Thursday, October 1, 2026
WINTER VALUE PAINTINGS
Winter Value Paintings 
Learning Targets
I can...
- Create an original Winter Value Paintings using drawing techniques learned in class
- Use color combinations (neutral, monochromatic, grayscale), shape variation (geometric, organic, free form), and value (lightness, darkness, tonal, tints, shades) inspired by American Photographer (1902-1984) Ansel Adams
- Use photography techniques (exposure, dynamic, speed, rule of thirds) and design principles (movement, composition, emphasis) based on American Conservation Movement
- Define Tonal (the lightness or darkness of a color or area called value)
Lesson One
Day One, Art Start
1. Young Oaks In Snow (1938) Ansel Adams
2. Read First Edition Trees: Ansel Adams by Ansel Adams
3. Discussion Questions "How does an artist create a feeling of mood and drama without using any color? What words (cold, bright, majestic, silent) come to mind when you look at this snow? Why would capturing the beauty of nature might make people want to protect it? How did Ansel Adams use his art to show love and protection for nature? How does looking at a winter landscape make you feel? How can we arrange our trees so that some look very close to us (foreground) and others look far away (background)? How did limiting your palette to just values (black, white, grey) change how you focused on the textures (trees, snow, bark) in the value painting? In what ways did your painting capture the grand, powerful feeling of nature that Ansel Adams loved?"
Lesson Activities
1. Use ruler, compass, or straightedge to draw the scenery (background, foreground, middle ground) of the Winter Value Paintings
2. Add details (buildings, animals, plants) within the positive space (foreground, trees) and scenery (foreground, middle ground, background) of the Winter Value Paintings
3. Use permanent marker to outline the positive space (foreground, trees) and scenery (middle ground, background, foreground) of the Winter Value Paintings
Day Two, Art Start
1. Retrieve Winter Value Paintings for Assigned Tables
2. Oak Tree, Snowstorm (1948) Ansel Adams
3. Discussion Questions "Why might an artist choose to work outside? What mood do you feeling when looking at Ansel Adams' black and white photographs? Why do you think Ansel Adams chose to focus so deeply on nature and national parks? Where do you see the brightest whites and the darkest blacks in the snowy landscapes? How does light change the way the tree trunk looks when it is covered in snow? How can you use brushstrokes to show the texture of rough bark versus soft, fluffy snow? What happens to your horizon line when you want to show a vast, heavy winter sky versus a massive blanket of snow? How does removing color help us notice details like texture, shape, and light that we might normally ignore? Do you think Ansel Adams work was purely about documenting nature, or was he trying to tell a story?"
Lesson Activities
1. Add patterns (swirls, clouds, stripes, stars) to the scenery (foreground, middle ground, background) of the Winter Value Paintings
2. Use color combinations (monochromatic, analogous, neutral) to fill in the scenery (foreground, middle ground, background) of the Winter Value Landscapes
3. Use color combinations (monochromatic, analogous, neutral) to fill in the scenery (foreground, middle ground, background) of the Winter Value Landscapes
Day Three, Art Start
1. Retrieve Winter Value Paintings for Assigned Tables
2. Set Up Studio Area (paintbrushes, tempera paint, water buckets, pencils)
Lesson Activities
1. Add highlights (reflective light, light source, cast light) within the scenery (foreground, middle ground, background) of the Winter Value Landscapes
2. Add shadows (reflective shadow, cast shadow) within the scenery (foreground, middle ground, background) of the Winter Value Landscapes
3. Add details (animals, buildings, people) within the scenery (foreground, middle ground, background) of the Winter Value Landscapes
Artist Examples
Student Examples
Wednesday, September 30, 2026
IGLOOS WITH NORTHERN LIGHTS
Igloos With Northern Lights
Learning Targets
I can..
- Create an original Igloos With Northern Lights using drawing techniques learned in class
- Use color combinations (monochromatic, neutral, cool colors), shape variation (geometric, orgnaic, free form), and space (positive, negative) inspired by Inuvialuktun Artist (1925-2001) Agnes Nanogak Goose
- Use architectural concepts (domes, framed structures, arches, vaults) and design principles (composition, proportion, repetition) based on Inuit Graphic Art
- Define Igloo (a dome-shaped temporary winter dwelling made of hard, compressed snow blocks (pukaangajug))
Lesson One
Day One, Art Start
1. Building An Igloo (1973) Agnes Nanogak Goose
2. Read Aurora: A Tale Of The Northern Lights by Mindy Dwyer
3. Discussion Questions "Did you know her drawings from Tales From The Igloo brought historic legends to a global audience, preserving oral history through visual art? Do you notice her stylized representation of hunters, birds, and bears? Did you know Agnes Nanogak Goose was a graphic artist and printmaker from Ulukhaktok? Did you know her dynamic artwork captured the activity and movement of her community? Did you know she completed over 200 prints in her lifetime? What visual techniques (line work, color, composition) did she use to make her figures look active rather than static? How did her style transition from her early drawings introduced in the 1967 Holman Print Collection to her late, large-scale masterpieces like the Mural (1971-1972)? What role did the Ulukhaktok Arts Centre play in translating her original drawings into finished prints? How does her artwork function as a tool for preserving and teaching cultural knowledge to younger generations?"
Lesson Activities
1. Use a ruler, compass, or straightedge to draw the scenery (middle ground, background) of the Igloos With Northern Lights
2. Add objects (animals, grasses, wildlife, rocks, mountains) within the positive space (foreground, igloo) of the Igloos With Northern Lights
3. Use permanent marker to outline the foreground (igloo), middle ground (snow, mountains, valleys), and background (sky, northern lights, background) of the Igloos With Northern Lights
Day Two, Art Start
1. Retrieve Igloos With Northern Lights for Assigned Tables
2. Thunder (1970) Agnes Nanogak Goose
3. Discussion Questions "What did you see in the pictures? What colors did the Northern Lights have? Where do you think you can see the Northern Lights? How was this snow structure constructed? How do these designs demonstrate generations of Inuit knowledge about the land, climate, and Arctic environment? Did you know that First Nations, Inuit, and Metis are distinct people with unique cultures? How do the Inuit use the environment to solve the challenge of winter survival? What history, values, and languages are associated with the craft, techniques, and materials needed to construct an igloo? In multiple scene works like her famous Mural, how do individual smaller scenes- depicting hunting, fishing, or games- weave together to tell a cohesive story about community life? How does her narrative style change when creating standalone art versus illustrating a specific text?"
Lesson Activities
1. Add texture (actual, visual, implied) to the positive space (igloo, foreground), and middle ground (snow, wildlife, mountains, valleys) of the Igloos With Northern Lights
2. Use color combinations (analogous, complementary, neutral) to fill in the positive space (igloo, foreground) of the Igloos With Northern Lights
3. Use color combinations (analogous, complementary, neutral) to fill in the negative space (background) of the Igloos With Northern Lights
Day Three, Art Start
1. Retrieve Igloos With Northern Lights for Assigned Tables
2. Set Up Studio Area (paintbrushes, glue sticks, scissors, stamps, chalk)
Lesson Activities
1. Add highlights (reflective light, light source, cast light) to the positive space (foreground, igloo) of the Igloos With Northern Lights
2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Igloos With Northern Lights
3. Add details (animals, mountains, rivers, northern lights) within the scenery of the Igloos With Northern Lights
Artist Examples
Student Examples
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
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