MiSs Rs ArT RoOm

Clay Animals In Magician Hats

Learning Targets

I can...

• Create an original Clay Animals In Magician Hats using ceramic techniques learned in class
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual visual implied) inspired by French Magician "King's Conjurer" (1788-1859) Louis Apollinaire Christian Emmanuel Comte
• Use modeling techniques (rolling slabs, forming cones, smoothing edges) and design principles (composition, balance, proportion) based on Illusionism
• Define Illusionism (a form of art that manipulates perception to create visual effects like movement or depths on a flat surface)

Lesson One
Day One, Art Start

1. Magician Pulling Rabbit Out Of Hat (1930) H. Armstrong Roberts 

2. Read The Magic Hat by Mem Fox

3. Discussion Questions "What is magical? What comes out of a magician's hat? What did the hat do? What rhymes with magician hat? If the hat landed on your head, what animal would you want to be? What magic would you create? When the magician waves his magic wand what appeared? If you had a magical hat, what might happen? If you had a magic wand, what magic would you create? Have you seen any magic tricks being performed? What colors will you use to show magic? Where should the magician visit next? How can you use different textures and patterns to show the hat's journey? If you were one of the animals, what would you want to do in your new form? What new things might the hat change in that new place? What patterns or colors would you add to the hat to make it extra magical? How can we use different art materials to show magic in our pictures?"

Lesson Activities

1. Turn clay slab into basic shapes (oval, cylinder, organic) for the positive space (hat, animal) of the Clay Animals In Magician Hats 

2. Use modeling tools to draw features (feathers, flowers, ribbon, wand) for the positive space (hat, animal) of the Clay Animals In Magician Hats 

3. Add lines for the facial features (nose, ears, paws) for the positive space (hat, animal) of the Clay Animals in Magician Hats 

Day Two, Art Start

1. Retrieve Clay Animals In Magician Hats for Assigned Tables 

2. Magic Conjurers Rabbit (1960) H. Armstrong Roberts 

3. Discussion Questions "What was the most challenging part of working with the clay? What did you learn about clay properties (wet, dry, hard, soft) as you were working with it? What part of the process was your favorite? How is your ceramic artwork different from anything you have seen before? What choices did you make to ensure your creation would stand up or hold together? What story does your artwork tell, or what adventure is your creature going on? If your artwork could make a sound or a piece of music, what would it sound like? What title would you give your artwork, and why did you choose that name? How does your finished project make you feel, and how might it make others feel? What advice would you give a friend who is about to start their first clay project? How does this project remind you of something else you have seen or done in another class?" 

Lesson Activities

1. Add lines for proportions (head, body, paws) within the silhouette (figure, foreground) of the Clay Animals In Magician Hats 

2. Mold clay into basic shapes (oval face, long ears, big eyes, paws) for the positive space (foreground, animal) of the Clay Animals In Magician Hats 

3. Use needle tools to draw features (eyes, nose, mouth, paws) for the positive space (foreground, animal) of the Clay Animals In Magician Hats 

Day Three, Art Start

1. Retrieve Clay Animals in Magician Hats for Assigned Tables 

2. Set Up Studio Area (water bucket, needle tools, rubber mat) 

Lesson Activities

1. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the positive space (foreground, hat, animal) of the Clay Animals In Magician Hats 

2. Add tempera paint with color combinations (complementary colors, analogous colors, earth tone) to the negative space (background) of the Clay Animals in Magician Hats 

3. Apply Gloss Finish to the facial features, facial proportions, and accessories of the Clay Animals In Magician Hats 

Artist Examples

Student Examples 

Value Scale Milkshakes

Learning Targets

I can...

• Create an original Value Scale Milkshakes using drawing techniques learned in class
• Use color combinations (neutral, monochromatic, metallic), line types (horizontal, vertical, diagonal), and value (lightness, darkness, highlights, shadows) inspired by American Illustrator (1894-1978) Norman Rockwell
• Use shading techniques (cross hatching, stippling, scumbling, hatching) and design principles (contrast, balance, proportion) based on American Art
• Define Value (the lightness or darkness of a color) 

Lesson One
Day One, Art Start

1. Soda Jerk (1953) Norman Rockwell

2. Read Hi, I'm Norman: The Story Of American Illustrator Norman Rockwell by Robert Burleigh 

3. Discussion Questions "Who is the person in the white hat? Who else is in the picture, and what are they doing? What colors does Rockwell use to make things look delicious, like ice cream and cherries? How does the girl look at the boy in the white hat? What do you think they are thinking? How does the boy in the corner look? What might he be thinking about? How does the boy with the white hat look? Is he happy, nervous, or something else? What kind of summer job do you think would be most fun? Did you know Norman Rockwell's son was the model for the boy in the white hat? What do you think about that? what kind of ice cream and soda drink would you order from this soda fountain? What do you think happened right before this moment? What might happen next? What kind of music machine do you notice on the side? Do we still have place like this today?"

