Winter Seals

Learning Targets

• Create an original Winter Seals using drawing techniques learned in class 
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and value (lightness, darkness, tints, shades) inspired by German Artist (2013-Present) Juan Bosco
• Use drawing techniques (contour, outline, continuous) and design principles (balance, composition, repetition) based on Fine Art
• Define Value (the lightness or darkness of color)

Lesson One
Day One, Art Start

1. Sea Lion (2013) Juan Bosco

2. Read The Little Seal by Sue Harris

3. Discussion Questions "If you went to the Arctic, what do you think you would see? Where do sea lions live? What do animals need to survive? Where do they find shelter? What do they hear? Are different parts of the food were represented? What kind of animal is a seal? How do seals stay warm in cold weather? What do winter seals look like? What do harp seals eat? How do harp seals raise their young? What threats do they face? What are brown fur seals known as? Which of the following seals only inhabitant fresh water? Are sea lions an extinct species in Japan? Which family do bearded seals come for?"

Lesson Activities

1. Use three geometric shapes (rectangle, oval, circle) to create a three dimensional silhouette of the positive space (winter seal) for the animal composition

2. Add details (eyes, nose, whiskers) to the three dimensional silhouette of the positive space (winter seal) for the animal composition

3. Outline positive space (winter seal) with neutral colors (black, brown, grey) for the Winter Seals

Day Two, Art Start

1. Retrieve Winter Seals for Assigned Table

2. Elephant Seal (2013) Juan Bosco

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 Winter Seals? 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 the most? What do you think the artist meant when creating this artwork?"

Lesson Activities

1. Add finished details (eyes, nose, whiskers) to the positive space (winter seal) of the animal compositions

2. Finish outline positive space (winter seal) with neutral colors (black, brown, grey) for the animal compositions

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

Day Three, Art Start

1. Retrieve Winter Seals for Assigned Table 

2. Set Up Studio Area (graphite pencil, erasers, oil pastels)

Lesson Activities

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

2. Add neutral colors (black, grey, brown) to the three dimensional silhouette (winter seal) of the animal compositions

3. Add value (highlight, shadows) to the positive space (winter seal) of the Winter Seals

Artist Examples

Student Examples

 Hokusai Inspired Mountains

Learning Targets

I can...

• Create an original Hokusai Inspired Mountains using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal, horizon line), shape variation (geometric, organic, free form), and texture (smooth, bumpy, rough) inspired by Japanese Ukiyo-e Artist (1760-1849) Katsushuka Hokusai
• Use landscape elements (horizon line, foreground, middle ground, background) and design principles (composition, movement, gradation) based on Asian Art
• Define Landscape (a depiction of natural scenery -mountains, forest, trees- arranged in a composition)

Lesson One
Day One, Art Start

1. Boy Viewing Mount Fuji (1839) Katsushika Hokusai

2. Read The Old Man Mad About Drawing: A Tale of Hokusai by Francois Place 

3. Discussion Questions "What are landscape paintings? What are the techniques artists use to create them? What can landscape paintings tell us about he cultures by which they were created? How do artists create naturalism in landscape paintings? What impression do you have of Hokusai based on these quotes? Does this information align with what you saw when viewing the artwork? Does the background information supplied change your reaction to the painting? What landscape elements do you notice in each of the paintings? What landscape elements are only apparent in Hokusai's Boy Viewing Mount Fuji?"

Lesson Activities

1.  Choose 12" X 12" Chipboard

2. Draw foreground (mountains), middle ground (hills), and background (horizon line, Mount Fuji) of the textured sculpture

3. Mix Sculpt-A-Mold three times before adding layers to the chipboard of the Hokusai Inspired Mountains

Day Two, Art Start

1. Retrieve Hokusai Inspired Mountains for Assigned Tables

2. Mount Fuji Reflects In Lake Kawaguchi, Seen From The Misaka Pass In Kai Providence (1830) Katsushika Hokusai 

3. Discussion Questions "What landscape elements are included in both paintings? What perspective techniques do you see in each painting? How does Hokusai compose Boy Viewing Mount Fuji? What decisions about placement do you notice? How do each of these artists use negative space in their paintings? What mood does each of these artworks establish? Are the moods the same or different? Do either of these artworks include narrative? What do these landscapes tell use about the environment they depict? Why do you think the artists created these artworks? Are the reasons the same or different? Do these artworks tell us anything about the cultures they come from? Which artwork would you like to know more about? Why?"

