MiSs Rs ArT RoOm

 Art Museum Sculptures

Learning Targets

I can...

• Create an original Art Museum Sculpture 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 Chinese American Architect (1917-2019) I.M. Pei
• Use sculpture techniques (carving, casting, assembling, modeling) and design principles (proportion, movement, composition) based on Modern Architecture
• Define Museum (a public or private non-profit institution that collects, preserves, studies, and exhibits works of visual art for entertainment)

Lesson One
Day One, Art Start

1. Louvre Pyramid (1983-1984) I.M.Pei

2. Read The Glass Pyramid: A Story Of The Louvre Museum And Architect I.M.Pei by Jeannie Walker Harvey

3. Discussion Questions "What do museums want people to learn and why? Who are museums hoping to attract and why? Are there any culturally significant objects you would include in your museum? Is there an item passed down from your family or an item from your home country you could include? How can you document the important information about each item? Did you know most museums record the date it was collected, where the artwork came from, and a brief description of the object? How does visiting museums help motivate us to learn more about art history? What are the colors, shapes, and objects you can see without giving any facts? Why is touching artwork forbidden and how do guards protect the work for the future? How can buildings reflect the relationship between people and the environment?" 

Lesson Activities

1. Choose Three 12 X 12 Cardboard Sheets 

2. Use three compositional elements (shape, color, texture) to represent a memory, place, or event from ones own heritage 

3. Use line variation (wavy, straight, curved) as a design principle (balance, movement, repetition) with the Art Museum Sculptures 

Day Two, Art Start

1. Retrieve Art Museum Sculptures For Assigned Tables 

2. Rock And Roll Hall Of Fame (1995) I.M. Pei

3. Discussion Questions "What do you notice about this art museum building? How would you describe it to someone who has never seen it? What do you see that makes you say that? What details might have been inspired by nature or ancient civilizations? What might this museum suggest about the relationship between local people and their environment? What evidence supports your ideas? What might this suggest about your communities outlook on the natural world? How does each work of art reflect the natural world? How does your building look from different sides? How do visitors walk through this museum? What is the mood of your museum, and how will your building shape reflect that? Will your building be historical and classical, or sleek and modern? How will people enter your museum? What makes your building look like a museum rather than an office building, home, or school?"

Lesson Activities

1. Use compass, protractors, and texture plates to add symmetrical shapes (circle, triangles, squares) to the Art Museum Sculptures 

2. Use form (two dimensional, three dimensional) to fill in the positive space (foreground, middle ground) of the Art Museum Sculptures 

3. Use form (two dimensional, three dimensional) to fill in the negative space (background) of the Art Museum Sculptures 

Day Three, Art Start

1. Retrieve Art Museum Sculptures for Assigned Tables 

2. Set Up Studio Area (washable markers, glue sticks, scissors, colored pencils) 

Lesson Activities

1. Use scissors to cut out two dimensional symmetrical shapes (circles, triangles, squares) to create a three dimensional Art Museum Sculptures

2. Glue Down three dimensional symmetrical shapes (circles, triangles, squares) to create a three dimensional Art Museum Sculptures

3. Add decorations (old art, newspaper, fabric scraps, colored paper, buttons, collage) to positive space (foreground, middle ground) of the Art Museum Sculptures 

Artist Examples

Student Examples

 Dizzy Vase Drawings

Learning Targets 

I can...

• Create an original Dizzy Vase Drawings 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 Italian Artist (1890-1964) Giorgio Morandi
• Use drawing techniques (outline, contour, shading, cross hatching, mapping) and design principles (proportion, gradation, composition) based on Magic Realism
• Define Cast Drawing (the traditional academic practice of drawing a three-dimensional sculpture or plaster cast from real-life observation)

Lesson One
Day One, Art Start

1. Still Life With Vase On Table (1931) Giorgio Mordani 

2. Read The Charles Barque Drawing Course: Illustrations by Charles Barque 

3. Discussion Questions "How are three fundamental drawing skills: proportion, symmetry, and tone used in this artwork? How does drawing basic forms such as spheres, cubes, and cylinders improve our drawing skills? Did you know the original version of Bargue's Drawing Course consisted of 197 loose leaf plates published in 1868? Did you know this drawing manual became one of the most successful for training young artists and designers? What organic shape and line variation do you see in this master copy? Did you know the most famous art school in the world was Ecole des Beaus-Arts in Paris, France? Is your drawing the exact same scale as a reference? Did you know before artists were allowed to paint giant castles or mighty hereos many had to pass as secret test of drawing a vase?"

