Polish Folk Art Flowers

Learning Targets

I can...

• Create an original Polish Folk Art Flowers using collage techniques learned in class 
• Use color combinations (analogous, complementary, secondary), shape variation (geometric, organic, free form), and value (lightness, darkness) inspired by Canadian Artist (2022-Present) Veronique Charron
• Use paper techniques (folding, cutting, layering, origami) and design principles (repetition, balance, emphasis) based on Polish Folk Art
•  Define Łowicz (a flower, rooster, or geometric motif consisting of multiple colors cut out and glued together in layers)

Lesson One
Day One, Art Start

1. Folk Floral 2 Dark (2022) Veronique Charron

2. Read Flowers Bloom In Warsaw by Tae-neon Kim

3. Discussion Questions "What else would you like to learn about Poland? What skills have you used or improved today? What is similar about the pieces? What do you like about these pieces? What do you dislike about these pieces? What do you notice about the colors? What do you notice about the subject matter of the paper cut outs? Are all the paper cut outs symmetrical? Can you think of successful criteria for a piece of Polish Folk Art? What are some buildings that are found in all communities? What are some jobs that people have in a community? What do you see in each picture?"

Lesson Activities

1. Choose 12 X 15 Colored Construction Paper 

2. Draw three thumbnail sketches of paper cut outs using drawing techniques (contour, outline, continuous) for the folk art flowers 

3. Add symbols (peacocks, doves, roosters, birds, star-shaped medallions, flowers, holiday themes) to the positive space (foreground) of the Polish Folk Art Flowers

Day Two, Art Start

1. Retrieve Polish Folk Art Flowers for Assigned Tables

2. Folk Floral II (2022) Veronique Charron

3. Discussion Questions "Where did the art of Wycinanki come from? ow has the art of Wycinanki developed? What are some examples of symmetrical designs? What are some examples of asymmetrical designs? How do you think this artwork could have been improved? What were the reasons and motivations for this shift in art making? What was Polish Conceptualism? What was your first reaction to this artwork? Why do you think you had that reaction? Does your opinion about the artwork change the longer you look at it? What do you think this artwork was created for? What title would you give this artwork?" 

Lesson Activities

1. Use paper techniques (folding, cutting, layering) to add basic shapes (geometric, organic, free form) to the folk art flowers

2. Use paper techniques (folding, cutting, layering) to fill in the positive space (foreground) of the folk art flowers

3. Use paper techniques (folding, cutting, layering) to add details (peacock, doves, roosters, birds, star-shaped medallions, flowers, holiday themes) to the positive space (foreground) of the Polish Folk art Flowers

Day Three, Art Start

1. Retrieve Polish Folk Art Flowers for Assigned Tables

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

Lesson Activities

1. Use symbolic colors (white, black, yellow, green, brown) to fill in the negative space (background) of the folk art flowers

2. Use symbolic colors (white, black, yellow, green, brown) to fill in the positive shape (foreground) of the folk art flowers

3. Add design details (star, snow, doves) to the positive space (foreground) of the Polish Folk Art Flowers

Artist Examples

Student Examples

 Tamara Phillips Inspired Jellyfish

Learning Targets

I can...

• Create an original Tamara Phillips inspired Jellyfish using collage techniques learned in class
• Use color combinations (analogous, complementary, secondary), shape variation (geometric, organic, free form), and texture (actual, visual, implied) inspired by Canadian Artist (2022-Present) Tamara Phillips
• Use painting methods (wet on wet, dry brush, wax resist) and design principles (movement, repetition, balance) based on Contemporary Art
• Define Rhythm (repeating color, value, line, and shape within a work of art)

Lesson One
Day One, Art Start

1. Yellow Jellyfish (2022) Tamara Phillips 

2. Read Jellyfish: A Fascinating Book Containing Jellyfish Facts, Trivia, Images, & Memory by Matthew Harper

3. Discussion Questions "How do you think values are created? What color could you add to another color to make it lighter? What color could you add to another color to make it darker? How does your eye move through the artwork? What choices did the artist make to make that happen? What is strange about this painting? What is mysterious about this painting? Who'd you think this artwork was created for? Why do you say that? How do you think this artwork was made? What title would you give this artwork/? What does this artwork remind you of?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use geometric shapes (oval, circle, cylinder) to draw basic shapes of the positive shape (jellyfish) for the jellyfish paintings 

3. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow) and highlights (reflective light, light source) for Tamara Phillips Inspired Jellyfish

Day Two, Art Start

1. Retrieve Tamara Phillips Inspired Jellyfish for Assigned Table

2. Coral Nettle (2022 )Tamara Phillips 

3. Discussion Questions "What is a Jellyfish? Where do Jellyfish live? Where do jellyfish come from? How does a jellyfish eat? Where are jellyfish found? What types of colors are these jellyfish? Can jellyfish live on shore? How fast or slow do jellyfish move? Do jellyfish make sounds? Have you ever seen any of the types of jellyfish before? What are some similarities and differences you notice between these jellyfish? How many different types of jellyfish do you think there are in the ocean?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) to decorative patterns (stripes, swirls, waves) of Tamara Phillips Inspired Jellyfish

