MiSs Rs ArT RoOm

Welcome to our Online Art Classroom! This website shows everything happening in the art room! The students love hearing how fun, creative, and beautiful their masterpieces are! Thank you for stopping by!

Wednesday, October 5, 2022

BISA BUTLER SELF PORTRAITS

 Bisa Butler Self Portraits

Learning Targets

I can...

  • Create an original Bisa Butler Self Portraits using printmaking techniques learned in class
  • Use line variation (continuous, contour, outline), shape types (geometric, organic, free form), and texture (actual, implied, visual) inspired by American Fiber Artist (1973-Present) Bisa Butler
  • Use drawing techniques (cross hatching, stippling, scribbling) and design principles (balance, portion, harmony) based on Fiber Art
  • Define Portrait (a painting or drawing of the face, head, and shoulders)

Lesson One
Day One, Art Start

1. The Tea (2017) Bisa Butler

2. Read "Bisa Butler: Portraits" by Erica Warren

3. Discussion Questions "Do you think this is a self-portrait? How does this portrait make you feel? Are you interested in the portrait? Do you like the way the artist has arranged the picture? Do you like the way the artist has shown details? Can you predict if a male or female artist created this portrait? What is a portrait? Why do artist paint portraits? Who is the person in the portrait? How old is the person? What does the picture tell you about the time that the subject was made? How do you think the artist felt about the person he or she painted? How do you think the person in the picture is feeling? What is the mood of the person in the picture? How can you tell?"

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 self portrait

3. Use graphite pencil to add facial features (eyes, nose, mouth, eyebrows) to the positive space (portrait) of the Bisa Butler Self Portraits 

Day Two, Art Start

1. Retrieve Bisa Butler Self Portraits for Assigned Tables

2. The Princess (2017) Bisa Butler

3. Discussion Questions "How has the artist arranged the portrait? Do you think the person posted for this portrait? Where is the person looking (at the viewing, away, at something else)? If there is more than one person in the picture, are they touching? What could this mean? What does the background and the objects in the background of the picture tell us? How much space has the artist left around the person? How is the space being used? What view of the person is pictured? Is the portrait realistic or is the portrait abstract? What shapes can you see in this portrait? Are the lines in the portrait straight or curved? How often does the artist repeat certain colors or shapes within the portrait?"

Lesson Activities

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

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

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

Day Three, Art Start

1. Retrieve Bisa Butler Self Portrait for Assigned Table

2. Set Up Studio Area (acetate, sharpie markers, pens)

Lesson Activities

1. Use primary colors (red yellow blue) to fill in the positive space (clothing, jewelry, facial features) of the self portrait

2. Use primary colors (red blue yellow) to fill in the negative space (background) of the self portrait

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

Artist Examples


Student Examples

Tuesday, October 4, 2022

YELLENA JAMES COMPOSITIONS

 Yellena James Compositions

Learning Targets

I can...

  • Create an original Yellena James Composition using drawing techniques learned in class
  • Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and pattern (swirls, dots, waves) inspired by Contemporary Artist (1977-Present) Yellena James
  • Use painting methods (luminosity, opaque, transparent) and design principles (composition, gradation, repetition) based on Contemporary Art
  • Define Composition (all elements working together to produce a work of art)

Lesson One
Day One, Art Start

1. Vitals (2022) Yellena James

2. Read Star, Branch, Spiral, Fan: Learn To Draw From Nature's Perfect Design Structures by Yellena James

3. Discussion Questions "What sort of edges do you see in this piece? Do you see anything repeating within this painting? What kind of balance do you see in this piece? Would you say this work is symmetrical or asymmetrical? Is the artwork the same on both sides? Is the paint blending together? What kind of edge is that? What rhythm and motion do you see within this painting? Where do you see these colors in the world? Where do you see form in the world? What lines can you see in this painting? How do we see this artwork in our daily lives?"

Lesson Activities

1. Choose 12" X 15" Painting Paper

2. Draw three line types (horizontal, vertical, diagonal) for the positive space (foreground) of the abstract compositions

3. Outline the three line types (horizontal, vertical, diagonal) with black oil pastels for the positive space (foreground) of the Yellena James Compositions

Day Two, Art Start

1. Retrieve Yellena James Compositions for Assigned Table

2. Thrivee (2022) Yellena James

3. Discussion Questions "What is abstract art? What do you think abstract means? Can you recognize anything in this painting? Which work is abstract? What makes these paintings alike? Is art the Ida or is art the final product? What do you see? What does this work of art remind you of? What do you think this work of art is made of? Where would you display this work of art? Does this work follow any mathematical principles? What types of math tools- geometry, permutation, etc.- do you think were used? Are both of these artworks three dimensional solids? How would you describe the pattern? How many faces does it have? What is the space of each face?"

