MiSs Rs ArT RoOm

 Matisse Inspired Still Life Collages

Learning Targets

I can...

• Create an original Matisse Inspired Still Life Collages 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 French Artist (1869-1954) Henri Matisse
• Use collage techniques (photomontage, assemblage, decoupage, mixed media) and design principles (composition, repetition, balance) based on Modernism
• Define Symmetry (when two or more parts are identical after a flip, slide, or turn)

Lesson One
Day One, Art Start

1. Vase With Two Handles (A Bunch Of Flowers) (1907) Henri Matisse

2. Read Matisse: The King Of Color by Laurence Anholt

3. Discussion Questions "How does the effect of the collage change when layering multiple shapes on top of each other? Can you create your own Matisse inspired artwork with a collage of cut outs? How does Henri Matisse's artwork make you feel? How would this picture make you feel if bright or dark colors were used instead? Who is Henri Matisse? Do you like this painting? How many colors do you see? Do you think what you see is exactly how the room looked when he painted it, with all those colors and patterns going every which way? How many different patterns do you see? How many of the patterns are variations on the bold vertical stripes? Do his pictures make you feel happy?"

Lesson Activities

1. Choose 12" X 15" Painting Paper 

2. Use ruler to draw three line types (horizontal, vertical, diagonal) for the interior (window, wallpaper, background) of the still life collage

3.  Use oil pastels to add patterns (swirls, dots, stripes) to the negative space (background) of the Matisse Inspired Still Life Collages

Day Two, Art Start

1. Retrieve Matisse Inspired Still Life Collages for Assigned Tables

2. Flowers And Fruit (1909) Henri Matisse

3. Discussion Questions "Where did Henri Matisse grow up? What process or techniques did Matisse use to create his artwork? What materials did Matisse you to create his artwork? What is an art element? Who can share some examples of elements? What is a principle? Who can share some examples of principles?Can you use a book to find information about Henri Matisse? How would you describe his artwork? What are some key features of his artwork? How could you describe the construction of this artwork? What do you think Matisse is trying to say with this artwork? Do you like or dislike his artwork?"

Lesson Activities

1. Add details (fruit, vegetables, cloth, plants) to the negative space (background) of the still life collages

2. Add details (fruit, vegetables, patterns, ribbon) to the positive space (flowers, vases) of the still life collages

3. Use collage materials (fabric, construction paper, scrapbook paper) to add details (tablecloth, curtains, towel) for the Matisse Inspired Still Life Collages

Day Three, Art Start

1. Retrieve Matisse Inspired Still Life Collages for Assigned Tables

2. Set Up Studio Area (oil pastels, scissors, glue sticks, watercolor)

Lesson Activities

1. Use tissue paper to add plants (leaves, flowers, lilacs) within the negative space (background) of the still life collages

2. Use complementary colors (red, green; blue, orange; yellow, purple) too fill in the positive space (foreground) of the still life collages 

3. Use complementary colors (red, green; blue, orange; yellow, purple) to fill in the negative space (background) of the Matisse Inspired Still Life Collages

Artist Examples

Student Examples

 Halloween Potion Paintings

Learning Targets

I can...

• Create an original Halloween Potion Paintings using painting techniques learned in class
• Use line types (horizontal, vertical diagonal), shape variation (geometric, organic, free form), and space (positive, negative) inspired by English Painter (1849-1917) John William Waterhouse
• Use painting techniques (overlapping, cropping, layering) and design principles (variation, emphasis, proportion) based on Romanticism
• Define Still Life (a work of art depicting inanimate subject matter such as bowls, glassware, fruits, and flowers)

Lesson One
Day One, Art Start

1. The Magic Circle (1886) John William Waterhouse

2. Read A Spooktacular Halloween by Saline Yoon

3. Discussion Questions "How did this artist use space? How did this artist use balance? How does your eye move through the artwork? What choices did the artist make to make that happen? How would you describe this artwork to someone who has never seen it? What elements seem dreamlike or imaginary? What is mysterious about this painting? What is exciting about this artwork? What do we know about the artist after viewing this artwork? Who do you think this artwork was created for? Why do you say that? What is the story being told, if any? How did the artist use line shape, and color to contribute to the mood or meaning?"

Lesson Activities

1. Choose 12" X 15" Painting Paper

2. Add three dimensional shapes (cylinder, pyramid, sphere) to composition of arranged objects (glassware, fabric, inanimate objects) for potion paintings

3. Add a horizon line in the negative space (background) to separate the folded drapery, objects, wallpaper for Halloween Potion Paintings

Day Two, Art Start

1. Retrieve Halloween Potion Paintings for Assigned Tables

2. The Crystal Ball (1902) John William Waterhouse

3. Discussion Questions "What is a Still Life? Still Life- a simple painting or drawing of objects. Is it different from other forms of figurative work in the sense that it cannot move? Can you guess how many types of still life there are for three merits? How can you create a still life effectively? What was the inspiration for your artwork? When did you learn about a famous artist, a culture, a place, or time in history? What materials did you use? What techniques did you try? What are you proud of in your artwork? What style is that? Were you using your imagination, memories, or observing from really life?"

