MiSs Rs ArT RoOm

 One Point Shape Perspectives

Learning Targets

I can...

• Create an original One Point Shape Perspectives using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and form (two dimensional, three dimensional) inspired by Impressionist Painter (1848-1894) Gustave Caillebotte
• Use core drawing techniques (scale, simple forms, spatial relationships) and design principles (proportion, variation, contrast) based on Impressionism
• Define Vanishing Point (a point where parallel lines appear to converge in the distance)

Lesson One
Day One, Art Start

1.  The Bridge Of Europe (1876-1877) Gustave Caillebotte

2. Read The Mysteries of Harris Burdick by Chris Van Allsburg

3. Discussion Questions "Which direction are the lines facing in all the examples (vertical, horizontal, perspective, diagonal)? Do you see any lines that do not follow these rules? What art skills, subject area, or big idea is being taught? How does this art skill translate into an everyday life skill? Which sides of the object would be visible and which sides of the object would be hidden? What knowledge do my students need to possess to create a one point perspective drawing? Are there cultures that did not use linear perspective? Where do you think the road goes to in the distance? What happens to things as they get further away from you? Where would you have to look to see the very end of a long hallway? How can we make our drawings look like they have depth? Why do things in the distance look smaller than things that are close to you? Do you see any lines that look like they are going far, far away?"

Lesson Activities

1. Use three geometric shapes (cylinder, cone, pyramid) to represent a mood (happy, angry, sad) for the shape perspectives

2. Use tints (white grey black) to fill in the positive space (foreground, three dimensional shapes) for the shape perspectives 

3. Use tints (white grey black) to fill in the negative space (background) of the One Point Shape Perspectives 

Day Two, Art Start

1. Retrieve One Point Shape Perspectives for Assigned Tables 

2. Paris Street, Rainy Day (1877) Gustave Caillebotte

3.  Discussion Questions "What colors are being used in this artwork? Which area of the artwork is emphasized by the artist? Which part of the art is most important? How did the artist use space? How did the artist use balance? How did the artist use proportion? How would you describe this artwork to someone who has never seen it? 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? How do you think that artist feels about the final product? How do you think this artwork was made? Why do you think this artwork was made? Why do you think this artist created this work? What emotions do you notice in this artwork? What emotions do you feel when looking at this? How do you think the artist was feeling when he created this artwork? How did the artist use line, shape, and color to contribute to the mood or meaning? What title would you give this artwork?" 

Lesson Activities

1. Add three different lines (horizontal, vertical, diagonal) to add visual interest in the shape perspectives 

2. Use colored construction paper to fill in the positive space (foreground, three dimensional shapes) of the shape perspectives

3. Use colored construction paper to fill in the negative space (background) of the One Point Shape Perspectives 

Day Three, Art Start

1. Retrieve One Point Shape Perspectives for Assigned Tables 

2. Set Up Studio Area (paper cut outs, rulers, geometric shape templates, pencils, erasers) 

Lesson Activities

1. Use black sharpie markers to outline the three dimensional shapes (cylinder, cone, pyramid) and line types (horizontal, vertical, diagonal) of the shape perspectives 

2. Use color combinations (analogous, secondary, complementary) to fill in the positive space (foreground, three dimensional shapes) of the shape perspectives

3. Use color combinations (analogous, secondary, complementary) to fill in the negative space (background) of the One Point Shape Perspectives 

Artist Examples

Student Examples

 Pumpkins On Plaid Blankets

Learning Targets

I can...

• Create an original Pumpkins On Plaid Blankets using collage techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and value (lightness, darkness, tone) inspired by Contemporary Artist (1929-Present) Yayoi Kusama
• Use shading techniques (tone, darkness, lightness, depth) and design principles (composition, repetition, balance) based on Contemporary Art
• Define Pipette Painting (an art technique where liquid paint is applied to a surface using a dropper instead of traditional brush) 

Lesson One
Day One, Art Start

1. Pumpkin (2018) Yayoi Kusama

2. Read The Runaway Pumpkin by Kevin Lewis

3.  Discussion Questions "Does this pumpkin symbolize abundance, harvest to transformation, or playfulness? How was the pumpkin significant in different art movements? How does this painting, with its quiet simplicity, offer insight into how art can serve as a form of resilience or refuge during dark times?  What does it suggest about how art reflects emotional and historical realities? How can we apply this idea to other areas of life or creative expression? In what ways can simplicity and calmness be forms of resistance to suffering? How might this reflect the artists view of the world? Can you think of other ways artists (writers, filmmakers) use everyday objects to explore bigger ideas like time, mortality, or beauty? How does knowing about the artists personal life change the way you view these pumpkins?"