2. Use decorative patterns (stripes, swirls, waves) to add designs to positive space (jellyfish) of the jellyfish paintings 

3. Use chalk pastel to fill in the negative space (background) with secondary colors (green, purple, orange) of the Tamara Phillips Inspired Jellyfish 

Day Three, Art Start 

1. Retrieve Tamara Phillips Inspired Jellyfish for Assigned Tables

2. Set Up Studio Area (pencils, chalk, embellishments)

Lesson Activities

1. Blend secondary colors (green, purple, orange) for the positive space (jellyfish) of the jellyfish paintings

2. Add highlights (reflective light, light source) to the negative space (background) of the jellyfish paintings 

3. Add illusion of depth by add shadows (cast shadow, reflective shadow) to the negative shape (background) of the Tamara Phillips Inspired Jellyfish 

Artist Examples

Student Examples

 Value Scale Pinecones

Learning Targets

I can...

• Create an original Value Scale Pinecone using drawing techniques learned in class
• Use color combinations (monochromatic, analogous, complementary), shape variation (geometric, organic, free form), and space (positive, negative) inspired by Canadian Artist (2014-Present) Floyd Elzinga
• Use mark making techniques (cross hatching, stippling, scribbling) and design principles (composition, gradation, repetition) based on Canadian Art
• Define Value (how light or dark a given color can be)

Lesson One
Day One, Art Start

1. Pine Cone 21-478 (2021) Floyd Elzinga

2. Read A Walk In The Forest by Maria Dek

3. Discussion Questions "Does an artist have to mirror nature to convey nature? Can artist interact with nature as a subject in a different way? How do artists move 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 experience firsthand to represent it successfully? Are paintings of nature a reflection of an artist's lifetime? How do works of art concerned with nature relate to socioeconomic, cultural, or political context in which thy were made? How does the meaning of an artist change over time? How might an artwork be interpreted different at different moments in history?"

Lesson Activities

1. Use geometric shapes (oval, circle, rectangle) to draw the positive space (pinecone) of the pinecone drawings

2. Use geometric shapes (oval, circle, rectangle) to draw the negative space (background) of the pinecone drawings

3. Use line types (horizontal, vertical, diagonal) to draw the positive space (pinecone) and negative space (background) of the Value Scale Pinecones

Day Two, Art Start

1. Retrieve Value Scale Pinecones for Assigned Table

2. Scrub Cone 20-074 (2020) Floyd Elzinga

3. Discussion Questions "Has industrialism changed the representation of nature? Why might an artwork be interpreted differently at different moments in history? Do you think artists see the world differently than non-artists? Is being an artist a stewardship? Are you the caretaker of what you know or do you own it? Do artists have a responsibility to share their artwork with the world? Why is nature important in art? How is art and nature related? How do artists approach the subject of nature in art?"

Lesson Activities

1. Use line types (horizontal, vertical, diagonal) to add details (shadows, highlights, texture) tot he positive space (pinecone) of the pinecone drawings

2. Use oil pastels to fill in the positive space (pinecones) with neutral colors (black white grey) for the pinecone drawings

3. Use oil pastels to fill in the negative space (background) with neutral colors (black white grey) for the Value Scale Pinecones

Day Three, Art Start

1. Retrieve Value Scale Pinecones for Assigned Tables

2. Set Up Studio Area (construction paper, oil pastels, charcoal)

Lesson Activities

1. Add pinecone parts (scales, stems, branches) with neutral colors (black white grey) for pinecone drawings

2. Use texture techniques (eraser cloth sponge) to add details (scales, stems, branches) to the pinecone drawings

3. Add highlights (reflective light, light source) and shadows (cast shadow, shadow) to the negative space (background) of the Value Scale Pinecones

Artist Examples

Student Examples

 Perspective Winter Trees

Learning Targets

I can...

• Create an original Perspective Winter Tree using drawing technique learned in class
• Use secondary colors (green purple orange), line types (horizontal vertical diagonal), and space (positive negative) inspired by Canadian Artist (1871-1945) Emily Carr
•  Use painting techniques (wet on wet, dry brush, smooth) and design principles (composition, movement, gradation) based on Canadian Art
• Define Perspective (illusion of space and depth on a flat surface)

Lesson One
Day One, Art Start

1. Forest Landscape (1930) Emily Carr 

2. Read Emily Carr: At The Edge Of The World by Jo Ellen Bogart

3. Discussion Questions "Where was Emily Carr born? What two cities did she study art in? What did Emily Carr give up painting? What did Emily Carr do during her break in art? How old was Emily Carr when she started painting the second time? What year was her first book published? What principles of design was the main component of Emily Carr work? How old was Emily Carr when she died? Do you think it would be easier for women today to do what Emily Carr did? Can you think of examples in today's world where men and women are expected to do certain things? Do you think a woman artist could have lived as Carr did, in your home country seventy years ago? Was it easier for men or the women to come to Canada to study or work?"

