MiSs Rs ArT RoOm

 Hand Contour Drawings

Learning Targets

I can..

• Create an original Hand Contour Drawing using drawing techniques learned in class
• Use line types (outline, contour, continuous), shape (geometric, organic, free form), and space (positive, negative) inspired by Drawing On The Right Side Of The Brain by Betty Edwards 
• Use drawing techniques (contour, outline, continuous) and design principles (emphasis, proportion, movement) based on Instructional Art Books
• Define Contour (the outline of a subset using lines to emphasize mass and volume)

Lesson One
Day One, Art Start

1. Portrait Of Erik Satie (1920) Pablo Picasso

3. Discussion Questions "What do you see in this artwork? What else do you notice in this artwork ?what content and subject matter are in this artwork? How does the artist create a sense of interest? How does the use of color impact the painting? What do you think is the meaning behind this artwork? What was the artist trying to communicate in this artwork? What clues do you see that support your ideas? What materials were used in the making of this piece? What would you change about your own artwork? How would you go about making this artwork yourself? What did you like best about this artwork? Why did the artist choose these shapes, lines, or colors? What is the different between blind contour and modified contour?"

Lesson Activities

1. Choose 12" X 12" Drawing Paper 

2. Use shape variation (geometric, organic, free form) to draw positive space (foreground, hands) of the hand drawings

3. Use value (lightness, darkness, highlights, shadows) to fill in the shape variation (geometric, organic, free form) of the Hand Contour Drawings

Day Two, Art Start

1. Retrieve Hand Contour Drawings for Assigned Tables

2. The Flowers Of Peace (1958) Pablo Picasso

3. Discussion Questions "Do you think line is the most important element? Why or why not? What is the difference between contour line, continuous contour line, modified contour, and blind contour? What happens when you turn an artwork around to view it from different angles? What do you notice about these self portrait? What do you think of this artwork? Does it remind you of anything you have seen before? What kind of characteristics would you attribute to this artwork? Why do you think artists like to create paintings with hands? Why is light important to artists?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) and decorative patterns (stripes, swirls, dots) to the positive space (foreground, hands) of the hand drawings

2. Use patterns (swirls, dots, stripes) to add decorative patterns to the negative space (background) of the hand drawings 

3. Use color combinations (analogous, neutral, secondary) to fill in the negative space (background) of the Hand Contour Drawings

Day Three, Art Start

1. Retrieve Hand Contour Drawings for Assigned Tables

2. Set Up Studio Area (sharpie markers, watercolor, red string, yarn, glue sticks) 

Lesson Activities

1. Blend color combinations (analogous, neutral, secondary) for the positive space (foreground, hands) of the hand drawings

2. Add value (lightness, darkness, highlights, shadows) to the negative space (background) of the hand drawings 

3. Add illusion of depth by adding value (highlights, shadows, cast shadow, reflective light) to the Hand Contour Drawings

Artist Examples

Student Examples

 Illuminated Letter Keychains

Learning Targets

I can...

• Create an original Illuminated Letter Keychains using drawing techniques learned in class
• Use color schemes (analogous, complementary, secondary), form (two dimensional, three dimensional), and texture (actual, visual, implied) inspired by Middle Ages
• Use sculpture techniques (carving, assembling, modeling, casting) and design principles (emphasis, contrast, proportion) based on Sixth Century Art
• Define Historiated Initial (a letter containing a scene that tells a story in relation to the text)

Lesson One

Day One, Art Start

1. Book Of The Dead (1310) Bridgeman Art Library

2. Read Understanding Illuminated Manuscripts: A Guide To Technical Terms by Michelle P. Brown

3. Discussion Questions "How is this page like pages from books today? How is it different? Can you tell what the letter in this historical initial is? What can you tell about the story in the initial just by examining it? What is the setting for the scene? How do the people interact with each other? How would you describe  their gestures? What do you think they are doing? What are some of the colors used to paint the illumination on this page? Why would someone have had this book made with such extravagant materials? Why do you think the illuminator included these images? What do you see happening in the illuminated scene on this page? Who do you think the seated man in blue and red might be? What clues can you find as to his identity? What words can you identify in the text area of the page? What elements do you find in both books? What elements do you find that are unique to the manuscript? Are there any elements that are unique to the modern printed text?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) for the proportions (front, back, sides) within the positive space (letters) of the letter keychains

2. Mold clay into basic shape variations (geometric, organic, free form) for the positive space (letters) of the letter keychains

3. Use needle tools to draw details (border, letter, initials) for the positive space (letter) of the Illuminated Letters Keychains

Day Two, Art Start

1. Retrieve Illuminated Letters Keychains for Assigned Tables

2. Alchandreus Presents His Work To A King (1290-1310) Vidal Mayor Illuminator

3. Discussion Questions "What is an illumination? when were illuminations made? Who made them and how were they made? Why is it important to learn about them? How can I make one? Who created illuminations? Do you ever see illuminated letters anywhere? Can you still see the letters? What is a moral of a story? Can you think of any morals that go along with this story? What are some similarities and differences between medieval legends and scientific descriptions? How is this artwork different from other artwork during that time period? What does this artwork teach us about the past? What was happening in history when this artwork was made? What are the values and beliefs of the culture in which this artwork was made? How might your interpretation of this artwork be different from someone in another culture?"

