MiSs Rs ArT RoOm

 Charcoal Flower Studies

Learning Targets

I can...

• Create an original Charcoal Flower Studies using drawing techniques learned in class
• Use neutral colors (black, grey, brown, white), value (highlights, shadows, tints, tones), and texture (actual, visual, implied) inspired by German Photographer (1865-1932) Karl Blossfeldt
• Use drawing techniques (shading, hatching, contouring, cross hatching) and design principles (contrast, proportion, variation) based on New Objectivity
• Define Chiaroscuro (the treatment of light and shade in a drawing or painting)

Lesson One

Day One, Art Start

1. Astrantia Major, Large Hollyhock (1915-1925) Karl Blossfeldt

2. Read The Burgess Flower Book For Children by Thornton W. Burgess

3. Discussion Questions "How can we create a bright, white flower on this pitch-black paper without using white paint or crayons? If you had to draw the texture of these petals using only your fingertips and black dust, how would you start? Are the petals in this photograph triangular or almond shaped? If you touch the petals, are the petals feathery, glossy, or velvety? How can we make the paper look like texture we are describing? Which part of the flower the bright white and where are the darkest shadows hiding? How can you make a ghost line? What will happen if you draw a line and then smudge the line with a tissue? Can. you draw with your eraser? Can you make five different shades of grey between the blackest black and the white of the paper? What story does the flower tell? If this flower could talk, what kind of personality would it have? Why might an artist choose a black-and-white (monochromatic) medium to reprint a brightly colored object like a flower?"

Lesson Activities

1.  Choose 12" X 15" Drawing Paper 

2. Use line types (horizontal, vertical, diagonal) to draw positive space (foreground, flower) of the Charcoal Flower Studies 

3.  Use color combinations (monochromatic, neutral) to fill in the positive space (flower, foreground) of the Charcoal Flower Studies 

Day Two, Art Start

1. Retrieve Charcoal Flower Studies for Assigned Tables 

2. Campanula, Canterbury Bell (1942) Karl Blossfeldt

3. Discussion Questions "How did you use large shapes and small shapes to make your artwork interesting? What happens when you put a large flower next to small details? Can you find straight and curved lines in your work? How do these straight lines and curved lines differ from other artwork? How did you use think and thin lines to make parts of your flower stand out? If you could change one thing to make the contrast stronger, what would it be? What was the hardest part about creating contrast in this artwork? What is the first thing your eye is drawn to in this picture? How would you describe the difference between your flower and your background? What title would you give your artwork? How does the smooth peels feel different from the rough stem or soft center?  Where is the light coming from in this artwork? Do you see any dark shadows that make the bright parts look even brighter?" 

Lesson Activities

1. Add shape variation (geometric, organic, free form) to the negative space (background) of the Charcoal Flower Studies

2. Use pattern (stripes, swirls, curls) to add a design to the negative space (background) of the Charcoal Flower Studies

3. Use chalk to blend patterns (swirls, stripes, curls) for the negative space (background) of the Charcoal Flower Studies 

Day Three, Art Start

1. Retrieve Charcoal Flower Studies for Assigned Tables 

2. Set Up Studio Area (charcoal sticks, white charcoal, erasers, charcoal pencils)

Lesson Activities

1. Blend color combinations (monochromatic, neutral) for the positive space (flower, foreground) of the Charcoal Flower Studies

2. Add highlights (light source, reflective light) to the positive space (foreground, flower) of the Charcoal Flower Studies

3. Add illusion of depth by add details (glitter, details, petals) to the positive space (foreground, flower) of the Charcoal Flower Studies 

Artist Examples

Student Examples

 Expressive Food Characters

Learning Targets

I can...

• Create an original Expressive Food Characters using ceramic techniques learned in class 
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual, visual, implied) inspired by American Artist (1958-Present) Saxton Freymann
• Use sculptural techniques (carving, casting, modeling, assembling) and design principles (balance, proportion, emphasis) based on Edible Art
• Define Ephemera (short-lived everyday prints or produced items not meant to be permanent art but capturing lived experiences)  

Lesson One
Day One, Art Start

1. Melon School Bus (2000) Saxton Freymann 

2. How Are You Peeling? Foods With Moods by A. Joost Elffers and Saxton Freymann 

3.  Discussion Questions "How do you think the author and illustrator created the images for these books? What materials were used when making these children's books? How did the artist get this idea? Why is the therm edible food an accurate description of Saxton Freymann's technique? What other adjectives could be used to describe his art? Do you see faces, animals, plants, cars, or buildings in any of these foods? How do you think these fruits and vegetables are feeling? How can you tell these fruits and vegetables are feeling this way? Why do you think the author did that? Why does the pepper look happy, the apple surprised, and the orange mad? Is there a similar message between these two stories? Is there more than one way of looking at things or more than one point of view? Can there be more than one correct answer to a problem or question? Do things look differently depending on how you look at them? How can you tell the fruits and vegetables apart? How can a pun be visual?" 

