Thursday, September 24, 2026
KINDERGARTEN KITTENS
Kindergarten Kittens
Learning Targets
I can...
- Create an original Kindergarten Kitten using drawing techniques learned in class
- Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by British Illustrator (2009-Present) Angie Rozelaar
- Use pattern (geometric, floral, plaid, check, motifs) and design principles (repetition, movement, contrast) based on Illustration
- Define Pattern (a deliberate design created by repeating lines, shapes, forms, colors, or textures in a predictable and recognizable sequence)
Lesson One
Day One, Art Start
1. Cozy Kitty (2024) Angie Rozelaar
2. Read The Winter Cat by Howard Knotts
3. Discussion Questions "How can we use line and shapes to create a cat that looks expressive? How can an artist make a scarf look warm, soft, or cozy? How can we show texture in our artwork without touching the object? How can the colors we choose help communicate that our artwork takes place in winter? How can artists use imagination to tell a story through a single character? How could we contrast the cat's textured fur against the scarf's fabric? Is it a chunky, thick cable-knit scarf, a smooth plaid flannel, or a lightweight patterned fabric? Is the cat indoors by a fireplace, outdoors in a snowy winter landscape , or set against a simple, minimalist solid color?"
Lesson Activities
1. Use neutral colors (black, brown, grey, white) to draw the negative space (background) of the Kindergarten Kittens
2. Use neutral colors (black, brown, grey, white) to draw the positive space (foreground, middle ground, cat) of the Kindergarten Kittens
3. Use neutral colors (black, brown, grey, white) to draw the accessories (ugly sweater, scarf, reindeer antlers, hats) in the positive space (foreground, kittens) of the Kindergarten Kittens
Day Two, Art Start
1. Retrieve Kindergarten Kittens for Assigned Tables
2. Cozy Cat Happiness (2025) Angie Rozelaar
3. Discussion Questions "How can artists use patterns to decorate ordinary objects? How can overlapping create the illusion of space? How can artists use color and texture to communicate a season? How can simple shapes be transformed into creative artwork? How can artists show that something is soft or hard? What types of patterns do you notice on winter clothing? Can you use colors that make your scarves look warm even when it is cold? How can artists use patterns to make winter clothing unique? How do illustrations use color, pattern, and texture to help tell a winter story? How can we use ideas from a book to create our own original artwork? How can artists show what is happening in a story through one picture?"
Lesson Activities
1. Add line types (horizontal, vertical, diagonal) to the negative space (background) of the Kindergarten Kittens
2. Add line types (horizontal, vertical, diagonal) to the positive space (foreground, middle ground, kittens) of the Kindergarten Kittens
3. Add line types (horizontal, vertical, diagonal) to the accessories (ugly sweater, scarf, hat) in the positive space (foreground, middle ground, kitten) of the Kindergarten Kittens
Day Three, Art Start
1. Retrieve Kindergarten Kittens for Assigned Tables
2. Set Up Studio Area (paint brushes, tempera paint, water buckets, pencils)
Lesson Activities
1. Use color combinations (analogous colors, warm colors, cool colors) to paint in the negative space (background) of the Kindergarten Kittens
2. Use color combinations (analogous colors, warm colors, cool colors) to paint in the positive space (foreground, middle ground, kittens) of the Kindergarten Kittens
3. Use value (lightness, darkness, highlights, shadows) to paint in the positive space (foreground, middle ground, kittens) of the Kindergarten Kittens
Artist Examples
Student Examples
Wednesday, September 23, 2026
SNOWMEN PORTRAITS
Snowmen Portraits
Learning Targets
I can...
- Create an original Snowmen Portraits using drawing techniques learned in class
- Use color combinations (analogous, complementary, secondary), shape variation (geometric, organic, free form), and value (lightness, darkness, tints, shades) inspired by American Illustrator (2001-Present) Stephen Gilpin
- Use mathematical concepts (counting, cumulative addition, mental math, grouping) and design principles (movement, repetition, gradation) based on Children's Literature
- Define Portrait (an intentional representation of a living or once living person -or group of people- where the face and its expression are the focus)
Lesson One
Day One, Art Start
1. Seven Snowmen (2013) Stephen Gilpin
2. Read "100 Snowmen" by Jen Arena
3. Discussion Questions "How many snowmen were there by the end of the story? Can you try counting all the way to 100 by tens? At the beginning, did you notice that more snowmen joined in? What started happening to the groups of snowmen about halfway through the book? When looking at the big picture with all the 100 snowmen, can you find a snowman wearing a funny hat? Can you find the ones playing hide-and-seek? Did you notice the snowmen did many winter activities? Can you name three different active things the snowmen did in the snow? Could real snowmen slide down hills, laugh, and play hide-and-seek? Does that make this story fiction (made-up) or nonfiction (real)? If you were one of the snowmen in this book, which group would you want to join? Have you ever built a real snowman? If you could build 100 snowmen in your yard, what would you dress them in?"
