Monochromatic Statues

Learning Targets

I can...

• Create an original Monochromatic Statue using drawing techniques learned in class
• Use monochromatic colors (black grey white), line types (horizontal vertical diagonal), and shape variation (geometric organic free form) inspired by Australian Artist (1967-Present) Matthew Quick
• Use core observational skills (proportion, mapping, angle accuracy, edge control) and design principles (composition balance proportion) based on 19th Century French academic tradition
• Define Annotate (adding written notes, explanations, or critical comments directly next to or onto visual pieces)

Lesson One
Day One, Art Start

1. The Messenger (2015) Matthew Quick 

2. Read Charles Bargue Drawing Course by Charles Bargue

3. Discussion Questions "Can you explain your creative process? What media have you used? What is successful in your artwork? What art elements and principles did you use in your artwork? What could be improved in your artwork? What art elements and principles could you add to your artwork? How does value create the illusion of three-dimensional form on a flat surface? What do you think the culture valued, by looking at those examples? How do artists show the focus of the human body, athletics, and emphasis of individuality? Did you know most of the Greek works are Roman copies after the original were lost? Did you know Greek art was the first time in Western art that artists choose to sign his or her work? Who owns the past? What would happen to an overall drawing if the initial placement of the major angles if off by a small fraction? How does stepping back from an easel change the perspective on the proportions? How many distinct values (lights, mid tones, core shadows) do you see in this specific artwork? Is your drawing taller, shorter, or the same size as the picture you are copying?"

Lesson Activities

1. Use geometric shapes (squares, rectangles, triangles) to draw the positive space (foreground, middle ground, face structure) of the Monochromatic Statues 

2. Use geometric shapes (squares, rectangles, triangles) to draw the negative space (background) of the Monochromatic Statues 

3. Use line types (horizontal, vertical, diagonal) to draw the positive space (foreground, middle ground, face structure) of the Monochromatic Statues 

Day Two, Art Start

1. Retrieve Monochromatic Statues for Assigned Tables

2. Remedial Measures (2013) Matthew Quick

3. Discussion Questions "Where is the main light source hitting the marble or bronze? Where is the primary light source coming from, and how does the edge of the core shadow define the muscular structure? Are the lines in this statue appearing parallel or are these lines tilting in opposite directions to create contrapposto? What is the negative space created between the shoulders, torso, and the arms? How does drawing the negative shape help an artist get correct proportions? How does the texture of marble or bronze alter the way light slides across the skin compared to how it falls on drapery or hair? If this statue is a Roman marble copy of a lost Greek bronze original, what structural supports (tree trunks fig leaves) did the marble sculptor have to add to keep the heavy stone from snapping? Does this figure appear to be an idealized god, a celebrated athlete, or an ordinary human being? What visual cues tell you its status? How does the scale of the statue alter your emotional response when standing in front of it compared to looking at it on a flat screen?"

Lesson Activities

1. Use line types (horizontal, vertical, diagonal) to add details (shadows, highlights, texture) to the positive space (foreground, middle ground, facial structures) of the Monochromatic Statues 

2. Use oil pastels to fill in the positive space (foreground, middle ground, facial structures) with neutral colors (black, grey, white) for the Monochromatic Statues 

3. Use oil pastels to fill in the negative space (background) with neutral colors (black, grey, white) for the Monochromatic Statues 

Day Three, Art Start 

1. Retrieve Monochromatic Statues for Assigned Tables 

2. Set Up Studio Area (oil pastels, charcoal, erasers, pencils, chalk, drawing paper) 

Lesson Activities

1. Add tints (add white, reflective light, light source) to subject matter (foreground, middle ground, facial structures) of the Monochromatic Statues 

2. Add shadows (add black, cast shadows, shadow) to the background (negative space) of the Monochromatic Statues 

3. Use drawing tools (pencils, oil pastels, charcoal, chalk) to add details (shadows, highlights, texture) to the Monochromatic Statues 

Artist Examples

Student Examples 

 Geometric Tessellation Grid Mural

Learning Targets

I can...

