Wednesday, March 25, 2026
WATERCOLOR INFLATABLES
Watercolor Inflatables
Learning Targets
I can...
- Create an original Watercolor Inflatables using drawing techniques learned in class
- Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and texture (actual, visual, implied) inspired by Australian Artist (1988-Present) CJ Hendry
- Use technical skills (color theory, tool techniques, medium mastery, form management) and design principles (composition, gradation, repetition) based on Contemporary Art
- Define Inflatables (a type of art made from large air-filled structures constructed from flexible materials (PVC, nylon, vinyl))
Lesson One
Day One, Art Start
1. Public Pool Las Vegas (2025) CJ Hendry
2. Read The Lake Mess Monster by Beverly Komoda
3. Discussion Questions "Did you know inflatables have a long history dating back to the 18th century? Have you ever had lawn inflatables, bouncy houses, or party balloons at an event? Are you drawn to the dancing street inflatables near the stopping center or the massive blimp with a scrolling electronic sign flying over a stadium? What happens to our experience of large art filled objects encountered outddors when we place them in an art gallery and place with scale? What type of inflatable do you see in this picture? Where is the inflatable located? How does the audience interact or experience this artwork? Did you know Andy Warhol was the first artist to play with the concept of inflatable artwork with his art piece Silver Clouds? What effects can time have on a sculpture? Is it important to make public art durable to withstand time? What are some ways we are slowly destroying our earth? What are some things artists can do to help our environment? Did you know the Roman's first used boats made from animal skins before creating basic inflatables out of reed rafts or goat skinned boats?"
Lesson Activities
1. Choose 12" X 15" Drawing Paper
2. Use graphite pencil to draw the line types (horizontal, vertical, diagonal) of the positive space (foreground, pool inflatable) of the Watercolor Inflatables
3. Use graphic pencil to draw the decorative lines (waves, curved, straight, scalped) of the positive space (foreground, pool inflatable) of the Watercolor Inflatables
Day Two, Art Start
1. Retrieve Watercolor Inflatables for Assigned Tables
2. Pool Party Hong Kong (2025) CJ Hendry
3. Discussion Questions "How can we use curved lines to make the inflatable look like it is filled with air? Where should we add the highlights and shadows to make it look like wet plastic? If this design needed to be three-dimensional, how would the shape change from different sides? What is the funniest thing that could happen to someone riding your inflatable? If you could build a giant version of this for a real pool, who would be the first person you would invite? What was the trickiest part of drawing something that looks bouncy? How can we use white paint or crayons to show where the sun reflect off the smooth surface? Is your inflatable meant for a calm backyard pool or a giant waterpark with huge waves? What is the coolest part of your design that you think no one else thought of?"
Lesson Activities
1. Use watercolor to fill in the positive space (foreground, pool inflatables) with warm colors (red orange yellow) for the Watercolor Inflatables
2. Use watercolor to fill in the negative space (background) with cool colors (purple blue green) for the Watercolor Inflatables
3. Add details (patterns, waves, ripples) to the negative space (background, middle ground) of the Watercolor Inflatables
Day Three, Art Start
1. Retrieve Watercolor Inflatables for Assigned Tables
2. Set Up Studio Area (paint brushes, water buckets, tempera paint, watercolor)
Lesson Activities
1. Add highlights (light source, reflective light) to the positive space (foreground, pool inflatables) of the Watercolor Inflatables
2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Watercolor Inflatables
3. Add embellishments (glitter glue, tape, yarn) to details (water ripples, pool inflatables) of the Watercolor Inflatables
Artist Examples
Student Examples
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
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