MiSs Rs ArT RoOm

Clay Flowerpots

Learning Targets

I can...

• Create an original Clay Flowerpots using sculpture techniques learned in class
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual, visual, implied) inspired by American Artist (1955-Present) Jeff Koons
• Use ceramic techniques (hand building, slab method, pinching, coiling, scoring, slipping) and design principles (proportion, variation, repetition) based on Contemporary Art
• Define Pinch Pot (a simple, handmade pottery technique where you shape a ball of clay into a hollow bowl or cup using only your thumbs and fingers)

Lesson One
Day One, Art Start

1. Large Vase Of Flowers (1991) Jeff Koons

2. Read The Tiny Seed by Eric Carle

3. Discussion Questions "Can you identify the parts of a flower such as the leaves, stems, petals, and seeds? What does a flower need to grow? How many different types of flowers can you find in your garden? How can we use the art elements (texture, value, color, line, shape, form) to make every flower unique? How could we turn a flat flower into a three-dimensional sculpture? If your clay flower could grow anywhere in the world, where would it grow and what would make it special? How can we use lines, shapes, patterns, and textures to personalize our flowerpots? What secret surprise could you add to your flowerpot that a viewer would only notice if looking up closely? What did you find challenging about making a flowerpot? How did you keep your flower petals attached? How can artists use exaggerated shape and bright colors to attract attention? Why might an artist make a flower sculpture much larger than a real flower? Did you know humans have been making clay pots for over 15,000 years long before paper, cars, or even metal tools existed?"

Lesson Activities

1. Use slab method to form the basic shapes (circles, ovals, rectangles) of the positive space (foreground, flower) of the Clay Flowerpots

2. Use coil method to form the details (leaves, petals, center) of the positive space (foreground, flower) of the Clay Flowerpots

3. Use modeling tools (wooden chips, shells, pencils, clay stamps) to add an imprint to the Clay Flowerpots

Day Two, Art Start

1. Retrieve Clay Flowerpots for Assigned Tables 

2. Mound Of Flowers (1991) Jeff Koons

3. Discussion Questions "How does understand the artist change our understanding of his sculptures? What made Jeff Koons unique? What can we learn from Jeff Koons? Why do flowers look the way they do? How do flowers grow? When do flowers grow? What do you enjoy most about this painting? What do you like least about this painting? How would you do things differently? What other subjects could be sculpted in the contemporary art style? How do these flowers look the same? What do each of the flowers look like? What colors do you notice are in the flower sculptures? What are the parts of a flower? How can artists add texture to the flowers? How can artists use addictive and subtractive methods of clay work? how does Jeff Koons use texture in his sculptures?" 

Lesson Activities

1. Add details (flowers, petals, leaves) to the positive space (foreground, middle ground, flower) of the Clay Flowerpots

2. Add imprints (swirls, stripes, shapes) to the negative space (background) of the Clay Flowerpots

3. Add embellishments (glitter, sequins, small beads, yarn) to the positive space (foreground, middle ground, flower) of the Clay Flowerpots 

Day Three, Art Start 

1. Retrieve Clay Flowerpots for Assigned Tables 

2. Set Up Studio Area (rubber mats, modeling tools, rolling pins, air dry clay) 

Lesson Activities

1. Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground, middle ground, flower) for the Clay Flowerpots

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

3. Apply Gloss Finish to the positive space (foreground, middle ground, flower) of the Clay Flowerpots 

Artist Examples

Student Examples 

Clay Suitcases

Learning Targets

I can... 

• Create an original Clay Suitcase using ceramic techniques learning in class
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual, visual, implied) inspired by French Sculptor (1960-Present) Bruno Catalano
• Use hand building techniques (pinching, coiling, scoring, slab building) and design principles (proportion, balance, composition) based on Contemporary Art
• Define Symbolism (the practice of using visible objects, colors, shapes, or figurines to represent invisible or abstract ideas such as emotions, beliefs, or spiritual concepts)