• Create an original Geometric Tessellation Grid Mural using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), color combinations (neutral, warm/cool colors, analogous colors), and space (positive, negative) inspired by American Artist (1989-Present) Maya Nayuk
• Use mathematical concepts (measurements, patterns, functions, tessellations) and design principles (repetition, composition, proportion) based on American Art
• Define Cross Stitch Pattern (a grid-based guide that tells an artist where to place x-shaped stitches on fabric to create a pattern)

Lesson One
Day One, Art Start

1. Kilim 1 (2024) Maya Hayuk 

2. Read Mathterpieces: The Art Of Problem Problem Solving by Greg Paprocki 

3. Discussion Questions "Why would a human invent shapes, patterns, or tessellations? What if buildings were only made from one shape (triangles, circles, ovals, swaures)? How do artists use mathematics (geometric, tessellations, symmetry) to create artwork? How do design principles (repetition, balance, harmony) help to create a mural? How does a mural represent a school community and why would a school community create a mural? Why would an artist simplify an image into patterns, shapes, or pixels? How can your individual contributions strengthen a community artwork? What do you find difficult about working inside a grid or pattern system? How do these geometric shapes (circles, triangles, squares, rectangles) create a bigger picture? Did you know the artist used mandalas, Rorschach tests, and pysanka as visual inspiration for her artwork? What happens when you look at artwork up close compared to far away? Is Maya Hayuk's artwork more mathematical or emotional? Why do contemporary muralists often use geometric abstraction?"

Lesson Activities

1. Choose 5 2" X 2" construction paper diamonds 

2. Use a protractor, straight edge, and compass to draw lines to help divide the sections of each construction paper diamond 

3. Write name/positive message on each 2" X 2" construction paper diamond before adding the diamonds to the Geometric Tessellation Grid Mural 

Day Two, Art Start

1. Retrieve Geometric Tessellation Grid Mural for Assigned Tables 

2. Hammer Projects: Maya Hayuk (2024) Maya Mayuk

3. Discussion Questions "What are some similarities and differences between these examples of previous murals? How does an artist handle revisions to the design of a mural? How do artists create digital mockups or sketches to visualize the mural on the wall? What type of mural does the artist specialize in: realism, abstract, or illustrative? What is your experience with public art? Do you think this method would be helpful for drawing other things? How do artists make their artwork today? Is there something that could be improved in this artwork? How does someone become an artist? When did the artist start making artwork? What happens when two geometric shapes (triangles, squares, ovals, diamonds) overlap? Does the geometric shapes (triangles, squares, ovals, diamonds) create a new color?"

Lesson Activities

Day Three, Art Start

Lesson Activities

Artist Examples 

Student Examples 

Patty Talbert Nonobjective Colors Wheels

Learning Targets

I can...

• Create an original Patty Talbert Nonobjective Color Wheels using drawing techniques learned in class
• Use line types (horizontal vertical diagonal), value (highlights shadows tints tones) and space (positive negative) inspired by African American Artist (1964-Present) Patty Talbert
• Use art element: color (achromatic analogous complementary cool/warm colors monochromatic polychromatic primary secondary tertiary) and design principles (repetition composition gradation) based on Public Art
• Define Color Wheel (a circular diagram that shows the relationship between colors arranged by the chromatic relationship)

Lesson One
Day One, Art Start

1. Sideways (2009) Patty Talbert

2. Read Optics: Or A Treatise Of The Reflections, Refractions, Inflections, and Colors Of Light by Sir Isaac Newton 

3. Discussion Questions "How do these colors, patterns, and textures celebrate the heritage of the artist? How does this style of painting bring honor to the ancestors of the artist and continue to have a modern relevance for the viewer? What are some color harmonies that you encounter in daily life? What color theory does your personality agree with? Is color theory important in art? Can artists create interesting artwork without using color? What is the purpose of a color wheel? Why is a color wheel organized in a specific way? How does adding these bold black lines change the way colors look next to each other? How does this color look different to another color? Did you know the artist was a self-taught artist whose work is rooted in her heritage and personal expression?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Draw three line types (horizontal vertical diagonal) for the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels 

3. Outline three line types (horizontal vertical diagonal) for the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels 