Lesson Activities

1. Use drawing techniques (layering overlapping cropping) to make a composition for the Perspective Winter Trees

2. Use drawing techniques (layering overlapping cropping) to add the parts (trunk, leaves, branches) for the trees of the tree paintings

3. Add line types (horizontal vertical diagonal) to the positive space (trees) of the Perspective Winter Trees

Day Two, Art Start

1. Retrieve Perspective Winter Trees for Assigned Tables

2. Western Forest (1936) Emily Carr

3. Discussion Questions "What are trees so colorful? What are some differences between trees? What types of trees can you use to break up your drawing? What colors are the trees? What is the meaning behind a tree? What types of trees are there? How many kinds of trees are there? What is your favorite type of tree? Do you know any interesting facts about trees? What is the strangest tree you have seen'? what kinds of trees are beautiful? Why are trees so large or small? What is the contemporary color of green? What are subtractive and addictive colors?" 

Lesson Activities

1. Use value (reflective highlights shadows) to add contrast to positive space (tree) of the Perspective Winter Trees

2. Use value (cast shadow, reflective light, highlights) to add contrast to the negative space (background) of the Winter Perspective Trees

3. Use line types (horizontal, vertical, diagonal) on the positive space (trees) of the Winter Perspective Trees

Day Three, Art Start 

1. Retrieve Perspective Winter Trees for Assigned Tables

2. Set up Studio Area (paintbrushes, tempera paint, water bucket)

Lesson Activities

1. Use secondary colors (orange green purple) to fill in the positive space (trees) of the Perspective Winter Trees

2. Use secondary colors (orange green purple) to fill in the negative space (background) of the Perspective Winter Trees

3. Use metallic colors (gold silver bronze) to outline the line types (horizontal vertical diagonal) of the positive space (trees) of the Perspective Winter Trees

Artist Examples

Student Examples

 Arctic Animals

Learning Targets 

I can...

• Create an original Arctic Animal using drawing techniques learned in class 
• Use warm/cool colors (red orange yellow, green blue purple), sharp variation (geometric organic), and line types (horizontal vertical diagonal) inspired by Canadian Artist (1926-2015) Ted Harrison
• Use art element: texture (rough smooth) and design principles (composition repetition balance) based on Canadian Art
• Define Texture (the feel or appearance of a surface)

Lesson One
Day One, Art Start

1. Floating Gulls (1994) Ted Harrison

2. Read Arctic Animals by Tad Carpenter

3. Discussion Questions "What could be cuter than a cozy textured polar bear, arctic fox, narwhal, or arctic hare? What can you identify in the artwork using directional words? Which line is above this line? How many lines did you draw below this line? How did the artist create a landscape using curved liens and organic shapes? Did the artist use short, straight lines to add fur texture to their polar bear? What do all arctic animals have in common? What is the most interesting animal in the Arctic? How do animals adapt to arctic conditions? What animals are found in the arctic? Why are arctic animals white? How many animals live in the Arctic?"

Lesson Activities

1. Use three geometric shapes (rectangle, oval, circle) to create a three dimensional silhouette of an arctic animal (fox, bear, wolf) for the animal composition

2. Add details (eyes, nose, claws) to the three dimensional silhouette of an arctic animal (fox, bear, wolf) for the animal composition

3. Outline positive space (arctic animal) with neutral colors (black, brown, grey) for the Arctic Animals

Day Two, Art Start

1. Retrieve Arctic Animal for Assigned Table

2. Flying South (1993) Ted Harrison

3. Discussion Questions "What do you see in this picture? Does your picture have space or distance? Does your picture have an horizon line, one point perspective, or background? How can we create the illusion of depth within our own Arctic Animals? 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 creating this artwork?"

Lesson Activities

1. Add finished details (eyes, nose, claws) to the positive space (fox, wolf, bear) of the arctic animal composition 

2. Finish outlining positive space (fox, wolf, bear) with neutral colors (brown, black, grey) for the arctic animal composition

3. Add embellishments (salt, glitter, metallic) for the negative space (background) of the Arctic Animals

Day Three, Art Start

1. Retrieve Arctic Animal for Assigned Table

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

Lesson Activities

1. Finish adding embellishments (salt, glitter, metallic) for the negative space (background) of the Arctic Animals

2. Add neutral colors (black, grey, brown) to the three dimensional silhouette (fox, bear, wolf) of the arctic animal composition

3. Add value (highlight, shadows) to the positive space (fox, bear, wolf) of the Arctic Animals

Artist Examples

Student Examples