MiSs Rs ArT RoOm

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

 Monster In Closet Collages

Learning Targets

I can...

• Create an original Monster In Closet Collages using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), complementary colors (red, green; blue, orange; yellow, purple), and texture (actual, implied, visual) inspired by Oregon Art Teacher/Artist (1994-Present) James DeRosso
• Use collage techniques (overlapping, layering, cropping) and design principles (variation, composition, balance) based on American Art
• Define Texture (the visual and tactical surface characteristics that add to a work of art)

Lesson One
Day One, Art Start

1. Mad Max (2017) James DeRosso

2. Read There Is A Nightmare In My Closet by Mercer Mayer

3. Discussion Questions "How many of you have thought you had a monster under your bed or in your closet? What did that monster look like or feel like? What would you do if you heard something in the closet? What shapes do you see in these monsters? What does the outside of your closet door look like? How does the monster look? Does the monster look silly because he is fuzzy? Is the monster scary because he has horns or sharp teeth? What is the name of your monster? How does the monster feel? What does the monster look like or have? What is the monster feeling? How do you know from the illustrations? Can artists or people think different colors go with different feelings? If you were a color right now, what color would you be? How are monsters born from our imagination?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use pencil to add line types (horizontal, vertical, diagonal) to the positive space (monster) of the monster collages

3. Use pencil to add facial features (eyes, nose, mouth) to the positive space (monster) of the Monster In Closet Collages 

Day Two, Art Start

1. Retrieve Monster In Closet Collages for Assigned Tables

2. Pet Monster (2017) James DeRosso

3. Discussion Questions "Will your monster by mean, nice, silly, scary or happy? How do you make a scary mouth? What do the eyes on your monster look like? What type of patter will you add onto the monster? Are monsters real? Where do monster live? Will you ever meet a monster in real life? What role do monsters play in various cultures? How are they reflected in various art forms? How have monsters been viewed? What purpose do monsters serve? Why are monsters necessary in real life? How does the monster look? What are some of the things you might do if you were in the same situation? Could this book be a story that someone made up? If you think a monster is near by, what could you do? How many eyes will your monster have? Will your monster have sharp teeth or claws? What color will your monster be?"

Lesson Activities

1. Add adornments (hairstyle, horns, piercings, tattoos) to the positive space (monster) of the monster collages 

2. Add costumes (jewelry, clothing, hats) and details (patterns, stripes, designs) to the positive space (monster) of the monster collages 

3. Use black sharpie marker to add line types (horizontal, vertical, diagonal) to the facial features and facial proportions of the Monster In Closet Collages

Day Three, Art Start

1. Retrieve Monster In Closet Collages from Assigned Tables

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

Lesson Activities

1. Use neutral colors (black, white, grey) to fill in the positive space (face, nose, shoulder) of the monster collages

2. Use watercolor pencils to fill in the negative space (background) with complementary colors (red, green; blue, orange; yellow, purple) of the monster collages 

3. Use value (lightness, darkness) to add shadows (cast shadow, reflective shadow) and highlights (reflective light, light source) to the Monster In Closet Collages

Artist Examples

Student Examples 

 

 Hens With Chicks Collages

Learning Targets

I can...

• Create an original Hens With Chicks Collages 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 Chicks and Chickens by Gail Gibbons
• Use collage techniques (layering, cutting, tearing) and design principles (balance, composition, emphasis) based on Illustration
• Define Texture (the perceived surface quality of a work of art)

Lesson One
Day One Art Start

1. Rooster, Hen, and Chicken with Spiderwort (1830-1833) Katsushika Hokusai

2. Read Chicks and Chickens by Gail Gibbons

3. Discussion Questions "What is the symbolic meaning behind a chicken? How does a chicken represent owning land and owning a home? What similarities do you notice from the beginning of the book to the end of the book? What differences do you notice? What would you do if you woke up one night to find the shadow of a giant chicken in your bedroom door? Is this mischievous giant chicken a friend or a foe? What words can you use to describe the hens or chickens? What are baby hens called? What noises do chickens make?" 

Lesson Activities

1. Choose 12 X 15 Painting Paper

2. Draw foreground (hen), middle ground (chicks), and background (nests) of the chicken collages

3. Use painting techniques (blending, smudging, layering) to add layers to the subject matter (chickens) of the Hens With Chicks Collages

Day Two, Art Start

1. Retrieve Hens With Chicks Collages for Assigned Tables

2. Flock Of Chickens (1835) Katsushika Hokusai

3. Discussion Questions "What do you know about chickens? What kinds of sounds do chickens make? Where do chickens live? How are baby chickens born? How long does it take for an egg to thatch? Would you like to watch a baby chick being hatched? Are there similarities and differences between these chickens? What feather color, egg color, and feather texture can you identify? Can you determine if the picture represents a rooster, hen, or chick? Which breed of chicken would you choose? What characteristics do these chickens have that are similar or different from one another?" 

Lesson Activities

1. Add thin layers of paint to the foreground (hen), middle ground (chicks), and background (wallpaper) of the chicken collages

2. Use painting techniques (blending, smudging, layering) to add details (beaks, eyes, eyelashes) to the chicken collages

3. Use painting techniques (blending, smudging, layering) to add texture (implied, actual, visual) of the Hens With Chicks Collages

Day Three, Art Start

1. Retrieve Hens With Chicks Collages for Assigned Table

2. Set Up Studio Area (glue sticks, scissors, collage materials)

Lesson Activities

1. Use cool colors (blue green purple) to fill in the negative space (background) of the chicken collages

2. Use warm colors (red orange yellow) to fill in the positive space (foreground) of the chicken collages

3. Use tint (white) and shade (black) to add the illusion of depth within the Hens With Chicks Collages 

Artist Examples

Student Examples

 Dump Truck Paintings

Learning Targets

I can...