Lesson Activities
1. Use cool colors (blue, green, purple) to draw the negative space (background, snow) of the Snowmen Portraits
2. Use warm colors (red orange yellow) to draw the positive space (foreground, middle ground, snowmen) of the Snowmen Portraits
3. Use neutral colors (black, grey, brown, white) to draw the accessories (ugly sweater, scarf, reindeer antlers, hat) in the positive space (snowmen) of the Snowmen Portraits
Day Two, Art Start
1. Retrieve Snowmen Portraits for Assigned Tables
2. 100 Snowmen (2013) Stephen Gilpin
3. Discussion Questions "What do you notice about the snowmen on the cover? Do you think all 100 snowmen will look exactly the same? How could an artist make one snowman look different from another? What do you think makes a snowman look like a snowman? How many different snowman do you think you could create? Can you find a snowman that looks happy, silly, surprised, or serious? What could you add to tell us something about your snowman? If you had to create the 101st snowman, what would it look like? What make your snowman different from your classmates snowmen? Why might an artist choose to repeat the same subject many times? Which classmates snowman has an interesting artistic choice, and what do you notice about it?"
Lesson Activities
1. Add line types (horizontal, vertical, diagonal) to the negative space (background, snow) of the Snowmen Portraits
2. Add line types (horizontal, vertical, diagonal) to the positive space (foreground, middle ground, snowmen) of the Snowmen Portraits
3. Add line types (horizontal, vertical, diagonal) to the accessories (ugly sweater, scarf, hat) in the positive space (snowmen) of the Snowmen Portraits
Day Three, Art Start
1. Retrieve Snowmen Portraits for Assigned Tables
2. Set Up Studio Area (washable markers, erasers, pencils, gel pens)
Lesson Activities
1. Use color combinations (analogous colors, warm colors, cool colors) to paint the negative space (background) of the Snowmen Portraits
2. Use color combinations (analogous colors, warm colors, cool colors) to paint the positive space (foreground, middle ground, snowmen) of the Snowmen Portraits
3. Use value (lightness, darkness, highlights, shadows) to paint the positive space (foreground, middle ground, snowmen) of the Snowmen Portraits
Artist Examples
Student Examples
Tuesday, September 22, 2026
POP UP SNOWBALLS
Pop Up Snowballs
Learning Targets
I can...
- Create an original Pop Up Snowballs using drawing techniques learned in class
- Use shape variation (geometric, organic, free form), form (two-dimensional, three-dimensional), and texture (actual, visual, implied) inspired by American Art Educator (2017-Present) Tracie Kiernan
- Use folding techniques (cutting, folding, interlocking, bonding) and design principles (emphasis, variation, contrast) based on American Art
- Define Mitten (a type of hand covering that encloses the four fingers together in one single compartment and the thumb separately)
Lesson One
Day One, Art Start
1. Mittens Love (2024) Tracie Kiernan
2. Read Snowballs by Lois Ehlert
3. Discussion Questions "How can artists use pattern to decorate ordinary objects? How can overlapping create the illusion of space? How can artists use color and texture to communicate a season? How can simple shapes be transformed into creative artwork? How can artists show that something is soft or hard? What types of patterns do you notice on winter clothing? Can you use colors that make your mitten look warm even though the snowballs look cold? How can artists use patterns to make a mitten unique? How can geometric shapes (circles, ovals, crescents) become snowballs or mittens? How do illustrations use color, pattern, and texture to help tell a winter story? How can we use ideas from a book to create our own original artwork? How can artists show what is happening in a story through one picture?"
Lesson Activities
1. Choose 12" X 15" Painting Paper
2. Use line types (horizontal, vertical, diagonal) to draw the positive space (foreground, middle ground, mittens) of the Pop Up Snowballs
3. Use patterns (stripes, houndstooth, herringbone, plaid, floral, check) to add designs to the positive space (foreground, middle ground, mittens) of the Pop Up Snowballs
Day Two, Art Start
1. Retrieve Pop Up Snowballs for Assigned Tables
2. Christmas Mittens (2022) Tracie Kiernan
3. Discussion Questions "What are mittens? How many of you have ever worn mittens? How many of you have ever lost a mitten? How did you feel? What are mittens east to lose? Why do you think this story is called Snowballs? What is the difference between a glove and a mitten? Why do you think a mitten keeps your hands warmer than a glove? Do the mittens you made match? If we make a pair of mittens, how do we make sure they look like they belong together? What kinds of lines are you using to decorate your mitten- straight, zigzag, wavy, or dotted? What kind of repeating pattern can you make with these colors? What is your favorite part of your design? If you made another mitten, what would you change or add next time?"