Lesson Activities

1. Turn clay slab into basic shapes (head, facial features, arms) for the positive space (fruit, vegetable, foreground) of the Expressive Food Characters

2. Use modeling tools to draw features (accessories, jewelry) for the positive space (fruit, vegetable, foreground) of the Expressive Food Characters 

3. Add lines for the facial features (nose, eyes, mouth) for the positive space (fruit, vegetables, foreground) of the Expressive Food Characters 

Day Two, Art Start

1. Retrieve Expressive Food Characters for Assigned Table 

2. Onion Cat and Green Pepper Dog (1997) Saxton Freymann

3. Discussion Questions "How does this tomato feel? Why does the tomato feel that way? What happened to the tomato? What will the tomato do next? Does the tomato need help? Can you identify an emotion on the page displayed? Do you have parents or guardians who remind you to not play with your food to make sculptures? Have you seen food the have been covered with a decorative message? Is the onion feeling happy, grumpy, or surprised? Have you ever felt the way this orange looks? What happened that made you feel that way? What kind of fruit or vegetable did the artist use to make this animal? How do you think he made the eyes or the mouth? Did he cut into the food or add something to it? Why do you think he choose a bumpy cauliflower for a poodle instead of a smooth apple? If you had a banana right now, what animal or character could you turn it into?" 

Lesson Activities

1. Add lines for proportions (head, facial features, ears) within the silhouette (fruit, vegetable, foreground) of the Expressive Food Characters 

2. Mold clay into basic shapes (oval face, crescent ears, big eyes) for the positive space (fruit, vegetable, foreground) of the Expressive Food Characters 

3. Use needle tools to draw features (eyes, nose, mouth, wrinkles) for the positive space (fruit, vegetable, foreground) of the Expressive Food Characters 

Day Three, Art Start

1. Retrieve Expressive Food Characters for Assigned Tables 

2. Set Up Studio Area (water buckets, needle tools, rubber mats) 

Lesson Activities

1. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the positive space (fruit, vegetables, foreground) of the Expressive Food Characters 

2. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the negative space (background) of the Expressive Food Characters 

3. Apply Gloss Finish to the facial features, facial proportions, and accessories of the Expressive Food Characters 

Artist Examples

Student Examples 

 Clay Ice Cream Cones

Learning Targets

I can...

• Create an original Clay Ice Cream Cone using ceramic techniques learned in class
• Use form (two dimensional, three dimensional), shape variation (geometric, organic, free form), and texture (actual visual implied) inspired by American Sculptor (1929-2022) Claes Oldenburg
• Use basic hand building techniques (rolling, flattening, joining, cutting) and design principles (balance, proportion, emphasis) based on Pop Art
• Define Texture (the feel or appearance of a surface)

Lesson One

Day One, Art Start

1. Floor Cone (1962) Claes Oldenburg

2. Read Ice Cream Cones For Sale by Elaine Greenstein 

3. Discussion Questions "What do you think is your best clay tool? Do you think that if I were to drop this clay piece, it would stay together? Can you create a three-dimensional ice cream cone out of clay using the techniques of scoring, slipping, cutting, and smoothing? Can you use specific colors to paint your ice cream cone realistic or abstract? Can you add at least two unique details to your ice cream cone by using texture or shapes? Can you participate in a discussion of how artists use clay? What flavor is your faoviret type of ice cream? Who likes chocolate ice cream, vanilla ice cream, mint ice cream, and rocky road ice cream?" 