Lesson One
Day One, Art Start

1. A Man And A Woman (2026) Bruno Catalano

2. Read The Suitcase by Chris Naylor-Ballesteros

3. Discussion Questions "If you could pack a tiny suitcase with things that represent you or a journey to a new place, what would be inside or on the outside? What would you not live without? What would you want just for fun? What would you take that reminds you of home? What do you think is in this suitcase? What could you fit in your own suitcase that would represent your possessions and life you would leave behind? How do artists use art to shed light on world events, inspire compassion, and action? If you were going on a long trip or moving to a new place, what are three or four things that you could not live without? How do Bruno Catalano's suitcase sculptures talk about how luggage symbolizes memories, journey, and emotion? Did you know that more than half of the world's refugees are children? What items on this list do you think you would not need to take with you? How can two suitcases look completely different even if they have the same shape?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) for the proportions (foreground, middle ground, suitcase) of the Clay Suitcases

2. Mold clay into basic shapes (ovals, triangles, circles, squares) for the positive space (foreground, middle ground, suitcase) of the Clay Suitcases

3. Use needle tools to draw basic shapes (triangles, squares, rectangles) for the positive space (foreground, middle ground, suitcases) of the Clay Suitcases  

Day Two, Art Start

1. Retrieve Clay Suitcases for Assigned Tables

2. The Travelers (2022) Bruno Catalano

3. Discussion Questions "What do you think is the best clay tool? Do you think that if I were to drop this clay piece, it would stay together? Can you create a two-dimensional or three-dimensional suitcase out of clay using techniques of scoring, slipping, cutting, and smoothing? Can you use specific colors to paint your suitcase realistic or abstract? Can you add at least two unique details to your suitcase by using texture or shapes? Can you participate in a discussion of how artists use clay? What shapes do you see in this suitcase sculpture? If you could touch this, what do you think it would feel like? How does the size of these suitcases compare to the real one? Why do you think the artist chose to make art out of something we use every day?"

Lesson Activities

1. Add basic shapes (triangles, ovals, circles, rectangles) to the negative space (background) of the Clay Suitcases

2. Add details (stickers, labels, travel pictures, patterns) to the positive space (foreground, middle ground, suitcase) of the Clay Suitcases

3. Use modeling tools (paddle, brush, grips) to smooth out the positive space (foreground, middle ground, suitcase) of the Clay Suitcases 

Day Three, Art Start

1. Retrieve Clay Suitcases for Assigned Tables

2. Set Up Studio Area (rolling pins, rubber mats, air dry clay, modeling tools) 

Lesson Activities

1. Add color combinations (complementary, analogous, monochromatic) to the positive space (foreground, middle ground, suitcase) of the Clay Suitcases

2. Add color combinations (complementary, analogous, monochromatic) to the negative space (background) of the Clay Suitcases

3. Apply Gloss Finish to the positive space (foreground, middle ground, suitcase) of the Clay Suitcases 

Artist Examples

Student Examples

Clay Kindergarten Rainbows

Learning Targets

I can...

• Create an original Clay Kindergarten Rainbows using ceramic techniques learned in class
• Use color order (red orange yellow green blue purple), form (two dimensional three dimensional), and texture (actual, visual, implied) inspired by English Artist (1965-Present) Damien Hirst
• Use water marbling techniques (Ebru, Suminagashi, stone marbling, Renaissance) and design principles (repetition, harmony, proportion) based on Contemporary Art
• Define Rainbow (a multicolored arc in the sky that appears when sunlights shines through falling rain or mist) 

Lesson One
Day One, Art Start

1. Butterfly Rainbow, Blue (2020) Damien Hirst

2. Read My Color Is Rainbow by Agnes Hsu

3. Discussion Questions "Who likes the rain? Who has seen a rainbow? Can we name all the colors we used to make our beautiful rainbow starting at the top? If you had to pick one color from your rainbow to be the best color ever, which one would it be? What things in our classroom or at home are the same colors as the rainbow? What do you know about primary colors and what do you know about secondary colors? Do you think rainbows would be interesting if they were just one color? How can artists use color, pattern, and imagination to communicate feelings and positive messages? Why do you think rainbows always have colors in a particular order?" 

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) for the proportions (foreground, rainbows) within the positive space (foreground, middle ground, rainbow) of the Clay Kindergarten Rainbows

2. Mold clay into basic shapes (ovals, triangles, circles, squares) for the positive space (foreground, middle ground, rainbow) of the Clay Kindergarten Rainbows

3. Use needle tools to draw basic shapes (ovals, triangles, circles, squares) for the positive space (foreground, middle ground, rainbow) of the Clay Kindergarten Rainbows

Day Two, Art Start

1. Retrieve Clay Kindergarten Rainbows for Assigned Tables

2. Rainbow, Small Laminated Giclee Print On Aluminum (2020) Damien Hirst

3. Discussion Questions "What do you think is the best clay tool? Do you think that if I were to drop this clay tool it would stay together? Can you create a three-dimensional rainbow out of clay using the techniques of scoring, slipping, cutting, and smoothing? Can you use specific colors to paint three-dimensional rainbows realistic or abstract? Can you add at least two unique details to the three-dimensional rainbows by using texture or shapes? Can you participate in a discussion of how artists use clay? What shapes do you see in this rainbow sculpture? If you could touch this, what would it feel like? Why do you think this artist chose to make art out of something we can see in nature?" 

