Wednesday, March 25, 2026
DRIPPING ICE CREAM CONES
Dripping Ice Cream Cones
Learning Targets
I can...
- Create an original Dripping Ice Cream Cones using drawing techniques learned in class
- Use color combinations (neutral colors, intermediate colors, metallic colors), shape variation (geometric, organic, free form), and value (lightness, darkness, tints, tones) inspired by American Artist (1983-Present) Jen Stark
- Use painting techniques (impasto, underpainting, dry brush, sgraffito) and design principles (composition, balance, emphasis) based on Contemporary Art
- Define Focal Point (specific area of a composition that captures a viewer's attention first acting as the center of interest)
Lesson One
Day One, Art Start
1. Triangle (2021) Jen Stark
2. Read Bleezer's Ice Cream by Jack Prelutsky
3. Discussion Questions "How is ice cream made? What ingredients does it take to make ice cream? Why do you think the artist decided to open an ice cream shop? What the positives and negatives of making ice cream by hand? What are the positives and negatives to using a machine to make ice cream? What does the artist say about hard work involved in making ice cream? What is your favorite ice cream flavor? If you had a magical ice cream machine, what kind of flavor would it make for you, and what would it do? Which illustration style did you like the best? If you could eat one of these paintings, which one would it be and what is the reason?"
Lesson Activities
1. Choose 12" X 15" Drawing Paper
2. Use graphite pencil to draw geometric shapes (circle, triangle, rectangle) for the positive space (foreground, ice cream, sugar cone) of the Dripping Ice Cream Cones
3. Use graphite pencil to draw line types (horizontal, vertical, diagonal) for the negative space (background, middle ground) of the Dripping Ice Cream Cones
Day Two, Art Start
1. Retrieve Dripping Ice Cream Cones for Assigned Tables
2. Ablaze (2018) Jen Stark
3. Discussion Questions "What is going on in this artwork? What do you see in the artwork that makes you say that? What are the feelings and mood that this artwork evokes? What do you think the artist intended to communicate? What does this artwork remind you of? How do the elements like size, color, or line affect an audience? What would it be like to experience the scene within this artwork? What do you think will happen next? What details or little surprises do you notice in the background? Does this picture remind you of anything you have seen or done before? What else can you tell me about this artwork?"
Lesson Activities
1. Use oil pastels to fill in the positive space (foreground, ice cream cone) with color combinations (neutral, intermediate, metallic) for the Dripping Ice Cream Cones
2. Use oil pastels to fill in the negative space (background) with color combinations (neutral, intermediate, metallic) for the Dripping Ice Cream Cones
3. Add details (cherries, whip cream, toppings) for the positive space (foreground, ice cream) for the Dripping Ice Cream Cones
Day Three, Art Start
1. Retrieve Dripping Ice Cream Cones for Assigned Tables
2. Set Up Studio Area (paintbrushes, watercolor, glitter crayons, water buckets)
Lesson Activities
1. Add highlights (reflective light, light source, cast shadow) to the positive space (foreground, middle ground, ice cream cone) of the Dripping Ice Cream Cones
2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Dripping Ice Cream Cones
3. Add embellishments (glitter, beads, ribbon) to the positive space (foreground, middle ground, ice cream cone) of the Dripping Ice Cream Cones
Artist Examples
Student Examples
Monday, March 23, 2026
PET STORE FISH PAINTINGS
Pet Store Fish Paintings
Learning Targets
I can...
- Create an original Pet Store Fish Paintings using painting techniques learned in class
- Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free from), and value (lightness, darkness, tint, tone) inspired by American Illustrator (1958-Present) Joseph R. Tomelleri
- Use painting techniques (alla prima, dry brush, sgraffito, underpainting) and design principles (balance, composition, repetition) based on American Art
- Define Transparency (the quality of allowing light to pass through a material to enable viewers to see through layers or surfaces)
Lesson One
Day One, Art Start
1. Williamson Rainbow Trout (2022) Joseph R. Tomelleri
2. Read Not Norman by Kelly Bennett
3. Discussion Questions "Are these Japanese fish prints and African fish prints art? What do we need to know when looking at Japanese fish prints and African fish prints? When were Japanese fish prints and African fish prints produced? How were Japanese fish prints and African fish prints made? Where do you see the scales, fins, and gills of these fish? What should go inside the home of your fish? What are some ways we could take care of a fish such as feeding our pet or cleaning the tank? What is the favoraite snack (pizza, cupcakes, flakes) of your pet fish? Does your fish wear accessories (sneakers, top hat, bowtie, sweater)? If your fish escaped the pet store, where would it go?"
