MiSs Rs ArT RoOm

Welcome to our Online Art Classroom! This website shows everything happening in the art room! The students love hearing how fun, creative, and beautiful their masterpieces are! Thank you for stopping by!

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 

Tuesday, September 15, 2026

SASQUATCH PAINTINGS

Sasquatch Paintings
Learning Targets

I can...

  • Create an original Sasquatch Painting using drawing techniques learned in class
  • Use color combinations (analogous, complementary, monochromatic), shape variation (gometric, organic, free form) and value (lightness, darkness, tints, shades) inspired by Pacific Northwest Indigenous Tribes 
  • Use perspective techniques (atmospheric, linear, curvilinear, alternative) and design principles (proportion composition, gradation) based on Folklore Art
  • Define Cryptids (an animal or creature claimed to exist through folklore, legend, or eyewitness accounts, but whose existence has never been proved or verified by mainstream science)

Lesson One
Day One, Art Start

1. Untitled (2025) Ryan Henry Ward

2. Read Following Sasquatch by Molly Leach

3. Discussion Questions "Did you know many Pacific Northwest Tribes view the Sasquatch as a relative, neighbor, or protector? How does this change how we think about the forest if we view the creatures inside as our relatives? Did you know that Indigenous stories often show Sasquatches living in nature and taking only what is needed to survive? What lesson can we take from that about how we should treat the environment? In Anishinaabe traditions, the creature Sabe represents the sacred value of Honesty. why do you think a large, powerful forest being would be chosen to teach humans about being true to themselves? What are some stories your family uses to teach you how to stay safe? Why do you think television shows focus on hunting Bigfoot, while Indigenous stories focus on listening to or respecting them? How does learning that different tribes have different views of Sasquatch- some seeing a gentle giant, others a trister- show us that Native cultures are diverse?" 

Lesson Activities

1. Choose 12" X 15" Painting Paper

2. Use line types (contour, outline, continuous) to draw positive space (Sasquatch, foreground, middle ground) of the Sasquatch Paintings

3.  Outline line types (contour, outline, continuous) with neutral colors (black, grey, white, brown) for the positive space (foreground) of the Sasquatch Paintings 

Day Two, Art Start

1. Retrieve Sasquatch Paintings for Assigned Tables 

2. Inspiring Rascals (2026) Ryan Henry Ward

3. Discussion Questions "What does leave no trace mean? How does Sasquatch practice these principles in the story? How would you spend your day in the forest and how would you leave no trace behind? How can artists use line, shape, color, and texture to create an imaginary creature? How can an artist make a creature look like it belongs in its environment? How can artists use scale and composition to tell a story? How can we make something imaginary look believable? Do artists need to agree about what Bigfoot looks like because he is an imaginary or legendary creature? How can we let the viewer know something enormous has been walking through our forest? What clues would convince you that a creature was nearby? How can artists use scale and overlapping to create depth?"

Lesson Activities

1. Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground, middle ground, Sasquatch) of the Sasquatch Paintings

2. Use color combinations (analogous, complementary, secondary) to fill in the negative space (background) of the Sasquatch Paintings

3. Use neutral colors (black, white, grey, brown) to fill in the positive space (foreground, middle ground, Sasquatch) of the Sasquatch Paintings 

Day Three, Art Start

1. Retrieve Sasquatch Paintings from Assigned Tables

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

Lesson Activities

1. Add highlights (reflective light, light source) to fill in the positive space (foreground, middle ground, Sasquatch) of the Sasquatch Paintings

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

3. Add details (hiking backpack, accessories, walking stick) to the positive space (foreground, middle ground, Sasquatch) of the Sasquatch Paintings 

Artist Examples



Student Examples

Monday, September 7, 2026

SUNFLOWER SUNSETS

Sunflower Sunsets
Learning Targets

I can...

  • Create an original Sunflower Sunsets using drawing techniques learned in class
  • Use color combinations (warm colors, earth tones, analogous colors), line types (horizontal, vertical, diagonal), and shape variation (geometric organic, free form) inspired by Post Impressionist Painter (1853-1890) Vincent Van Gogh
  • Understand painting techniques (overlapping, cropping, layering) and design principles (composition, movement, repetition) based on Post Impressionism
  • Define Brushstrokes (the mark, trace, or configuration left on a surface by a single application of a paintbrush) 

Lesson One
Day One, Art Start

1. Sunflowers (1889) Vincent Van Gogh

2. Read Camille and the Sunflowers: A Story About Vincent Van Gogh by Laurence Anholt

3. Discussion Questions "Did you know Vincent Van Gogh created seven distinct versions of sunflowers within his series of sunflower paintings? Did you know Van Gogh saw sunflowers as a metaphor for the cycle of life? Did you know his bold use of yellow became a hallmark of his style? Did you know sunflowers are the national flower and an important symbol in Ukraine? Did you know Van Gogh saw sunflowers as a symbol of gratitude and decorated his friend Paul Gaughin's guest room with them? What do you notice about the way the paint has been applied to the painting? How does scientific information inform art? Did you know his sunflower paintings are dispalyed in museums all around the world from Tokyo to Amsterdam? Did you know one of his sunflowers painting was lost during World War II? How do artists use perspective, along with different shapes and colors, to add dimension to paintings? What kinds of lines did Van Gogh use to paint those sunflowers? What do you think Van Gogh used concentric circles to paint them? How can you infuse your own thoughts, emotions, and memories into your paintings?" 

Lesson Activities

1. Divide the painting paper into three parts (foreground, middle ground, background) of the Sunflower Sunsets 

2. Use observational drawing techniques (contour, gesture, outline) to add shape variation (geometric, organic, free form) to Sunflower Sunsets 

3. Add directional lines (diagonal, vertical, horizontal) to remember the highlights (light source, reflective light, cast light) of the Sunflower Sunsets     

Day Two, Art Start

1. Retrieve Sunflower Sunsets for Assigned Tables 

2. Still Life Vase With Fourteen Sunflowers (1889) Vincent Van Gogh

3. Discussion Question "Who was Vincent Van Gogh? Did you know who he really was? Would you like a painting of sunflowers in your room? Why did Vincent Van Gogh become so famous? What did Vincent Van Gogh like to paint? How can we paint the sky like Vincent Van Gogh? Where do you think Van Gogh was when he painted this picture? What colors did Van Gogh use in this painting? What kind of place do you think this was? How can we create the same feeling of movement in the sky to tell our own story? Where did Van Gogh get his inspiration? Do you think Van Gogh was inspired by the harvest work? What is happening in this picture?" 

Lesson Activities

1. Use warm colors (red yellow orange) to fill in the positive space (foreground, middle ground, sunflowers) of the Sunflower Sunsets

2. Use warm colors (red yellow orange) to fill in the negative space (background) of the Sunflower Sunsets

3. Use different mark making techniques (dashes, scratches, loose lines) to add designs to the positive space (foreground, middle ground, sunflowers) of the Sunflower Sunsets 

Day Three, Art Start

1. Retrieve Sunflower Sunsets for Assigned Tables

2. Set Up Studio Area (tempera paint, paint brushes, oil pastels, erasers)

Lesson Activities

1. Add patterns (stripes, swirls, dots, waves) to the positive space (foreground, middle ground, sunflowers) of the Sunflower Sunsets

2. Add highlights (reflective light, light source, cast light) and shadows (cast shadow, reflective shadow, shadow) to the Sunflower Sunsets

3. Add patterns (stripes, swirls, dots, waves) to the negative space (background) of the Sunflower Sunsets

Artist Examples




Student Examples

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