MiSs Rs ArT RoOm

 Mummy Eyes

Learning Targets 

I can...

• Create an original Mummy Eyes using drawing techniques learned in class
• Use color combinations (neutral, analogous, complementary), shape variation (geometric, organic, free form), and space (positive, negative) inspired by mummification of Ancient Egypt
• Use collage techniques (assemblage, layering, decoupage) and design principles (composition, contrast, proportion) based on Old Kingdom Period
• Define Mummification (preserving a person, and in some instances, animals for the afterlife)

Lesson One
Day One, Art Start

1. Coffin Of Padi-Heru (200 BCE to 100 BCE) Ptolemaic Period

2. Read Mummies, Pyramids, Pharaohs: A Book About Ancient Egypt by Gail Gibbons

3. Discussion Questions "Did you know Egyptians perfected the art of mummification 5000 years ago? What is a mummy? What can we learn from mummies? Can you describe any symbols, hidden cues, or secret messages in this artwork? Do you see the mummy's name written on the wrappings? Does that help us know who the mummy was? What kinds of special objects or treasures did the Egyptians place inside the tomb with a mummy? How is the art of the mummy (like the artwork on the sarcophagus) connected to ancient Egyptian's beliefs about life after death? Why do you think ancient Egyptians drew gods, goddesses, and special symbols on the mummy's coffin? Can you find any small, magical charms, called amulets? What do you think these amulets were for? What would you want to put in the tomb you are building for this mummy?"

Lesson Activities 

1. Choose 12" X 15" Drawing Paper 

2. Use pencil to draw shape variation (geometric, organic, free form) of the eye parts (iris, pupil, eyelids, tear duck) of the Mummy Eyes 

3. use pencil to draw shape variation (geometric, organic, free form) of the face parts (teeth, nose, eye brows) of the Mummy Eyes 

Day Two, Art Start

1. Retrieve Mummy Eyes for Assigned Tables 

2. Mask Of Tutankhamun (1336 BCE - 1327 BCE) Howard Carter

3. Discussion Questions "What makes these artworks fit into Ancient Art? What are some similarities and difference between the artwork of this mummy and other artwork in history? If you could ask the person inside the mummy one question, what would you ask? What are some symmetrical designs you notice in this artwork? What would be your mummy's favorite Halloween candy? What superpower would your mummy have? What costume would your mummy wear on Halloween? What colored are the bandages of the mummy if they could be any color? What color are the mummy's eyes in this artwork? What patterns or designs could you add to the mummy's bandages? What kind of place would your mummy live in? Is your mummy a friendly mummy or a spooky mummy?"  

Lesson Activities

1. Use color combinations (analogous, complementary, neutral) to fill in the positive space (mummy eyes, mummy face) of the Mummy Eyes 

2. Use color combinations (analogous, complementary, neutral) to fill in the negative space (background) of the Mummy Eyes 

3. Use line types (horizontal, vertical, diagonal) to fill in the positive space (mummy eyes, mummy face) of the Mummy Eyes 

Day Three, Art Start

1. Retrieve Mummy Eyes for Assigned Tables 

2. Set Up Studio Area (glue sticks, scissors, black construction paper) 

Lesson Activities

1. Add highlights (reflective light, light source) to the positive space (mummy face, mummy eyes) of the Mummy Eyes 

2. Add shadows (cast shadow, shadow) to the negative space (background, middle ground) of the Mummy Eyes 

3. Use neutral colors (black, grey, white, brown) to fill in the positive space (mummy face, mummy cloth) of the Mummy Eyes  

Artist Examples

Student Examples 

 Enchanted Roses

Learning Targets

I can...

• Create an original Enchanted Roses using drawing techniques learned in class
• Use color combinations (metallic, cool colors, warm colors, neutral colors), value (lightness, darkness, highlights, shadows), and space (positive, negative) inspired by French Author (1685-1755) Garbrielle-Suzanne Barbot de Villeneuve
• Use painting techniques (splatter, mixing, pouring, wash) and design principles (contrast, movement, emphasis) based on Children's Literature: Beauty and the Beast
• Define Focal Point (the main subject matter that draws the viewer's eyes)