Lesson Activities

1. Add basic shapes (triangles, ovals, circles, rectangles) to the negative space (background) of the Clay Kindergarten Rainbows

2. Add details (swirls, clouds, sun, stars, moon, wind) to the positive space (foreground, middle ground, rainbow) of the Clay Kindergarten Rainbows

3. Use modeling tools (paddle, brush, grip) to smooth out the positive space (foreground, middle ground, rainbow) of the Clay Kindergarten Rainbows

Day Three, Art Start

1. Retrieve Clay Kindergarten Rainbows for Assigned Tables

2. Set Up Studio Area (rolling pins, rubber mats, modeling tools, air dry clay)

Lesson Activities

1. Add color combinations (warm/cool colors, analogous colors, complementary colors) to the positive space (foreground, middle ground, rainbows) of the Clay Kindergarten Rainbows

2. Add color combinations (warm/cool colors, analogous colors, complementary colors) to the negative space (background) of the Clay Kindergarten Rainbows

3. Apply Gloss to the positive space (foreground, middle ground, rainbows) of the Clay Kindergarten Rainbows 

Artist Examples

Student Examples

Clay Puffer Fish

Learning Targets

I can...

• Create an original Clay Puffer Fish using ceramic techniques learned in class
• Use form (two dimensional, three dimensional), space (positive, negative), and texture (actual, visual, implied) inspired by Australian Visual Artist (1977-Present) Tom Moore
• Use sculpture techniques (carving, modeling, casting, assembling) and design principles (composition, repetition, balance) based on Glass Art
• Define Anthropomorphic (giving human form, traits, emotions, speech, or behaviors to nonhuman beings such as animals, objects, or natural forces)

Lesson One
Day One, Art Start

1. Pyrotechnic Puffer Fish (2016) Tom Moore

2. Read Barry The Fish With Fingers by Sue Hendra

3. Discussion Questions "What is the favorite snack choice of a puffer fish? How can we show that the puffer fish might like eating green leaves or crunchy crabs? Is your puffer fish sharp, prickly, bumpy, or soft? Where does your puffer fish like to live (stamp textures, seashells, comb, rough coral, aluminum foil)? What type of fins does the puffer fish have to make the fish a speedy swimmer or a slow drifter? Does your puffer fish have a best underwater friend such as a starfish, snail, or worm to put on top of the head? What makes your puffer fish different from every other fish in the ocean? Will the fish be round, oval, tall, short, or an unusual shape? Could the puffer fish have oversized eyes, tiny fins, or a funny mouth? What could you change about your spikes, eyes, or patterns to make your fish one of a kind? What makes your puffer fish different from all other puffer fish in the ocean?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) for proportions (head, eyes, tail) within the positive space (foreground, middle ground, puffer fish) of the Clay Puffer Fish

2. Mold clay into basic shapes (circle eyes, triangle tail, oval body) for the positive space (foreground, middle ground, puffer fish) of the Clay Puffer Fish

3. Use modeling tools to draw facial features (whiskers, gills, scales, fins) for the positive space (foreground, middle ground, puffer fish) of the Clay Puffer Fish

Day Two, Art Start

1. Retrieve Clay Puffer Fish for Assigned Tables 

2. Puffer Pair (2021) Tom Moore

3. Discussion Questions "What is a puffer fish? How big can puffer fish grow? How many varieties of puffer fish are there? How long can puffer fish live? Why did the artist use those colors and background for the puffer fish? What do you think is beautiful about this artwork? What can you learn from viewing this artwork? Why are fish important to the ecosystem? What special features do fish have? What are fish a sign of? What is the hidden meaning of seeing a fish? How far can a fish swim? What are the unique characteristics of a fish? What do you think fish eat? What do fish have on the scales? What type of fish are in our story? What type of noises do fish make? Which types of fish live in North America? Do either or both of these fish live where you do?"