Lesson Activities

1. Choose a 12" X 15" Drawing Paper

2. Use a graphite pencil to draw geometric shapes (circle, triangle, rectangle) for the positive space (foreground, milkshake) of the Value Scale Milkshakes 

3. Use graphite pencil to draw perpendicular lines for the negative space (background, middle ground) of the Value Scale Milkshakes

Day Two, Art Start

1. Retrieve Value Scale Milkshakes for Assigned Tables 

2. Orange Crush Advertisement (1921) Norman Rockwell

3. Discussion Questions "What is going on in this artwork? What do you notice? What do you see in the artwork that makes you say that? What are the feelings and mood the artwork evokes? What do you think the artist intended to communicate? What does this artwork remind you of? How do elements like size, color, or line affect an audience? What would it be like to experience the scene within the artwork? What do you think will happen next, after they finish their milkshakes? What kind of milkshakes do you think they ordered? What details or little surprises do you notice the background? Does this picture remind you of anything you have seen or done before? What is the difference in this picture compared to a restaurant we might visit today? What else can you tell me about this artwork?"  

Lesson Activities

1. Use oil pastels to fill in the positive space (foreground, milkshakes) with color combinations (neutral, monochromatic, metallic) for the Value Scale Milkshakes

2. Use oil pastels to fill in the negative space (background) with color combinations (neutral, monochromatic, metallic) for the Value Scale Milkshakes 

3. Add details (cherries, whip cream, toppings, countertop, wallpaper) for the negative space (background) of the Value Scale Milkshakes 

Day Three, Art Start

1. Retrieve Value Scale Milkshakes for Assigned Tables 

2. Set Up Studio Area (graphite pencils, erasers, blending tools, drawing paper) 

Lesson Activities 

1. Add highlights (reflective light, light source, shadow, cast shadow) to the positive space (foreground, milkshake) of the Value Scale Milkshakes 

2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Value Scale Milkshakes 

3. Add embellishments (glitter, beads, ribbon) to the positive space (foreground, middle ground, milkshake) of the Value Scale Milkshakes 

Artist Examples

Student Examples

Jacques Cousteau Scuba Diver Collages

Learning Targets

I can...

• Create an original Jacques Costeau Scuba Diver Collage using drawing techniques learned in class
• Use color combinations (warm colors, cool colors, analogous colors), shape variation (geometric, organic, free form), and line types (horizontal, vertical, diagonal) inspired by French Oceanographer/Filmmaker (1910-1997) Jacques Cousteau
• Use collage techniques (overlapping, layering, assemblage, cutting) and design principles (movement, proportion, gradation) based on French Photography
• Define Tinker (to experiment with making, changing, or fixing something) 

Lesson One
Day One, Art Start

1. Calypso Oceanographic Expedition: Cousteau, Taillez, and Dumas (1952) Jacques Cousteau

2. Read Man Fish: A Story Of Jacques Cousteau by Jennifer Berne

3. Discussion Questions "What do you see in this picture? What colors and shapes stand out? Does this artwork remind you of anything you have seen in real life or in a movie (Finding Nemo; Octonauts)? How does this art make you feel about the ocean? If you could jump into this picture, what do you think it would feel like, sound like, and smell like? Do you see any special tools or machines in this picture? What do you think they are used for? Did you know Jacques Cousteau co-invented the Aqua Lung (SCUBA)? How did this help people explore the ocean differently than before? Why was it important for him to have a special camera to take picture and videos underwater? Can you stop the Calypso, his famous research ship, or a small submarine (diving saucer)? What title would you give this piece of artwork?" 

