MiSs Rs ArT RoOm

Elf Portraits

Learning Targets

I can...

• Create an original Elf Portrait using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and texture (actual visual implied) inspired by American Illustrator (1983-Present) Mary Engelbreit
• Use portrait styles (profile, three-quarter, full face, self-portrait) and design principles (repetition, contrast, balance) based on American Art
• Define Portrait (a picture, painting, photograph, or sculpture of a person that focuses mainly on face and expression)

Lesson One
Day One, Art Start

1. Merry Mushroom Elf (2002) Mary Engelbreit

2. Read "How To Catch An Elf" by Adam Wallace and Andy Elkerton

3. Discussion Questions "What do you know about Christmas? What patterns did you use to create the background of your artwork? What did you add to the clothing to make it appear like it belonged to an elf? What emotions (joy, anger, sadness, gear, surprise) do you feel when you look at your artwork? Why would you make a good elf? What do you notice about an elf's clothing, hat, and shoes? How can we make our elf look unique instead of making every elf the same? How can you use art elements (line, shape, pattern) to decorate an elf? What could you add to the background to tell a story? How could using different colors (warm colors, cool colors, complementary colors) change the personality of the elf? How can artists use line, shape, color, pattern, and imagination to create a unique character? How can artists use facial expressions and body positions to communicate emotion?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use graphite pencil to draw line types (horizontal, vertical, diagonal) of facial proportions (head, face, shoulder) of the Elf Portraits

3. Use graphite pencil to add facial features (eyes, nose, mouth, eyebrows) to the positive space (foreground, middle ground, portrait) of the Elf Portraits 

Day Two, Art Start

1. Retrieve Elf Portraits For Assigned Tables

2. Christmas Mischief (2023) Mary Engelbreit

3. Discussion Questions "Do you think this artwork is a self-portrait? How does this portrait make you feel? Are you interested in the portrait? Do you like the way the artist has arranged the picture? Do you like the way the artist has shown details? What is a portrait? What does the picture tell you about the time that the subject was made? How do you think the artist felt about the person he or she painted? How do you think the person in this picture is feeling? What is the mood of the person in this picture? Are the lines in the portrait straight or curved? How often does the artist repeat certain colors or shapes within the portrait? What does the background and the objects in the background of the picture tell us? How much space has the artist left around the person? What view of the person is pictured?"

Lesson Activities

1. Add adornments (earrings, jewelry, hairstyles, clothing) to the positive space (foreground, middle ground, portrait) of the Elf Portraits

2. Add costumes (jewelry, clothing, make up) to the positive space (foreground, middle ground, portrait) of the Elf Portraits

3. Use black sharpie marker to outline the facial features (eyes, nose, mouth, ears) and facial proportions (head, face, shoulder) of the Elf Portraits

Day Three, Art Start 

Retrieve Elf Portraits for Assigned Tables 

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

Lesson Activities

1. Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground, middle ground, portrait) of the Elf Portraits

2. Use color combinations (analogous, complementary, secondary) to fill in the negative space (background) of the Elf Portraits 

3. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow) and highlights (reflective light, light source) to the Elf Portraits 

Artist Examples

Student Examples 

Pet Store Fish Paintings

Learning Targets

I can...

• Create an original Pet Store Fish Paintings using painting techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free from), and value (lightness, darkness, tint, tone) inspired by American Illustrator (1958-Present) Joseph R. Tomelleri
• Use painting techniques (alla prima, dry brush, sgraffito, underpainting) and design principles (balance, composition, repetition) based on American Art
• Define Transparency (the quality of allowing light to pass through a material to enable viewers to see through layers or surfaces)

Lesson One
Day One, Art Start

1. Williamson Rainbow Trout (2022) Joseph R. Tomelleri

2. Read Not Norman by Kelly Bennett

3. Discussion Questions "Are these Japanese fish prints and African fish prints art? What do we need to know when looking at Japanese fish prints and African fish prints? When were Japanese fish prints and African fish prints produced? How were Japanese fish prints and African fish prints made? Where do you see the scales, fins, and gills of these fish? What should go inside the home of your fish? What are some ways we could take care of a fish such as feeding our pet or cleaning the tank? What is the favoraite snack (pizza, cupcakes, flakes) of your pet fish? Does your fish wear accessories (sneakers, top hat, bowtie, sweater)? If your fish escaped the pet store, where would it go?"

