MiSs Rs ArT RoOm

Piano Cat Paintings

Learning Targets

I can...

• Create an original Piano Cat Paintings using painting techniques learned in class
• Use shape variation (geometric, organic, free form), color combinations (analogous, complementary, monochromatic), and line types (horizontal, vertical, diagonal) inspired by African American Artist (1911-1988) Romare Bearden
• Use drawing techniques (overlapping, cropping, outline) and design principle (composition, repetition, variation) based on Harlem Renaissance
• Define Theme (the underlying message, central idea, or deeper meaning that an artist conveys through a creative work) 

Lesson One
Day One, Art Start

1. The Piano Lesson (Homage To Mary Lou) (1983) Romare Bearden

2. Read Mrs. Merriwether's Musical Cat by Carol Purdy

3. Discussion Questions "How do artists draw upon symbolism from different cultures to address religion, mythology, history, literature, and everyday life? Is this artist saying that art is the result of both sensual creativity (the sculpture) and strict discipline (painting)? Is the metronome that swings between the two, a mediator? What do you think of the odd inclusion of the carved music stand which contains the brand of the piano? How do the musical notes, organic shapes, and bright colors create a strong sense of movement? How do the musical notes, organic shapes, and bright colors create a strong sense of movement? How did combining images from magazines and colored paper become a turning point in the artist's career? Why were all of the musicians in Romare Bearden's art African American? Could black people and white people attend the same jazz clubs?"

Lesson Activities

1. Choose 12" X 15" Painting Paper 

2. Add line types (horizontal, vertical, diagonal) to the positive space (foreground, cat, piano) of the Piano Cat Paintings

3. Outline positive space (foreground, cat, piano) with neutral colors (black, white, grey) of the Piano Cat Paintings 

Day Two, Art Start

1. Retrieve Piano Cat Paintings for Assigned Tables 

2. Jamming At The Savoy (1981-1982) Romare Bearden

3. Discussion Questions "How do people express meaning through music and art? How do people interpret meaning in music and in art? How does music and art reflect the time and place in which it was created? What factors influence an artist's work? How can music or art communicate a theme? How dod artist tell stories and convey messaging in their work? How did this music or art make you feel? Why are some artist inspired to create art based on music? Why types of lines and colors would someone most likely use to portray upbeat jazz music? What would you say is the connection between music and art? How can art represent music if you cannot physically hear a work of art? How would you describe this artwork? Where do we experience music or art? What music or art do you enjoy playing with for fun? How does music and art evoke emotion? How do we experience conflict and harmony through the different arts disciplines?"  

Lesson Activities

1. Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground, cat, piano) for the Piano Cat Paintings

2. Use color combinations (analogous, complementary, secondary) to fill in the negative space (background) for the Piano Cat Paintings 

3. Use neutral colors (black, white, grey) to fill in the negative space (background) for the Piano Cat Paintings

Day Three, Art Start

1. Retrieve Piano Cat Paintings for Assigned Tables 

2. Set Up Studio Area (paint brushes, water buck, paint trays) 

Lesson Activities

1. Add highlights (reflective light, light source) to fill in the positive space (foreground, cat, piano) of the Piano Cat Paintings

2. Add shadows (reflective shadow, cast shadow, shadow) to fill in the negative space (background) of the Piano Cat Paintings

3. Add details to the positive space (foreground, reflective light, light source) and negative space (background) of the Piano Cat Paintings 

Artist Examples 

Student Examples 

Nighttime Owl Paintings

Learning Targets

I can...

• Create an original Nighttime Owl Paintings use drawing techniques learned in class
• Use color combinations (analogous, complementary, monochromatic), shape variation (geometric, organic, free form), and texture (actual, visual implied) inspired by Inuit Artist (1991-Present) Ooloosie Saila
• Use painting techniques (impasto, glazing, dry brush, alla prima) and design principles (composition, balance, variation) based on Indigenous Art
•  Define Inuit Art (the creative work made by the Inuit, the indigenous people of the Arctic regions in Canada, Alaska, and Greenland)

Lesson One
Day One, Art Start

1. Festival Owl (2026) Oolosie Saila

2. Read Owl Babies by Marin Waddell 

3. Discussion Questions "Is the owl sleeping, peeking out, or waking up? What does the weather feel like outside of the tree? What will happen when an animal's habitat changes with the seasons? What visual textures can make the feathers look soft and the bark look rough? How do the choices of an artist give an animal a specific personality? What can the tilt of the head or the size of the eyes tell us about an owl's mood? How does light create shadows that make a flat owl look three dimensional? What roles do daytime and nighttime play in the colors an artist chooses? How do artists and authors show big feelings like worry or relief in a character? How are owls a symbol of thoughtful perspective, wisdom, and quick wit? Have you ever seen any owl? What do you like about owls? What would you do if you had your own owl?" 