Lesson Activities
1. Use color combinations (analogous, warm/cool colors, complementary) to fill in the positive space (foreground, middle ground, mittens) of the Pop Up Snowballs
2. Use color combinations (analogous, warm/cool colors, complementary) to fill in the negative space (background) of the Pop Up Snowballs
3. Use neutral colors (black, brown, grey, white) to fill in the positive space (foreground, middle ground, snowball) of the Pop Up Snowballs
Day Three, Art Start
1. Retrieve Pop Up Snowballs for Assigned Tables
2. Set Up Studio Area (paintbrushes, tempera paint, water bucket, glitter)
Lesson Activities
1. Add highlights (reflective light, light source, cast light) to fill in the positive space (foreground, middle ground, mittens) of the Pop Up Snowballs
2. Add shadows (cast shadow, shadows, reflective shadow) to fill in the negative space (background) of the Pop Up Snowballs
3.Use texture (glitter, shimmer, metallic) to add details (snowflakes, glitter, wind) to the negative space (background) of the Pop Up Snowballs
Artist Examples
Student Examples
Thursday, September 17, 2026
STACKED PUMPKINS
Stacked Pumpkins
Learning Targets
I can...
- Create an original Stacked Pumpkins 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 (1981-Present) Stephanie Buscema
- Use painting techniques (impasto, alla prima, glazing, dry brush) and design principles (composition, movement, variation) based on American Art
- Define Overlapping (two or more things share the same space, time, or characteristics by partially covering or coinciding with each other)
Lesson One
Day One, Art Start
1. The Pumpkin Balloon (2018) Stephanie Buscema
2. Read The Ugly Pumpkin by Dave Horowitz
3. Discussion Questions "How is his shape different from other pumpkins on the patch? How does the ugly pumpkin feel when people walk past him? How can you tell by looking at his face? Is your squash feeling lonely like the beginning of the book, or happy like the end? What shape should we make the mouth to show that? What is more exiting that all of our artwork looks different instead of exactly the same? What is something unique about you that makes you special? What is one specific detail that the artist added to their squash that you really like? How can artists use overlapping shapes to create the illusion of depth? How can artists arrange simple shapes to create an interesting composition? How can color, pattern, and value make pumpkins appear three-dimensional? How can artists turn simple pumpkins into expressive works of art?"
Lesson Activities
1. Use geometric shapes (oval, circle, rectangle) to draw an assorted vegetable (pumpkin, gourd, squash) for the Stacked Pumpkins
2. Use geometric shapes (oval circle rectangle) to draw the details (stems, leaves, wind) of the Stacked Pumpkins
3. Use line types (horizontal, vertical, diagonal) to draw the positive space (foreground, middle ground, pumpkin) of the Stacked Pumpkins
Day Two, Art Start
1. Retrieve Stacked Pumpkins for Assigned Tables
2. Spirit Of Autumn (2014) Stephanie Buscema
3. Discussion Questions "How does the pumpkin feel on the cover? Why do you think no one is picking him from the patch? Have you ever felt like you did not fit in? How is the main character's shape different from the other pumpkins? How did he feel when he was teased? How did he feel when he found his family? Just like the squash, what makes each of us unique and special? How can artists use shapes, colors, lines, and patterns to make a character unique? What could you change about a pumpkin to make it funny, silly, spooky, happy, or surprised? Can you create a pumpkin character that communicates a specific emotion without sharing the emotion? What is a squash, and why does this discovery make him happy? How can we use different colros to shaow all those unique bumps?"