Lesson Activities 

1. Choose 12" X 15" Drawing Paper 

2. Trace three pottery shapes (cylinder, bouquet, bud, trumpet, pitcher) onto drawing paper for the Dizzy Vase Drawings

3. Outline three pottery shapes (cylinder, bouquet, bud, trumpet, pitcher) with black sharpie marker for the Dizzy Vase Drawings 

Day Two, Art Start

1. Retrieve Dizzy Vase Drawings for Assigned Tables 

2. Still Life (1946) Giorgio Mordani 

3. Discussion Questions "Can you name the solid shapes in this picture? How do forms change based on your viewpoint? What do contour lines look like on various forms? How does lighting affect values on forms? How is this picture different from real life? What interests you most about this work of art? Which object seems closer to you? What can you tell me about the colors of this drawing? How do you think the artist made this work? What questions would you ask the artist about this artwork if he were here? What do we know about these vase paintings? How does contrast work to establish three-dimensional form? How do we use perspective to create a cube? How would you describe the lines in this picture? How would you describe this painting to a person who could not see it?"

Lesson Activities

1. Use earth tones (black, brown, red, yellow, orange) to fill in the positive space (foreground, middle ground) of the Dizzy Vase Drawings 

2. Use earth tones (black, brown, red, yellow, orange) to fill in the negative space (background) of the Dizzy Vase Drawings 

3. Add decorations (meanders, flowers, spirals) to the positive space (foreground, middle ground) of the Dizzy Vase Drawings 

Day Three, Art Start 

1. Retrieve Dizzy Vase Drawings For Assigned Tables 

2. Set Up Studio Area (markers, colored pencils, chalk, oil pastels)

Lesson Activities

1. Add designs (animals, plants, people, flowers, triangles, spirals) to fill in the positive space (foreground, middle ground) of the Dizzy Vase Drawings

2. Add designs (animals, plants, people, flowers, triangles, spirals) to fill in the negative space (background) of the Dizzy Vase Drawings

3. Add pottery parts (lip, neck, shoulder, body, foot) to fill in the positive space (foreground, middle ground) of the Dizzy Vase Drawings 

Artist Examples

Student Examples 

 Provence Lavender Fields Paintings

Learning Targets 

I can...

• Create an original Provence Lavender Fields Paintings using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and texture (visual actual implied) inspired by American Artist (1981-Present) Erin Hanson
• Use painting techniques (layering, dry brush, wash) and design principles (repetition, variation, movement) based on Open Impressionism
• Define Landscape (a picture, painting, or drawing that shows outdoor scenery)

Lesson One
Day One, Art Start

1. Hills Of Provence (2026) Erin Hanson

2. Read Paris Adventures For Kids: Interactive Travel Journal by City Line Press

3. Discussion Questions "What type of brushstrokes did you use for the tiny flowers? How do you make the flowers in the front look closer than the ones in the back? What kind of feeling of memory do you want people to get when looking at this? If someone could step inside your painting, what sounds or smells would the person notice first? What was the hardest part of the landscape painting to paint, and how would you solve this problem? How does the sky change the colors you will see in the field? What can you add to the foreground to make the fields look huge? What kind of weather or time of day does your painting feel like? How will you decide where the land meets the sky? How will you show the way the sunlight hits the top of the pants? What color will you use for the shadows between the rows?"