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use line types (horizontal, vertical, diagonal) to draw the foreground (bird), middle ground (feathers), and background (tree branches) of the Nighttime Owl Paintings

3. Use drawing techniques (blending, smudging, smearing) to add layers to subject matter (foreground, middle ground, bird) of the Nighttime Owl Paintings

Day Two, Art Start

1. Retrieve Nighttime Owl Paintings for Assigned Tables 

2. Ornamental Owl (2017) Ooloosie Saila 

3. Discussion Questions "What factors influenced the artist as a child that impacted her career? What are some characteristics from this artwork that sets it apart from other artists work? What is the symbolism found within this artwork? What are some indicators that prove this artist is important? What are some different types of art produced at different stages in her life? What makes you think this artist is a great artist? How did the artist become interested in birds? Does her artwork change your view of the world? How did the artist fill the composition? Did the artist take time and effort to make the color vibrant? What is the reason that some birds are colorful?"      

Lesson Activities

1. Add thin layers of pastels to the foreground (bird), middle ground (feathers), and background (tree) of the Nighttime Owl Paintings 

2. Use drawing techniques (blending, smudging, smearing) to add details (beak, eyes, eyelashes) to the Nighttime Owl Paintings

3. Use drawing techniques (blending, smudging, smearing) to add texture (actual, visual, implied) to the Nighttime Owl Paintings 

Day Three, Art Start

1. Retrieve Nighttime Owl Paintings for Assigned Tables

2. Set Up Studio Area (glue sticks, oil pastels, brown construction paper, sharpie markers)

Lesson Activities

1. Use color combinations (analogous, complementary, monochromatic) to fill in the positive space (bird) of the Nighttime Owl Paintings

2. Use color combinations (analogous, complementary, monochromatic) to fill in the negative space (background) of the Nighttime Owl Paintings

3. Use tint (white) and shade (black) to add the illusion of depth within the positive space (bird) of the Nighttime Owl Paintings 

Artist Examples

Student Examples 

Van Gogh Chair Paintings

Learning Targets

I can...

• Create an original Van Gogh Chair Painting using painting techniques learned in class
• Use color combinations (complementary, analogous, monochromatic), line variation (horizontal, vertical, diagonal), and value (lightness, darkness, tints, shadows) inspired by Post Impressionist Painter (1853-1890) Vincent Van Gogh
• Use drawing techniques (observational, perspective, blocking shapes) and design principles (proportion, composition, variation) based on Post Impressionism
• Define Impasto (a technique where paid is laid on a canvas so thickly that it stands out in three dimensions, leaving brush or palette knife strokes clearly visible)

Lesson One
Day One, Art Start

1. Van Gogh's Chair (1888) Vincent Van Gogh

2. Drawing On The Right Side Of The Brain by Betty Edwards

3. Discussion Questions "What was Van Gogh's relationship with fellow artist Gauguin like? How did Van Gogh represent his thoughts about himself and his friends in his chair paintings? How does Van Gogh use everyday objects as a form of a self-portraiture? How do artists tell stories about life and personality? When looking at the arms, legs, seats, and backs of the chair, what do you think this chair is made of? Can you identify the materials used to make this chair? Did you know Vincent Van Gogh lived in various places such as the Netherlands, Belgium, Britain, and France? How does this unusual scene show Vincent Van Gogh's personality, love of nature, and home comfort? How is this painting a statement of friendship between two artists? How do the vertical lines and diagonal lines show movement in this artwork?"