Lesson Activities
1. Use a pencil to draw shape variation (geometric, organic, free form) of the selected fish (guppies, goldfish, mollies, betta fish, tetras) for Pet Store Fish Paintings
2. Use line types (horizontal, vertical, diagonal) to add characteristics (gills eyes fins) for the Pet Store Fish Paintings
3. Use texture tools (stamps, felt pen, folks) to add patterns (dots, swirls, stripes) for the Pet Store Fish Paintings
Day Two, Art Start
1. Retrieve Pet Store Fish Paintings for Assigned Tables
2. Arctic Char, Dwarf, Salvenlinus Alphinus (2026) Joseph R. Tomelleri
3. Discussion Questions "How would you describe the shape of the fish's body? Are all of the fish shaped the same? Do you see any fins on this fish? How would you describe this fish's shape? How would you describe the color of the fish? Are all the fish the same color? How are these fish the same? How are these fish different? Do you see any design on this fish? Do you see any patterns on this fish? Do you see any fins on this fish? Are the fins the same size? Are some narrow? Are some wide? How would you describe its fin? How would you describe its mouth? How would you describe its eyes?"
Lesson Activities
1. Use warm colors (red orange yellow) to fill in the positive space (foreground, selected fish) of the Pet Store Fish Paintings
2. Use cool colors (purple blue green) to fill in the negative space (background, plastic bag) of the Pet Store Fish Paintings
3. Add line types (horizontal, vertical, diagonal) to the negative space (background, plastic bag) of the Pet Store Fish Paintings
Day Three, Art Start
1. Retrieve Pet Store Fish Paintings for Assigned Tables
2. Set Up Studio Area (water bucket, paint brushes, watercolor)
Lesson Activities
1. Add highlights (reflective light, light source) to positive space (foreground, selected fish) of the Pet Store Fish Paintings
2. Add shadows (cast shadow, reflective shadow) to the negative space (background, plastic bag) of the Pet Store Fish Paintings
3. Add relief pieces (styrofoam pieces, cardboard, poster board) behind the positive space (foreground, selected fish) of the Pet Store Fish Paintings
Artist Examples
Student Examples
Wednesday, March 18, 2026
SYMMETRICAL LOBSTERS
Symmetrical Lobsters
Learning Targets
I can...
- Create an original Symmetrical Lobsters 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 Artist (1979-Present) Philip Colbert
- Use balance (symmetrical, asymmetrical, radial, mosaic) and design principles (composition, movement, emphasis) based on Contemporary Pop
- Define Bilateral Symmetry (two sides are mirror images)
Day One, Art Start
1. Lobster Telephone (1938) Salvador Dali
2. Read "Lobsterman" by Dahlo Ipcar
3. Discussion Questions "If you fold your paper, do the two sides match? What do you think of the sculpture? What two objects can you see? When do you think the sculpture was made? Could this artwork be contemporary? What art movement do you think it might be associated with? What do you know about Salvador Dali and Edward James? Which art movement were the artists associated with? What do you know about Surrealism? Does finding our more about the sculpture change what you think about the artwork? Does it matter that Salvador Dali and Edward James did not make the sculpture? What is more important the idea or the object? Do you think the sculpture looks shocking? Do you think it would have been shocking to people in the 1930s? What sort of sculptures do you think people saw in art galleries in the 1930s? Are we more used to the idea of surrealism now than people might have been in the 1930s? Can you think of any contemporary artosk that might have shocked people when they were first exhibited?"
Lesson Activities
1. Use a pencil to draw shape variation (geometric, organic, free form) of the selected lobster (cold water clawed, rock lobsters, Canadian lobsters) for Symmetrical Lobsters
2. Use line types (horizontal, vertical, diagonal) to add characteristics (antennae, claws, tail) for the Symmetrical Lobsters
3. Use texture tools (stamps, felt pens, folks, rollers) to add patterns (stripes, dots, swirls) for the Symmetrical Lobsters
Day Two, Art Start
1. Retrieve Symmetrical Lobsters for Assigned Tables
2. Sunflowers In Seoul (2025) Philip Colbert
3. Discussion Questions "What objects can you see in each of the artworks? How have the artists chagned the objects? What is the effect? What do the sculptures make you think and feel? Are there any features of the animals that you could make use of in relation to the objects? How would you describe the shape of lobsters body? Are all lobsters shaped the same? How would you describe the color of the symmetrical lobsters? Do you see any patterns on the lobsters? What kind of music do you think a lobster would dance to on the ocean floor? How would it feel to walk with ten legs at once? Did you know lobsters have two different kinds of claws? Which one is the crusher and which one is the pincher? What other colors could your lobster be if not red in the ocean? How would you draw a lobster's armor shell to show that it is hard and bumpy?"
