MiSs Rs ArT RoOm

Clover Robin Porcelain Cabinets

Learning Targets

I can...

• Create an original Clover Robin Porcelain Cabinets using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), space (positive, negative) and texture (actual, visual, implied) inspired by Collage Artist (2007-Present) Clover Robin 
• Use collage techniques (layering, snipping, cutting, assemblage, found objects, decoupage, mixed media) and design principles (composition, variation, proportion) based on Illustration
• Define Collection (an accumulation of works of art by a private individual or a public institution)

Lesson One
Day One, Art Start

1. Almond Croissant (2026) Clover Robin

2. Read The Incredible Cabinet Of Wonders by Joe Fullman 

3. Discussion Questions "Did you know rich individuals owned fancy cabinets to show off wealth and power? Did you know scholars and scientists owned cabinets to show off learning and discovery? How do cabinets show the wonders of nature and the achievements of human creativity? How do artists create their own cabinets of art and curiosity to show off the collectibles from classroom experiences throughout the year? How do cabinets of art and curiosity remind you of places or collections you have seen or visited? What objects or items would you include in your own cabinet or art and curiosity? In what ways do cabinets of art and curiosity inspire you to explore and learn about the world around you? What does the physical object you choose look like, feel like, smell like, and sound like? What do you notice about the different displays? What do they tell you about the different collections of your classmates? What objects or cabinets are you most curious about? How does your collection represent you? If someone from 100 years in the future found your cabinet, what would they learn about your life?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use geometric shapes (oval, circles, rectangles, squares) to draw the basic shapes of the positive space (cabinet, windows, door handles, cupboards) for the Clover Robin Porcelain Cabinets

3. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow, shadow) and highlights (reflective light, light source) for the Clover Robin Porcelain Cabinets 

Day Two, Art Start

1. Retrieve Clover Robin Porcelain Cabinets for Assigned Tables 

2. Cake Shop (2026) Clover Robin

3. Discussion Questions "What items (dishes, pitchers, bowls, plates, mugs) do you see on these shelves? Which items appears the smallest and which items appear the largest? What different patterns can you find in this artwork? How many colors can you name in this artwork? Does the artist use realistic colors or are these colors more fun? Do you any shapes (circles, rectangles, squares) repeating in this artwork? How do you think the artist made this? Can you see where paper might have been cut out and glued on top of the brown background? Whose cupboard do you think this is? Is it from a giant's house, a colorful cafe, or a grandma's kitchen? If you could pick one item to use for breakfast, which one would it be? What do you think is missing from the shelves in this artwork?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) to make decorative patterns (stripes, swirls, waves) for the Clover Robin Porcelain Cabinets

2. Use decorative patterns (stripes, swirls, waves) to add designs to the positive space (foreground, cabinet, windows, cupboards) of the Clover Robin Porcelain Cabinets

3. Use color combinations (analogous, secondary, intermediate) to fill in the negative space (background) of the Clover Robin Porcelain Cabinets

Day Three, Art Start

1. Retrieve Clover Robin Porcelain Cabinets for Assigned Tables 

2. Set Up Studio Area (scissors, glue sticks, texture plates, colored pencils) 

Lesson Activities

1, Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground, cabinet, windows, cupboards) of the Clover Robin Porcelain Cabinets 

2, Add highlights (reflective light, light source) to the positive space (foreground, middle ground, cabinet) of the Clover Robin Porcelain Cabinets

3. Add illusion of depth by adding shadows (cast shadow, reflective shadow, shadow) to the negative space (background) of the Clover Robin Porcelain Cabinets 

Artist Examples

Student Examples 

Over Under Frogs Paintings

Learning Targets

I can...

• Create an original Over Under Frogs Paintings using drawing techniques learned in class
• Use line types (horizontal vertical diagonal), shape variation (geometric, organic, free form), and texture (actual visual implied) inspired by American Artist (2005-Present) Samuel Popovich
• Use painting techniques (impasto, alla prima, glazing, dry brush) and design principles (composition, movement, variation) based on American Art
• Define Anthropomorphic (a description of human form, personality, or attributes to non-human entities)

Lesson One
Day One, Art Start

1. Frog Ross (2024) Samuel Popovich

2. Read Tuesday by David Wiesner

3. Discussion Questions "Did you know some frogs can jump up to 20 times their body length? What else could be in the pond with the frog? How can we draw inspiration from the artist's life and art to explore the frog life cycles? How can we draw inspiration from the artist's life and art to understand the frog's role as an indicator species? How do these artworks make you feel? What do you think motivated the artist to create immersive art? What do you think the artist's artwork expresses about his own feelings? Do learners think this is an indicator that the frog did not feel healthy, safe, or creative in the previous environment? What kind of environment do learners require to feel heathy, safe, and creative? What elements of their environment can help them to thrive? What elements in their environment hinder their wellness? How do we affect our environment with art? How is our art an indicator of our environmental health?"

