MiSs Rs ArT RoOm

 Provence Lavender Fields Paintings

Learning Targets 

I can...

• Create an original Provence Lavender Fields Paintings using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and texture (visual actual implied) inspired by American Artist (1981-Present) Erin Hanson
• Use painting techniques (layering, dry brush, wash) and design principles (repetition, variation, movement) based on Open Impressionism
• Define Landscape (a picture, painting, or drawing that shows outdoor scenery)

Lesson One
Day One, Art Start

1. Hills Of Provence (2026) Erin Hanson

2. Read Paris Adventures For Kids: Interactive Travel Journal by City Line Press

3. Discussion Questions "What type of brushstrokes did you use for the tiny flowers? How do you make the flowers in the front look closer than the ones in the back? What kind of feeling of memory do you want people to get when looking at this? If someone could step inside your painting, what sounds or smells would the person notice first? What was the hardest part of the landscape painting to paint, and how would you solve this problem? How does the sky change the colors you will see in the field? What can you add to the foreground to make the fields look huge? What kind of weather or time of day does your painting feel like? How will you decide where the land meets the sky? How will you show the way the sunlight hits the top of the pants? What color will you use for the shadows between the rows?"

Lesson Activities

1. Use ruler, compass, straightedge to draw the scenery (background, foreground, middle ground) of the Provence Lavender Fields Paintings 

2. Add details (buildings, animals, plants) within the positive space (foreground) and scenery (foreground, middle ground, background) of the Provence Lavender Fields Paintings

3. Use colored sharpies to outline the positive space (foreground) and scenery (foreground, middle ground, background) of the Provence Lavender Fields Paintings 

Day Two, Art Start

1. Retrieve Provence Lavender Fields Paintings for Assigned Tables 

2. Provence Lavender (2024) Erin Hanson

3. Discussion Questions "What are the three parts of landscape paintings? What do you see? What do you think it would sound like in this place? What do you think it would smell like in this place? Is the painting warm colors or cool colors? What season do you think it is in this landscape painting? What would you do if you were in this painting? How does this artwork make you feel? What are the different areas (foreground, middle ground, background) in this painting? What objects, shapes, or colors can you find in these different fields? Is this a place you would want to visit? What would you wear if you were visiting this landscape? Why would artists choose to work outside? What are the different colors and feelings used for different seasonal landscapes?" 

Lesson Activities

1. Add patterns (swirls, clouds, stars) into the scenery (foreground, middle ground, background) of the Provence Lavender Fields Paintings 

2. Use secondary colors (green orange purple) to fill in the scenery (foreground, middle ground, background) of the Provence Lavender Fields Paintings 

3. Use primary colors (red yellow blue) to fill in scenery (foreground, middle ground, background) of the Provence Lavender Fields Paintings  

Day Three, Art Start

1. Retrieve Provence Lavender Fields Paintings for Assigned Tables 

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

Lesson Activities 

1. Add highlights (reflective light, light source) within the scenery (foreground, middle ground, background) of the Provence Lavender Fields Paintings 

2. Add shadows (reflective shadow, cast shadow, shadow) within the scenery (foreground, middle ground, background) of the Provence Lavender Fields Paintings 

3. Add details (animals, buildings, people) within the scenery (foreground, middle ground, background) of the Provence Lavender Fields Paintings 

Artist Examples 

Student Examples

Watercolor Inflatables

Learning Targets

I can...

• Create an original Watercolor Inflatables using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and texture (actual, visual, implied) inspired by Australian Artist (1988-Present) CJ Hendry
• Use technical skills (color theory, tool techniques, medium mastery, form management) and design principles (composition, gradation, repetition) based on Contemporary Art
•  Define Inflatables (a type of art made from large air-filled structures constructed from flexible materials (PVC, nylon, vinyl))