Lesson Activities

1. Use geometric shapes (oval, circle, rectangle) to draw an assorted vegetable (pumpkin, onion, squash) for the pumpkin collages

2. Use geometric shapes (oval circle rectangle) to draw details (stems, leaves, table) for the pumpkin collages 

3. Use line types (horizontal, vertical, diagonal) to draw the positive space (pumpkin) and details (stem, leaves, table) of the Pumpkins On Plaid Blankets

Day Two, Art Start

1. Retrieve Pumpkins On Plaid Blankets for Assigned Tables 

2. Red Colored Pumpkin (1994) Yayoi Kusama 

3. Discussion Questions "If you had to paint something from your own background or daily life, what would you choose? How does art help us celebrate ordinary things? What emotions or ideas do you think this artist is trying to express with these choices? How does this painting challenge traditional still-life paintings you have seen before? What makes it feel more modern or different? What objects from nature would you choose to paint or draw to show themes of growth or life? How do you think color alone can make us think of objects or seasons, even if they are not there? How does the artist use lines and colors to represent a well-known object? How does the use of subtle colors change the mood of the painting? Why do you think artists' styles change over time? Can you think of an example of an artist, musician, or write whose style has changed as they have gotten older or experienced new things?"

Lesson Activities 

1. Use line types (horizontal, vertical, diagonal) to add details (stems, leaves, vines) to the positive space (pumpkins, foreground) of the pumpkin collages 

2. Use oil pastels to fill in the positive space (pumpkins, foreground) with neutral colors (black, grey, white) for the pumpkin collages

3. Use oil pastels to fill in the negative space (background, blanket) with neutral colors (black, grey, white) for the Pumpkins On Plaid Blankets 

Day Three, Art Start

1. Retrieve Pumpkins On Plaid Blankets for Assigned Tables 

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

Lesson Activities

1. Add pumpkin parts (brown stem, green leaves, vines) with neutral colors (black, white, grey) for pumpkin collages

2. Use texture techniques (eraser, cloth, sponge) to add details (stems, green leaves, vines) for the pumpkin collages

3. Add highlights (reflective light, light source) and shadows (cast shadow, shadow) to the negative space (background) of the Pumpkins On Plaid Blankets

Artist Examples

Student Examples

 Origami Drawings

Learning Targets

I can...

• Create an original Origami Drawings using drawing techniques learned in class
• Use line types (contour, outline, continuous), shape variation (geometric, organic, free form), and value (lightness, darkness, highlights, shadows) inspired by Japanese Artist (1911-2005) Akira Yoshizawa
• Use drawing techniques (crosshatching, stippling, sketching, shading) and design principles (composition, gradation, movement) based on Japanese Art
• Define Origami (the art of folding paper)

Lesson One
Day One, Art Start

1. Giraffe (1999) Akira Yoshizawa

2. Read Paper Magic: The Art Of Paper Folding by Robert Harbin 

3. Discussion Questions "Did you know the Chinese discover paper making in 105 AD? Did you know this process of paper making is still used today? Do you think origami should be a geometrical and technical accomplishment or represent the subject matter closely? Should children and adults study paper folding? What kind of surprises can a book have? What makes this an important artwork to study? What do you find most interesting about this work of art? What are some things you can fold that are not paper? What are things you use paper for? Why do you think the artist would want to use only one piece of paper? Have you ever made origami before? What did you make out of origami? Did you find origami easy or difficult to recreate?" 

Lesson Activities

1. Use geometric shapes (ovals, circles, rectangles) to draw the positive space (origami paper) of the origami drawings

2. Use geometric shapes (ovals, circles, rectangles, squares) to draw the negative space (background) of the origami drawings

3. Use line types (horizontal, vertical, diagonal) to draw the positive space (foreground, origami paper) and negative space (background) of the Origami Drawings 

Day Two, Art Start

1. Retrieve Origami Drawings for Assigned Tables 

2. Butterfly (1999) Akira Yoshizawa

3. Discussion Questions "Why might an artwork be interpreted differently at different moments in history? Do you think artists see the world differently than non-artists? Do artists have a responsibility to share their artwork with the world? How does the meaning of an artwork change overtime? What would you like to learn most about Japanese Culture? What types of artwork do you believe to be created in Japanese Culture? What do you think is happening in this artwork? What does this artwork tell us about the environment in which it was made? What materials were available for the creation of this artwork? What shape do you see in this work of art? Does this artwork remind you of anything? How is this work of origami different than the previous one we discussed? Why do you think this artist wanted to use more than one sheet of paper?" 