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) for the proportions (foreground, cone, ice cream scoops) within the silhouette of the Clay Ice Cream Cones 

2. Mold clay into basic shapes (oval scoops, triangle cones, cherry circles) for the positive space (foreground, cone, ice cream scoops) of the Clay Ice Cream Cones 

3. Use needle tools to draw basic shapes (triangles, squares, rectangles) for the positive space (foreground, cone, ice cream scoops) of the Clay Ice Cream Cones 

Day Two, Art Start

1. Retrieve Clay Ice Cream Cones for Assigned Tables 

2. Dropped Cone (2001) Claes Oldenburg

3. Discussion Questions "What shapes do you see in this ice cream cone sculpture? If you could touch this, what do you think it would feel like? Is the ice cream cone rough, smooth, hard, or soft? How does the size of the ice cream cone compare to the real one? What would an artist make an ice cream cone as big as a room or a building? If this giant ice cream cone was in your school, where would you put it? If you look at the "Dropped Cone" sculpture, what do you think happened to it? What makes this sculpture look like a "Pop Art" piece? If you made your own giant food sculpture out of clay, what food would you choose? How could you use texture to make the ice cream cone look "drippy" or "melting" in your own artwork? Why do you think the artist chose to make art of out of something we eat quickly?" 

Lesson Activities

1. Add basic shapes (triangles, ovals, circles, rectangles) to the negative space (background, middle ground) of the Clay Ice Cream Cones 

2. Add details (cherries, sprinkles, caramel, dipped chocolate) to the positive space (foreground, cone, ice cream scoops) of the Clay Ice Cream Cones  

3. Use modeling tools (paddle, brush, grips) to smooth out the positive space (foreground, cone, ice cream scoops) of the Clay Ice Cream Cones 

Day Three, Art Start

1. Retrieve Clay Ice Cream Cones for Assigned Tables 

2. Set Up Studio Area (modeling tools, rubber mats, clay, glaze) 

Lesson Activities 

1. Add warm colors (red, orange yellow) to the positive space (foreground, ice cream cone) of the Clay Ice Cream Cones

2. Add cool colors (blue, purple, green) to the negative space (middle ground, background, ice cream scoops) of the Clay Ice Cream Cones

3. Apply Gloss Finish to the positive space (foreground, ice cream cone, ice cream scoops) of the Clay Ice Cream Cones 

Artist Examples

Student Examples 

 Clay Sorting Hats

Learning Targets

I can...

• Create an original Clay Sorting Hats using ceramic techniques learned in class
• Use form (two dimensional, three dimensional), shape variation (geometric, organic, free form), and texture (actual, visual, implied) inspired by Harry Potter Novel Series by J.K. Rowling
• Use sculpture techniques (carving, casting, modeling, assembling) and design principles (balance, proportion, emphasis) based on British Author (1965-Present) J.K. Rowling
• Define Crest (a decorative symbol placed on top of a hat in a coat of arms)

Lesson One

Day One, Art Start

1. The Sorting Hat 2016) Kelly Walker

2. Harry Potter And The Philosopher's Stone by J.K.Rowling

3. Discussion Questions "If the sorting hat could talk to you before it said your house, what would it ask first? What colors, patterns, or magical symbols would you add to your sorting hat to show your personality? Would your hat be old and patched? Would your hat be shiny and new? What magical things would your hat do (glow, whisper, show images)? What would you hope that the sorting hat would say about you? If you were in a different house for one day, which one would you pick/? What would your sorting hat song be about? Which house trait (bravery, cleverness, loyalty, ambition) feels most like you right now? When you must make a tough choice, do you try to be brave, smart, fair, or strategic? What is one thing you are good at? Does it sound like Gryffindor, Ravenclaw, Hufflepuff, or Slytherin? If you could have one magical power, what would it be, and which house would that power best fit with?"

Lesson Activities 

1. Turn clay slabs into basic shapes (oval, cylinder, organic) for the positive space (foreground, hat) of the Clay Sorting Hats 

2. Use modeling tools to draw features (crest, facial expressions, patches) for the positive space (foreground, hat) of the Clay Sorting Hats 

3. Add lines for the facial features (nose, mouth, yes) for the positive space (foreground, hat) of the Clay Sorting Hats 

Day Two, Art Start

1. Retrieve Clay Sorting Hats for Assigned Tables 

2. The Sorting Ceremony (2018) Harry Potter and the Sorcerer's Stone

3. Discussion Questions "What was the most challenging part of working with the clay? What did you learn about clay properties (wet, dry, hard, soft) as you were working with it? What part of the process was your favorite? How is your ceramic artwork different from anything you have seen before? What choices did you make to ensure your creation would stand up or hold together? What story does your artwork tell, or what adventure is your sorting hat going on? If your artwork could make a sound or a piece of music, what would it sound like? What title would you give your artwork, and why did you choose that name? How does your finished project make you feel, and how might it make others feel? What advice would you give a friend who is about to start their first clay project? How does this project remind you of something else you have seen or done in another class?"