Lesson Activities

1. Use line types (horizontal, vertical, diagonal) to draw the basic shapes (oval, circle, triangle) for the positive space (chair, foreground) of the Van Gogh Chair Paintings

2. Use oil pastels to add line types (horizontal, vertical, diagonal) to the positive space (foreground, middle ground) of the Van Gogh Chair Paintings

3. Use oil pastels to add line types (horizontal, vertical, diagonal) to the negative space (background) of the Van Gogh Chair Paintings 

Day Two, Art Start

1. Retrieve Van Gogh Chair for Assigned Tables

2. Gauguin's Chair (1888) Vincent Van Gogh

3. Discussion Questions "What is negative space? How might focusing on it be used as a strategy for observational drawing? Is the space in this painting positive or negative? What is a negative space drawing? How is drawing negative space related to drawing contour lines? Is the background of the picture positive or negative? What is the main object of this positive and negative space artwork? Does anyone want to share where the positive and negative space is in this image? Where is the positive space in both paintings? Where is the negative space in both paintings? What does it captivate, in terms of emotions, to the audience of negative space? What are three basic elements of composition needed in drawing? What is the different between negative and positive space? Which do you think is more important negative space or positive space?"

Lesson Activities

1. Use color combinations (analogous, complementary, monochromatic) to fill in the positive space (foreground, middle ground, chair) of the Van Gogh Chair Paintings

2. Use color combinations (analogous, complementary, monochromatic) to fill in the negative space (background) of the Van Gogh Chair Paintings

3. Use drawing techniques (blending, layering, overlapping) to add contrast to the composition of the Van Gogh Chair Paintings 

Day Three, Art Start

1. Retrieve Van Gogh Chair Paintings for Assigned Tables 

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

Lesson Activities 

1. Add highlights (reflective light, light source) to the positive space (foreground, middle ground, chair) of the Van Gogh Chair Paintings

2. Add shadow (cast shadow, shadow) to the negative space (background) of the Van Gogh Chair Paintings

3. Add overlapping shapes (circles, ovals, triangles, rectangles) to the positive space (foreground, middle ground, chair) of the Van Gogh Chair Paintings

 Artist Examples

Student Examples

Flanders Fields Poppies

Learning Targets

I can...

• Create an original Flanders Fields Poppies using painting techniques learned in class
• Use color combinations (complementary, analogous, primary), shape variation (geometric, organic, free form), and texture (actual, visual, implied) inspired by French Humanitarian (1878-1961) Madame Anne Guerin
• Use landscape techniques (perspective, layering, spatial awareness) and design principles (proportion, composition, balance) based on Commemorative Activism
• Define Landscape (a genre that depicts natural scenery such as mountains, trees, rivers, and forests) 

Lesson One
Day One, Art Start

1. Poppy Field Near Argenteuil (1873) Claude Monet

2. Read The Poppy Lady: Moina Belle Michael And Her Tribute To Veterans by Barbara Elizabeth Walsh 

3. Discussion Questions "How did Anna Guerin's idea for an Inter Allied Poppy Day differ from Moina Michael's initial Victory Emblem concept in the United States? In what ways did her plan create a charity model by paying French widows and orphans to manufacture artificial poppies? What strategies did Madame Guérin use to pitch the poppy flower to the veterans organizations of different nations? Why did her distribution of French-made poppies phrase out as Allied nations like the United States and Australia set up their own local veteran factories? What does her travel record reveal about her personal commitment to the Allied cause? How did her prewar work promote French culture in Great Britain help build the networks she later relied on for her humanitarian campaign? Why was Madame Guerin's name lost to history for a century compared to other wartime figures?"

Lesson Activities 

1. Use ruler, compass, straightedge to draw the scenery (background, foreground, middle ground) of the Flanders Fields Poppies

2. Add details (buildings, animals, plants, landscape) within the positive space (foreground, middle ground, flowers) and scenery (foreground, middle ground, background) of the Flanders Fields Poppies 

3. Use oil pastels to outline the positive space (foreground) and scenery (foreground, middle ground, background) of the Flanders Fields Poppies 

Day Two, Art Start

1. Retrieve Flanders Fields Poppies for Assigned Tables 

2. Poppy Field (Giverny) (1890-1891) Claude Monet

3. Discussion Questions "How do modern grassroots research projects help to uncover identities of women lost to history? How does Madame Anne Guerin's personal legacy fit into Remembrance Day? How does the historical narrative of the remembrance poppy flower vary across different countries such as the United States, Canada, United Kingdom, and Australia? How do poppies represent world history, gratitude, and peace to various people? Did you know poppy flowers are France's official national symbol of remembrance for veterans? Did you know the blue cornflower, bleuet de France, is the flower for war victims? Did you know a French woman named Madame Anna Guerin helped turn red poppy flowers into a global symbol of remembrance? How did her experiences shape her career as an educator and public speaker? How did John McCrae's iconic poem In Flanders Fields inspire Madame Guerin to transition from handing out charity buttons to distributing artificial flower boutonnieres?" 