Lesson Activities

1. Use ruler, compass, or straightedge to draw the scenery (background, foreground, middle ground) of the Over Under Frog Paintings

2. Add details (leaves, flowers, trees, plants) with the scenery (foreground, middle ground, background) of the Over Under Frog Paintings

3. Use colored sharpies to outline the scenery (foreground, middle ground, background) of the Over Under Frog Paintings 

Day Two, Art Start

1. Retrieve Over Under Frog Paintings for Assigned Tables 

2. Honest Work (2025) Samuel Popovich

3. Discussion Questions "What do you think will happen to the frogs next Tuesday night? What would you do if you were one of the frogs flying on a lily pad? How can you tell what time of day it is in this picture? Why are the police officers so confused when they find the lily pads? What do you notice on the front cover? Why do you think the dog is looking up? Why do you think the author choose a day of the week for the title? What would you do if you saw frogs flying outside your window? Why are the townspeople puzzled about finding lily pads everywhere? What clues did the frogs leave behind? Why do you think David Wiesner decided not to use words? How would the story change if there were words on every page?"

Lesson Activities 

1. Add patterns (swirls, clouds, stars) into the scenery (foreground, middle ground, background) of the Over Under Frogs Paintings

2. Use color combinations (analogous, complementary, intermediate) to fill in the scenery (foreground, middle ground, background) of the Over Under Frogs Paintings

3. Use color combinations (analogous, complementary, intermediate) to fill in the scenery (foreground, middle ground, background) of the Over Under Frog Paintings

Day Three, Art Start

1. Retrieve Over Under Frogs Paintings for Assigned Tables 

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

Lesson Activities

1. Add highlights (reflective light, light source, reflection) within the scenery (foreground, middle ground, background) of the Over Under Frogs Paintings

2. Add shadows (cast shadow, reflective shadow) within the scenery (foreground, middle ground, background) of the Over Under Frog Paintings

3. Add details (animals, plants, accessories) within the scenery (foreground, middle ground, background) of the Over Under Sheep Paintings

Artist Examples

Student Examples 

Catching Butterflies Collages

Learning Targets

I can...

• Create an original Catching Butterflies Collages using drawing techniques learned in class
• Use line types (horizontal vertical diagonal), shape variation (geometric organic free form), and texture (actual visual implied) inspired by German Illustrator (1647-1717) Maria Sibylla Merian
• Use collage techniques (juxtaposition, layering, composition, adhesive) and design principles (variation emphasis movement) based on Scientific Illustrations
• Define Illustration (a visual representation (drawing, painting, photograph, digital image) created to explain, interpret, decorate, or enhance text, concept, or process)

Lesson One
Day One, Art Start

1. Merian's Branch Of West Indian Cherry With Achilles Morpho Butterfly (1702-1703) Maria Sibylla Merian

2. Read Butterfly Park by Elly MacKay

3. Discussion Questions "Did you know Merian traveled to Suriman with her daughter at the age of 52 to study tropical flora and fauna? Did you know she was the first artist to embark on a field excursion when these did not exist in science yet? Did you know her step father was the renowned still life painter Jacob Marrel? Do you think art, science, natural observation, and artistic intention work well together? Are there any aspects of her life and work that you find particularly remarkable? Did you know Merian was alive during the Dutch Golden Age? How do you think she was a successful artist despite many restrictions on women at the time? Did you know Merian funded her own artwork by selling her drawings, engravings, and books? Did you know Merian invented the field of ecology we know today? What advice do you think Merian would give young women considering science as a career path today?"

