MiSs Rs ArT RoOm

 Barbara Kobylinska Bird Sculptures

Learning Targets

I can...

• Create an original Barbara Kobylinska Bird Sculpture using ceramic techniques learned in class
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual, visual, implied) inspired by Poland Sculptor (1981-Present) Barbara Kobylinska
• Use sculpture techniques (carving, modeling, casting, assembling) and design principles (balance, proportion, emphasis) based on Poland Art
• Define Clay (a natural material composed of minerals, decomposed plant material, and organic substances)

Lesson One
Day One, Art Start

1. Love Birds (2008) Barbara Kobylinska

2. Read Chicken In The Chicken by Nnedi Okorafor

3. Discussion Questions "Did you know Chicken Little is a folktale about a chicken who believes the world is coming to an end? Why happened to Chicken Little in this story? What similarities do you notice between these two books? What differences do you notice between these two books? What would you do if you woke up one night to find the shadow of a giant chicken passing your bedroom door? Is the mischievous giant chicken a friend or foe? Will Anyaugo be Abel to save the food for the New Yam festival the next day? Who was the chicken and why was he in Anyaugo's family's kitchen? How do you think the main character felt at the end? Who does Anyaugo find to help her? What motifs mean love and life to you? What symbols mean love and life to you?"

Lesson Activities

1. Turn clay into basic shapes (head, eyes, body, wings) for the positive space (foreground, animal) of the  Barbara Kobylinska Bird Sculptures

2. Use modeling tools to design features (clothing, accessories, mouth) for the positive space (foreground, animal) of the Barbara Kobylinska Bird Sculptures 

3. Add lines for the facial features (wings, head, eyes, mouth) for the positive space (foreground, animal) of the Barbara Kobylinska Bird Sculptures 

Day Two, Art Start

1. Retrieve Barbara Kobylinska Bird Sculptures for Assigned Tables 

2. Firebird (2020) Barbara Kobylinska

3. Discussion Questions "What can we make with these materials? How do artists make someyinth look three dimensional when the material is flat? Do stories and artists like this matter to you? Why do artists need to understand how to represent form in art? What is the history of form in art? What is considered geometric or organic in art? How do artists help to change the world in a positive way? How does the understanding of this artist change our understanding of the artwork? What special features do these chickens have? What is the hidden meaning behind these chickens? What are the unique characteristics of these chickens? What is different about these chicken examples?"

Lesson Activities

1. Add lines for the proportions (head, eyes, beak, body) within the silhouette (figure, foreground, animal) of the Barbara Kobylinska Bird Sculptures 

2. Mold clay into basic shapes (oval face, crescent eyes, round body) for the positive space (foreground, animal) of the Barbara Kobylinska Bird Sculptures

3. Use needle tools to design features (eyes, mouth, patterns, wings) for the positive space (foreground, animal) of the Barbara Kobylinska Bird Sculptures 

Day Three, Art Start

1. Retrieve Barbara Kobylinska Bird Sculptures for Assigned Tables

2. Set Up Studio Area (rubbing mats, modeling tools, tempera paint, water buckets)

Lesson Activities

1. Add tempera paint with color combinations (analogous colors, warm colors, earth tones) to the positive space (animal, foreground) of the Barbara Kobylinska Bird Sculptures

2. Add tempera paint with color combinations (analogous colors, warm colors, earth tones) to the negative space (background) of the Barbara Kobylinska Bird Sculptures

3. Apply Gloss Finish to the facial features, proportions, and accessories of the Barbara Kobylinska Bird Sculptures 

Artist Examples

Student Examples

 Watercolor Bridge Silhouettes

Learning Targets

I can...

• Create an original Watercolor Bridge Silhouettes using drawing techniques learned in class
• Use color combinations (analogous, complementary, primary), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by French Painter (1840-1926) Claude Monet
• Use painting techniques (underpainting, blending, dry brush, texture) and design principles (composition, proportion, gradation) based on Impressionism
• Define Hue (a pure color that is found on the color wheel and has nothing added to change properties)

Lesson One
Day One, Art Start

1. Waterloo Bridge, Sunlight Effect (Effet De Soleil) (1903) Claude Monet

2. Read Mackinac Bridge: The Story Of The Five Mile Poem by Gloria Whelan

3. Discussion Questions "What do you see? Where do you think this painting is set? What does the weather look like? What kind of clothes would they weather in this weather? What time of day might this painting show? What time of year? What colors do you see? How many hues of blue can you find? Are these things actually blue in real life, or just painted with blue? What materials is the bridge made of? How long is the bridge? Does the bridge connect one place to another? What kind of bridge is it? Is it a straight road, arch-shaped, have many steps, or lack support like a swinging rope bridge? What is beneath the bridge? Does the bridge connect one place to another? Is these soft grass, calm water, a rough river, or a highway with heavy traffic? Is there any environment surrounding the bridge, and if so, what is it like? Is it sunny with trees and many living things or cloudy and deserted? Where do you place yourself in the image, as represented by the dot? Are you on the bridge, and if so, which part? Are you at the beginning, middle, or toward the end?"