Lesson Activities

1. Use cool colors (blue green purple) to fill in the positive space (foreground) of the potion paintings

2. Use cool colors (blue green purple) to fill in the negative space (background) of the potion paintings

3. Use shape stamps to add patterns (floral, silk, wood) to the negative space (background) of the Halloween Potion Paintings

Day Three, Art Start

1. Retrieve Halloween Potion Paintings for Assigned Tables

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

Lesson Activities

1. Add highlights (reflective light, light source) to subject matter (fruit bowl, glassware, flowers) and positive space (potions) of potion paintings

2. Add shadows (cast shadow, shadows) to negative space (background) of the potion paintings

3. Outline details (patterns, objects, potions) in positive space (foreground) of the Halloween Potion Paintings

Artist Examples

Student Examples

 Amelia Pelaez Still Life

Learning Targets

I can...

• Create an original Amelia Pelaez Still Life using drawing techniques learned in class
• Use line types (continuous, contour, outline), shape variation (geometric, organic, free form), and color schemes (analogous, complementary, secondary) inspired by Cuban Painter (1896-1968) Amelia Pelaez
• Use painting methods (double loading, overlapping, layering) and design principles (composition, variation, balance) based on Avant-Garde Art
• Define Still Life (a work of art depicting inanimate objects as subject matter)

Lesson One
Day One, Art Start

1. Tray With Fruits (Watermelon) (1941) Amelia Pelaez

2. Read Amelia Pelaez: The Craft Of Modernity" by Rene Morales & Ingrid Elliot

3. Discussion Questions "Why did the artist choose to use fruits, fish, and women in cost settings taken from the artist's surroundings? Would you consider her artwork part of cubism, primitivism, or surrealism movements? What art is Cuba known for? What influenced Cuba art? Who are other famous Cuban artists? What type of art is Cuba known for? How did Cuban ceramics influence her two dimensional works of art? How do they differ from one another? What elements hover over the scene? How do they relate to the figures? What do you think this symbolizes?"

Lesson Activities 

1. Choose 12" X 15" Painting Paper 

2. Add three dimensional shapes (cylinder, pyramid, sphere) to the composition of the arranged objects (fruits, plates, fabric) for the fruit still life paintings

3. Add an horizon line in the negative space (background) to separate the folded drapery, objects, and wallpaper of the Amelia Pelaez Still Life

Day Two, Art Start

1. Retrieve Amelia Pelaez Still Life for Assigned Tables

2. Still Life with Pineapple (1964) Amelia Pelaez

3. Discussion Questions "What is a still life? Still Life- a simple painting or drawing of objects. Is it different from other forms of figurative work in the sense that it cannot move? Can you guess how many times of still life there are for three merits? How can you create a still life effectively? What was the inspiration for your artwork? When did you learn about a famous artist, a culture, a place, or time in history? What materials did you use? What techniques did you try? What are you proud of in art? What style is it? Were you using your imagination, memories, or observing from real life?"

Lesson Activities

1. Use cool colors (blue green purple) to fill in the positive space (foreground) of the fruit still life paintings

2. Use warm colors (red orange yellow) to fill in the negative space (background) of the fruit still life paintings

3. Use shape stamps to add patterns (floral, silk, wood) to the positive space (foreground) of the Amelia Pelaez Still Life

Day Three, Art Start

1. Retrieve Amelia Pelaez Still Life for Assigned Tables

2. Set Up Studio Area (tempera paint, oil pastels, paintbrushes)

Lesson Activities

1. Add highlights (reflective light, light source) to subject matter (fruit bowl, glassware) of fruit still life paintings

2. Add shadows (cast shadow, shadow) to negative space (wallpaper, table, background) of fruit still life paintings

3. Outline details (patterns, objects, fruit) to positive space (fruit bowl, glassware) of Amelia Pelaez Still Life

Artist Examples

Student Examples

 Ballet Shoes Drawings

Learning Targets

I can...

• Create an original Ballet Shoes Drawing using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (line quality, gesture, outline), and value (lightness, darkness) inspired by Impressionist Artist (1834-1917) Edgar Degas
• Use mark marking techniques (cross hatching, stippling, scribbling) and design principles (composition, gradation, proportion) based on Impressionism
• Define Line Quality (list of attributes that define a line)

Lesson One
Day One, Art Start

1. Dancers Tying Shoes (1883) Edgar Degas

2. Degas And The little Dancers (Anholt's Artists Books For Children) by Laurence Anholt

3. Discussion Questions "What do you think of this artwork? How do you think the public received it? Why do you think Degas used that medium? How are images and objects used to convey a story, familiar experience, or connection to the world? How does the length, color, or shape of the shoe make a difference in conveying the meaning of this art? Is the painting of four dancers or one dancer in four positions? What does each part of the body look mid pose? Which of the fabrics sown in the painting would feel like this? Why do you think the dancers chose the materials they did? After experimenting with our fabrics, how do you think the fabric in the dancers clothing from the painting will move when they dance? What other things did Degas paint?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Add three dimensional shapes (organic, free form, geometric) to the composition of the arrange objects (shoes, ballerina shoes) for the ballet shoe drawings