Lesson One
Day One, Art Start

1. Meditative Rose (1958) Salvador Dali

2. Read Beauty and the Beast by Garbrielle-Suzanne Barbot de Villeneuve 

3. Discussion Questions "Did you know the concept of magical roses are ancient coming from fossil records showing these plants existed 30 million years ago? What does the red rose symbolize (passion, love, sacrifice) here? What does the thorn (pain of love, loss, grief) represent? What is the magical curse linked to this rose? What happens as the petals fall? What is the central theme of the story, and how does the enchanted rose symbolize that message? What the examples of enchanted or magical roses acan you remember from movies, video games, or artwork? What does this enchanted or magical rose symbolize? What magical powers or properties does it have? How does the appearance (color, petals) reflect its meaning? What story or message does it tell?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use line types (horizontal vertical diagonal) to draw the positive space (glass container, enchanted rose, foreground) of the Enchanted Roses 

3. Use color combinations (metallic, cool colors, warm colors, neutral colors) to fill in the positive space (glass container, enchanted rose, foreground) of the Enchanted Roses

Day Two, Art Start

1. Retrieve Enchanted Roses for Assigned Tables 

2. Mystic Rose (1959) Salvador Dali 

3. Discussion Questions "How would you describe the petals in this artwork? Are the petals of each flower the same shape? How many petals does this flower have? How would you describe the center of this flower? Where do you find each flower? How would you describe the leaves, stem, and petals? What is different about these roses? How many different colors can you find of this flower? Are some of the flowers more colorful than others? How would you describe the shape of these petals? How many petals does this flower have? How would you describe the center of this flower? Is the flower part of something else or is it growing by itself? Are there more flowers like this one nearby? What kind of flower would you like to have for your enchanted flower?" 

Lesson Activities

1. Add shape variation (geometric, organic, free form) to the negative space (background, middle ground) of the Enchanted Roses 

2. Use patterns (stripes, swirls, zig zag) to add a design to the negative space (background, middle ground) of the Enchanted Roses

3. Use painting techniques (splatter, mixing, pouring, wash) for the negative space (background, middle ground) of the Enchanted Roses

Day Three, Art Start

1. Retrieve Enchanted Roses for Assigned Tables 

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

Lesson Activities

1. Blend color combinations (cool colors, warm colors, metallic colors, neutral colors) for the positive space (glass container, enchanted rose, foreground) of the Enchanted Roses 

2. Add highlights (reflective light, light source) to the positive space (glass container, enchanted rose, foreground) of the Enchanted Roses 

3. Add shadows (cast shadow, reflective shadow, shadow) to the negative space (background, middle ground) of the Enchanted Roses 

Artist Examples

Student Examples 

Luna Moths At Night

Learning Targets

I can...

• Create an original Luna Moths At Night using drawing techniques learned in class
• Use color combinations (glow in the dark, neutral colors, cool colors), shape variation (geometric, organic, free form), and value (lightness, darkness, shadows, highlights) inspired by England Artist (1963-Present) Sarah Gillespie
• Use printmaking techniques (relief stencil etching dry point) and design principles (composition proportion variation) based on Contemporary Art
• Define Glow In The Dark (a special paint or materials that absorb light to release as a visible glow when placed in the dark)

Lesson One
Day One, Art Start

1. Black Arches Moth (The Nun) (2020) Sarah Gillespie 

2. Read The Girl Who Drew Butterflies: How Maria Merian's Art Changed Science by Joyce Sidman

3. Discussion Questions "Do you know Luna Moths only take flight at night, making them a rare and magical sight? Did you know Luna Moths are the largest moths in North America? Did you know adult moths only live a week and have no mouths? Can you imagine what the moth would look like flying at night? If you could have a moth as a pet, what would you do with it? What if this moth could glow in the dark? What color would it glow? Where do you think your moth lives? When you look at the moth's body, what does the texture (fluffy, smooth) look like? What kind of magical place does your Luna Moth live in such a secret garden, treasure grove, or magical forest? What adventures does the moth go on when everyone else is sleeping? Does the moth dance with fireflies or visit the moon?" 

Lesson Activities

1. Choose 12 X 15 Painting Paper 

2. Use neutral colors (black, grey, brown, white) to draw line types (horizontal, vertical, diagonal) for the positive space (foreground, moth) of the moth paintings 

3. Use neutral colors (black, grey, brown, white) to outline the line types (horizontal, vertical, diagonal) for the positive space (foreground, moth) of the moth paintings 

Day Two, Art Start

1. Retrieve Luna Moths At Night from Assigned Tables 

2. Clouded Magpie (2024) Sarah Gillespie

3. Discussion Questions "What are the circles on the wings for? Are the fake eyes to trick a bat, or can the moth see out of them? Can the feathery antennae of the moth feel moonbeams? What is the best halloween treat that your moth can find? What kind of costume is your moth wearing for halloween? What kind of magic dust in the wings of your moth made from? If your moth could talk, what kind of stories would it tell? What does your moth see when it flutters around the pumpkin patch at night? Does your moth have a secret pattern on its wings that only appears in the moonlight? What if your moth was a king or queen of all other moths? What kind of ruler would it be? If your moth could change its colors what would it change them to?" 