Lesson Activities

1. Use drawing techniques (contour, outline, continuous) to add basic shapes (geometric, organic, free form) to the positive space (foreground) of the abstract compositions

2. Use drawing techniques (contour, outline, continuous) to add basic shapes (geometric, organic, free forms) to the negative space (background) of the abstract compositions 

3. Use drawing techniques (contour, outline, continuous) to add details (pattern, repetition, texture) to the Yellena James Compositions

Day Three, Art Start

1. Retrieve Yellena James Compositions for Assigned Tables

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

Lesson Activities

1. Use complementary colors (red green; blue orange; purple, yellow) to fill in the positive shape (foreground) of the abstract compositions 

2. Use complementary colors (red green; blue orange; purple, yellow) to fill in the negative space (background) of the abstract compositions

3. Add design details (geometric shapes, decorative borders, patterns) to the positive space (foreground) of the Yellena James Compositions

Artist Examples


Student Examples

MAGRITTE DOVE COLLAGES

 Magritte Dove Collages

Learning Targets

I can...

  • Create an original Magritte Dove Collages using drawing techniques learned in class
  • Use color combinations (warm colors, cool colors, analogous colors), shape variation (geoemtroic, organic, free form), and texture (actual, implied, visual) inspired by Surrealist Artist (1898-1967) Rene Magritte 
  • Use collage techniques (assemblage, arrangement, mixed media) and design principles (emphasis, repetition, proportion) based on Surrealism
  • Define Composition (the way different elements of an artwork are combined or arranged together

Lesson One
Day One, Art Start

1. The Big Family (1963) Rene Magritte 

2. Read Magritte's Imagination by Susan Goldman Rubin

3. Discussion Questions "Who is the artist? What is the name of the artwork? when was it painting? Is there a subject? What is it? What kinds of shapes do you see? What are the materials used? How are the colors used? What effect do they have on the artwork? How has the artist used shadows? What is the artist trying to say? What is going on in the paining? What do the different elements mean? Do you think it is a good piece of artwork? Do you like the artwork? Why or why not? What is your least favorite thing about the painting? What is your favorite ting about the painting? Is there symmetry in this painting? What type of symmetry do you see in the painting?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use graphite paper to outline three dimensional shapes (dove, cylinder, cone) for positive space (foreground) of the dove collages

3. Use graphite pencil to add texture (clouds, treetops, sand) to the positive space (foreground) of the Magritte Dove Collages 

Day Two, Art Start

1. Retrieve Magritte Dove Collages for Assigned Table 

2. The Return (1940) Rene Magritte

3. Discussion Questions "How would you describe this scene? what are some of the items you see and what do you think they mean? Is this a realistic painting? Which images are realistic? What makes it look surreal (dreamlike imaginary)? Where do you see examples of texture? Where do you see examples of replacement and juxtaposition? Why do you think the artist gave this artwork a title? How does this painting make you feel? Do you like it? Why or why not? Where were these objects placed in his artwork? What do you know about Surrealism, or the Surrealism movement? What do you think is the focal point of this painting? What is the background? Do the objects in the painting seem to be moving or still?"

Lesson Activities

1. Use cool colors (blue, green, purple) to fill in the positive space (foreground) of the dove collages

2. Use warm colors (red, orange, yellow) to fill in the negative space (background) of the dove collages

3. Use neutral colors (brown, grey, black) to add contrast to the positive space (foreground) of the Magritte Dove Collages

Day Three, Art Start

1. Retrieve Magritte Dove Collages for Assigned Table

2. Set Up Studio Area (paint brushes, water buckets, oil pastels)

Lesson Activities

1. Use neutral colors (black, grey, white) to add highlights (reflective light, light source) to the positive space (foreground) of the dove collages 

2. Use neutral colors (black, grey, white) to add shadows (reflective shadow, cast shadow) to the negative space (background) of the dove collages

3. Fill in the positive space (foreground) and negative space (background) to remove any white space from the Magritte Dove Collages

Artist Examples


Student Examples

Thursday, September 29, 2022

CLEMENTINE HUNTER ZINNIAS

 Clementine Hunter Zinnias

Learning Targets

I can...

