MiSs Rs ArT RoOm

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 

 Geometric Portraits

Learning Targets

I can...

• Create an original Geometric Portrait using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), color combinations (analogous, warm colors, cool colors), and space (positive, negative) inspired by American Artist (2009-Present) Alison Kunath
• Use low poly techniques (modeling, rendering, sharp angles, flat colors) and design principles (repetition, composition, proportion) based on Abstract Art
• Define Faceted Mosaic Style (a contemporary approach where small pieces are arranged to create an image with a geometric appearance)

Lesson One
Day One, Art Start

1. Frida Kahlo (2018) Alison Kunath

2. Read Shapes That Roll by Karen Nagel 

3. Discussion Questions "What do you think this portrait communicates about the person? If you could describe the person in one word, based on the portrait, what would it be? What did you learn from looking at other's geometric portraits? How does using shapes to create a portrait differ from drawing a realistic portrait? What would you tell someone about the process for making this portrait? How are you doing to use lines of symmetry, parallel lines, or angles in your work? How did you decide on a final composition and arrangement of shapes? What was the most challenging part of the process? What is your plan for turning basic shapes into a facial feature like an eye or mouth? How does the artist use color to describe the person? What emotions or feelings do different shape and colors create for you? How does the arrangement of shapes help you understand or imagine the person? Are the shapes geometric (hard-edged) or biomorphic (nature)? What types of shapes can you see in this portrait?"

Lesson Activities

1. Choose 24" X 36" Painting Paper 

2. Use a protractor, straight edge, and compass to draw line types (horizontal, vertical, diagonal) to help divide each section of the Geometric Portraits 

3. Use a protractor, straight edge, and compass to start drawing the positive space (facial features, accessories, foreground) of the Geometric Portraits 

Day Two, Art Start

1. Retrieve Geometric Portrait for Assigned Tables 

2. Maya Angelou (2017) Alison Kunath

3. Discussion Questions "Can mathematical concepts be a type of artwork? What shapes can you see in your portrait? How did you use the shapes to create the features of the face (eyes, nose, mouth)? Did you use mostly straight or curved lines? Are all the sides of a shape the same length? How can you tell? Can you find any patterns or symmetry in your artwork? How did noticing the shapes help you create your portrait? What part of the portrait is the main focus (focal point)? How does the placement of shape help to create balance in the picture? Does it look like we are looking up at the person, looking down at them, or looking straight across? Are some shapes layered on top of others? What effect does that have? How did you use the background space? Does it have shapes too or is it plain? What words would you use to describe the style of your  portrait (vibrant, serious, playful, complex)?"

Lesson Activities

1. Fill in the positive space (facial features, accessories, foreground) with color combinations (analogous, warm colors, cool colors) for the Geometric Portraits 

2. Fill in the negative space (background) with color combinations (analogous, warm colors, cool colors) for the Geometric Portraits 

3. Write personal signature with color combinations (analogous, warm colors, cool colors) in the positive space (facial features, accessories, foreground) of the Geometric Portraits 

Day Three, Art Start

1. Retrieve Geometrie Portraits for Assigned Tables 

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

Lesson Activities

1. Add details (line types, patterns, designs) with color combinations (analogous, warm colors, cool colors) in the positive space (facial features, accessories, foreground) of the Geometric Portraits 

2. Use highlights (reflective light, light source) to fill in the positive space (foreground, middle ground, portrait) of the Geometric Portraits 

3. Use shadows (cast shadow, reflective shadow, shadow) to fill in the negative space (background) of the Geometric Portraits 

Artist Examples

Student Examples