Lesson Activities

1. Use ruler, compass, straightedge to draw the scenery (background, foreground, middle ground) of the Provence Lavender Fields Paintings 

2. Add details (buildings, animals, plants) within the positive space (foreground) and scenery (foreground, middle ground, background) of the Provence Lavender Fields Paintings

3. Use colored sharpies to outline the positive space (foreground) and scenery (foreground, middle ground, background) of the Provence Lavender Fields Paintings 

Day Two, Art Start

1. Retrieve Provence Lavender Fields Paintings for Assigned Tables 

2. Provence Lavender (2024) Erin Hanson

3. Discussion Questions "What are the three parts of landscape paintings? What do you see? What do you think it would sound like in this place? What do you think it would smell like in this place? Is the painting warm colors or cool colors? What season do you think it is in this landscape painting? What would you do if you were in this painting? How does this artwork make you feel? What are the different areas (foreground, middle ground, background) in this painting? What objects, shapes, or colors can you find in these different fields? Is this a place you would want to visit? What would you wear if you were visiting this landscape? Why would artists choose to work outside? What are the different colors and feelings used for different seasonal landscapes?" 

Lesson Activities

1. Add patterns (swirls, clouds, stars) into the scenery (foreground, middle ground, background) of the Provence Lavender Fields Paintings 

2. Use secondary colors (green orange purple) to fill in the scenery (foreground, middle ground, background) of the Provence Lavender Fields Paintings 

3. Use primary colors (red yellow blue) to fill in scenery (foreground, middle ground, background) of the Provence Lavender Fields Paintings  

Day Three, Art Start

1. Retrieve Provence Lavender Fields Paintings for Assigned Tables 

2. Set Up Studio Area (water bucket, paint brushes, watercolor) 

Lesson Activities 

1. Add highlights (reflective light, light source) within the scenery (foreground, middle ground, background) of the Provence Lavender Fields Paintings 

2. Add shadows (reflective shadow, cast shadow, shadow) within the scenery (foreground, middle ground, background) of the Provence Lavender Fields Paintings 

3. Add details (animals, buildings, people) within the scenery (foreground, middle ground, background) of the Provence Lavender Fields Paintings 

Artist Examples 

Student Examples

Monochromatic Statues

Learning Targets

I can...

• Create an original Monochromatic Statue using drawing techniques learned in class
• Use monochromatic colors (black grey white), line types (horizontal vertical diagonal), and shape variation (geometric organic free form) inspired by Australian Artist (1967-Present) Matthew Quick
• Use core observational skills (proportion, mapping, angle accuracy, edge control) and design principles (composition balance proportion) based on 19th Century French academic tradition
• Define Annotate (adding written notes, explanations, or critical comments directly next to or onto visual pieces)

Lesson One
Day One, Art Start

1. The Messenger (2015) Matthew Quick 

2. Read Charles Bargue Drawing Course by Charles Bargue

3. Discussion Questions "Can you explain your creative process? What media have you used? What is successful in your artwork? What art elements and principles did you use in your artwork? What could be improved in your artwork? What art elements and principles could you add to your artwork? How does value create the illusion of three-dimensional form on a flat surface? What do you think the culture valued, by looking at those examples? How do artists show the focus of the human body, athletics, and emphasis of individuality? Did you know most of the Greek works are Roman copies after the original were lost? Did you know Greek art was the first time in Western art that artists choose to sign his or her work? Who owns the past? What would happen to an overall drawing if the initial placement of the major angles if off by a small fraction? How does stepping back from an easel change the perspective on the proportions? How many distinct values (lights, mid tones, core shadows) do you see in this specific artwork? Is your drawing taller, shorter, or the same size as the picture you are copying?"

Lesson Activities

1. Use geometric shapes (squares, rectangles, triangles) to draw the positive space (foreground, middle ground, face structure) of the Monochromatic Statues 

2. Use geometric shapes (squares, rectangles, triangles) to draw the negative space (background) of the Monochromatic Statues 

3. Use line types (horizontal, vertical, diagonal) to draw the positive space (foreground, middle ground, face structure) of the Monochromatic Statues 

Day Two, Art Start

1. Retrieve Monochromatic Statues for Assigned Tables

2. Remedial Measures (2013) Matthew Quick

3. Discussion Questions "Where is the main light source hitting the marble or bronze? Where is the primary light source coming from, and how does the edge of the core shadow define the muscular structure? Are the lines in this statue appearing parallel or are these lines tilting in opposite directions to create contrapposto? What is the negative space created between the shoulders, torso, and the arms? How does drawing the negative shape help an artist get correct proportions? How does the texture of marble or bronze alter the way light slides across the skin compared to how it falls on drapery or hair? If this statue is a Roman marble copy of a lost Greek bronze original, what structural supports (tree trunks fig leaves) did the marble sculptor have to add to keep the heavy stone from snapping? Does this figure appear to be an idealized god, a celebrated athlete, or an ordinary human being? What visual cues tell you its status? How does the scale of the statue alter your emotional response when standing in front of it compared to looking at it on a flat screen?"