  • Create an original Clementine Hunter Zinnias using drawing techniques learned in class
  • Use color combinations (complementary, analogous, secondary), shape variation (geometric, organic, free form), and space (positive, negative) inspired by Folk Artist (1886-1988) Clementine Hunter
  • Use observational drawing (still life, landscape, gesture) and design principles (composition, proportion, balance) based on Folk Art
  • Define Still Life (work of art showing inanimate objects from the nature or man-made world)

Lesson One 
Day One, Art Start

1. Zinnias In A Pot (1965) Clementine Hunter

2. Read Art From Her Heart: Folk Artist Clementine Hunter by Kathy Whitehead

3. Discussion Questions "Why do folk artists paint from memory? What glimpses of her everyday life and history do we see in her paintings? what scenes would you include if you were to capture the day in the life of your family or community? What tasks, places, and events are important to you and your family? What does the artist show in her pictures? What colors does the artist use? How are these pictures similar? How are these pictures different? What type of art is most interesting to you? Which do you prefer to look at? What do you think makes an interesting picture? Do you think it is important to show everyday life in art? What would be an average day for you?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use line types (horizontal vertical diagonal) to draw positive flower (flower) of flower paintings

3. Use analogous colors (red orange yellow) to fill in the positive space (flower) of the Clementine Hunter Zinnias

Day Two, Art Start

1. Retrieve Clementine Hunter Zinnias for Assigned Table

2. Zinnias In Yellow Pitcher (1970) Clementine Hunter

3. Discussion Questions "What type of flower would you be? How many flowers can you identify? Do you know the names of all these flowers? How many different colors can you find on this flower? Are some of the flowers more colorful than others? How would you describe the shape of the petals? 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 did you find each flower? How would you describe it? How would you describe its stem, petals, or leaves? Is the flower part of something else or is it growing by itself? Are there more flowers like this one nearby? If you gently touch this flower, how does it feel? Are parts of it smooth or rough? What kind of flower do you think this is? How are the flowers the same? How are the flowers different?"

Lesson Activities

1. Add shape variation (geometric, organic, free form) to negative space (background) of the flower paintings

2. Use patterns (swirls, zig zags, stripes) to add a design to the negative space (background) of the flower paintings

3. Use chalk to blend patterns (swirls, zig zags, stripes) for the negative space (background) of the Clementine Hunter Zinnias

Day Three, Art Start

1. Retrieve Clementine Hunter Zinnias for Assigned Tables

2. Set Up Studio Area (chalk pastels, erasers, colored pencils) 

Lesson Activities

1. Blend analogous colors (red, purple, blue) for the positive space (flower) of the flower paintings

2. Add highlights (light source, reflective light) to the positive space (flower) of the flower paintings

3. Add illusion of depth by adding details (petals, vase, glitter) to the positive space (flower) of the Clementine Hunter Zinnias

Artist Examples


Student Examples

Wednesday, September 28, 2022

PAPER FLOWERS

 Paper Flowers

Learning Targets

I can...

  • Create an original Paper Flowers using sculpture techniques learned in class
  • Use form (two-dimensional, three-dimensional), shape variation (geometric, organic, free form), and space (positive, negative) inspired by Oregon Artist (2007-Present) Sarah Yakawonis
  • Use quilting techniques (curl, tear, cut) and design principles (emphasis, variety, movement) based on American Art
  • Define Sculpture (making two-dimensional or three-dimensional representative or abstract forms)

Lesson One
Day One, Art Start

1. Irises: Vincent Van Gogh (2017) Sarah Yakawonis

2. Read Have You Ever Seen A Flower by Shawn Harris

3. Discussion Questions "What area of the artwork is most important? How does this artist use space? How does this artist use balance? What do we know about the artist after viewing this artwork? How do you think this artwork was made? Why do you think this artist created this work? What is the title of this artwork? How does the title contribute to understanding the mood or meaning? What title would you give this artwork? How can you connect this artwork to your own life? How might you feel differently about the world after looking at this artwork?"