3. Add an horizon line in the negative space (background) to separate the folded drapery, objects, and wallpaper for the Ballet Shoes Drawings

Day Two, Art Start

1. Retrieve Ballet Shoes Drawings for Assigned Tables

2. Seated Dancer Adjusting Her Shoes (1880) Edgar Degas

3. Discussion Questions "What sort of object is this? What do you see (in this painting, sculpture)? What else do you see? How would you describe the composition? How would you describe the motion or activity? How wold you describe the mood or expression? How would you describe the clothing? Does this work look natural, representational, or is it stylized? Who do you think this person might ve? What do you think this object was used for? Why do you think that? What was going on historically, economically, socially during this period? How does this work of art reflect the time period?"

Lesson Activities

1. Use warm colors (red, orange, yellow, pink) to fill in the positive space (foreground) of the ballet shoe drawings

2. Use cool colors (blue, green, purple) to fill in the negative space (background) of the ballet shoe drawings

3. Use shape stamps to add patterns (floral, silk, wood) and texture plates (wood, leather, metal) to the Ballet Shoes Drawings

Day Three, Art Start

1. Retrieve Ballet Shoes Drawings for Assigned Table

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

Lesson Activities

1. Add highlights (reflective light, light source) to subject matter (shoes, ballet shoes) of the shoe drawings

2. Add shadows (cast shadow, shadow) to the background (wallpaper, table, floor) of the shoe drawings

3. Outline details (patterns, objects, shoes) in the positive space (foreground) of the Ballet Shoes Drawings

Artist Examples

Student Examples

 Carnivorous Plant Drawings

Learning Targets

I can...

• Create an original Carnivorous Plant Drawings using drawing techniques learned in class
• Use form (two dimensional, three dimensional), shape variation (geometric, organic, free form), and value (lightness, darkness) inspired by American Artist (2003-Present) Matthew Kaelin
• Use form (two dimensional, three dimensional) and design principles (balance, composition, proportion) based on American Art
• Define Three Dimensional (defined as having height, width, and depth for dimensional) 

Lesson One
Day One, Art Start

1. Gnash (2021) Matthew Kaelin

2. The Very Hungry Plant by Renato Moriconi

3. Discussion Questions "Do you see insects that have been caught? Have you felt the sticky goo? Do the leaves have nectar or any flowers present have any scent? How are carnivorous plants different than other plants? How are they the same? What is an adaptation? What are the benefits of the adaptations of carnivorous plants? How does your plant attract prey? How does your plant trap its prey? What happens after it is trapped? What is the name of your plant? What habitat does your plant live in? What is a habitat? What is a wetland habitat? What are some of the plant and animal species that live there? What do you think wetlands are important? What can we do about some of the environmental threats facing wetlands and their inhabitants like carnivorous plants? Why do we look at plants?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use geometric shapes (oval circle cylinder) to draw positive space (plant) of plant drawings

3. Use value (lightness, darkness) to fill in the geometric shapes (oval circle cylinder) of the Carnivorous Plant Drawings

Day Two, Art Start

1. Retrieve Carnivorous Plant Drawings for Assigned Tables

2. Torches Of Insanity Illuminate Us All (2021) Matthew Kaelin

3. Discussion Questions "What elements of this drawing seem real? What adjectives would you use to describe this artwork? What verbs would you use to describe the artwork? What elements seem dreamlike or imaginary? What is strange about this artwork? What is excited about this artwork? What do we know about the artist after viewing this artwork? If you could ask the artist a question, what would you ask her? Why do you think this artwork was created? Why do you say that? How do you think the artist feels about the final product? How do you think this artwork was made? Why do you think the artist made this work? What do you think the artist is trying to say in this artwork?"

Lesson Activities

1. Add line types (horizontal vertical diagonal) to positive space (plant) of the plant drawings

2. Use patterns (swirls, zig zag, stripes) to add a design to the negative space (background) of the plant drawings

3. Use chalk pastel to smear patterns (swirls, zig zag, stripes) for negative space (background) of the Carnivorous Plant Drawings

Day Three, Art Start

1. Retrieve Carnivorous Plant Drawings for Assigned Tables

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

Lesson Activities

1. Blend complementary colors (red green, blue orange, yellow purple) for positive space (plant) of the plant drawings

2. Add highlights (light source reflective light) to the positive space (plant) of the plant drawings

3. Add illusion of depth by add details (rocks, grass, dirt, mud) to the positive space (foreground) of the Carnivorous Plant Drawings

Artist Examples

Student Examples