Lesson One
Day One, Art Start

1. Public Pool Las Vegas (2025) CJ Hendry 

2. Read The Lake Mess Monster by Beverly Komoda

3. Discussion Questions "Did you know inflatables have a long history dating back to the 18th century? Have you ever had lawn inflatables, bouncy houses, or party balloons at an event? Are you drawn to the dancing street inflatables near the stopping center or the massive blimp with a scrolling electronic sign flying over a stadium? What happens to our experience of large art filled objects encountered outddors when we place them in an art gallery and place with scale? What type of inflatable do you see in this picture? Where is the inflatable located? How does the audience interact or experience this artwork? Did you know Andy Warhol was the first artist to play with the concept of inflatable artwork with his art piece Silver Clouds? What effects can time have on a sculpture? Is it important to make public art durable to withstand time? What are some ways we are slowly destroying our earth? What are some things artists can do to help our environment? Did you know the Roman's first used boats made from animal skins before creating basic inflatables out of reed rafts or goat skinned boats?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use graphite pencil to draw the line types (horizontal, vertical, diagonal) of the positive space (foreground, pool inflatable) of the Watercolor Inflatables 

3. Use graphic pencil to draw the decorative lines (waves, curved, straight, scalped) of the positive space (foreground, pool inflatable) of the Watercolor Inflatables 

Day Two, Art Start

1. Retrieve Watercolor Inflatables for Assigned Tables 

2. Pool Party Hong Kong (2025) CJ Hendry

3. Discussion Questions "How can we use curved lines to make the inflatable look like it is filled with air? Where should we add the highlights and shadows to make it look like wet plastic? If this design needed to be three-dimensional, how would the shape change from different sides? What is the funniest thing that could happen to someone riding your inflatable? If you could build a giant version of this for a real pool, who would be the first person you would invite? What was the trickiest part of drawing something that looks bouncy? How can we use white paint or crayons to show where the sun reflect off the smooth surface? Is your inflatable meant for a calm backyard pool or a giant waterpark with huge waves? What is the coolest part of your design that you think no one else thought of?" 

Lesson Activities

1. Use watercolor to fill in the positive space (foreground, pool inflatables) with warm colors (red orange yellow) for the Watercolor Inflatables 

2. Use watercolor to fill in the negative space (background) with cool colors (purple blue green) for the Watercolor Inflatables 

3. Add details (patterns, waves, ripples) to the negative space (background, middle ground) of the Watercolor Inflatables 

Day Three, Art Start

1. Retrieve Watercolor Inflatables for Assigned Tables 

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

Lesson Activities

1. Add highlights (light source, reflective light) to the positive space (foreground, pool inflatables) of the Watercolor Inflatables 

2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Watercolor Inflatables 

3. Add embellishments (glitter glue, tape, yarn) to details (water ripples, pool inflatables) of the Watercolor Inflatables 

Artist Examples

Student Examples

Over Under Frogs Paintings

Learning Targets

I can...

• Create an original Over Under Frogs Paintings 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 Artist (2005-Present) Samuel Popovich
• Use painting techniques (impasto, alla prima, glazing, dry brush) and design principles (composition, movement, variation) based on American Art
• Define Anthropomorphic (a description of human form, personality, or attributes to non-human entities)

Lesson One
Day One, Art Start

1. Frog Ross (2024) Samuel Popovich

2. Read Tuesday by David Wiesner

3. Discussion Questions "Did you know some frogs can jump up to 20 times their body length? What else could be in the pond with the frog? How can we draw inspiration from the artist's life and art to explore the frog life cycles? How can we draw inspiration from the artist's life and art to understand the frog's role as an indicator species? How do these artworks make you feel? What do you think motivated the artist to create immersive art? What do you think the artist's artwork expresses about his own feelings? Do learners think this is an indicator that the frog did not feel healthy, safe, or creative in the previous environment? What kind of environment do learners require to feel heathy, safe, and creative? What elements of their environment can help them to thrive? What elements in their environment hinder their wellness? How do we affect our environment with art? How is our art an indicator of our environmental health?"

Lesson Activities

1. Use ruler, compass, or straightedge to draw the scenery (background, foreground, middle ground) of the Over Under Frog Paintings

2. Add details (leaves, flowers, trees, plants) with the scenery (foreground, middle ground, background) of the Over Under Frog Paintings

3. Use colored sharpies to outline the scenery (foreground, middle ground, background) of the Over Under Frog Paintings 

Day Two, Art Start

1. Retrieve Over Under Frog Paintings for Assigned Tables 

2. Honest Work (2025) Samuel Popovich

3. Discussion Questions "What do you think will happen to the frogs next Tuesday night? What would you do if you were one of the frogs flying on a lily pad? How can you tell what time of day it is in this picture? Why are the police officers so confused when they find the lily pads? What do you notice on the front cover? Why do you think the dog is looking up? Why do you think the author choose a day of the week for the title? What would you do if you saw frogs flying outside your window? Why are the townspeople puzzled about finding lily pads everywhere? What clues did the frogs leave behind? Why do you think David Wiesner decided not to use words? How would the story change if there were words on every page?"

