MiSs Rs ArT RoOm

Clay Puffer Fish

Learning Targets

I can...

• Create an original Clay Puffer Fish using ceramic techniques learned in class
• Use form (two dimensional, three dimensional), space (positive, negative), and texture (actual, visual, implied) inspired by Australian Visual Artist (1977-Present) Tom Moore
• Use sculpture techniques (carving, modeling, casting, assembling) and design principles (composition, repetition, balance) based on Glass Art
• Define Anthropomorphic (giving human form, traits, emotions, speech, or behaviors to nonhuman beings such as animals, objects, or natural forces)

Lesson One
Day One, Art Start

1. Pyrotechnic Puffer Fish (2016) Tom Moore

2. Read Barry The Fish With Fingers by Sue Hendra

3. Discussion Questions "What is the favorite snack choice of a puffer fish? How can we show that the puffer fish might like eating green leaves or crunchy crabs? Is your puffer fish sharp, prickly, bumpy, or soft? Where does your puffer fish like to live (stamp textures, seashells, comb, rough coral, aluminum foil)? What type of fins does the puffer fish have to make the fish a speedy swimmer or a slow drifter? Does your puffer fish have a best underwater friend such as a starfish, snail, or worm to put on top of the head? What makes your puffer fish different from every other fish in the ocean? Will the fish be round, oval, tall, short, or an unusual shape? Could the puffer fish have oversized eyes, tiny fins, or a funny mouth? What could you change about your spikes, eyes, or patterns to make your fish one of a kind? What makes your puffer fish different from all other puffer fish in the ocean?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) for proportions (head, eyes, tail) within the positive space (foreground, middle ground, puffer fish) of the Clay Puffer Fish

2. Mold clay into basic shapes (circle eyes, triangle tail, oval body) for the positive space (foreground, middle ground, puffer fish) of the Clay Puffer Fish

3. Use modeling tools to draw facial features (whiskers, gills, scales, fins) for the positive space (foreground, middle ground, puffer fish) of the Clay Puffer Fish

Day Two, Art Start

1. Retrieve Clay Puffer Fish for Assigned Tables 

2. Puffer Pair (2021) Tom Moore

3. Discussion Questions "What is a puffer fish? How big can puffer fish grow? How many varieties of puffer fish are there? How long can puffer fish live? Why did the artist use those colors and background for the puffer fish? What do you think is beautiful about this artwork? What can you learn from viewing this artwork? Why are fish important to the ecosystem? What special features do fish have? What are fish a sign of? What is the hidden meaning of seeing a fish? How far can a fish swim? What are the unique characteristics of a fish? What do you think fish eat? What do fish have on the scales? What type of fish are in our story? What type of noises do fish make? Which types of fish live in North America? Do either or both of these fish live where you do?"

Lesson Activities

1. Add facial features (whiskers, eye lids, eyelashes, fins) for the positive space (foreground, middle ground, fish) of the Clay Puffer Fish

2. Add details (patterns, scales, stripes) to the positive space (foreground, middle ground, fish) of the Clay Puffer Fish

3. Use modeling tools (brush, grips, paddle) to smooth out the facial features (whiskers, eye lids, eyelashes) for the Clay Puffer Fish 

Day Three, Art Start

1. Retrieve Clay Puffer Fish for Assigned Tables

2. Set Up Studio Area (rubber mat, modeling tools, water bucket, air dry clay) 

Lesson Activities

1. Add color combinations (warm/cool colors, analogous colors, complementary colors) for the positive space (foreground, middle ground, fish) of the Clay Puffer Fish

2. Add color combinations (warm/cool colors, analogous colors, complementary colors) for the negative space (background) of the Clay Puffer Fish

3. Apply Gloss Fish to the facial proportions, facial features, and accessories of the Clay Puffer Fish 

Artist Examples

Student Examples

Heart Lollipops

Learning Targets

I can...