Lesson Activities

1. Use compass, protractor, and texture plates to add symmetrical shapes and expressive lines to the letter keychains

2. Use form (two dimensional, three dimensional) to fill in the positive space (letter) of the Illuminated Letters Keychains

3. Use form (two dimensional, three dimensional) to fill in the negative space (background) of the Illuminated Letters Keychains

Day Three, Art Start

1. Retrieve Illuminated Letters Keychains for Assigned Tables

2. Set Up Studio Area (metallic colors, modeling clay, clay tools)

Lesson Activities

1. Add color combinations (analogous, secondary, complementary) to the positive space (letter) of the letter keychains

2. Add color combinations (analogous, secondary, complementary) to the negative space (background) of the letter keychains

3. Apply Gloss Finish to the proportions (front, back, side) of the positive space (letter) and negative space (background) of the Illuminated Letters Keychains

Artist Examples

Student Examples

 Mixed Media Alligators

Learning Targets

I can...

• Create an original Mixed Media Alligator using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and value (lightness, darkness) inspired by American Artist (1903-1965) Walter Inglis Anderson
• Use printmaking techniques (engraving, woodcut, etching, lithograph) and design principles (movement, rhythm, harmony) based on American Art
• Define Dynamic Symmetry (a composition style created from a series of diagonal, horizontal, and vertical lines)

Lesson One
Day One, Art Start

1. Alligator (1994) Walter Inglis Anderson

2. Read The Secret World Of Walter Anderson by Hester Bass

3. Discussion Questions "Was Walter Inglis Anderson unique in his quest for the perfect subset matter of for his drawings (rowing to Horn Island, searching for animals, drawing in a journal)? What might Walter have done if he could not find any animals to draw on Horn Island that day? Would you row all the way out to Horn Island on a rainy day? What might happen to the art supplies? What could you use for art supplies on a rainy day? What is the setting of this book? What does it tell you about his secret world? Where do you think is he going? What problems might he face on his journey? Why do you think Walter wanted to make art? Why do you think he does nature as his subject matter? What different viewpoints do you notice that Walter is approaching his subject from?"

Lesson Activities

1. Choose 12 X 15 Drawing Paper

2. Use line types (horizontal, vertical, diagonal) to add the positive space (alligator) of the alligator prints

3. Use line types (horizontal, vertical, diagonal) to add the negative space (background) of the Mixed Media Alligators 

Day Two, Art Start

1. Retrieve Mixed Media Alligators for Assigned Tables 

2. Alligator In A Bulrush Pond (1959) Walter Inglis Anderson 

3. Discussion Questions "What was the author's purpose? Was she trying to persuade, inform, or entertain you? What are some of the scary things that happened to Walter on the island? What was the name of his favorite island? Looking at the cover of this book, what do you think this book is about? Is this block print seen through the grass, from on top of a pine tree, or underwater? Do you agree that Walter Ingles Anderson is considered the South's greatest artists? Where could you visit to see alligators? What is folk art? How can artists influence a community?" 

Lesson Activities

1. Use wooden stylus to use line types (contour, continuous, outline) of the positive space (alligator) of the alligator prints

2. Use color combinations (analogous, complementary, secondary) to fill in the positive space (alligator) of the alligator prints

3. Use color combinations (analogous, complementary, secondary) to fill in the negative space (background) of the Mixed Media Alligators

 Day Three, Art Start

1. Retrieve Mixed Media Alligators for Assigned Tables

2. Set Up Studio Area (rollers, brayers, foam plates, speedball ink)

Lesson Activities

1. Use neutral colors (black, grey, white) to fill in the negative space (background) of the alligator prints

2. Use highlights (lightness, reflective light) to fill in the positive space (alligator) of the alligator prints

3. Use shadows (darkness, cast shadow, reflective shadow) to fill in the negative space (background) of the Mixed Media Alligators

Artist Examples

Student Examples

 Witch Hat Drawings

Learning Targets

I can...