Lesson Activities

1. Choose a butterfly reference photograph for the positive space (foreground, butterfly) of the Catching Butterflies Collages

2. Use line types (horizontal, vertical, diagonal) to fill in positive space (foreground, butterfly) of the Catching Butterflies Collages

3. Use line types (horizontal, vertical, diagonal) to fill in the negative space (background) of the Catching Butterflies Collages

Day Two, Art Start

1. Retrieve Catching Butterflies Collages for Assigned Table

2. Butterfly Peacock Mirror On Forage Plant (1705) Maria Sibylla Merian

3. Discussion Questions "What medium do you think the illustrator used? Why do you think that they choose these colors? Is there a reason yellow is shown only on a couple of pages? Why do the colors change on this page when the main character is sad? Are all the lines in this book pointing in only one direction? Why are the lines pointing in one direction? How many patterns are on this single page? How can we care for our caterpillars and butterflies? Can you show me the flight path the butterfly took before it reached the net? Do you see any patterns or designs on the wings that might help the butterfly hide? What kind of background should we add to show where this butterfly lives- a garden, a river, or a mountain? What can you tell me about the person with the net- are they running fast or sneaking quietly? If your butterfly escaped the net, where is the first place it would fly too? How can we make both sides match like a mirror? Where does your butterfly go when it rains? Should we catch this butterfly to study in a journal or is it going to a special butterfly garden?" 

Lesson Activities

1. Draw an outline of the selected butterfly reference for the positive space (foreground, butterflies) onto the watercolor paper

2. Use graphite techniques (engraving, carving, scratching) with a stylus to add highlights (light source, reflective light) to the Catching Butterflies Collages

3. Use graphite techniques (engraving, carving, scratching) with a stylus to add shadows (reflective light, cast shadow) to the Catching Butterflies Collages 

Day Three, Art Start

1. Retrieve Catching Butterflies Collages for Assigned Tables

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

Lesson Activities

1. Use graphite techniques (carving, scratching, engraving) with a stylus to finish adding details (clouds, leaves, net) to the Catching Butterflies Collages

2. Add value (lightness, darkness, highlights, shadows) to the positive space (foreground, butterflies) of the Catching Butterflies Collages

3. Add details (clouds, leaves, nets) using illustrative techniques (hatching, stippling, cross hatching) to the final Catching Butterflies Collages

Artist Examples

Student Examples 

Sea Otter Watercolor Paintings

Learning Targets

I can...

• Create an original Sea Otter Watercolor Painting using drawing techniques learned in class
• Use line types (diagonal lines, action lines, curved lines, flow lines, zigzag lines), value (lightness, darkness, tone, tint, shade), and texture (actual, visual, implied) inspired by American Photographer (1946-Present) Thomas D. Mangelsen
• Use painting techniques (sponge, stamps, salt, splatter) and design principles (contrast, movement, repetition) based on American Art
• Define Movement (create the look or feeling of action by guiding the viewer's eyes through a composition)

Lesson One
Day One, Art Start

1. Ocean Lullaby (2017) Thomas D. Mangelsen

2. Read Pup The Sea Otter by Jonathan London

3. Discussion Questions "How is water pollution harmful to sea otters? What are some objects that do not float in the water? Do you know that sea otters are called clowns of the sea? Do you like to swim in the water like a sea otter? Could you swim in the water wearing a thick coat? Where do these cute little sea otters spend most of their time? Did you know sea otters have webbed feet that allow them to swim quickly? Why do you think sea otters spend so much time in the water? Did you know sea otters are the smallest marine mammals on earth? How many hairs are a sea turtle compared to a human? Did you know that sea otters have the thickest fur of any animal? Why do sea otters hold hands while sleeping? How can you create a watery texture for the background using salt, sponges, painting, or horizontal brushstrokes?"

Lesson Activities

1. Use observational drawing techniques (composition, light source, reflective light) to draw the basic shapes (waves, seaweed, rocks) of the Sea Otter Watercolor Paintings

2. Add basic shapes (triangles, circles, rectangles) to add details (stars, plants, fish, objects) to the positive space (foreground, sea otter) of the Sea Otter Watercolor Paintings

3. Add decorative details (border, glitter, embellishments) to the positive space (foreground, sea otter) of the Sea Otter Watercolor Paintings 

Day Two, Art Start

1. Retrieve Sea Otter Watercolor Paintings for Assigned Tables 

2. Tide Rider Sea Otter (2021) Thomas D. Mangelsen

3. Discussion Questions "What geometric shapes (circles for the head, oval for the chest, long oval for the torso) do you see in the otter's body? Why do you think the artist gave the otter small, dark eyes and tiny ears? How can we use lines to make the fur look thick and soft? How can we use types of lines to make the water look like it has movement? Is your otter floating on its back, diving, or holding something like a shell? Why do you think sea otters are often shown holding hands or wrapping themselves in kelp? How does your artwork show that the otter is a keystone speices that helps the ocean? Why do you think we are painting the otter on its back? How does its long, flat tail help it stay afloat like a boat? How many different shades of brown can you see in the otter's fur? How can we layer light and dark colors to make them look fluffy?"