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use geometric shapes (oval, circle, cylinder) to draw the basic shapes of the positive space (gear, swim wear, sea creatures) for the scuba diver collages 

3. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow, shadow) and highlights (reflective highlight, light source) for the Jacques Cousteau Scuba Diver Collages 

Day Two, Art Start

1. Retrieve Jacques Cousteau Scuba Diver Collages for Assigned Tables 

2. Guy Morandiere and Octopus (1950) Jacques Cousteau

3. Discussion Questions "What kinds of animals or plants can you identify in the artwork? Does this artwork show a healthy ocean, or one that needs our help? What part of the ocean would you like to explore, and why? If you were an ocean explorer, what promise would you make to help take care of the Earth's waters? Can you find the iconic red beanie hats that were iconic for his crew in this artwork? What do you think it was like to be part of his team? What title would you give this piece of artwork? What story do you think the artist is trying to tell us about Jacques Cousteau or the ocean? What is something in nature that you love and would want to project? What is one thing you could do to help it right now? Who is the first sea creature you want to visit, and what do you hope to learn from it? If you could make a new show about the ocean today, what would you name it and what hidden creature would be the star? IF you were an inventor like Jacques Cousteau, what is one new invention you could create to help clean up the seas or protect the animals in them?" 

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) to decorative patterns (stripes, swirls, waves) of the Jacques Cousteau Scuba Diver Collages 

2. Use decorative patterns (stripes, swirls, waves) to add designs to the positive space (gear, swim wear, sea creatures) of the Jacques Cousteau Scuba Diver Collages 

3. Use color combinations (analogous, warm colors, cool colors) to fill in the negative space (background) of the Jacques Cousteau Scuba Diver Collages 

Day Three, Art Start

1. Retrieve Jacques Cousteau Scuba Diver Collages for Assigned Tables 

2. Set Up Studio Area (scissors, glue sticks, texture templates, sea creature references) 

Lesson Activities

1. Use color combinations (analogous, warm colors, cool colors) to fill in the positive space (foreground, middle ground, scuba diver) of the Jacques Cousteau Scuba Diver Collages 

2. Add highlights (reflective light, light source) to the positive space (foreground, middle ground, scuba diver) of the Jacques Cousteau Scuba Diver Collages 

3. Add illusion of depth by adding shadows (cast shadow, reflective shadow) to the negative space (background) of the Jacques Cousteau Scuba Diver Collages 

Artist Examples

Student Examples 

 Complementary Colored Poodles

Learning Targets

I can...

• Create an original Complementary Colored Poodles using drawing techniques learned in class
• Use complementary colors (red, green; blue, orange; yellow, purple), shape variation (geometric, organic, free form), and line types (horizontal, vertical, diagonal) inspired by Japanese Artist (1975-Present) Susumu Kamijo
• Use painting techniques (juxtaposition, underpainting, mixing) and design principles (contrast, proportion, variation) based on Asian Art
•  Define Complementary Colors (pair of colors that are directly opposite of each other on the color wheel)

Lesson One
Day One, Art Start

1. Day Trippers (2019) Susumu Kamijo 

2. Read Oodles Of Poodles and Doodles: A Woofing, Wagging Book Of Colors by Stephanie Calmenson

3. Discussion Questions "Why do you think the artist drew that? What do you think is happening right now in the picture? How do you think the dogs in the picture feel? How did the artist make the poodle's hair look so fluffy and curly? Does the poodle remind you of a real one you have seen, or is it from your imagination? Where does your poodle live? Is it in a fancy house, a park, or somewhere else? How does your poodle feel in the painting? Can you show if the poodle is happy, excited, sleepy, or something else? What is your poodle's name, and how did you choose it? Why did the artist choose this specific medium (paint, pencil, collage) to depict the poodle? How does the material enhance the use of complementary colors? How do artists capture the dog's character or attitude? How did the artist capture the poodle's specific personality or mood in the painting? When painting a poodle, how to artists achieve form and dimension using value (lightness and darkness) instead of just using paint?"

Lesson Activities

1. Use neutral colors (black brown grey white) to draw in the negative space (background, patterns) of the Complementary Colored Poodles 

2. Use neutral colors (black brown grey white) to draw in the positive space (foreground, middle ground, poodles) of the Complementary Colored Poodles 

3. Use neutral colors (black brown grey white) to draw the accessories (collar, bow, animal toys, bow tie) for the positive space (foreground, middle ground, poodles) of the Complementary Colored Poodles

Day Two, Art Start

1. Retrieve Complementary Colored Poodles for Assigned Tables 

2. Glancing Back (2020) Susumu Kamijo

3. Discussion Questions "What do you notice about the dog in this artwork? How is it different from other dog breeds? What do you think this dog will do? What title would you give this piece and why? What words help you describe this artwork? What feelings or mood do you get when you look at it? If this artwork could make sounds, what would they be like? What are Susumu Kamijo's artistic influences? What elements of Japanese calligraphy influences Kamijo? Are there other artist who paint animals? How does the influence of Japanese printmaking manifest in his work compared to traditional Japanese prints? What similarities and differences do you notice in his use of color to evoke emotion or mood? How does Kamijo's balance between figuration and abstraction compare to artists from the Abstract Expressionist movement?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) to the negative space (background, patterns) of the Complementary Colored Poodles 