Lesson Activities

1. Use line types (horizontal, vertical, diagonal) to add details (shadows, highlights, texture) to the positive space (foreground, middle ground, facial structures) of the Monochromatic Statues 

2. Use oil pastels to fill in the positive space (foreground, middle ground, facial structures) with neutral colors (black, grey, white) for the Monochromatic Statues 

3. Use oil pastels to fill in the negative space (background) with neutral colors (black, grey, white) for the Monochromatic Statues 

Day Three, Art Start 

1. Retrieve Monochromatic Statues for Assigned Tables 

2. Set Up Studio Area (oil pastels, charcoal, erasers, pencils, chalk, drawing paper) 

Lesson Activities

1. Add tints (add white, reflective light, light source) to subject matter (foreground, middle ground, facial structures) of the Monochromatic Statues 

2. Add shadows (add black, cast shadows, shadow) to the background (negative space) of the Monochromatic Statues 

3. Use drawing tools (pencils, oil pastels, charcoal, chalk) to add details (shadows, highlights, texture) to the Monochromatic Statues 

Artist Examples

Student Examples 

 Geometric Tessellation Grid Mural

Learning Targets

I can...

• Create an original Geometric Tessellation Grid Mural using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), color combinations (neutral, warm/cool colors, analogous colors), and space (positive, negative) inspired by American Artist (1989-Present) Maya Nayuk
• Use mathematical concepts (measurements, patterns, functions, tessellations) and design principles (repetition, composition, proportion) based on American Art
• Define Cross Stitch Pattern (a grid-based guide that tells an artist where to place x-shaped stitches on fabric to create a pattern)

Lesson One
Day One, Art Start

1. Kilim 1 (2024) Maya Hayuk 

2. Read Mathterpieces: The Art Of Problem Problem Solving by Greg Paprocki 

3. Discussion Questions "Why would a human invent shapes, patterns, or tessellations? What if buildings were only made from one shape (triangles, circles, ovals, swaures)? How do artists use mathematics (geometric, tessellations, symmetry) to create artwork? How do design principles (repetition, balance, harmony) help to create a mural? How does a mural represent a school community and why would a school community create a mural? Why would an artist simplify an image into patterns, shapes, or pixels? How can your individual contributions strengthen a community artwork? What do you find difficult about working inside a grid or pattern system? How do these geometric shapes (circles, triangles, squares, rectangles) create a bigger picture? Did you know the artist used mandalas, Rorschach tests, and pysanka as visual inspiration for her artwork? What happens when you look at artwork up close compared to far away? Is Maya Hayuk's artwork more mathematical or emotional? Why do contemporary muralists often use geometric abstraction?"

Lesson Activities

1. Choose 5 2" X 2" construction paper diamonds 

2. Use a protractor, straight edge, and compass to draw lines to help divide the sections of each construction paper diamond 

3. Write name/positive message on each 2" X 2" construction paper diamond before adding the diamonds to the Geometric Tessellation Grid Mural 

Day Two, Art Start

1. Retrieve Geometric Tessellation Grid Mural for Assigned Tables 

2. Hammer Projects: Maya Hayuk (2024) Maya Mayuk

3. Discussion Questions "What are some similarities and differences between these examples of previous murals? How does an artist handle revisions to the design of a mural? How do artists create digital mockups or sketches to visualize the mural on the wall? What type of mural does the artist specialize in: realism, abstract, or illustrative? What is your experience with public art? Do you think this method would be helpful for drawing other things? How do artists make their artwork today? Is there something that could be improved in this artwork? How does someone become an artist? When did the artist start making artwork? What happens when two geometric shapes (triangles, squares, ovals, diamonds) overlap? Does the geometric shapes (triangles, squares, ovals, diamonds) create a new color?"

Lesson Activities

Day Three, Art Start

Lesson Activities

Artist Examples 

Student Examples