MiSs Rs ArT RoOm

 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

 Hand Contour Drawings

Learning Targets

I can..

• Create an original Hand Contour Drawing using drawing techniques learned in class
• Use line types (outline, contour, continuous), shape (geometric, organic, free form), and space (positive, negative) inspired by Drawing On The Right Side Of The Brain by Betty Edwards 
• Use drawing techniques (contour, outline, continuous) and design principles (emphasis, proportion, movement) based on Instructional Art Books
• Define Contour (the outline of a subset using lines to emphasize mass and volume)

Lesson One
Day One, Art Start

1. Portrait Of Erik Satie (1920) Pablo Picasso

3. Discussion Questions "What do you see in this artwork? What else do you notice in this artwork ?what content and subject matter are in this artwork? How does the artist create a sense of interest? How does the use of color impact the painting? What do you think is the meaning behind this artwork? What was the artist trying to communicate in this artwork? What clues do you see that support your ideas? What materials were used in the making of this piece? What would you change about your own artwork? How would you go about making this artwork yourself? What did you like best about this artwork? Why did the artist choose these shapes, lines, or colors? What is the different between blind contour and modified contour?"

Lesson Activities

1. Choose 12" X 12" Drawing Paper 

2. Use shape variation (geometric, organic, free form) to draw positive space (foreground, hands) of the hand drawings

3. Use value (lightness, darkness, highlights, shadows) to fill in the shape variation (geometric, organic, free form) of the Hand Contour Drawings

Day Two, Art Start

1. Retrieve Hand Contour Drawings for Assigned Tables

2. The Flowers Of Peace (1958) Pablo Picasso

3. Discussion Questions "Do you think line is the most important element? Why or why not? What is the difference between contour line, continuous contour line, modified contour, and blind contour? What happens when you turn an artwork around to view it from different angles? What do you notice about these self portrait? What do you think of this artwork? Does it remind you of anything you have seen before? What kind of characteristics would you attribute to this artwork? Why do you think artists like to create paintings with hands? Why is light important to artists?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) and decorative patterns (stripes, swirls, dots) to the positive space (foreground, hands) of the hand drawings

2. Use patterns (swirls, dots, stripes) to add decorative patterns to the negative space (background) of the hand drawings 

3. Use color combinations (analogous, neutral, secondary) to fill in the negative space (background) of the Hand Contour Drawings

Day Three, Art Start

1. Retrieve Hand Contour Drawings for Assigned Tables

2. Set Up Studio Area (sharpie markers, watercolor, red string, yarn, glue sticks) 

Lesson Activities

1. Blend color combinations (analogous, neutral, secondary) for the positive space (foreground, hands) of the hand drawings

2. Add value (lightness, darkness, highlights, shadows) to the negative space (background) of the hand drawings 

3. Add illusion of depth by adding value (highlights, shadows, cast shadow, reflective light) to the Hand Contour Drawings

Artist Examples

Student Examples

 Ruth Asawa Hanging Sculptures

Learning Targets

I can...

• Create an original Ruth Asawa Hanging Sculptures using sculptures techniques learned in class
• Use line types (meandering, twisting, curving), geometric shapes (polyhedron, face, edge, prism), and space (positive, negative) inspired by Modernist Sculptor (1924-2013) Ruth Asawa 
• Undestand sculpture techniques (carving, cast, modeling, assembling) and design principles (balance, emphasis, harmony) based on Modernism
• Define Basket Making (the process of weaving or sewing pliable materials into three dimensional artifacts) 

Lesson One
Day One, Art Start

Lesson Activities

1. Choose 3 12" X 12" Colored Yarn

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

3. Use line variation (curved, straight, wavy) as a design principle (balance, movement, repetition) within the Ruth Asawa Hanging Sculptures 