Lesson Activities

1. Add thin layer of Sculpt-A-Mold to forefront mountains (heaviest), middle hills (middle layer), and background (lake, grass) of textured sculptures 

2. Use Sculpt-A-Mold to add details (jagged lines, wooden boats, houses) to the positive space (landscape) of the textured sculptures 

3. Use modeling tools to add texture (ridges, curves, relief) to the positive space (landscape) of the Hokusai Inspired Mountains

Day Three, Art Start

1. Retrieve Hokusai Inspired Mountains for Assigned Tables

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

Lesson Activities

1. Use monochromatic colors (light blue, dark blue) to fill in the positive space (mountains) of the textured landscape 

2. Use monochromatic colors (light orange, dark orange) to fill in the negative space (clouds, grass, background) of the textured sculpture 

3. Use tint (white) and shade (shadow) to add depth within the Hokusai Inspired Mountains

Artist Examples

Student Examples

 John Constable Inspired Cloud Study

Learning Targets

I can...

• Create an original John Constable Inspired Cloud Study using drawing techniques learned in class
• Use monochromatic clouds (grey, black, white), shape variation (geometric, organic, free form), and value (lightness, darkness) inspired by Romanticism Painter (1776-1837) John Constable
• Use drawing techniques (smudging, blending, smoothing) and design principles (placement, proportion, composition) based on Romanticism
• Define Study (a drawing, sketch, or painting done in preparation for a finished piece)

Lesson One
Day One, Art Start

1. Cloudy Study (1822) John Constable

2. Read Weather by Seymour Simon 

3. Discussion Questions "What was the name of the village John Constable was raised in? Why did Constable paint particular landscapes? What effect did these changes have on the ways in which the countryside was understood? Can these changes be linked to Constable's attention to the countryside? What time of day do you think it is? What colors do you see? Why do they mix and blend well? What shapes are the clouds? How much of the sky is filled with clouds? Are the clouds high or low? What colors are in the clouds?"

Lesson Activities

1. Choose 12" by 15" Drawing Paper

2. Draw three thumbnail sketches of cloud compositions using drawing techniques (blending, smudging, smooth) for cloud study

3. Add details (leaves, wind lines, light source) for positive space (foreground) of the John Constable Inspired Cloud Study

Day Two, Art Start

1. Retrieve John Constable Inspired Cloud Study for Assigned Table

2. Cloudy Study (1821) John Constable

3. Discussion Questions "What are clouds? How are clouds formed? Why are clouds white? Why do clouds turn gray? What do clouds float? How do clouds move? Why do clouds for at different heights in the atmosphere? How is fog formed? What type of clouds do you see just before snowfall or rain? What can you get out of watching different kinds of clouds? What is the type of clouds that form below 6,000 feet and look like cotton floating in the sky? Why is it that clouds are generally white in color? How many are the common types of clouds? Is it possible that the sky has several types of clouds in different areas? can anyone tell me where you could find a cloud? What color are clouds? What are words that describe clouds? What kinds of different clouds have you seen? What are clouds made out of?"

Lesson Activities 

1. Use drawing techniques (blending, smudging, smoothing) to add basic shapes (geometric, organic) of the clouds for cloud study

2. Use drawing techniques (blending, smudging, smoothing) to fill in the positive space (clouds, birds) of cloud study

3. Use drawing techniques (blending, smudging, smoothing) to add details (clouds, light source, wind) of John Constable Inspired Cloud Study 

Day Three, Art Start

1. Retrieve John Constable Inspired Cloud Study for Assigned Table

2. Set Up Studio Area (colored chalk, erasers, pencils)

Lesson Activities 

1. Use monochromatic colors (light blue, blue, dark blue) to fill in the positive space (foreground) of the cloud study

2. Use monochromatic colors (light blue, blue, dark blue) to fill in the negative space (background) of the cloudy study

3. Add design details (birds, light source) to positive space (foreground) of John Constable Inspired Cloud Study

Artist Examples

Student Examples

Monochromatic Value Still Life

Learning Targets

I can...