Lesson Activities 

1. Add line variation (horizontal, vertical, diagonal) to add patterns (swirls, dots, stripes) to the positive space (foreground, moth) of the moth paintings 

2. Use color combinations (cool colors, analogous colors, iridescent colors) for the positive space (foreground, moth) of the moth paintings 

3. Use color combinations (cool colors, analogous colors, iridescent colors) for the negative space (background) of the moth paintings 

Day Three, Art Start

1. Retrieve Luna Moths At Night for Assigned Tables 

2. Set Up Studio Area (oil pastels, tempera paint, paint brushes, glue sticks) 

Lesson Activities

1. Use value (lightness, darkness, highlights, shadows) for the positive space (foreground, moth) of the moth paintings

2. Use value (lightness, darkness, highlights, shadows) for the negative space (foreground, moth) of the moth paintings 

3. Use texture (actual, visual, implied) to add details (wings, antennas, whiskers) to the positive space (foreground, moth) of the moth paintings 

Artist Examples

Student Examples 

Fall Collage Cats

Learning Targets

I can...

• Create an original Fall Collage Cats using drawing techniques learned in class
• Use color combinations (warm colors, cool colors, earth tones, neutral colors), shape variation (geometric, organic, free form), and texture (actual visual implied) inspired by French Artist (2008-Present) Angie Rozelaar
• Use collage techniques (arrangement, assemblage, mixed media) and design principles (emphasis, repetition, proportion) based on Contemporary Art 
• Define Stamp (a design transferred from a carved or molded surface to another material by pressing with ink or paint)

Lesson One
Day One, Art Start

1. Bride Of Fur-ankenstein (2020) Angie Rozelaar

2. Read The Little Kitten (My Little Animal Friend) by Nicola Killen 

3. Discussion Questions "Why are black cats considered bad luck? Where did this unfair superstation originate? Did you know black cats are stealthy, sneaky, and blend in with the night? Can you create a black cat with glowing eyes? How would you depict a black cat to represent good fortune and divine protection? How will you use color, composition, and other art elements to give your cat a mysterious or sinister look? How can you use color to show a black cat's fur using texture and form? What other colors, like dark purple or blue, might you incorporate? How will you make your black cat stand out from the background? How does your own perception of black cats influence the mood or personality of the artwork being created? What pose or facial expressions will you use to capture emotions (curiosity, contentment, aloofness)? What story or feeling would you like to communicate with your artwork? Are you celebrating the beauty of these animals or exploring their symbolic history?"

Lesson Activities

1. Choose 12 X 15 Drawing Paper 

2. Use basic shapes (organic, organic, free form) to draw the recognizable parts (ears, tail, eyes, face) of the positive space (foreground, black cat) of the cat collages 

3. Add feline parts (claws, teeth, tail, whiskers, nose) the recognizable parts (parts, tail, eyes, face) of the positive space (foreground, black cat) of the cat collages 

Day Two, Art Start

1. Retrieve Fall Collage Cats for Assigned Tables 

2. Falling For You (2022) Angie Rozelaar

3. Discussion Questions "Is the black cat playing trick or treat? Is the black cat hiding in the dark? Is the black cat stirring a cauldron? What is your black cat's personality like? Is it friendly, mischievous, or shy? What kind of special powers does your black cat have? What is your black cat's favorite thing to do on Halloween? Where is your cat going on Halloween? Where does your black cat live? Does the black cat live in a haunted house, a pumpkin patch, or a secret witch's den? What happened right before this picture was drawn, and what will happen next? Why do you think black cats are associated with Halloween? Why are black cats seen as spooky on Halloween? What is the superstition about a black cat crossing your path? Can you name any famous black cats?" 