• Create an original Heart Lollipops using drawing techniques learned in class
• Use color combinations (warm/cool colors, analogous colors, monochromatic), shape variation (geometric, organic, free form), and value (lightness, darkness, tints, shades) inspired by American Artist (1920-2021) Wayne Thiebaud
• Use observational drawings (proportions, perspective, sighting, quality) and design principles (composition, proportion, balanced) based on American Art
•  Define Subject Matter (the visual material, object, person, place, or event that the artwork depicts)

Lesson One
Day One, Art Start

1. Seven Suckers (1920) Wayne Thiebaud

2. Read Henry's Lollipop by Robert Quackenbush

3. Discussion Questions "What makes a candy look real or shiny in a painting? How did Wayne Thiebaud make a flat piece of candy look like it has weight, roundness, and a halo of bright light? How does the artist make these candies look real enough to eat? How can artists turn an everyday object into an interesting work of art? Can you think of an artist that uses everyday objects in artwork? How can you make your lollipop large enough to become the focal point? Which colors remind you of Valentines Day? How can artists use color, shape, and pattern to express love and kindness through art? How can we make our artwork unique while exploring a shared theme? What flavor or color makes you think of love and happiness? Do you want think to look like a tiny candy or a giant cartoon heart? How does liquid sugar turn into a hard candy stick?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use graphite pencil to draw shape variation (geometric, organic, free form) for the positive space (foreground, middle ground, lollipop) of the Heart Lollipops 

3. Use graphite pencil to draw line types (horizontal, vertical, diagonal) for the positive space (foreground, middle ground, lollipop) of the Heart Lollipops 

Day Two, Art Start 

1. Retrieve Heart Lollipops for Assigned Tables 

2. Little Red Suckers (1971) Wayne Thiebaud

3. Discussion Questions "What types of lollipops are there? Where are these lollipops? How are the lollipops displayed? How is the painting drawn? How many layers does this lollipop consist of? Which of the choices below are the smallest lollipops? What types of lollipops do you like? What is the shape of your lollipops? How would you decorate your lollipop? What colors are used for this type of lollipop? What materials did Wayne Thiebaud use? Who was Wayne Thiebaud influenced by? What color schemes does he use analogous, complementary, or secondary? How do you think these lollipops would feel? How do the shadows help this artwork to look real? What is the painting about? What is the mood in this artwork?" 

Lesson Activities

1. Use oil pastels to fill in the positive space (foreground, middle ground, lollipops) with color combinations (analogous, complementary, secondary) for the Heart Lollipops

2. Use oil pastels to fill in the negative space (background) with color combinations (analogous, complementary, secondary) for the Heart Lollipops 

3. Add details (background, decorations, wallpaper) to the negative space (background) of the Heart Lollipops 

Day Three, Art Start 

1. Retrieve Heart Lollipops for Assigned Tables 

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

Lesson Activities

1. Add highlights (light source, reflective light, highlight) to the positive space (foreground, middle ground, lollipops) of the Heart Lollipop

2. Add shadows (cast shadow, reflective shadow, shadows) to the negative space (background) of the Heart Lollipop

3. Add embellishments (glitter, beads, ribbons) to details (background, decorations, wallpaper) of the Heart Lollipops 

Artist Examples

Student Examples 

Love Bug Designs

Learning Targets

I can...

• Create an original Love Bugs using drawing techniques learned in class
• Use color combinations (warm/cool colors, analogous colors, monochromatic colors), shape variation (geometric, organic, free form), and line types (horizontal, vertical, diagonal) inspired by Contemporary Artist (1993-Present) Alake Shilling
• Use mixed media techniques (collage, assemblage, layering, stamping, texturizing) and design principles (composition, variation, proportion) based on Contemporary Art
• Define Symmetry (a style of balance where two halves or sides of an artwork match each other like a mirror reflection)

Lesson One
Day One, Art Start

1. Tender Lady Bug Holding A Heart As Big As Its Sneakers (2023) Alake Shilling

2. Read The Grouchy Ladybug by Eric Carle

3. Discussion Questions "How can artists use their imagination to change the appearance of an insect? Why do artists make different choices when creating artwork about the same subject? How can we create a love bug that represents a positive message? How can we use color to express love, happiness, and friendship? How do artists use shapes, colors, and patterns to create an imaginary love bug? How can artists use patterns and symmetry to create interesting designs? How can lines, shapes, and colors communicate feelings? What is the name of your love bug? What are your love bugs favorite thing to do? What special power does your love bug have to spread kindness and love? Who is someone special in your life that this love bug reminds you of? How do our design choices help tell about what our bug is like?"