Lesson Activities 

1. Use color combinations (analogous, secondary, primary) to fill in the positive space (foreground, sea otter) of the Sea Otter Watercolor Paintings 

2. Use color combinations (analogous, secondary, primary) to fill in the negative space (background) of the Sea Otter Watercolor Paintings 

3. Add intricate embellishments to the decorative details (border, glitter, stars) of the positive space (foreground, sea otter) of the Sea Otter Watercolor Paintings 

Day Three, Art Start

1. Retrieve Sea Otter Watercolor Paintings for Assigned Tables 

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

Lesson Activities

1. Add highlights (reflective light, light source) to the positive space (foreground, sea otter) of the Sea Otter Watercolor Paintings

2. Add shadows (cast shadow, reflective shadow) to the negative space (background) of the Sea Otter Watercolor Paintings

3. Add high contrast (shaded areas, reflective areas) to the positive space (foreground, sea otters) of the Sea Otter Watercolor Paintings

Artist Examples

Student Examples

Printmaking Sheep

Learning Targets

I can...

• Create an original Printmaking Sheep using drawing techniques learned in class
• Use color combinations (analogous, complementary, intermediate), shape variation (geometric, organic, free form), and texture (actual, visual, implied) inspired by American Artist (1976-Present) Eli Halpin
• Use intermediate colors (yellow/green, blue/green, blue/violet, red/orange) and design principles (composition, balance, movement) based on American Art
• Define Intermediate Colors (hues created by mixing a primary color with an adjacent secondary color on the color wheel)

Lesson One
Day One, Art Start

1. Sheep (2017) Eli Halpin

2. Read Sheep In A Shop by Nancy E. Shaw 

3. Discussion Questions "What is the name of your sheep? What kind of personality does this sheep have? Where would your sheep like to live? If you could touch your sheep's wool in the ring, what would it feel like- is it soft, bumpy, or fuzzy? Did you include any fun details like the rectangle pupils sheep have for a wide field of vision? Why did you choose certain shapes, like ovals for the body or rectangles for the legs? How many prints did you make from your plate, and does each one look the same? Did you need to reapply more ink to keep the wool looking bright and white? What is your favorite part of your artwork- the foreground, middle ground, or background? What was the most challenging part of making your sheep? If your sheep were going to party, would it wear its wool natural or would it dye it bright rainbow color?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Draw three thumbnail sketches of sheep using observational drawing skills (contour, outline, continuous) for the Printmaking Sheep

3. Add details (reflective light, light source, cast shadow) to the negative space (background) of the Printmaking Sheep

Day Two, Art Start

1. Retrieve Printmaking Sheep for Assigned Tables 

2.  Sheep Duo (2025) Eli Halpin

3. Discussion Questions "What did you use to make the sheep's wool have texture? Why did you choose these colors for your sheep? What was the hardest part about pressing your sheep onto the paper? What is the name of your sheep? What is the sheep's favorite snack- grass or chocolate chip cookies? What was the trickiest part getting the right amount of ink or making sure the sheep had all four legs? If you were to make a whole flock of these, would you change anything about the second one? If you were teaching a friend how to make a sheep print, what would be the top secret top you would give them? Does the shape of your sheep remind you of a cloud you have seen in the sky? What kind of sweater do you think your sheep would want to wear?" 

Lesson Activities

1. Use drawing techniques (contour, outline, continuous) to add basic shapes (circle, rectangle, oval) to the Printmaking Sheep

2. Use design principles (composition, gradation, repetition) to fill in the positive space (foreground, sheep) of the Printmaking Sheep

3. Use drawing techniques (contour, outline, continuous) to add patterns (swirls, loops, waves) to the positive space (foreground, sheep) of the Printmaking Sheep

Day Three, Art Start

1. Retrieve Printmaking Sheep for Assigned Tables

2. Set Up Studio Area (bubble wrap, rollers, speed ball ink)

Lesson Activities

1. Use intermediate colors (yellow/green, blue/green, blue/violet, red/orange) to fill in the positive space (foreground, sheep) of the Printmaking Sheep

2. Use intermediate colors (yellow/green, blue/green, blue/violet, red/orange) to fill in the negative space (background) of the Printmaking Sheep

3. Add design details (shadows, reflective light, cast shadow) to the negative space (background) of the Printmaking Sheep

Artist Examples

Student Examples