Lesson Activities
1. Use line types (horizontal, vertical, diagonal) to add details (stems, leaves, branches) to the positive space (foreground, middle ground, pumpkin) of the Stacked Pumpkins
2. Use oil pastels to fill in the positive space (foreground, middle ground, pumpkins) with neutral colors (black, grey, white, brown) for the Stacked Pumpkins
3. Use oil pastels to fill in the negative space (background) with neutral colors (black, grey, white, brown) for the Stacked Pumpkins
Day Three, Art Start
1. Retrieve Stacked Pumpkins for Assigned Tables
2. Set Up Studio Area (paint brushes, pencils, erasers, water buckets)
Lesson Activities
1. Add pumpkin parts (brown stem, green leaves, shell) with neutral colors (black, grey, brown, white) for the Stacked Pumpkins
2. Use texture techniques (eraser, cloth, sponge) to add details (brown stem, green leaves, shell) to the Stacked Pumpkins
3. Add highlights (reflective light, light source) and shadows (cast shadow, shadow) to the negative space (background) of the Stacked Pumpkins
Artist Examples
Student Examples
Wednesday, September 16, 2026
LOONEY TUNES GRID DRAWINGS
Looney Tunes Grid Drawings
Learning Targets
I can...
- Create an original Looney Tunes Grid Drawings using drawing techniques learned in class
- Use color combinations (neutral, complementary, analogous), shape variation (geometric, organic, free form), and space (positive, negative) inspired by Looney Tunes (1930-Present) Warner Brothers
- Use grid method (proportion, scale, square, diagonal lines) and design principles (composition, proportion, balanced) based on American Animation
- Define Cartoon (a drawing, illustration, or animated film that uses nonrealistic, stylized, or exaggerated art to entertain, tell a joke, or offer political and social commentary)
Lesson One
Day One, Art Start
1. Daffy Duck (1937) Tex Avery and Bob Clampett
2. Read Learn To Draw Looney Tunes: Learn To Draw All Your Favorite Looney Tunes Characters by Walker Foster
3. Discussion Questions "Why do artists create artwork about cartoons and pop culture? How do artists master the basic principles when drawing favorite characters? Which specific character (Daffy Duck, Tweety, Sylvester) would you like to draw? Can you tell me the history of the characters and the men who created them? What do you know about the Warner Brothers Animation? How was the animation unit established and how did it go? Did you know Hugh Harman helped design animated characters like Bosko, Bugs Bunny, and Daffy Duck? Did you know Rudolf Ising was the lead animator for Looney Tunes? Did you know Rudolf Ising served in the army as part of the animation and film division? Did you know the first Looney Tunes series launched in the 1930s? Did you know Rudolf Ising became famous from his interviews with historian Mark Kausler? Did you know that Bosko was the first character to say "That's All Folks?"
Lesson Activities
1. Choose 12" X 15" Drawing Paper
2. Use pencil to add line types (horizontal, vertical, diagonal) to the subject matter (character, foreground, middle ground) of the Looney Tunes Grid Drawings
3. Use line types (horizontal, vertical, diagonal) to add details (hat, facial features, accessories) to the positive space (foreground, middle ground, character) of the Looney Tunes Grid Drawings
Day Two, Art Start
1. Retrieve Looney Tunes Grid Drawings for Assigned Tables
2. Tweetie Pie (1947) Bob Clampett
3. Discussion Questions "What colors do you see? What kinds of lines can you find? What kind of shapes can you find? What new title would you give this artwork? Why do you think the artist made the artwork this way? How would you tell someone about this artwork? What are some mathematical techniques you could incorporate into your own artwork? Does an artist need firsthand experience to represent it successfully? How might an artwork be interpreted differently at different moments in history? Do you think artists see the world differently than non artists? Is being an artist a stewardship? Do artists have a responsibility to share their artwork with the world? Can artists interact with cartoons as subject matter in different ways?"
Lesson Activities
1. Use drawing techniques (blending, smudging, smearing, shading) to add highlights (highlights, light source) to the Looney Tunes Grid Drawings
2. Use drawing techniques (blending, smudging, smearing, shading) to add shadows (reflective shadow, cast shadow, shadow) to the Looney Tunes Grid Drawings
3. Use neutral colors (black, grey, brown, white) to add contrast to the positive space (foreground, middle ground, characters) of the Looney Tunes Grid Drawings
Day Three, Art Start
1. Retrieve Looney Tunes Grid Drawings for Assigned Tables
2. Set Up Studio Area (oil pastels, pencils, erasers, grid paper)
Lesson Activities
1. Use drawing techniques (blending, smudging, smearing, shading) to add value (lightness, darkness, tints, shades) to the Looney Tunes Grid Drawings
2. Use drawing materials (kneaded erasers, conte crayons, pencil sharpeners) to blend in the positive space (foreground, middle ground, character) of the Looney Tunes Grid Drawings
3. Use drawing materials (kneaded erasers, conte crayons, pencil sharpeners) to blend in the negative space (background) of the Looney Tunes Grid Drawings
Artist Examples
Student Examples
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