Lesson Activities
1. Use warm colors (red, orange, yellow) to fill in the positive space (foreground, middle ground, lobster) of the Symmetrical Lobsters
2. Use cool colors (blue, green, purple) to fill in the negative space (background) of the Symmetrical Lobsters
3. Add line types (horizontal vertical diagonal) to the negative space (background) of the Symmetrical Lobsters
Day Three, Art Start
1. Retrieve Symmetrical Lobsters for Assigned Tables
2. Set Up Studio Area (gloss paint, paint brushes, water buckets)
Lesson Activities
1. Add highlights (reflective light, light source, cast light) to the positive space (foreground, middle ground, lobster) of the Symmetrical Lobsters
2. Add shadows (cast shadow, reflective shadow, shadow) to the negative space (background) of the Symmetrical Lobsters
3. Add relief pieces (styrofoam pieces, cardboard, poster board) behind the positive space (foreground, middle ground, background) of the Symmetrical Lobsters
Artist Examples
Student Examples
Tuesday, March 3, 2026
VALUE PEEPS
Value Peeps
Learning Targets
I can...
- Create an original Value Peeps using drawing techniques learned in class
- Use shape variation (geometric, organic, free form), value (highlights, shadows, tints, shades), and texture (actual visual implied) inspired by Racine Art Museum (RAM) Peeps Brand Exhibition
- Use collage techniques (layering, overlapping, photomontage, assemblage) and design principles (composition, gradation, balance) based on Pop Art
- Define Composition (the arrangement, organization, and position of visual elements within an artwork)
Lesson One
Day One, Art Start
1. Ode To Wayne Thiebaud (2022) Sarah Magana
2. Read Colorful Peeps by Random House
3. Discussion Questions "Did you know peeps were first made in 1953 by Just Born? Did you know it took 27 hours to create one peep whereas now it takes 6 minutes to make a peep? Why would an artist pick a common item like candy to be art? How does changing the color of this peep change the mood of the artwork? How does repeating this shape make it look different? Why did you choose this specific artwork to recreate with peeps? What made it a good fit for these marshmallow characters? If your peeps could talk, what would they tell us about the time or the artist who created the original artwork? Did a peep fall over or a color change in a way that helped the scene? Why did you choose these specific colors for the background? How do they help the viewer focus on your main peep character? If you could jump into this scene, what would you hear, smell, or feel? Is it loud like a party or quiet like a library?"
Lesson Activities
1. Choose 12" X 15" Drawing Paper
2. Use graphite pencil to draw geometric shapes (circles, triangles, rectangles) for the positive space (foreground, peeps candies) of the Value Peeps
3. Use graphite pencil to draw perpendicular lines for the negative space (background, middle ground) of the Value Peeps
Day Two, Art Start
1. Retrieve Value Peeps for Assigned Tables
2. The Marshmallow Peep Rest In A Garden (2024) Lynnzie Palomaki
3. Discussion Questions "What is going on in this artwork? What do you notice? What do you see the artwork that makes you say that? What are the feelings and mood the artwork evokes? What do you think the artist intended to communicate? What does this artwork remind you of? How do the elements like size, color, or line affect an audience? What would it be like to experience the scene within the artwork? What do you think will happen next, after they finish their peep candies? What kind of peep candies do you think they ordered? What details or little surprises do you notice in the background? Does this picture remind you anything you have seen or done before? What is the difference in this picture compared to a similar artwork? What else can you tell me about this artwork?"
