MiSs Rs ArT RoOm

 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

 Marta Minujín Paper Sculptures

Learning Targets 

I can...

• Create an original Marta Minujín Paper Sculptures using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal, curved), fluorescent colors (neon, orange, yellow, blue, pink, red), and texture (visual, actual, implied) inspired by Contemporary Artist (1943-Present) Martin Minujin
• Use sculpture techniques (carving, assemblage, modeling, casting) and design principles (movement, balance, harmony) based on Contemporary Art
• Define Energetic Lines (use curved, diagonal, or zigzag lines to give a painting a feeling of energy or movement)

Lesson One
Day One, Art Start 

1. Bland Geometry (2014) Marta Minujin

2. Read Marta Minujín: Arte! Arte! Arte! by Darsie Alexander and Rebecca Shaykin

3. Discussion Questions "Who is Martin Minujin? Wha are other non-proper art materials (mattresses, cardboard boxes, sidewalk) could you use as an artist? What logos, advertisements, and texts appear to have influenced her work? Do you think you would enjoy visiting her artwork? Do you like the idea of art that you can interact with or play in or on? Do you think it changes how you think about art? Did you know for her seventieth birthday she decided to marry art? Why does the artist us many colors in her artwork?"

Lesson Activities

1. Choose 12" X 12" Colored Fluorescent Paper

2. Use three compositional elements (shape, color, line, texture, value, space, form) to represent a important memory, place, or event 

3. Use line variation (horizontal, vertical, diagonal, curved) as design principle (balance, movement, repetition) within the Martin Minujin Paper Sculptures 

Day Two, Art Start

1. Retrieve Marta Minujín Paper Sculptures for Assigned Tables

2. Aura And Wind (2018) Marta Minujin

3 Discussion Questions "How can you make something three dimensional? How many different ways can you fold paper? Can you work as a team to complete your sculpture? What do you think is happening in this composition? How does this work make you feel? What do you see in this sculpture? How would you describe this composition? Does this work look natural, representational, or stylized? What materials were on hand for the creation of this artwork? What does this tell us about the environment in which it was made?"

Lesson Activities

1.  Use compasses, protractors, and texture plates to add symmetrical shapes (square, rectangle, trapezoid) and expressive lines (horizontal, vertical, diagonal) to the paper sculptures 

2. Use color combinations (analogous, complementary, fluorescent) to fill in the negative space (background) of the paper sculptures

3. Use color combinations (analogous, complementary, fluorescent) to fill in the positive space (foreground) of the Marta Minujín Paper Sculptures

Day Three, Art Start

1. Retrieve Marta Minujín Paper Sculptures for Assigned Tables

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

Lesson Activities

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

2. Glue down two dimensional symmetrical shapes (square, rectangle, circle) for a simplified paper sculptures

3. Use sharpie marker to add beautiful patterns (hearts, swirls, dots) to the positive space (foreground) of the Marta Minujín Paper Sculptures 

Artist Examples

Student Examples

 Shifting Eyes Portraits

Learning Targets

I can...

• Create an original Shifting Eyes Portraits using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), value (lightness, darkness, shadows, highlights), and texture (actual, visual, implied) inspired by Disney's The Haunted Mansion (2003) Rob Minkoff and David Berenbaum
• Use kinesthetic techniques (multi-sensory, ready made, hand operated) and design principles (movement, balance, composition) based on American Movies
• Define Portrait (a visual representation of a person which can be created in any artistic medium)

Lesson One
Day One, Art Start

1. Mona Lisa (1503) Leonardo Da Vinci

2. Read The Artist's Eyes: Vision And The History Of Art by Michael Marmor and James G. Ravine

3. Discussion Questions "What does eye tracking tell us about the rules of composition? How do painters make the eyes follow you in a painting? Why do the eyes in this painting seem to follow you? Do you think this effect happens because of a combination of elements leading the viewer through a composition? Does this mean that traditional compositional devices have no effect on our experience of the picture? How does the Mona Lisa have eyes that follow the viewer? Why do the eyes in paintings seem to follow you? Why do some paintings work in following the viewer but not other artworks? Did you know Filippo Brunellesco discovered how linear perspective creates a focal point for eye movement in paintings? How could you leverage this illusion within your own artwork? What did you learn when it comes to art history? Have you ever seen a portrait where the face or eyes appear to follow your every movement? Why would an artist want to draw a spooky portrait?" 

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use graphite pencil to draw line types (contour, outline, continuous) of facial proportions (head, face, shoulder) of moving eye portraits

3. Use graphite pencil to add facial feathers (eyes, nose, mouth, eyebrows) to the positive space (portrait) of the Shifting Eyes Portraits

Day Two, Art Start

1. Retrieve Shifting Eyes Portraits for Assigned Tables 

2. Self Portrait With Beret (1634) Rembrandt

3. Discussion Questions "What are your favorite Halloween themed monsters? Do you like mummies, Frankenstein, vampires, or zombies? How do different types of eyes reflect various emotions? How do people's eyes and body language capture emotion? How does the artist establish focal points in this painting? How does the artist change art elements to create an overall feeling or mood in this painting? How do artists create eye movement in art? How do artists use color to create eye movement in art? How can you use highlights and shadows to create eye movement in your artwork? What is the difference between shading and highlighting in an artwork?" 

Lesson Activities

1. Add adornments (piercings, tattoos, hairstyles) to the positive space (portrait) of the moving eyes portraits

2. Add costumes (jewelry, clothing, make up) to the positive space (portrait) of the moving eyes portraits 

3. Use black sharpie marker to outline the face features (eyes, nose, mouth) and facial proportions (head, face, shoulder) of the Shifting Eyes Portraits 

Day Three, Art Start

1. Retrieve Shifting Eyes Portraits for Assigned Tables

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

Lesson Activities

1. Use color combinations (analogous, neutral, secondary) to fill in the positive space (portrait, foreground) of the moving eyes portraits

2. Use color combinations (analogous, neutral, secondary) to fill in the negative space (background) of the moving eyes portraits 

3. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow) and highlights (reflective light, light source) to the Shifting Eyes Portraits

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