Lesson Activities

1. Use drawing techniques (layering, overlapping, cropping) to fill in the positive space (foreground, composition, bug) of the Love Bug Designs

2. Use drawing techniques (layering, overlapping, cropping) to add the parts (wings, pinchers, legs, designs) of the Love Bug Designs

3. Add design details (eyes, patterns, wings, legs) to the positive space (foreground, middle ground, composition, bug) of the Love Bug Designs 

Day Two, Art Start

1. Retrieve Love Bug Designs for Assigned Tables 

2. Totally Fungi (2024) Alake Shilling

3. Discussion Questions "Why do you think insects are so colorful? Which insect is bigger, the male or the female? What are some differences between insects? Why are insects symmetrical? What is the important part in this drawing? Why types of shapes can you use to break up your drawing? Which wing looks transparent like you are look through the wing of the insect? What is the difference between bugs and insects? How long do bugs, spiders, and insects live? How many kinds of bugs are there? Why do bugs have the skeleton on the outside? Do you think bugs and insects are interesting? Are there any bugs or insects you are afraid of? Do you know any interesting facts about bugs and insects? What is the strangest bug or insect you have seen? What kind of bugs and insects are dangerous? Why are bugs and insects so small? Have you ever seen a ladybug?"

Lesson Activities

1. Use value (highlights, reflective light, cast light) to add contrast to the positive space (foreground, middle ground, bug) of the Love Bug Designs 

2. Use value (cast shadow, shadow, reflective shadow) to add contrast to the negative space (background) of the Love Bug Designs 

3. Use texture (actual, visual, implied) to add details (wings, pinchers, legs) to the positive space (foreground, middle ground, bug) of the Love Bug Designs

Day Three, Art Start

1. Retrieve Love Bug Designs for Assigned Tables 

2. Set Up Studio Area (tempera paint, paintbrushes, pencils, erasers) 

Lesson Activities

1. Use color combinations (warm/cool colors, analogous colors, monochromatic colors) to fill in the positive space (foreground, middle ground, bugs) of the Love Bug Designs

2. Use color combinations (warm/cool colors, analogous colors, monochromatic colors) to fill in the negative space (background) of the Love Bug Designs 

3. Use metallic colors (gold silver bronze) to outline the line types (horizontal, vertical, diagonal) of the positive space (foreground, middle ground, bug) of the Love Bug Designs 

Artist Examples

Student Examples 

Rainbow Four Letter Words

Learning Targets

I can...

• Create an original Rainbow Four Letter Words using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by Conceptual Artist (1928-2007) Sol LeWitt
• Use color sequence (arrangement, patterns, sequential) and design principles (repetition, composition, variation) based on American Art
• Define Typography (the art, craft, and technique of arranging type (letters, numbers, symbols) to make written language legible, readable, and visually appealing when displayed)

Lesson One
Day One, Art Start

1. Arcs And Bands (1999) Sol LeWitt

2. Read The Word Collector by Peter H. Reynolds 

3.  Discussion Questions "How can we use color, shape, and lettering to turn our names into unique works of art? What happens when we put different colors next to each other? Which colors capture your attention in this artwork? Can letters become shapes, patterns, and designs? What colors would you choose to represent your personality? How can artists use color and lettering to communicate a positive message? Why would an artist choose to make certain letters larger than others? How can our individual artwork contribute to positive classroom community? How do colors influence the feelings and emotions we experience when viewing artwork? How can we use art to express positive thoughts and encourage others? Why is it important to share encouraging messages with our community?" 

Lesson Activities

1. Choose 12" X 15" Painting Paper 

2. Use protractors, rulers, and letter stencils to fill in the positive space (foreground, middle ground, letters) of the Rainbow Four Letter Words 

3.  Use size differentiation (small, medium, large) to add a focal point in the positive space (foreground, middle ground, letters) of the Rainbow Four Letter Words 

Day Two, Art Start

1. Retrieve Rainbow Four Letter Words for Assigned Tables 

2. Arcs And Bands In Colors A-F (1999) Sol LeWitt 

3. Discussion Questions "What happens when you overlap things in your own artwork? What similarities do you notice in these artworks? What differences do you notice in these artworks? How can you ouse a stencil to create letters in your own artwork? What are some ways you can make an object, person ,or place look like a print? What is a foot in a letter? What is uppercase? What is lowercase? Does the typography communicate visually? What is going on in this artwork? What was your first reaction to this artwork? Why do you think you had this reaction? Does your opinion about the artwork change the longer you look at it? What types of lines are being used in this artwork? What types of colors are being used in this artwork? Which area of the artwork is emphasized by the artist? Which area of the artwork is most important?" 