Lesson Activities

1. Use line types (horizontal, vertical, diagonal) to add details (shadows, highlights, texture) to the positive space (foreground, origami) of the origami drawings

2. Use oil pastels to fill in the positive space (foreground, origami) with neutral colors (black, white, grey) for the origami drawings

3. Use oil pastels to fill in the negative space (background) with neutral colors (black, white, grey) for the Origami Drawings 

Day Three, Art Start

1. Retrieve Origami Drawings for Assigned Tables

2. Set Up Studio Area (white chalk, erasers, white colored pencils, black construction paper)

Lesson Activities

1. Add paper details (string, texture, folds) with neutral colors (black, white, grey) for the origami drawings

2. Use texture techniques (eraser cloth sponge) to add details (string, texture, folds) to the origami drawings

3. Add highlights (reflective light, light source) and design principles (cast shadow, shadow) to the negative space (background) of the Origami Drawings

Artist Examples

Student Examples

 Value Scale Ghosts

Learning Targets

I can...

• Create an original Value Scale Ghost using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), color combinations (analogous, neutral colors, rainbow order), and shape (positive, negative) inspired by Mexican Illustrator (2015-Present) Flavia Z. Drago
• Use value scale (gradation, grey scale, shades) and design principles (proportion, repetition, balance) based on Gustavo The Shy Ghost by Flavia Z. Drago
• Define Value (the lightness or darkness of a color)

Lesson One
Day One, Art Start

1. State Of The Art (2015) Flavia Z. Drago

2. Read Gustavo The Shy Ghost by Flavia Z. Drago

3. Discussion Questions "Who said ghosts must be scary? Did I mention the ghost loves to play the violin? Do you think monsters know each other? What do you notice about the window? What seems difficult for Gustavo? What do you notice about the other monsters? Do you see Gustavo in the pictures? What do you think he is hiding? Can you think of something in your own life that has felt terrifying? What does Gustavo do to make friends? Does this work? Where do you think they are in these pictures? Why could the monster not see him?  What kinds of things did Gustavo enjoy doing? What did he love to do most in the world? What were some of the things that Gustavo was afraid of doing? What did his letter to the monster say?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use geometric shapes (oval, circle, rectangle) to draw the positive space (ghost) of the spooky themed artwork

3. Use line types (horizontal, vertical, diagonal) to draw the positive space (ghost) and negative space (background) of the Value Scale Ghosts

Day Two, Art Start

1. Retrieve Value Scale Ghosts for Assigned Tables

2. Party With Cakes (2022) Flavia Z. Drago

3. Discussion Questions "How do you think Gustavo feels when he cannot make friends? What kind of person (ghost) is Gustavo? Why do you think Gustavo invited everyone to a violin concert? What do you think Gustavo will do to try to make friends? How will the other monsters feel about Gustavo after hearing him play the violin? What do you think will happen to Gustavo after the concert? What are three things you think will happen to Gustavo, the shy ghost? How do you think Gustavo feels about this situation or event? What can you infer from the illustrations?" 

Lesson Activities

1. Use line types (horizontal, vertical, diagonal) to add details (shadows, highlights, texture) to the positive space (ghost) of the spooky themed artwork

2. Use oil pastels to fill in the positive space (ghosts) with neutral colors (black white grey) for the spooky themed artwork 

3. Use oil pastels to fill in the negative space (background) with neutral colors (black white grey) for the Value Scale Ghosts

Day Three, Art Start 

1. Retrieve Value Scale Ghosts for Assigned Tables

2. Set Up Studio Area (construction paper, painting paper, tempera paint, black oil pastels) 

Lesson Activities

1. Add customization parts (jewelry, candy bag, leaves, wind) with neutral colors (black, white, grey) to the spooky themed artwork 

2. Use texture techniques (eraser, cloth, sponge) to add details (tongue, mouth, eyes) to the spooky themed artwork 

3. Add highlights (reflective light, light source) and shadows (cast shadow, shadows) to the negative space (background) of the Value Scale Ghosts 

Artist Examples

Student Examples