Lesson Activities

1. Add facial features (whiskers, eye lids, eyelashes, fins) for the positive space (foreground, middle ground, fish) of the Clay Puffer Fish

2. Add details (patterns, scales, stripes) to the positive space (foreground, middle ground, fish) of the Clay Puffer Fish

3. Use modeling tools (brush, grips, paddle) to smooth out the facial features (whiskers, eye lids, eyelashes) for the Clay Puffer Fish 

Day Three, Art Start

1. Retrieve Clay Puffer Fish for Assigned Tables

2. Set Up Studio Area (rubber mat, modeling tools, water bucket, air dry clay) 

Lesson Activities

1. Add color combinations (warm/cool colors, analogous colors, complementary colors) for the positive space (foreground, middle ground, fish) of the Clay Puffer Fish

2. Add color combinations (warm/cool colors, analogous colors, complementary colors) for the negative space (background) of the Clay Puffer Fish

3. Apply Gloss Fish to the facial proportions, facial features, and accessories of the Clay Puffer Fish 

Artist Examples

Student Examples

Heart Lollipops

Learning Targets

I can...

• Create an original Heart Lollipops using drawing techniques learned in class
• Use color combinations (warm/cool colors, analogous colors, monochromatic), shape variation (geometric, organic, free form), and value (lightness, darkness, tints, shades) inspired by American Artist (1920-2021) Wayne Thiebaud
• Use observational drawings (proportions, perspective, sighting, quality) and design principles (composition, proportion, balanced) based on American Art
•  Define Subject Matter (the visual material, object, person, place, or event that the artwork depicts)

Lesson One
Day One, Art Start

1. Seven Suckers (1920) Wayne Thiebaud

2. Read Henry's Lollipop by Robert Quackenbush

3. Discussion Questions "What makes a candy look real or shiny in a painting? How did Wayne Thiebaud make a flat piece of candy look like it has weight, roundness, and a halo of bright light? How does the artist make these candies look real enough to eat? How can artists turn an everyday object into an interesting work of art? Can you think of an artist that uses everyday objects in artwork? How can you make your lollipop large enough to become the focal point? Which colors remind you of Valentines Day? How can artists use color, shape, and pattern to express love and kindness through art? How can we make our artwork unique while exploring a shared theme? What flavor or color makes you think of love and happiness? Do you want think to look like a tiny candy or a giant cartoon heart? How does liquid sugar turn into a hard candy stick?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use graphite pencil to draw shape variation (geometric, organic, free form) for the positive space (foreground, middle ground, lollipop) of the Heart Lollipops 

3. Use graphite pencil to draw line types (horizontal, vertical, diagonal) for the positive space (foreground, middle ground, lollipop) of the Heart Lollipops 

Day Two, Art Start 

1. Retrieve Heart Lollipops for Assigned Tables 

2. Little Red Suckers (1971) Wayne Thiebaud

3. Discussion Questions "What types of lollipops are there? Where are these lollipops? How are the lollipops displayed? How is the painting drawn? How many layers does this lollipop consist of? Which of the choices below are the smallest lollipops? What types of lollipops do you like? What is the shape of your lollipops? How would you decorate your lollipop? What colors are used for this type of lollipop? What materials did Wayne Thiebaud use? Who was Wayne Thiebaud influenced by? What color schemes does he use analogous, complementary, or secondary? How do you think these lollipops would feel? How do the shadows help this artwork to look real? What is the painting about? What is the mood in this artwork?" 

Lesson Activities

1. Use oil pastels to fill in the positive space (foreground, middle ground, lollipops) with color combinations (analogous, complementary, secondary) for the Heart Lollipops

2. Use oil pastels to fill in the negative space (background) with color combinations (analogous, complementary, secondary) for the Heart Lollipops 

3. Add details (background, decorations, wallpaper) to the negative space (background) of the Heart Lollipops 

Day Three, Art Start 

1. Retrieve Heart Lollipops for Assigned Tables 

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

Lesson Activities

1. Add highlights (light source, reflective light, highlight) to the positive space (foreground, middle ground, lollipops) of the Heart Lollipop

2. Add shadows (cast shadow, reflective shadow, shadows) to the negative space (background) of the Heart Lollipop

3. Add embellishments (glitter, beads, ribbons) to details (background, decorations, wallpaper) of the Heart Lollipops 

Artist Examples

Student Examples