Day Two, Art Start

1. Retrieve Ruth Asawa Hanging Sculptures from Assigned Tables

2. S. 645 Hanging Three-Lobed Single Layer Continuous Form (1958) Ruth Asawa

3. Discussion Questions "Who is the artist of each sculpture? What do you know about this artist? What is the subject matter of this artwork? When was this sculpture completed and for whom (if known)? What medium was this sculpture made with? For what purpose or use does the sculpture have? How are these sculptures similar or different? What feeling was the artist trying to convey? How did the artist accomplish this composition? What does this sculpture reveal about the artist and her style? What do these pieces reveal about the society in which they were created? What does the sculpture represent? What do you think is happening in this sculpture? How is the artist telling us a story?" 

Lesson Activities 

1. Use compasses, protractors, and texture plates to add symmetrical shapes and expressive lines to the Ruth Asawa Hanging Sculptures

2. Use complementary colors (red green; blue orange; yellow purple) to fill in the negative space (background) of the Ruth Asawa Hanging Sculptures 

3. Use complementary colors (red green; blue orange; yellow purple) to fill in the positive space (foreground) of the Ruth Asawa Hanging Sculptures 

Day Three, Art Start

1. Retrieve Ruth Asawa Hanging Sculptures for Assigned Tables

2. Set Up Studio Area (glue bottles, balloons, string, yarn, brushes, scissors)

Lesson Activities

1. Use scissors to cut out two dimensional symmetrical shapes (square, circle, triangle) to create a three dimensional hanging sculptures

2. Glue down three dimensional symmetrical shapes (cylinder, cube, prism) to create a simplified hanging sculptures

3. Use sharpie marker to add beautiful patterns (stripes, swirls, hearts, dots) to the positive space (foreground) of the Ruth Asawa Hanging Sculptures 

Artist Examples

Student Examples

 Sari Shyrack Inspired Disco Balls

Learning Targets

 I can...

• Create an original Sari Shyrack Inspired Disco Ball using drawing techniques learned in class
• Use shape variation (two dimensional, three dimensional), monochromatic colors (light blue, blue, dark blue), and value (lightness, darkness, highlights, shadows) inspired by Contemporary Painter (1991-Present) Sari Shyrack 
• Use painting techniques (color theory, light reflection, pattern design) and design principles (repetition, contrast, proportion) based on Contemporary Art
• Define Sphere (a three-dimensional object that is perfectly round)

Lesson One
Day One, Art Start

1. Orange Dreamsicle (2024) Sari Shyrack

2. Read Dinosaur Disco by Deborah Kelly

3. Discussion Questions "Have you ever seen a disco ball at a skating rink? What is color theory? What an amazing opportunity to make the new year sparkle than a brand-new disco ball painting? How can you bring in a new year with a burst of creativity and positive energy? Do you know how to twirl, spin, and sparkle to the music? How will you dance into the new year? What do you think of when you hear the word disco? What are some music gatherings you have attended? When do people most want to dance? How do you feel when you are dancing? What does dancing accomplish? What popular film is associated with disco?"

Lesson Activities

1. Choose 12" X 15" Painting Paper

2. Draw one basic form (sphere) before adding value (lightness, darkness, highlights, shadows) within the disco ball paintings

3. Add movement lines (horizontal, vertical, diagonal) in the negative space (background) of the Sari Shyrack Inspired Disco Balls

Day Two, Art Start

1. Retrieve Sari Shyrack Inspired Disco Balls for Assigned Tables

2. Raspberry Lemonade Disco Ball (2024 )Sari Shyrack

3. Discussion Questions "What is integral to the work of an artist? What role does an artist have in society? How does practicing artwork help artists change overtime? What artwork do you most identify with? What is your favorite artwork? What type of artwork do you most enjoy doing? Why is art important to you? What do you like about you artwork? Why are the names of the three artists you have been compared to? What was your first reaction to this artwork? How would you describe this painting to a person who could not see it?" 