Lesson Activities

1. Use a pencil to draw shape variation (geometric, organic, free form) of the selected fish (guppies, goldfish, mollies, betta fish, tetras) for Pet Store Fish Paintings

2. Use line types (horizontal, vertical, diagonal) to add characteristics (gills eyes fins) for the Pet Store Fish Paintings

3.  Use texture tools (stamps, felt pen, folks) to add patterns (dots, swirls, stripes) for the Pet Store Fish Paintings 

Day Two, Art Start

1. Retrieve Pet Store Fish Paintings for Assigned Tables

2. Arctic Char, Dwarf, Salvenlinus Alphinus (2026) Joseph R. Tomelleri 

3. Discussion Questions "How would you describe the shape of the fish's 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 the fish? Are all the fish the same color? How are these fish the same? How are these fish different? Do you see any design 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 fin? How would you describe its mouth? How would you describe its eyes?"

Lesson Activities

1. Use warm colors (red orange yellow) to fill in the positive space (foreground, selected fish) of the Pet Store Fish Paintings

2. Use cool colors (purple blue green) to fill in the negative space (background, plastic bag) of the Pet Store Fish Paintings 

3. Add line types (horizontal, vertical, diagonal) to the negative space (background, plastic bag) of the Pet Store Fish Paintings 

Day Three, Art Start

1. Retrieve Pet Store Fish Paintings for Assigned Tables 

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

Lesson Activities

1. Add highlights (reflective light, light source) to positive space (foreground, selected fish) of the Pet Store Fish Paintings

2. Add shadows (cast shadow, reflective shadow) to the negative space (background, plastic bag) of the Pet Store Fish Paintings

3. Add relief pieces (styrofoam pieces, cardboard, poster board) behind the positive space (foreground, selected fish) of the Pet Store Fish Paintings

Artist Examples

Student Examples

Value Scale Milkshakes

Learning Targets

I can...

• Create an original Value Scale Milkshakes using drawing techniques learned in class
• Use color combinations (neutral, monochromatic, metallic), line types (horizontal, vertical, diagonal), and value (lightness, darkness, highlights, shadows) inspired by American Illustrator (1894-1978) Norman Rockwell
• Use shading techniques (cross hatching, stippling, scumbling, hatching) and design principles (contrast, balance, proportion) based on American Art
• Define Value (the lightness or darkness of a color) 

Lesson One
Day One, Art Start

1. Soda Jerk (1953) Norman Rockwell

2. Read Hi, I'm Norman: The Story Of American Illustrator Norman Rockwell by Robert Burleigh 

3. Discussion Questions "Who is the person in the white hat? Who else is in the picture, and what are they doing? What colors does Rockwell use to make things look delicious, like ice cream and cherries? How does the girl look at the boy in the white hat? What do you think they are thinking? How does the boy in the corner look? What might he be thinking about? How does the boy with the white hat look? Is he happy, nervous, or something else? What kind of summer job do you think would be most fun? Did you know Norman Rockwell's son was the model for the boy in the white hat? What do you think about that? what kind of ice cream and soda drink would you order from this soda fountain? What do you think happened right before this moment? What might happen next? What kind of music machine do you notice on the side? Do we still have place like this today?"

Lesson Activities

1. Choose a 12" X 15" Drawing Paper

2. Use a graphite pencil to draw geometric shapes (circle, triangle, rectangle) for the positive space (foreground, milkshake) of the Value Scale Milkshakes 

3. Use graphite pencil to draw perpendicular lines for the negative space (background, middle ground) of the Value Scale Milkshakes

Day Two, Art Start

1. Retrieve Value Scale Milkshakes for Assigned Tables 

2. Orange Crush Advertisement (1921) Norman Rockwell

3. Discussion Questions "What is going on in this artwork? What do you notice? What do you see in the artwork that makes you say that? What are the feelings and mood the artwork evokes? What do you think the artist intended to communicate? What does this artwork remind you of? How do elements like size, color, or line affect an audience? What would it be like to experience the scene within the artwork? What do you think will happen next, after they finish their milkshakes? What kind of milkshakes do you think they ordered? What details or little surprises do you notice the background? Does this picture remind you of anything you have seen or done before? What is the difference in this picture compared to a restaurant we might visit today? What else can you tell me about this artwork?"  