Lesson Activities

1. Add lines for proportions (head, body) within the silhouette (foreground, hat) of the Clay Sorting Hats 

2. Mold clay into basic shapes (oval face, long top, crescent bottom) for the positive space (foreground, hat) of the Clay Sorting Hats 

3. Use needle tools to draw features (eyes, nose, mouth) for the positive space (foreground, hat) of the Clay Sorting Hats 

Day Three, Art Start

1. Retrieve Clay Sorting Hats for Assigned Tables 

2. Set Up Studio Area (water bucket, needle tools, rubber mat) 

Lesson Activities

1. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the positive space (foreground, hat) of the Clay Sorting Hats 

2. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the negative space (background) of the Clay Sorting Hats 

3. Apply Gloss Finish to the facial features, facial proportions, and accessories of the Clay Sorting Hats 

Artist Examples

Student Examples 

 Clay Hatching Animals

I can...

• Create an original Clay Hatching Animals using ceramic techniques learned in class
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual visual implied) inspired by Mexican Sculptor (1949-Present) Sergio Bustamante
• Use sculpture techniques (carving, assembling, modeling, casting) and design principles (composition, gradation, proportion) based on Contemporary Art
• Define Oviparous (producing young by means of eggs hat are hatched after they have been laid by parent)

Lesson One
Day One, Art Start

1. Hatching Eggs (2015) Sergio Bustamante

2. Read Guess What Grows Inside This Egg by Mia Posada

3. Discussion Questions "Why do birds and other animals build nests? How do they build nests? What materials do they use? How long does it take to build a nest? If we were using an incubator (heat, humidity, turning), what are three main things we need to provide? How can we show that the shell is broken or cracking? What colors would you use to represent the inside of an egg? How can we make our baby animal look like it is just coming out of the shell? Why did you choose this specific animal to hatch? How can we make our egg hollow, so it is lightweight like an eggshell? Why is it important to score (scratch) and slip (add watered clay) when attaching the baby animal to the shell? What tools can we use to make the shell looked cracked? What does the baby animal need to break out of the shell? What color, pattern, or texture will you add to make your egg unique? Why do eggs often symbolize new life or spring? How long do the clay eggs need to dry before we can pain them?"

Lesson Activities

1. Turn clay slab into basic shapes (oval, cylinder, organic) for the positive space (egg, animal) of the Clay Hatching Animals

2. Use modeling tools to draw features (tails, eyes, nose, wings) for the positive space (egg, animal) of the Clay Hatching Animals 

3. Add lines for the facial features (nose, ears, paws, tail) for the positive space (egg, animal) of the Clay Hatching Animals 

Day Two, Art Start

1. Retrieve Clay Hatching Animals for Assigned Tables 

2 Two Sculpture Eggs (2023) Sergio Bustamante

3. Discussion Questions "What was the most challenging part of working with the clay? What did you learn about clay properties (wet, dry, hard, soft) was. you were working with it? What part of the process was your favorite? How is your ceramic artwork different from anything you have seen before? What choices did you make to ensure your creation would stand up or hold together? What story does your artwork tell, or what adventure is your creature going on? If your artwork could make a sound or a piece of music, what would it sound like? What title would you give your artwork, and why did you choose that name? How does your finished project make you feel, and how might it make others feel? What advice would you give a friend who is about to start their first clay project? How does this project remind you of something else you have seen or done in another class?" 

Lesson Activities

1. Add lines for proportions (head, body, paws) within the silhouette (animal, egg, foreground) of the Clay Hatching Animals 

2. Mold clay into basic shapes (oval face, long ears, big eyes, paws) for the positive space (foreground, animal, egg) of the Clay Hatching Animals 

3. Use needle tools to draw features (eyes, nose, mouth, paws) for the positive space (foreground, animal, egg) of the Clay Hatching Animals 

Day Three, Art Start

1. Retrieve Clay Hatching Animals for Assigned Tables 

2. Set Up Studio Area (water bucket, needle tools, rubber mat) 

Lesson Activities

1. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the positive space (foreground, animal, egg) of the Clay Hatching Animals

2. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the negative space (background) of the Clay Hatching Animals 

3. Apply Gloss Finish to the facial features, facial proportions, and accessories of the Clay Hatching Animals 

Artist Examples 

Student Examples