Lesson Activities

1. Use monochromatic colors (light blue, blue, dark blue) to fill in the positive space (sphere) of the disco ball paintings 

2. Use monochromatic colors (light blue, blue, dark blue) to fill in the negative space (background) of the disco ball paintings 

3. Use felt tip pens to add neutral colors (black, grey, white) to the positive space (disco ball) and negative space (background) of the Sari Shyrack Inspired Disco Balls

Day Three, Art Start

1. Retrieve Sari Shyrack Inspired Disco Balls for Assigned Tables

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

Lesson Activities

1. Add tints (add white, reflective light, light source) to subject matter (cone, cylinder, sphere, cube) to form the disco ball paintings 

2. Add shades (add black, cast shadows, shadow) to the negative space (background) of the disco ball paintings

3. Use drawing tools (pencils, oil pastels, chalk) for the positive space (disco ball, foreground) of the Sari Shyrack Inspired Disco Balls 

Artist Examples

Student Examples

 Crazy Bendable Pencil Drawings

Learning Targets

I can...

• Create an original Crazy Bendable Pencil Drawing using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, are form), and texture (actual, visual, implied) inspired by American Artist/Educator (1977-Present) Ken Vieth
• Use drawing techniques (texture, shading, proportion, perspective) and design principles (composition, movement, variation) based on Art Publications
• Define Pencil (a writing or drawing tool made of graphite encased in wooden, metal, or plastic cylinder) 

Lesson One
Day One, Art Start

1. Oldest Pencil In The World (1630) Faber Castell 

2. Read From Ordinary To Extraordinary: Art And Design Problem Solving by Ken Vieth

3. Discussion Questions "Did you know the pencil was a lump of lead used for drawing and planning manuscripts in the Middle Ages? Did you know graphite was not discovered in Europe until the 15th century? Did you know that the modern pencils came from an ancient Roman writing instrument called a stylus? Did you know the Aztecs used graphite as a marker for hundreds of years? Did you know Germany was one of the first companies to mass produce pencils worldwide? Did you know Renaissance Artist and Inventor Leonardo Da Vinci frequently sketched in pencil? What types of lines can you make with a pencil?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Draw three thumbnail sketches of pencils using observational drawing skills (outline, contour, continuous) for pencil drawings

3. Add details (shadows, highlights, movement lines) to the negative space (background) of the Crazy Bendable Pencil Drawings

Day Two, Art Start

1. Retrieve Crazy Bendable Pencil Drawings for Assigned Tables 

2. Twisty Pencils In Yellow (2020) Jenny Koland

3. Discussion Questions "Could you imagine a day without pencils? If you could invent a new pencil, what would it be named? What would you do if you had no pencils? What memories or experiences do you have of using pencils as a child? What can pencils be used for? What do you think of this artwork? Why would a drawing be considered more original than a print of the same work? Do you consider graphite and conte crayon museum quality materials? How does this artwork use movement? What is interesting about this artwork? How has the work of the artist evolved overtime?"

Lesson Activities

1. Use drawing techniques (contour, outline, continuous) to add basic shapes (cylinder, cone, sphere) of the pencils for the pencil drawings

2.  Use design principles (composition, variation, movement)  to fill in the positive space (pencil) of the pencil drawings

3. Use drawing techniques (contour, outline, continuous) to add details (shadows, highlights, thick lines, thin lines) to the Crazy Bendable Pencil Drawings

Day Three, Art Start

1. Retrieve Crazy Bendable Pencil Drawings for Assigned Tables

2. Set Up Studio Area (sharpie markers, colored pencils, pencils) 

Lesson Activities

1. Use color combinations (secondary, primary, analogous) to fill in the positive space (pencil) of the pencil drawings 

2. Use color combinations (secondary, primary, analogous) to fill in the negative space (background) of the pencil drawings 

3. Add design details (overlapping, enlarging, cropping) to the negative space (background) of the Crazy Bendable Pencil Drawings

Artist Examples

Student Examples