• Create an original Witch Hat Drawing using painting techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and color combinations (muted, subdued, monochromatic) inspired by Spanish Painter (1746-1828) Francisco Goya
• Use observational drawing (perspective, proportion, grid measurement) and design principles (emphasis, movement, contrast) based on Romanticism
• Define Mood (the emotions that are elicit in the viewer of an artwork)

Lesson One
Day One, Art Start

1. The Witches Witchcraft Spell (1764) Francisco Goya

2. Read Room On The Broom by Julia Donaldson

3. Discussion Questions "How does his depictions of monsters reflect human nature? How can artwork make a government upset? Do you find this artwork intriguing? Do you want to know more about this artwork? What art movement does Francisco Goya's sense of imagination and emotion fit with? How does his artwork capture the behavior, actions, and everyday life of the people the artist observed? Did you know that a bad sickness left the painter Francisco Goya deaf? What did Francisco Goya's personal motto claim that he was doing throughout his life? What is original about the paintings that reflect social and political events of the time? How does the artist depict woman (queens, witches, lower class) as powerful? Why did Francisco Goya paint witches?"

Lesson Activities

1. Choose 12" X 15" Colored Construction Paper 

2. Use hat template (witch hat, wizard hat) to fill in the positive space (foreground) of the hat designs

3. Use line types (horizontal, vertical, diagonal) to draw the patterns (stripes, plaid, floral, dots) onto the positive space (foreground) of the Witch Hat Drawings

Day Two, Art Start

1. Retrieve Witch Hat Drawings for Assigned Tables

2. The Witches Witchcraft Spell (1797) Francisco Goya

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 your 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? Will your hat be straight or have a bend at the top? Do you want a skinny hat or a wide hat? Will you make the brim big or little?" 

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 (jewels, sequins, floral, fabric) to the positive space (foreground) of the Witch Hat Drawings

Day Three, Art Start

1. Retrieve Witch Hat Drawings for Assigned Tables 

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

Lesson Activities

1. Use line types (horizontal, vertical, diagonal) to add patterns (dots, stripes, floral. plaid) 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 Witch Hat Drawings

Artist Examples

Student Examples

 Licorice AllSorts Drawings

Learning Targets

I can...

• Create an original Licorice AllSorts Drawings using drawing techniques learned in class
• Use color combinations (analogous, primary, secondary), form (two-dimensional, three-dimensional), and space (positive, negative) inspired by British Painter (1977-Present) Sarah Graham
• Use fundamental drawing skills (edges, space, light, shadow, composition) and design principles (variation, contrast, proportion) based on Hyper Realism
• Define Package Design (connection of form, materials, color, typography, and imagery to make a product suitable for marketing) 

Lesson One
Day One, Art Start 

1. Sweets For My Sweet (2008) Sarah Graham

2. Read Cadbury's Our Brands: Bassett's History Article

3. Discussion Questions "How did licorice, a middle eastern herb, become embedded into our history? Where does licorice originate from? Which sides are unified in design, and which need more work? Do the images, symbols, and colors support the messaging for the product? Is the hierarchy of type and content appropriate? Why is package design often overlooked in the design curriculum? Why do you think companies change the packaging when the product itself is not changing? What are the elements of art? What are the design principles of pattern and balance? Which art elements and design principles can be recognized in works of art? How are the elements of art and principles of design used in creating works of art? What kinds of tools and materials do artist work with and how are they used? What are the steps in the creative process?"

Lesson Activities

1. Choose 12" X 12" Drawing Paper

2. Draw three thumbnail sketches of licorice using observational drawing skills (outline, contour, continuous) for the licorice drawings

3. Add details (shadow, reflective light) to the negative space (background) of the Licorice AllSorts Drawings

Day Two, Art Start

1. Retrieve Licorice Allsorts Drawings For Assigned Tables

2. Pic N Mix (2009) Sarah Graham 

3. Discussion Questions "What was the purpose of the licorice candy invention in the United States? When was most of the licorice sold? If this artwork could talk, what would it say? If you could ask this artwork a question, what would you ask it? How might your interpretation of this artwork be different from someone in another culture? What does this artwork teach us about the past? Was this intended to be a work of art or not? Why do you think that? How does that impact your understanding of the artwork? If you could change this artwork, how would you change it? Who do you know that would really like this artwork? Why would they like it? What do you think you should be learning about or looking at this artwork? How can you connect this artwork to your own life? Do you personally connect or relate to this picture? What does this artwork remind you of? What would it feel like to be in this artwork?" 

Lesson Activities 

1. Use drawing techniques (contour outline continuous) to add basic shapes (geometric, organic, free form) to the positive space (licorice) of the licorice drawings

2. Use design principles (composition, repetition, gradation) to fill in the positive space (licorice) of the licorice drawings 

3. Use drawing techniques (contour outline continuous) to add details (shadows, cast shadow, reflective light, light source) to the positive space (licorice) of the Licorice AllSorts Drawings

Day Three, Art Start

1. Retrieve Licorice AllSorts Drawings for Assigned Tables

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

Lesson Activities

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

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

3. Add design details (shadows, reflective light, light source) to the negative space (background) of the Licorice AllSorts Drawings

Artist Examples

Student Examples