Lesson Activities
1. Use tempera paint to fill in the positive space (foreground, peeps candies) with color combinations (analogous, complementary, intermediate) for the Value Peeps
2. Use tempera paint to fill in the negative space (background, middle ground) with color combinations (analogous, complementary, intermediate) for the Value Peeps
3. Add details (shadows, highlights, texture) for the positive space (foreground, peeps candies) with color combinations (analogous, complementary, intermediate) for the Value Peeps
Day Three, Art Start
1. Retrieve Value Peeps for Assigned Tables
2. Set Up Studio Area (charcoal, blending tools, tempera paint, paint brushes)
Lesson Activities
1. Add highlights (reflective light, light source, shadow, cast shadow) to the positive space (foreground, peeps candies) of the Value Peeps
2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background, middle ground) of the Value Peeps
3. Add embellishments (glitter, beads, ribbon) to the positive space (foreground, peeps candies) of the Value Peeps
Artist Examples
Student Examples
Wednesday, February 25, 2026
CLOVER ROBIN PORCELAIN CABINETS
Clover Robin Porcelain Cabinets
Learning Targets
I can...
- Create an original Clover Robin Porcelain Cabinets using drawing techniques learned in class
- Use shape variation (geometric, organic, free form), space (positive, negative) and texture (actual, visual, implied) inspired by Collage Artist (2007-Present) Clover Robin
- Use collage techniques (layering, snipping, cutting, assemblage, found objects, decoupage, mixed media) and design principles (composition, variation, proportion) based on Illustration
- Define Collection (an accumulation of works of art by a private individual or a public institution)
Lesson One
Day One, Art Start
1. Almond Croissant (2026) Clover Robin
2. Read The Incredible Cabinet Of Wonders by Joe Fullman
3. Discussion Questions "Did you know rich individuals owned fancy cabinets to show off wealth and power? Did you know scholars and scientists owned cabinets to show off learning and discovery? How do cabinets show the wonders of nature and the achievements of human creativity? How do artists create their own cabinets of art and curiosity to show off the collectibles from classroom experiences throughout the year? How do cabinets of art and curiosity remind you of places or collections you have seen or visited? What objects or items would you include in your own cabinet or art and curiosity? In what ways do cabinets of art and curiosity inspire you to explore and learn about the world around you? What does the physical object you choose look like, feel like, smell like, and sound like? What do you notice about the different displays? What do they tell you about the different collections of your classmates? What objects or cabinets are you most curious about? How does your collection represent you? If someone from 100 years in the future found your cabinet, what would they learn about your life?"
Lesson Activities
1. Choose 12" X 15" Drawing Paper
2. Use geometric shapes (oval, circles, rectangles, squares) to draw the basic shapes of the positive space (cabinet, windows, door handles, cupboards) for the Clover Robin Porcelain Cabinets
3. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow, shadow) and highlights (reflective light, light source) for the Clover Robin Porcelain Cabinets
Day Two, Art Start
1. Retrieve Clover Robin Porcelain Cabinets for Assigned Tables
2. Cake Shop (2026) Clover Robin
3. Discussion Questions "What items (dishes, pitchers, bowls, plates, mugs) do you see on these shelves? Which items appears the smallest and which items appear the largest? What different patterns can you find in this artwork? How many colors can you name in this artwork? Does the artist use realistic colors or are these colors more fun? Do you any shapes (circles, rectangles, squares) repeating in this artwork? How do you think the artist made this? Can you see where paper might have been cut out and glued on top of the brown background? Whose cupboard do you think this is? Is it from a giant's house, a colorful cafe, or a grandma's kitchen? If you could pick one item to use for breakfast, which one would it be? What do you think is missing from the shelves in this artwork?"
Lesson Activities
1. Add line types (horizontal, vertical, diagonal) to make decorative patterns (stripes, swirls, waves) for the Clover Robin Porcelain Cabinets
2. Use decorative patterns (stripes, swirls, waves) to add designs to the positive space (foreground, cabinet, windows, cupboards) of the Clover Robin Porcelain Cabinets
3. Use color combinations (analogous, secondary, intermediate) to fill in the negative space (background) of the Clover Robin Porcelain Cabinets
Day Three, Art Start
1. Retrieve Clover Robin Porcelain Cabinets for Assigned Tables
2. Set Up Studio Area (scissors, glue sticks, texture plates, colored pencils)
Lesson Activities
1, Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground, cabinet, windows, cupboards) of the Clover Robin Porcelain Cabinets
2, Add highlights (reflective light, light source) to the positive space (foreground, middle ground, cabinet) of the Clover Robin Porcelain Cabinets
3. Add illusion of depth by adding shadows (cast shadow, reflective shadow, shadow) to the negative space (background) of the Clover Robin Porcelain Cabinets
Artist Examples
Student Examples
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