Day Two, Art Start

1. Retrieve Patty Talbert Nonobjective Color Wheels for Assigned Tables 

2. Reflections 1 (2001) Patty Talbert

3. Discussion Questions "What is abstract art? What do you think abstract means? Can you recognize anything in this painting? What emotion is being conveyed in this painting? What does this artwork remind you of? What do you think this work of art is made of? How would you describe the pattern in this artwork? What does art mean to you? What ideas, concerns, or objectives have motivated your own work? How would you describe our artistic style? What artistic movements or artists have influenced you? What sets you apart from other artists? What does this painting reveal about the personality of the artist? What events were happening in the world at the time when this artwork was created? What colors are prominent throughout the piece? What was the artist known for?" 

Lesson Activities

1. Use drawing techniques (contour outline continuous) to add basic shapes (geometric organic free form) to the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels

2. Use drawing techniques (contour outline continuous) to add basic shapes (geometric organic free form) to the negative space (background) of the Patty Talbert Nonobjective Color Wheels

3. Use drawing techniques (contour outline continuous) to add details (patterns, repetition, designs) to the Patty Talbert Nonobjective Color Wheels 

Day Three, Art Start

1. Retrieve Patty Talbert Nonobjective Color Wheels for Assigned Tables 

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

Lesson Activities

1. Use color combinations (intermediate, analogous, complementary) to fill in the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels

2. Use color combinations (intermediate, analogous, complementary) to fill in the negative space (background) of the Patty Talbert Nonobjective Color Wheels 

3. Add design details (geometric shapes, border, patterns) to the positive space (foreground, middle ground) of the Patty Nonobjective Color Wheels 

Artist Examples

Student Examples 

Treehouse Drawings

Learning Targets

I can...

• Create an original Treehouse Drawings using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and form (two dimensional, three dimensional) inspired by American Artist (1979-Present) Jedediah Corwyn Voltz
• Use perspective techniques (linear, one-point, two-point, three-point, atmospheric) and design principles (proportion, gradation, composition) based on American Art
• Define Architecture (the art or practice of designing and constructing buildings)

Lesson One
Day One, Art Start

1. Corner Store (2024) Jedediah Corwyn Voltz

2. Read Stuck by Oliver Jeffers

3. Discussion Questions "Are the houses below, in, or on top of the tree? How do you know? What shapes do you see in the structure of the houses? How do you access the houses? Is the tree sitting on a horizon line or inside of an area? What details do you notice in each of the houses? What windows do you notice in each of the houses? What is the secret purpose of the treehouse such as launching water balloons or high-tech makers space? What items would you throw up into the treehouse to keep them safe? Is your treehouse made of wood, giant sticks, crystal, or metal? Is the treehouse hidden by thick leaves, vibrant, or standing out as a statement piece? Is the treehouse drawing sitting on top of branches, wrapped around the truck like a spiral, or floating between multiple trees?"

Lesson Activities

1. Use observational drawing techniques (composition, direct light, value) to draw the basic parts (roof, windows, door, base) of the Treehouse Drawings 

2. Add shape variation (geometric, organic, free form) to add details (windows, doorways, balcony) to the positive space (foreground, middle ground, treehouse) of the Treehouse Drawings 

3. Add shape variation (geometric, organic, free form) to add details (trees, dirt path, puddles) to the negative space (background) of the Treehouse Drawings 

Day Two, Art Start

1. Retrieve Treehouse Drawings for Assigned Tables 

2. Lorax Camp (2020) Jedediah Corwyn Voltz

3. Discussion Questions "What are some things happening in this artwork? What kind of person would live in this treehouse? What is the treehouse made of (leaves, sticks, mushrooms, magical)? Are there any special doors, windows, or stairs to this house? Does this house have a special feature, like a baloney, a look out, or a secret room? What could be added to this picture with more time? What are some famous examples of biomorphic architecture? How does the shape of the home reflect the inhabitants? How does the treehouse blend in with its environment? What types of lines and shapes are present in your house? How are details like windows, doors, and roofs designed to be functional or imaginative? What was the most challenging part of designing and building your treehouse?"

