe the leaves, stem, and petals? What is different about these roses? How many different colors can you find of this flower? Are some of the flowers more colorful than others? How would you describe the shape of these petals? How many petals does this flower have? How would you describe the center of this flower? Is the flower part of something else or is it growing by itself? Are there more flowers like this one nearby? What kind of flower would you like to have for your enchanted flower?"
Lesson Activities
1. Add shape variation (geometric, organic, free form) to the negative space (background, middle ground) of the Enchanted Roses
2. Use patterns (stripes, swirls, zig zag) to add a design to the negative space (background, middle ground) of the Enchanted Roses
3. Use painting techniques (splatter, mixing, pouring, wash) for the negative space (background, middle ground) of the Enchanted Roses
Day Three, Art Start
1. Retrieve Enchanted Roses for Assigned Tables
2. Set Up Studio Area (paint brushes, tempera paint, glue sticks, scissors)
Lesson Activities
1. Blend color combinations (cool colors, warm colors, metallic colors, neutral colors) for the positive space (glass container, enchanted rose, foreground) of the Enchanted Roses
2. Add highlights (reflective light, light source) to the positive space (glass container, enchanted rose, foreground) of the Enchanted Roses
3. Add shadows (cast shadow, reflective shadow, shadow) to the negative space (background, middle ground) of the Enchanted Roses
Artist Examples
Student Examples
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