Lesson Activities

1. Use oil pastels to fill in the positive space (foreground, milkshakes) with color combinations (neutral, monochromatic, metallic) for the Value Scale Milkshakes

2. Use oil pastels to fill in the negative space (background) with color combinations (neutral, monochromatic, metallic) for the Value Scale Milkshakes 

3. Add details (cherries, whip cream, toppings, countertop, wallpaper) for the negative space (background) of the Value Scale Milkshakes 

Day Three, Art Start

1. Retrieve Value Scale Milkshakes for Assigned Tables 

2. Set Up Studio Area (graphite pencils, erasers, blending tools, drawing paper) 

Lesson Activities 

1. Add highlights (reflective light, light source, shadow, cast shadow) to the positive space (foreground, milkshake) of the Value Scale Milkshakes 

2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Value Scale Milkshakes 

3. Add embellishments (glitter, beads, ribbon) to the positive space (foreground, middle ground, milkshake) of the Value Scale Milkshakes 

Artist Examples

Student Examples

Color Mixing Giraffes

Learning Targets

I can...

• Create an original Color Mixing Giraffe using drawing techniques learned in class
• Use color combinations (primary colors, secondary colors, neutral colors), shape variation (geometric, organic, free form) and line types (horizontal, vertical, diagonal) inspired by American Artist (1917-2017) Dahlov Ipcar
• Use color mixing techniques (subtractive mixing, additive mixing, secondary colors, tints, shades) and design principles (gradation, composition, proportion) based on American Art
• Define Art Style (the unique way an artist expresses vision through specific techniques, subject matter, and visual elements)

Lesson One
Day One, Art Start

1. Nightfall- Ngorongoro (1996) Dahlov Ipcar 

2. Read The Calico Jungle by Dahlov Ipcar 

3. Discussion Questions "How does Dahlov Ipcar use lush jungle foliage to emulate modern artists? How did the American artist combine elements of modernism, social realism, folk art, and the natural world? How dies the artist add intricate patterns and geometric designs to her jungle animals as an artistic signature? Did you know Dahlov Ipcar wrote and illustrated over thirty books in her lifetime? How does imagination help us explore artwork? What is this artist trying to tell us about the natural world? How do artist use patterns? How does Dahlov Ipcar's artwork fit within the context, culture, and traditions of women's art? What patterns do you see and where do you find them? Are there patterns or shapes that look familiar to you? How did this artist use line in this image? Can you name all the kinds of line that you find? What does this image make you think of? What might an artist use reacted lined and pattern like this in a drawing?" 

Lesson Activities

1. Use pencil to draw shape variation (geometric, organic, free form) of the animal parts (ears, tall, neck, spots) of the Color Mixing Giraffes

2. Use line types (horizontal, vertical, diagonal) to add facial features (eyes, nose, mouth) of the Color Mixing Giraffes

3. Use line types (horizontal, vertical, diagonal) to add details (patterns, stripes, swirls) to the positive space (foreground, animal) of the Color Mixing Giraffes 

Day Two, Art Start

1. Retrieve Color Mixing Giraffes for Assigned Tables 

2. Kalahari Woodland (2010) Dahlov Ipcar

3. Discussion Questions "What colors does Dahlov Ipcar use most in her paintings? Are these colors bright or dull? What kind of animals can you spot? Can you find different shapes (triangles, circles, squares) hidden in the animals or backgrounds? How does imagination help an artist create artwork? Do these animals look real, or do they look like they come from her imagination? If you could step inside this picture, what do you think it would sound like? What would you want to explore first? Does this artwork remind you of anything you have seen or dreamed about? What are your favorite animal to draw or paint? How does Dahlov Ipcar use different types of lines (thick, thin, dark, light, straight, curved) in her images? What other kind of materials besides paint did the artist Dahlov Ipcar?" 