Lesson Activities

1. Use recognizable basic shapes (geometric, organic, free form) to outline the positive space (bridge) of the bridge paintings

2. Use black sharpie markers to outline recognizable basic shapes (geometric, organic, free form) of the negative space (background) of the bridge paintings 

3. Use rubber erasers to remove any pencil lines from the positive space (bridge) and negative space (background) of the Watercolor Bridge Silhouettes

Day Two, Art Start

1. Retrieve Watercolor Bridge Silhouettes for Assigned Tables

2. The Bridge At Argenteuil (1874) Claude Monet

3. Discussion Questions "What is a bridge? What interesting facts do you know about each bridge? Are there other stories with historical significance? How do you know this information? What is the longest bridge in the world? Why do bridges look so different in different parts of the world? How long did it take to build these huge bridges? What is the oldest manmade structure in the world? How would you build a bridge in a whole day? Why were bridges built throughout history? How did the artist use geometric shapes to draw the bridge? Did the artist use watercolor effectively? What are the main features of bridges? How were bridges built?"

Lesson Activities

1. Use watercolor techniques (dry brush, blending, overlapping) to fill in the positive space (bridge) of the bridge paintings 

2. Use watercolor techniques (dry brush, blending, overlapping) to fill in the negative space (background) of the bridge paintings

3. Add decorative patterns (plants, fish, people) to the negative space (background) of the Watercolor Bridge Silhouettes

Day Three, Art Start

1. Retrieve Watercolor Bridge Silhouettes for Assigned Tables

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

Lesson Activities

1. Use neutral colors (black, grey, white) to outline decorative patterns (plants, fish, people) in the negative space (background) of the bridge paintings

2. Use neutral colors (black, grey, white) to outline decorative details (cables, towers, decks, anchorage) in the positive space (bridge) of the bridge paintings

3. Add highlights (reflective light, light source) and shadows (cast shadow, reflective shadow) to the positive space (bridge) of the Watercolor Bridge Silhouettes

Artist Examples

Student Examples

 Early Bird Drawings

Learning Targets

I can...

• Create an original Early Bird Drawings using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), color combinations (complementary, secondary, primary) and space (positive, negative) inspired by American Illustrator (1961-Present) David Allen Sibley
• Use art element: shape (geometric, organic, free form) and design principles (composition, variation, proportion) based on Illustration
• Define Composition (placement or arrangement of visual elements in a work of art)

Lesson One
Day One, Art Start

1. Variations Of Eastern Fox Sparrows (2021) David Allen Sibley

2. Read What It's Like To Be A Bird- From Flying To Nesting, Eating To Singing- What Birds Are Doing And Why by David Allen Sibley

3. Discussion Questions "How many rare birds have we found with the use of technology? How man rare birds have we missed without the use of technology? What types of nests do birds build (materials, size, location)? How do birds fly (feathers, wings)? What is the role of the beak? How do talons help birds? How do birds communicate (songs, calls)? What sounds do birds make? Are they all the same? What are the nests? How are they made? Do all birds build nests? How are beaks useful? Why are they different? What are feathers? How do they help birds? Do all birds live in trees? Do you hear and see birds at home or on your way to school? What color and size are the birds? Do you know the names of any of the birds?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use line types (horizontal, vertical, diagonal) to draw the foreground (bird), middle ground (feathers), and background (outdoors) of the bird drawings

3. Use drawing techniques (blending, smudging, smearing) to add layers to subject matter (bird) of the Early Bird Drawings

Day Two, Art Start

1. Retrieve Early Bird Drawings for Assigned Tables

2. New Illustrations Of Cave Swallow Subspecies (2021) David Allen Sibley

3. Discussion Questions "What factors influenced the artist as a child that impacted his career? What are some characteristics from this artwork that sets it apart from other artists work? What is the symbolism found within his work? What are some indicators that provide he is an important artist? What are some different types of art produced at different stages of his life? What makes you think this artist is a great artist? How did the artist become interested in birds? Does his work change your view of the world? How did the artist fill the composition? Did the artist take time and effort to make the color vibrant? What are some birds colorful?"

Lesson Activities

1. Add thin layers of pastel to the foreground (bird), middle ground (feathers), and background (outdoors) of the bird drawings

2. Use drawing techniques (blending, smudging, smearing) to add details (beak, eyes, eyelashes) to the bird drawings

3. Use drawing techniques (blending, smudging, smearing) to add texture (actual, implied, visual) to the Early Bird Drawings

Day Three, Art Start

1. Retrieve Early Bird Drawings for Assigned Tables

2. Set Up Studio Area (oil pastels, erasers, pencils, pens)

Lesson Activities

1. Use color combinations (analogous, complementary, secondary) to fill in the positive space (bird) of the bird drawings

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

3. Use tint (white) and shade (black) to add the illusion of depth within the positive space (bird) of the Early Bird Drawings

Artist Examples

Student Examples

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