Lesson Activities

1. Use types of patterns (stripes, swirls, meanders) to fill in the positive space (foreground, middle ground, treehouse) of the Treehouse Drawings 

2. Add high contrast (shaded areas, shadows, value) and light/medium contrast (background, light areas, middle ground) to the white space of the Treehouse Drawings 

3. Add embellishments (scrap paper, aluminum foil, paper bags)) to the positive space (foreground, treehouse) of the Treehouse Drawings 

Day Three, Art Start

1. Retrieve Treehouse Drawings for Assigned Tables

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

Lesson Activities

1. Use color combinations (analogous, secondary, neutral) to fill in the positive space (foreground, middle ground, treehouse) of the Treehouse Drawings

2. Use color combinations (analogous, secondary, neutral) to fill in the negative space (background, landscape) of the Treehouse Drawings

3. Add additional types of patterns (stripes, swirls, meanders) to the negative space (background) of the Treehouse Drawings

Artist Examples

Student Examples 

Watercolor Inflatables

Learning Targets

I can...

• Create an original Watercolor Inflatables using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and texture (actual, visual, implied) inspired by Australian Artist (1988-Present) CJ Hendry
• Use technical skills (color theory, tool techniques, medium mastery, form management) and design principles (composition, gradation, repetition) based on Contemporary Art
•  Define Inflatables (a type of art made from large air-filled structures constructed from flexible materials (PVC, nylon, vinyl))

Lesson One
Day One, Art Start

1. Public Pool Las Vegas (2025) CJ Hendry 

2. Read The Lake Mess Monster by Beverly Komoda

3. Discussion Questions "Did you know inflatables have a long history dating back to the 18th century? Have you ever had lawn inflatables, bouncy houses, or party balloons at an event? Are you drawn to the dancing street inflatables near the stopping center or the massive blimp with a scrolling electronic sign flying over a stadium? What happens to our experience of large art filled objects encountered outddors when we place them in an art gallery and place with scale? What type of inflatable do you see in this picture? Where is the inflatable located? How does the audience interact or experience this artwork? Did you know Andy Warhol was the first artist to play with the concept of inflatable artwork with his art piece Silver Clouds? What effects can time have on a sculpture? Is it important to make public art durable to withstand time? What are some ways we are slowly destroying our earth? What are some things artists can do to help our environment? Did you know the Roman's first used boats made from animal skins before creating basic inflatables out of reed rafts or goat skinned boats?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use graphite pencil to draw the line types (horizontal, vertical, diagonal) of the positive space (foreground, pool inflatable) of the Watercolor Inflatables 

3. Use graphic pencil to draw the decorative lines (waves, curved, straight, scalped) of the positive space (foreground, pool inflatable) of the Watercolor Inflatables 

Day Two, Art Start

1. Retrieve Watercolor Inflatables for Assigned Tables 

2. Pool Party Hong Kong (2025) CJ Hendry

3. Discussion Questions "How can we use curved lines to make the inflatable look like it is filled with air? Where should we add the highlights and shadows to make it look like wet plastic? If this design needed to be three-dimensional, how would the shape change from different sides? What is the funniest thing that could happen to someone riding your inflatable? If you could build a giant version of this for a real pool, who would be the first person you would invite? What was the trickiest part of drawing something that looks bouncy? How can we use white paint or crayons to show where the sun reflect off the smooth surface? Is your inflatable meant for a calm backyard pool or a giant waterpark with huge waves? What is the coolest part of your design that you think no one else thought of?" 

Lesson Activities

1. Use watercolor to fill in the positive space (foreground, pool inflatables) with warm colors (red orange yellow) for the Watercolor Inflatables 

2. Use watercolor to fill in the negative space (background) with cool colors (purple blue green) for the Watercolor Inflatables 

3. Add details (patterns, waves, ripples) to the negative space (background, middle ground) of the Watercolor Inflatables 

Day Three, Art Start

1. Retrieve Watercolor Inflatables for Assigned Tables 

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

Lesson Activities

1. Add highlights (light source, reflective light) to the positive space (foreground, pool inflatables) of the Watercolor Inflatables 

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

3. Add embellishments (glitter glue, tape, yarn) to details (water ripples, pool inflatables) of the Watercolor Inflatables 

Artist Examples

Student Examples