Lesson Activities

1. Use color combinations (analogous, secondary, primary) to fill in the positive space (giraffe, foreground, middle ground) of the Color Mixing Giraffes

2. Use color combinations (analogous, secondary, primary) to fill in the negative space (background) of the Color Mixing Giraffes 

3. Use line types (horizontal, vertical, diagonal) to fill in the positive space (foreground, middle ground, animal) of the Color Mixing Giraffes 

Day Three, Art Start

1. Retrieve Color Mixing Giraffes for Assigned Tables 

2. Set Up Studio Area (tempera paint, paint brushes, water buckets) 

Lesson Activities

1. Add highlights (reflective light, light spruce, highlights) to the positive space (foreground, middle ground, animal) of the Color Mixing Giraffes

2. Add shadows (reflective shadow, cast shadow, shadows) to the negative space (background) of the Color Mixing Giraffes 

3. Use stop motion program (iMotion, FlipaClip, Stop Motion) to add an animation to the Color Mixing Giraffes 

Artist Examples

Student Examples  

 Marcos Roman Inspired Masks

Learning Targets

I can...

• Create an original Marcos Roman Inspired Masks using drawing techniques learned in class 
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by American Illustrator (2008-Present) Marcos Roman
• Use collage techniques (paper, digital, mixed media, photomontage) and design principles (proportion, repetition, emphasis) based on Contemporary Art
• Define Mask (any device used to conceal or transform the wearer's identity or protect the face)

Lesson One
Day One, Art Start

1. Alebrijes Masks (2018) Marcos Roman

2. Read Masks Tell Stories by Carol Gelber

3. Discussion Questions "Why was this mask made? How was it used? What did the mask maker intend? How was the mask wearer affected? How were these masks made? What were the occasions for wearing masks? How were they used? Why does the museum treat masks as art objects? What kind of masks have you worn? Have you been in a play? Have you been trick or treating? How does wearing a mask make you feel? What changes happen to your voice? What changes happen to your posture? What changes happen to your attitude? Would a mask give you power you would not have without it? Why is it important that a mask covers the face? How does your culture revere or respect its ancestors? How do you feel when you see the mask of an evil person or creature? Can you think of ways we use masks today?"

Lesson Activities

1.  Choose 12" X 15" Drawing Paper

2. Use gestural lines to add facial features (eyes, ears, nose) and facial proportions (head, shoulder) for the Marcos Roman Inspired Masks

3. Use gestural lines to add costume characteristics (cape, mask, gloves) to the positive space (portrait) of the Marcos Roman Inspired Masks

Day Two, Art Start

1. Retrieve Marcos Roman Inspired Masks for Assigned Table

2. Day 16 (2016) Marcos Roman

3. Discussion Questions "How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? What kind of characters came to mind? What do their faces look like? What kind of personalities do they have? What kind of mask is this? Does it represent a person, an animal, or a made up creature? What kind of personality does it have? Did you create a person, an animal, or a made up creature? How did you use shapes to give this mask a personality? Can you imagine what it will look like as a texture rubbing? What texture did you create? How might you use that texture on your mask today? How are the mask and the rubbing similar? How are the mask and the rubbing different? Which one do you think is more successful?"

Lesson Activities

1. Use cartoonist style (exaggerated gestures, simplified shapes, isolated graphics) to add details to the positive space (portrait) of the Marcos Roman Inspired Masks

2. Add highlights (light source, reflective light) to the subject matter (masks, facial features, gloves) within the positive space (portrait) of the Marcos Roman Inspired Masks

3. Add shadows (cast shadow, reflective shadow) to the negative space (background) of the Marcos Roman Inspired Masks

Day Three, Art Start

1.  Retrieve Marcos Roman Inspired Masks for Assigned Tables

2. Set Up Studio Area (gluesticks, scissors, oil pastels) 

Lesson Activities

1. Use complementary colors (red, green; blue orange; purple yellow) to fill in the positive space (mask) of the Marcos Roman Inspired Masks

2. Use complementary colors (red green; blue orange; purple yellow) to fill in the negative space (background) of the Marcos Roman Inspired Masks 

3. Use clear finish to cover the positive space (mask) and the negative space (background) of the Marcos Roman Inspired Masks

Artist Examples

Student Examples