• Create an original Dump Truck Painting 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 (2009-Present) Desiree Bender
• Use painting techniques (overlapping, layering, cropping) and design principles (composition, movement, repetition) based on American Art
• Define Texture (the feel or appearance of a surface)

Lesson One
Day One, Art Start

1. Mean Green (2009) Desiree Bender

2. Read Design In Motion: The Recycling Truck Project by Google Arts & Culture

3. Discussion Questions "What do you think of the saying "one person's trash another's treasure"? How would you describe your dream job? In what ways, could a vehicle be considered a work of art? What is the most artistic vehicle you have ever seen? Why should drivers begin decorating dump trucks? Why would someone spend so much money to decorate a truck? What impacts the way the while's are decorated? What purpose does this kind of public folk art serve? What feelings do the decorative design on these vehicles invoke? Why do you think so? Based on the images you see, what material do you are used to decorate the vehicle?  Do you know anything about truck art? How man people are employed in workshops for truck art?"

Lesson Activities 

1. Choose 12" X 15" Drawing Paper 

2. Use geometric shapes (triangles, circles, rectangles) to draw exterior (outside) of the dump truck paintings

3. Use geometric shapes (triangles, circles, rectangles) to draw the main parts (wheels, cab, headlights) of the Dump Truck Paintings 

Day Two, Art Start

1. Retrieve Dump Truck Paintings for Assigned Tables 

2. Patterned Flight (2009) Desiree Bender

3. Discussion Questions "What type of transportation machines can you name? How are dump truck vehicles designed? What is the primary purpose of a dump truck? How do the different regions impact the way the vehicles are decorated? Based on the images you see, what kinds of materials do you think are used to decorate the vehicle? What value does this artwork have in society? What is the most important thing about dump trucks? What does the text teach us about the artist? What does the text teach us about the dump trucks? What are the important parts of a dump truck?"

Lesson Activities

1. Use line types (horizontal, vertical, diagonal) to outline the neutral colors (black, grey, white) of the dump truck paintings 

2. Add decorative patterns (dots, swirls, stripes) to the positive space (dump truck) of the dump truck paintings

3. Add line types (horizontal, vertical, diagonal) to the negative space (background) of the dump truck paintings

Day Three, Art Start

1. Retrieve Dump Truck Paintings for Assigned Tables 

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

Lesson Activities

1. Use warm colors (red orange yellow) to fill in the positive space (dump truck) of the dump truck paintings

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

3. Add highlights (reflective light, light source, lightness) to the positive space (foreground) of the Dump Truck Paintings 

Artist Examples

Student Examples

 Clay Coil Beehives

Learning Targets

I can...

• Create an original Clay Coil Beehive using sculpture techniques learned in class
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual, visual, implied) inspired by American Artist (2014-Present) Matthew Willey
• Use hand building techniques (pinch pottery, coil building, slab building) and design principles (proportion, scale, repetition) based on Contemporary Art
• Define Coil (creating a form with long, rope shaped piece of clay)

Lesson One
Day One, Art Start

1. Piper's Corner School (2019) Matthew Willey

2. Read Beehive Jorey Hurley

3. Discussion Questions "What can we make with these materials? What if we made something found in nature? What if it was a habitat for an insect? How do artists make something look three dimensional when the material is flat? What might be going on in the secret world of the beehive? If you had an opportunity to peek inside, would the bees be going to school? If you could peek inside the beehive, would the bees be living in a house, or would it be a huge birthday party? What do you think happens inside a beehive? How does the artist choose mural locations? How can schools participate in the initiative? What are you curious about as we embark on a journey to learn more about the daily lives of these insects? Where do bees live and how do these bees build their hives? Do all bees build honeycomb hives?"

Lesson Activities

1. Use 12 X 15 Clay Slab Sheets

2. Use three compositional elements (shape, color, texture) to represent a memory, place, or event from everyday life

3. Use line variation (horizontal, vertical, diagonal) as a design principle (balance, movement, repetition) within the Clay Coil Beehives

Day Two, Art Start

1. Retrieve Clay Coil Beehives for Assigned Tables

2. Janney Elementary (2018) Matthew Willey

3. Discussion Questions "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? What are honeybees and how do they differ from others? Why are bumblebees considered good pollinators? Did you know that only honeybees produce honey in harvestable qualities? How do bees communicate with each other? Are some bees in danger of extinction? How do bees find their way back to their hives? How do these murals bring awareness to the plight of honeybees? How do artists help to change the world in a positive way?"

Lesson Activities

1. Use compass, protector, and texture plates to add symmetrical shapes and expressive lines to the beehive designs

2. Use form (two dimensional, three dimensional) to fill in the positive space (foreground) of the beehive designs

3. Use form (two dimensional, three dimensional) to fill in the negative space (background) of the Clay Coil Beehives

Day Three, Art Start

1. Retrieve Clay Coil Beehives for Assigned Tables

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

Lesson Activities

1. Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground) of the beehive designs 

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

3. Apply Gloss Finish to the positive space (features, decorations, accessories) of the Clay Coil Beehives

Artist Examples

Student Examples