Tuesday, September 29, 2026
ELF PORTRAITS
Elf Portraits
Learning Targets
I can...
- Create an original Elf Portrait 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 Illustrator (1983-Present) Mary Engelbreit
- Use portrait styles (profile, three-quarter, full face, self-portrait) and design principles (repetition, contrast, balance) based on American Art
- Define Portrait (a picture, painting, photograph, or sculpture of a person that focuses mainly on face and expression)
Lesson One
Day One, Art Start
1. Merry Mushroom Elf (2002) Mary Engelbreit
2. Read "How To Catch An Elf" by Adam Wallace and Andy Elkerton
3. Discussion Questions "What do you know about Christmas? What patterns did you use to create the background of your artwork? What did you add to the clothing to make it appear like it belonged to an elf? What emotions (joy, anger, sadness, gear, surprise) do you feel when you look at your artwork? Why would you make a good elf? What do you notice about an elf's clothing, hat, and shoes? How can we make our elf look unique instead of making every elf the same? How can you use art elements (line, shape, pattern) to decorate an elf? What could you add to the background to tell a story? How could using different colors (warm colors, cool colors, complementary colors) change the personality of the elf? How can artists use line, shape, color, pattern, and imagination to create a unique character? How can artists use facial expressions and body positions to communicate emotion?"
Lesson Activities
1. Choose 12" X 15" Drawing Paper
2. Use graphite pencil to draw line types (horizontal, vertical, diagonal) of facial proportions (head, face, shoulder) of the Elf Portraits
3. Use graphite pencil to add facial features (eyes, nose, mouth, eyebrows) to the positive space (foreground, middle ground, portrait) of the Elf Portraits
Day Two, Art Start
1. Retrieve Elf Portraits For Assigned Tables
2. Christmas Mischief (2023) Mary Engelbreit
3. Discussion Questions "Do you think this artwork is a self-portrait? How does this portrait make you feel? Are you interested in the portrait? Do you like the way the artist has arranged the picture? Do you like the way the artist has shown details? What is a portrait? What does the picture tell you about the time that the subject was made? How do you think the artist felt about the person he or she painted? How do you think the person in this picture is feeling? What is the mood of the person in this picture? Are the lines in the portrait straight or curved? How often does the artist repeat certain colors or shapes within the portrait? What does the background and the objects in the background of the picture tell us? How much space has the artist left around the person? What view of the person is pictured?"
Lesson Activities
1. Add adornments (earrings, jewelry, hairstyles, clothing) to the positive space (foreground, middle ground, portrait) of the Elf Portraits
2. Add costumes (jewelry, clothing, make up) to the positive space (foreground, middle ground, portrait) of the Elf Portraits
3. Use black sharpie marker to outline the facial features (eyes, nose, mouth, ears) and facial proportions (head, face, shoulder) of the Elf Portraits
Day Three, Art Start
Retrieve Elf Portraits for Assigned Tables
2. Set Up Studio Area (glue sticks, scissors, markers, crayons)
Lesson Activities
1. Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground, middle ground, portrait) of the Elf Portraits
2. Use color combinations (analogous, complementary, secondary) to fill in the negative space (background) of the Elf Portraits
3. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow) and highlights (reflective light, light source) to the Elf Portraits
Artist Examples
Student Examples
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
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