Lesson Activities

1. Use protractor, rulers, and letter stencils to fill in the negative space (background) of the Rainbow Four Letter Words  

2. Use size differentiation (small, medium, large) to add a focal point in the negative space (background) of the Rainbow Four Letter Words

3. Use highlights (reflective light, light source, cast light) to fill in the positive space (foreground, middle ground, letters) of the Rainbow Four Letter Words 

Day Three, Art Start

1. Retrieve Rainbow Four Letter Words for Assigned Tables 

2. Set Up Studio Area (washable markers, pencils, erasers, crayons) 

Lesson Activities

1. Use shadows (reflective shadow, cast shadow, shadow) to fill in the negative space (background) of the Rainbow Four Letter Words

2. Use neutral colors (black, grey, white, brown) to fill in the negative space (background) of the Rainbow Four Letter Words

3. Add relief pieces (styrofoam pieces, cardboard, poster board) to fill in the positive space (foreground, middle ground, letters) of the Rainbow Four Letter Words 

Artist Examples

Student Examples 

Heart Shaped Chocolate Boxes

Learning Targets

I can...

• Create an original Heart Shaped Chocolate Boxes using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and color combinations (metallic,  monochromatic, neutral) inspired by Contemporary Artist (1963-Present) Peter Anton
• Use oil pastel techniques (blending, layering, scratching, smudging) and design principles (repetition, contrast, balance) based on American Art
• Define Chocolatier (a culinary artist, person, or company that turns premade, raw chocolate into finished confections like truffles, bonbons, bars, and showpieces)

Lesson One
Day One, Art Start

1. Incredible Assortment (2009) Peter Anton

2. Read The Chocolate Touch by Patrick Skene Catling

3. Discussion Questions "How did the artist create the illusion of space and depth? Where is the light source? How would you describe the colors he used? Did you know handmade chocolates have special markings to indicate the filing or flavor of the chocolate? How did adding white highlights change the flatness of geometric shapes? What do you notice about the shapes of the chocolate? Why do some chocolates have swirls, stripes, dots, or different toppings? If you could invent your own chocolate, what would it look like? What did you first notice when you look at this sculpture? Does it make you feel hungry? What clues tell you that this artwork is made from materials like metal, wood, or plaster instead of real chocolate? What different geometric shapes (circles, squares, hearts) can you use to make each piece look unique?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Add shape variation (geometric, organic, free form) to the positive space (foreground, middle ground, chocolate) of the Heart Shaped Chocolate Boxes 

3. Add line types (horizontal, vertical, diagonal) to the positive space (foreground, middle ground, chocolate) of the Heart Shaped Chocolate Boxes

Day Two, Art Start

1. Retrieve Heart Shaped Chocolate Boxed for Assigned Tables

2. Grand Deluxe Assortment (2024) Peter Anton

3. Discussion Questions "What do you notice when you first look at this artwork? Why do you think the artist uses such bright colors? How do the thick black outlines change the appearance of the objects? What do you notice about the lines surrounding the objects? How can an artist make an ordinary object look extraordinary? What everyday object would you choose to turn into a pop art masterpiece? Why do you think an artist would make a tiny piece of candy as big as a pillow or a car tire? How does changing the size change how we look at it? How does the artist trick our eye into believing there is texture on the chocolate? What different surface designs (zig zags, swirls, dots, drizzle) can you use to make each piece look unique? How will you organize your chocolate inside the box so that the layout looks balanced and interesting?"  

Lesson Activities

1. Use color combinations (analogous, metallic, neutral) to fill in the positive space (foreground, middle ground, chocolates) of the Heart Shaped Chocolate Boxes

2. Use color combinations (analogous, metallic, neutral) to fill in the negative space (background) of the Heart Shaped Chocolate Boxes

3. Use shape variation (geometric, organic, free form) to add details to the positive space (foreground, middle ground, chocolate) of the Heart Shaped Chocolate Boxes 

Day Three, Art Start

1. Retrieve Heart Shaped Chocolate Boxes for Assigned Tables

2. Set Up Studio Area (oil pastels, erasers, pencils, rulers)

Lesson Activities

1. Add highlights (reflective light, light source, highlights) to the positive space (foreground, middle ground, chocolates) of the Heart Shaped Chocolate Boxes 

2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Heart Shaped Chocolate Boxes 

3. Outline details (patterns, objects, chocolate boxes) in the positive space (foreground, middle ground, chocolate boxes) of the Heart Shaped Chocolate Boxes 

Artist Examples

Student Examples