Lesson Activities

1. Add details (fangs, bat wings, white wig, costume) to the positive space (foreground, black cat) of the cat collages 

2. Use neutral colors (black, grey, white, brown) for the positive space (foreground, black cat) of the cat collages 

3. Use color combinations (cool colors, warm colors, earth tones) for the negative space (background, middle ground) of the cat collages

Day Three, Art Start

1. Retrieve Fall Collage Cats for Assigned Tables 

2. Set Up Studio Area (oil pastels, speed ball ink, rollers, black paint) 

Lesson Activities

1. Add highlights (reflective light, light source) and facial features (whiskers, heart nose, eyes) to the positive space (foreground, black cat) of the cat collages 

2. Add shadows (reflective shadow, cast shadow) and patterns (swirls, dots, stripes) to the negative space (background) of the cat collages 

3. Use color combinations (cool colors, warm colors, earth tones) to add patterns (dots, swirls, stripes) to the negative space (background) of the cat collages 

Artist Examples 

Student Examples 

Cartoon Skeletons

Learning Targets

I can...

• Create an original Cartoon Skeleton using drawing techniques learned in class
• Use neutral colors (black white grey brown), value (lightness darkness highlights shadows) and space (positive negative) inspired by Contemporary Artist (1995-Present) Michael Paulus
• Use drawing techniques (proportional rules basic forms shading methods) and design principles (composition repetition proportion) based on Contemporary Art
• Define Cartoon (a motion picture using animation techniques to photograph a sequence of drawings rather than real people or objects)

Lesson One
Day One, Art Start

1. Salve Cattus Sine Oris (Hello Kitty) (2025) Michael Paulus

2. Read Bonaparte Falls Apart: A Funny Skeleton Book For Kids and Toddlers by Margery Cuyler 

3. Discussion Questions "Have you ever thought of what kind of skeletons might be holding up that weird character? What is the difference between a real skeleton and the cartoon version? Why do artists alter anatomy for an artistic effect? What are the basic shapes and how do they connect to form a skeleton? How can we use measurement and proportion to make our skeleton look realistic? What kind of story can we tell through a skeleton's pose? What do we notice about the skull? Where are the eyes, nose, and mouth located? How do the ribs connect to the spine? What are the key bone landmarks to look for drawing this figure? What are some examples of artists who have explored the skeleton in their work? What did they express through this subject matter? What happens when we combine different drawing or painting media to create our skeletons? What affect can we achieve by contrasting different textures in our artwork? How does understanding the bone structures (skull, spine, rib cage) help us draw people and animals?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use pencil to add line types (horizontal vertical diagonal) of subject matter (skull, bones, outline) of the Cartoon Skeletons

3.Use line types (horizontal vertical diagonal) to add details (roses feathers fabric) to the negative space (background) of the Cartoon Skeletons 

Day Two, Art Start

1. Retrieve Cartoon Skeleton for Assigned Tables 

2. Callidus Canem (Snoopy) (2016) Michael Paulus

3. Discussion Questions "How is photography from inside your body different from a regular photograph? What colors do you see? What kinds of lines can you find? What kind of shapes can you find? What new title would you give this artwork? Why do you think the artist made the artist this way? How would you tell someone about this artwork? What are some photograph techniques you could incorporate into your own artwork? How was Michael Paulus inspired by other artists? Does an artist need firsthand experience to represent it successfully? How might an artwork be interpreted differently at different moments in history? Do you think artists see the world differently than nonwartists? Is being an artist a stewardship? Do artists have a responsibility to share their artwork with the world? Can artists interact with cartoons as subject matter in different ways?" 

Lesson Activities 

1. Use drawing techniques (blending, smudging, smearing, shading) to add value (highlights shadows contrast) to the Cartoon Skeletons 

2. Look at images of photographs of different human bones (skull, teeth, femur, rubs) when adding details (highlights, shadows, contrast) to the Cartoon Skeletons 

3. Use permanent markers to add contrast to the positive space (bones, foreground, middle ground) and negative space (background, shadow) of the Cartoon Skeletons 

Day Three, Art Start

1. Retrieve Cartoon Skeletons for Assigned Tables 

2. Set Up Studio Area (erasers, permanent markers, washable markers, felt tip pens)

Lesson Activities

1. Use drawing techniques (blending, smudging, smearing, shading) to add value (highlights, shadows, contrast) to the Cartoon Skeletons

2. Use drawing materials (kneaded erasers, conte crayons, pencil sharpeners) to blend in the negative space (background) of the Cartoon Skeletons

3. Use drawing materials (kneaded erasers conte crayons pencil sharpeners) to add finishing details (bones, foreground, middle ground) to the Cartoon Skeletons 

Artist Examples

Student Examples