• Create an original Monochromatic Value Still Life using drawing techniques learned in class
• Use line types (contour line, outline, cross hatching), value variation (tint, shade), and monochromatic colors (light blue, dark blue) inspired by American Painter (1883-1965) Charles Sheeler
• Use tonal gradation techniques (blending, fading, scaling) and design principles (composition, balance, proportion) based on Precisionism
• Define Value (lightness or darkness of color)

Lesson One
Day One, Art Start

1. Still Life (1925) Charles Sheeler
2. Read Aloud Charcoal Drawing Artist's Library Series #25 by Ken Goldman
3. Self Reflective Questions "Imagine you are flying or sailing through the Bermuda Triangle. Is it a beautiful day without a cloud in sight. What color would best describe how you feel right now? As you continue to travel through the Bermuda Triangle, you begin to feel uncomfortable, a little apprehensive. Something is not quite right. What color is this feeling? Suddenly you see it. It is the scariest thing you have ever seen. What color is this emotion? You will be making a monochromatic painting today using one of the colors that describes your feelings as you journeyed through the Bermuda Triangle."

Lesson Activities 

1.  Choose 12" by 15" Painting Paper
2. Add three objects (fruit, candlestick, crockery spectacles, vegetables, artifacts, ornaments) to composition of value still life
3. Add horizon line in the background to separate the folded drapery, objects, and wallpaper

Reminder:

• Initials & Home Teacher on Back of Paper

Day Two, Art Start

Lesson Activities  

Day Three, Art Start 

Lesson Activities

Artist Examples

Student Examples 

Monochromatic Silhouettes

Learning Targets

I can...

• Create an original Monochromatic Tree Silhouette using painting techniques learned in class 
• Use monochromatic colors (light blue, dark blue), line variation (thin, thick), and space (positive, negative) inspired by Dutch Painter (1525-1569) Pieter Bruegel 
• Use landscape techniques (contour line, fast strokes, rubbings) and design principles (contrast, composition, gradation) inspired by Renaissance Art
• Define Monochromatic (using only one color to make a painting or drawing)

Day One, Art Start

1. The Gloomy Day, Beginning of Spring, Detail Tree (1565) Pieter Bruegel
2. Read a Children's Book Paper Moon by Tony Tibbits
3. Discussion Questions "How does lightness or darkness suggest mood? How do you think different values are created? What color adds to another color to make it lighter? What color could you add to another color to make it darker? How do these visuals illicit a strong emotional response? What was your first reaction when looking at this artwork? Why do you think you had that reaction? How would you describe this artwork to someone who has never seen it?"

Lesson Activities

1. Use line types (thick, thin) to draw foreground (plants, buildings), middle ground (night sky), and background (moon) of the monochromatic painting
2. Use monochromatic colors (light blue, dark blue) to fill in background (night sky ) of the monochromatic painting
3. Use monochromatic colors (black, grey, white) to fill in foreground (plants, buildings) of the Monochromatic Tree Silhouettes

Reminder:

• Initials & Teacher on Back of Paper 

Day Two, Art Start

Lesson Activities 

Day Three, Art Start 

1. Retrieve Monochromatic Tree Silhouettes for Assigned Table
2. Set Up Studio Area (tempera paint, water bucket, paint brushes)

Lesson Activities

1. Add highlights (reflective light, light source) within the foreground of the monochromatic painting
2. Add shadows (cast shadow, shadow) within the middle ground of the monochromatic painting
3.  Add details (owl, leaves, grass) within the background of the Monochromatic Tree Silhouettes

Artist Examples

Student Examples