2. Add line types (horizontal, vertical, diagonal) to the positive space (foreground, middle ground, poodle) of the Complementary Colored Poodles 

3. Add line types (horizontal, vertical, diagonal) to the accessories (collar, bow, animal toy, bow tie) of the Complementary Colored Poodles 

Day Three, Art Start 

1. Retrieve Complementary Colored Poodles for Assigned Tables 

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

Lesson Activities

1. Use color combinations (analogous colors, complementary colors, warm/cool colors) to paint the negative space (background, patterns) of the Complementary Colored Poodles 

2. Use color combinations (analogous colors, complementary colors, warm/cool colors) to paint the positive space (foreground, middle ground, poodle) of the Complementary Colored Poodles 

3. Use value (lightness, darkness, highlights, shadows) to paint the positive space (foreground, middle ground, poodle) of the Complementary Colored Poodles 

Artist Examples

Student Examples 

 Unicorn Collages

Learning Targets

I can...

• Create an original Unicorn Collage using drawing techniques learned in class
• Use color combinations (rainbow order, neon colors, metallic colors), line types (loopy, spiral, scallop, wavy), and shape variation (geometric, organic, free form) inspired by The Unicorn Tapestries
• Use collage techniques (assemblage, photomontage, mixed media, decoupage) and design principles (proportion, contrast, repetition) based on Medieval Art
• Define Imagination (the power to form ideas and images in the mind)

Lesson One
Day One, Art Start

1. Tapestry Fragment Depicting A Unicorn (1500) Victoria and Albert Museum

2. Read Never Let A Unicorn Scribble by Diane Alber

3. Discussion Questions "What do you notice about these creatures? Why might an artist choose to combine parts of many different animals? What might these different animals symbolize? Why might someone have wanted to decorate their doorway with creatures like these? Where might we see animals like these today? What kind of creatures would you choose to decorate your own space? Why would you choose these creatures? How big will your unicorn be? What kind of features (water, tree, fences) does the unicorn need? How will you care for the unicorn everyday? Did you know that some people in medieval times thought unicorns were real animals? What is a magical creature? How are magical creatures different from everyday beings? What specials powers do magical creatures have? What kinds of magical creatures are found in different cultures and in stories from around the world? What makes a magical creature special or unusual?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use pencil to draw line types (horizontal, vertical, diagonal) for the positive space (foreground, middle ground, unicorn) of the Unicorn Collages 

3. Use pencil to draw line types (horizontal, vertical, diagonal) for the negative space (background) of the Unicorn Collages

Day Two, Art Start

1. Retrieve Unicorn Collages for Assigned Tables 

2. The Unicorn In Captivity (1495-1505) South Netherlands 

3. Discussion Questions "If you could make a tapestry, what would be in it? Would there be animals in your tapestry? Where would the animals be and what would they be doing? What details would you include? Would you hide little animals, like the frog in Unicorn In Captivity? What colors would you use? What does the unicorn in the story have in common with the one you saw in the picture? Why might some things about this unicorn be different? What special powers does the unicorn in the story have? Was the unicorn in the story friendly or unfriendly? Was the unicorn in this story different than unicorns we read or heard about the other day? If you were a unicorn, what powers would you have? Would you rather have a unicorn or a dragon as a friend? If you were a unicorn, what kinds of things would you do? Would you like to be a unicorn? Why or why not?"

Lesson Activities

1. Use color combinations (analogous, rainbow order, secondary) to fill in the positive space (foreground, middle ground, unicorn) of the Unicorn Collages 

2. Use color combinations (analogue, rainbow order, secondary) to fill in the negative space (background) of the Unicorn Collages 

3. Use oil pastels to add patterns (dots, stripes, swirls, waves) to the positive space (foreground, middle ground, unicorn) of the Unicorn Collages 

Day Three, Art Start

1. Retrieve Unicorn Collages for Assigned Tables 

2. Set Up Studio Area (oil pastels, watercolor paint, glue sticks, construction paper)

Lesson Activities

1. Use oil pastels to add patterns (dots, stripes, swirls, waves) to the positive space (foreground, middle ground, unicorn) of the Unicorn Collages 

2. Use neutral colors (black, white, brown, grey) for the negative space (background) of the Unicorn Collages

3. Add embellishments (jewels, glitters, fabric) to the positive space (foreground, middle ground, unicorn) of the Unicorn Collages 

Artist Examples

Student Examples