Lesson Activities

1. Choose Three 12" X 12" Colored Construction Paper

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

3. Use line variation (wavy, straight, curved) as a design principle (balance, movement, repetition) within the Paper Flowers

Day Two, Art Start

1. Retrieve Paper Flowers for Assigned Table

2. Poppies, Large Flowers: Katsushika Hokusa (2017) Sarah Yakawonis

3. Discussion Questions "Who is the artist of each sculpture? What do you know about him or her? What is the subject matter? When was this sculpture completed and for whom (if known)? What medium was it done with? Why was it made, is it known? For what purpose or use does the sculpture have? How are these sculptures similar or dissimilar? What feeling was each artist trying to convey? How did the artist accomplish this composition? What do these sculpture reveal about the artist and his or 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? What action do you see and how does it contribute to the feeling of the piece? 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 Paper Flowers 

2. Use complementary colors (red green; blue orange; yellow purple) to fill in the negative space (background) of the Paper Flowers

3. Use complementary colors (red green; blue orange; yellow purple) to fill in the positive space (foreground) of the Paper Flowers

Day Three, Art Start

1. Retrieve Paper Flowers for Assigned Tables

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

Lesson Activities

1. Use scissors to cut out two dimensional symmetrical shapes (heart, star, circle) to create a three dimensional Paper Flowers 

2. Glue down three dimensional symmetrical shapes (cylinder, cone, cube) to the positive space (flower) of the Paper Flowers

3. Use sharpie markers to add beautiful patterns (hearts, swirls, stripes) to the positive space (flower) of the Paper Flowers

Artist Examples


Student Examples

Tuesday, September 27, 2022

CHECKERBOARD SPIDERWEBS

 Checkerboard Spiderwebs

Learning Targets

I can...

  • Create an original Checkerboard Spiderwebs using drawing techniques learned in class
  • Use form (two dimensional, three dimensional), texture (implied, smooth), and shape (geometric, organic) based on Avant-Garde Artist (1911-2010) Louise Bourgeois
  • Use science connections (life cycle, main insect parts, surroundings) and design principles (balance, proportion, variety) relating to African Folk Art
  • Define Illusion (the technique of using realistic imagery to create the optical effect of depth)

Lesson One
Day One, Art Start

1. Avante-Garde Artist (1911-2010) Louise Bourgeois

2. World's Largest Sculpture- Mayan (1999) Louise Borgeois

3. Read Famous Quote "The Spider is an ode to my mother. She was my best friend. Like a spider, my mother was a weaver. My family was in the business of tapestry restoration, and my mother was in charge of the workshop. Like spiders, my mother was very clever. Spiders are friendly presences that eat mosquitoes. We know that mosquitoes spread disease and are therefore unwanted. So, spiders are helpful and protective, like my mother."

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use pencils to draw contour lines of positive space (insects, spider) onto drawing paper for the spiderweb drawings

3. Use permanent marker to outline the line types (contour, outline, continuous) of the Checkerboard Spiderwebs

Day Two, Art Start

1. Retrieve Checkerboard Spiderwebs for Assigned Tables

2. African Folklore & Culture- Anansi Spider

3. Discussion Questions "Why are insects so colorful? Which insects are bigger, the male or the female? What are some differences between moths and butterflies? What types of shapes can you use to break up the drawing? Which wings look transparent like you are looking through the wing of an insect? Where are spiders commonly found? How many legs does a spider have? How many body parts do spiders have? What is the smallest spider in the world? What is the most poisonous spider in North America?" 

Lesson Activities

1. Add line variation (horizontal, vertical, diagonal) and patterns (stripes, polka dots, waves) within the positive space (spider) of the spiderweb drawings

2. Use complementary colors (red, green; yellow, purple; blue, orange) to fill in the negative space (background) of the spiderwebs drawings

3. Use neutral colors (black, white, grey) to fill in the positive space (spider) of the Checkerboard Spiderwebs

Day Three, Art Start

1. Retrieve Checkerboard Spiderwebs for Assigned Tables

2. Set Up Studio Area (paintbrushes, water buckets, painting paper)

Lesson Activities

1. Use value (lightness, darkness) to add highlights (reflective light, light source) to the positive space (spider) of the spiderwebs drawings

2. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow) to the negative space (background) of the spiderweb drawings

3. Use implied texture to add details (eyeballs, legs, designs) to the positive space (spider) of the Checkerboard Spiderwebs 

Artist Examples

Student Examples