Lesson Activities 

1. Add patterns (swirls, clouds, stars) into the scenery (foreground, middle ground, background) of the Over Under Frogs Paintings

2. Use color combinations (analogous, complementary, intermediate) to fill in the scenery (foreground, middle ground, background) of the Over Under Frogs Paintings

3. Use color combinations (analogous, complementary, intermediate) to fill in the scenery (foreground, middle ground, background) of the Over Under Frog Paintings

Day Three, Art Start

1. Retrieve Over Under Frogs Paintings for Assigned Tables 

2. Set Up Studio Area (paint brushes, water bucket, glue sticks, scissors)

Lesson Activities

1. Add highlights (reflective light, light source, reflection) within the scenery (foreground, middle ground, background) of the Over Under Frogs Paintings

2. Add shadows (cast shadow, reflective shadow) within the scenery (foreground, middle ground, background) of the Over Under Frog Paintings

3. Add details (animals, plants, accessories) within the scenery (foreground, middle ground, background) of the Over Under Sheep Paintings

Artist Examples

Student Examples 

Sea Otter Watercolor Paintings

Learning Targets

I can...

• Create an original Sea Otter Watercolor Painting using drawing techniques learned in class
• Use line types (diagonal lines, action lines, curved lines, flow lines, zigzag lines), value (lightness, darkness, tone, tint, shade), and texture (actual, visual, implied) inspired by American Photographer (1946-Present) Thomas D. Mangelsen
• Use painting techniques (sponge, stamps, salt, splatter) and design principles (contrast, movement, repetition) based on American Art
• Define Movement (create the look or feeling of action by guiding the viewer's eyes through a composition)

Lesson One
Day One, Art Start

1. Ocean Lullaby (2017) Thomas D. Mangelsen

2. Read Pup The Sea Otter by Jonathan London

3. Discussion Questions "How is water pollution harmful to sea otters? What are some objects that do not float in the water? Do you know that sea otters are called clowns of the sea? Do you like to swim in the water like a sea otter? Could you swim in the water wearing a thick coat? Where do these cute little sea otters spend most of their time? Did you know sea otters have webbed feet that allow them to swim quickly? Why do you think sea otters spend so much time in the water? Did you know sea otters are the smallest marine mammals on earth? How many hairs are a sea turtle compared to a human? Did you know that sea otters have the thickest fur of any animal? Why do sea otters hold hands while sleeping? How can you create a watery texture for the background using salt, sponges, painting, or horizontal brushstrokes?"

Lesson Activities

1. Use observational drawing techniques (composition, light source, reflective light) to draw the basic shapes (waves, seaweed, rocks) of the Sea Otter Watercolor Paintings

2. Add basic shapes (triangles, circles, rectangles) to add details (stars, plants, fish, objects) to the positive space (foreground, sea otter) of the Sea Otter Watercolor Paintings

3. Add decorative details (border, glitter, embellishments) to the positive space (foreground, sea otter) of the Sea Otter Watercolor Paintings 

Day Two, Art Start

1. Retrieve Sea Otter Watercolor Paintings for Assigned Tables 

2. Tide Rider Sea Otter (2021) Thomas D. Mangelsen

3. Discussion Questions "What geometric shapes (circles for the head, oval for the chest, long oval for the torso) do you see in the otter's body? Why do you think the artist gave the otter small, dark eyes and tiny ears? How can we use lines to make the fur look thick and soft? How can we use types of lines to make the water look like it has movement? Is your otter floating on its back, diving, or holding something like a shell? Why do you think sea otters are often shown holding hands or wrapping themselves in kelp? How does your artwork show that the otter is a keystone speices that helps the ocean? Why do you think we are painting the otter on its back? How does its long, flat tail help it stay afloat like a boat? How many different shades of brown can you see in the otter's fur? How can we layer light and dark colors to make them look fluffy?"