Lesson Activities

1. Add patterns (swirls, clouds, stars) into the scenery (foreground, middle ground, background) of the Flanders Fields Poppies 

2. Use color combinations (analogous, complementary, primary) to fill in the scenery (foreground, middle ground, background) of the Flanders Fields Poppies

3. Use primary colors (red yellow blue) to fill in the scenery (foreground, middle ground, background) of the Flanders Fields Poppies 

 Day Three, Art Start

1. Retrieve Flanders Fields Poppies for Assigned Tables

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

Lesson Activities

1. Add highlights (reflective light, light source) within the scenery (foreground, middle ground, background) of the Flanders Fields Poppies 

2. Add shadows (reflective shadow, cast shadow, shadow) within the scenery (foreground, middle ground, background) of the Flanders Fields Poppies

3. Add details (animals, buildings, flowers) within the scenery (foreground, middle ground, background) of the Flanders Fields Poppies

Artist Examples

Student Examples 

 Art Museum Sculptures

Learning Targets

I can...

• Create an original Art Museum Sculpture 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 Chinese American Architect (1917-2019) I.M. Pei
• Use sculpture techniques (carving, casting, assembling, modeling) and design principles (proportion, movement, composition) based on Modern Architecture
• Define Museum (a public or private non-profit institution that collects, preserves, studies, and exhibits works of visual art for entertainment)

Lesson One
Day One, Art Start

1. Louvre Pyramid (1983-1984) I.M.Pei

2. Read The Glass Pyramid: A Story Of The Louvre Museum And Architect I.M.Pei by Jeannie Walker Harvey

3. Discussion Questions "What do museums want people to learn and why? Who are museums hoping to attract and why? Are there any culturally significant objects you would include in your museum? Is there an item passed down from your family or an item from your home country you could include? How can you document the important information about each item? Did you know most museums record the date it was collected, where the artwork came from, and a brief description of the object? How does visiting museums help motivate us to learn more about art history? What are the colors, shapes, and objects you can see without giving any facts? Why is touching artwork forbidden and how do guards protect the work for the future? How can buildings reflect the relationship between people and the environment?" 

Lesson Activities

1. Choose Three 12 X 12 Cardboard Sheets 

2. Use three compositional elements (shape, color, texture) to represent a memory, place, or event from ones own heritage 

3. Use line variation (wavy, straight, curved) as a design principle (balance, movement, repetition) with the Art Museum Sculptures 

Day Two, Art Start

1. Retrieve Art Museum Sculptures For Assigned Tables 

2. Rock And Roll Hall Of Fame (1995) I.M. Pei

3. Discussion Questions "What do you notice about this art museum building? How would you describe it to someone who has never seen it? What do you see that makes you say that? What details might have been inspired by nature or ancient civilizations? What might this museum suggest about the relationship between local people and their environment? What evidence supports your ideas? What might this suggest about your communities outlook on the natural world? How does each work of art reflect the natural world? How does your building look from different sides? How do visitors walk through this museum? What is the mood of your museum, and how will your building shape reflect that? Will your building be historical and classical, or sleek and modern? How will people enter your museum? What makes your building look like a museum rather than an office building, home, or school?"

Lesson Activities

1. Use compass, protractors, and texture plates to add symmetrical shapes (circle, triangles, squares) to the Art Museum Sculptures 

2. Use form (two dimensional, three dimensional) to fill in the positive space (foreground, middle ground) of the Art Museum Sculptures 

3. Use form (two dimensional, three dimensional) to fill in the negative space (background) of the Art Museum Sculptures 

Day Three, Art Start

1. Retrieve Art Museum Sculptures for Assigned Tables 

2. Set Up Studio Area (washable markers, glue sticks, scissors, colored pencils) 

Lesson Activities

1. Use scissors to cut out two dimensional symmetrical shapes (circles, triangles, squares) to create a three dimensional Art Museum Sculptures

2. Glue Down three dimensional symmetrical shapes (circles, triangles, squares) to create a three dimensional Art Museum Sculptures

3. Add decorations (old art, newspaper, fabric scraps, colored paper, buttons, collage) to positive space (foreground, middle ground) of the Art Museum Sculptures 

Artist Examples

Student Examples