Lesson Activities 

1. Use color combinations (analogous, secondary, primary) to fill in the positive space (foreground, sea otter) of the Sea Otter Watercolor Paintings 

2. Use color combinations (analogous, secondary, primary) to fill in the negative space (background) of the Sea Otter Watercolor Paintings 

3. Add intricate embellishments to the decorative details (border, glitter, stars) of the positive space (foreground, sea otter) of the Sea Otter Watercolor Paintings 

Day Three, Art Start

1. Retrieve Sea Otter Watercolor Paintings for Assigned Tables 

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

Lesson Activities

1. Add highlights (reflective light, light source) to the positive space (foreground, sea otter) of the Sea Otter Watercolor Paintings

2. Add shadows (cast shadow, reflective shadow) to the negative space (background) of the Sea Otter Watercolor Paintings

3. Add high contrast (shaded areas, reflective areas) to the positive space (foreground, sea otters) of the Sea Otter Watercolor Paintings

Artist Examples

Student Examples

 Alexander Calder Primary Paintings

Learning Targets

I can...

• Create an original Alexander Calder Primary Painting using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and space (positive, negative) inspired by American Artist (1898-1976) Alexander Calder
• Use primary colors (red, yellow, blue) and design principles (composition, balance, movement) based on Modern Art
• Define Abstract Art (form of art does not represent objects or scenes from the real world in a recognizable way)

Lesson One
Day One, Art Start

1. Black Dots (1974) Alexander Calder

2. Read One And Other Numbers With Alexander Calder by Phaidon

3. Discussion Questions "Did you know Alexander Calder was an American artist known for his pioneering work in kinetic sculpture and mobiles? Did you know he worked as an engineer before studying art and creating signature abstract sculptures? How is this artwork different from the images you have seen of traditional paintings? Does this artwork still look like it might move or would want to move? How would this artwork look if it could move? If you could travel back in time to visit with the artist in the studio, what do you think you would see? If you could travel back in time to visit with the artist, what do you think he would say? Is the subject recognizable, abstract, or realistic? Was Alexander Calder's simple composition in his artwork considered a good representation of abstract art?" 

Lesson Activities 

1. Choose 12" X 15" Drawing Paper 

2. Add geometric shapes (triangles, circles, square, rectangles) to the composition of the Alexander Calder Primary Paintings 

3. Add line types (horizontal, vertical, diagonal) in the negative space (background) of the Alexander Calder Primary Paintings 

Day Two, Art Start

1. Retrieve Alexander Calder Primary Paintings for Assigned Tables 

2. Jungle (1971) Alexander Calder 

3. Discussion Questions "What is the difference between aesthetic theories? Can artwork be explained by more than one aesthetic theory? How does an artist's intent influence the interpretation of the artwork? Why is it important to understand the time period of an artist when looking at their artwork? How can personal artwork be inspired by ideas explored by past artists? Why is problem solving an integral part of the art making process? How can students use general knowledge and art knowledge to further develop personal art making? What is abstract art? What do you think abstract means? Can you recognize anything in this painting? What emotion is being conveyed in this painting? Which artwork is abstract? Which work is abstract? What does this artwork remind you of? What do you think this artwork is made of? Does this work follow any mathematical principles?"

Lesson Activities

1. Use primary colors (red yellow blue) to fill in the positive space (foreground, geometric shapes) of the Alexander Calder Primary Paintings

2. Use primary colors (red yellow blue) to fill in the negative space (background, geometric shapes) of the Alexander Calder Primary Paintings

3. Use shape variation (geometric, organic, free form) to fill in the positive space (foreground, geometric shapes) of the Alexander Calder Primary Paintings

Day Three, Art Start

1. Retrieve Alexander Calder Primary Paintings for Assigned Tables

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

Lesson Activities

1. Add highlights (reflective light, light source) to the subject matter (geometric shapes, foreground) of the Alexander Calder Primary Paintings 

2. Add shadows (cast shadow, shadow) to the negative space (background, geometric shapes) of the Alexander Calder Primary Paintings

3. Outline details (geometric shapes, line thickness) in the positive space (foreground, geometric shapes) of the Alexander Calder Primary Paintings 

Artist Examples

 

Student Examples