MiSs Rs ArT RoOm

 Sequin Paintings

Learning Targets

I can...

• Create an original Sequin Painting using mixed media techniques learned in class
• Use color combinations (analogous, complementary, primary), line types (horizontal, vertical, diagonal), and texture (actual, visual, implied) inspired by Performance Artist (1946-2020) Tina Girouard
• Use textile art (fiber, woven fabric, embroidery, knitwear) and design principles (contrast, repetition, emphasis) based on Post Minimalism
• Define Sequin (a small, shiny disk sewn as one of many onto clothing or canvas for decoration)

Lesson One
Day One, Art Start

1. Hibiscus (1995) Tina Giroaurd 

2. Watch A Brief History Of Sequins by The Great British Sewing Bee

3. Discussion Questions "Why do humans beings have a need for art or visual art forms? What is the purpose of a ritual? Did you know sequins were invented in 1960 by two American women who sold the idea to an English company? Did you know the trend of sequins on clothes started in an Egyptian tomb? Did you know Michael Jackson, King Tut, and Leonardo Da Vinci had sequin pendants? Would you wear clothing made entirely from sequins? How do artists use various mediums to explore complex themes of identity, spirituality, social justice, and global issues? Are there places you should not wear sequin clothing? Did you know Leonardo Da Vinci sketched plans for a sequin making machine? Did you know the ruby slippers from Wizard Of Oz were made out of sequins?"

Lesson Activities

1. Use neutral colors (black, grey, white) to fill in the positive space (foreground, subject matter) for the sequin paintings

2. Use white lines (thin, thick, curved) to add patterns (stripes, waves, dots) to the positive space (foreground, subject matter) of the sequin paintings 

3. Use black lines (thin, thick, curved) to add patterns (stripes, waves dots) to the negative space (background) of the Sequin Paintings 

Day Two, Art Start

1. Retrieve Sequin Paintings for Assigned Tables 

2. Pink Floral (Lily Pad) (1990) Tina Girouard

3. Discussion Questions "How do artists work? How has the practice of the artist changed overtime? What role do artist shave in society? What is integral to the work of an artist? What is the background of the work? What are do you most identify with? What is your strongest memory of your childhood? What is your favorite artwork? Which two colors are used in negative space photographs? What does it captivate, in terms of emotions, to the audience of negative space? What are the three basic elements of composition needed in drawing? What is positive space in art? Which is the difference between positive and negative space? Which is easier to understand between the two different spaces? Which do you think is more important the positive space of the negative space? Can you see all hidden images in the designs below?"

Lesson Activities

1. Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground, subject matter) with sequins for sequin paintings 

2. Use color combinations (analogous, complementary, secondary) to fill in the negative space (background) with sequins for the sequin paintings 

3. Use drawing techniques (blending layering overlapping) to add contrast to the composition of the Sequin Paintings 

Day Three, Art Start

1. Retrieve Sequin Paintings for Assigned Tables 

2. Set Up Studio Area (canvas, sequins, glue sticks, hot glue, pencils)

Lesson Activities

1. Add highlights (reflective light, light source) to the positive space (foreground, subject matter) of the sequin paintings

2. Add shadows (cast shadow, shadow) to the negative space (background, middle ground) of the sequin paintings 

3. Add overlapping shapes (circles, ovals, round shapes) to the positive space (foreground, subject matter) of the Sequin Paintings 

Artist Examples

Student Examples

 Woody Crumbo Dancing Deer

Learning Targets

I can...

• Create an original Woody Crumbo Dancing Deer using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), color combinations (analogous, primary, metallic), and space (positive, negative) inspired by Native American Artist (1912-1989) Woody Crumbo
• Use movement (physical, implied, rhythm) and design principles (composition, proportion, arrangement) based on American Art
• Define Kiowa Style (a flat figurative style characterized by solid color fields, minimal backgrounds, flat perspective, and emphasis on dancing)

Lesson One
Day One, Art Start

1. Three Leaping Blue Deer and Three Blue Birds (1912) Woody Crumbo

2. Read Woody Crumbo by Robert S. Cross

3. Discussion Questions "How does his artwork record the customs, traditions, and legends of American culture? Did you know this incredible artist was a humanitarian, flute player, and ceremonial dancer? Do you believe his dream came true of bringing Native American art forms to mainstream culture? How does the artist capture movement of these animals with lines and patterns? Did you know he was an orphann who worked hard to become an artist? Did you know he has the largest collection of artwork in Oklahoma and was added into the Oklahoma Hall of Fame for his kind personality? Do you believe he found a way to honor, promote, and preserve history with his paintings? Did you know Woody Crumbo was an art teacher who wanted to bring recognition to Native American art?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use line types (horizontal, vertical, diagonal) to fill in the positive space (animal, foreground, deer) of the dancing deer 

3. Outline line types (horizontal, vertical, diagonal) with cool colors (blue, green, purple) of the Woody Crumbo Dancing Deer 

Day Two, Art Start

1. Retrieve Woody Crumbo Dancing Deer for Assigned Tables

2. Winter Scene (1935) Woody Crumbo

3. Discussion Questions "How does the artist show a deer in this painting? Can you think of other ways to make a picture of a deer? What colors do you think the artist would have used if this was made from a different material? Can you find other animals in this artwork? How do deer impact the environment? What events were happening in the world at the time when this piece was created? How is the location of this piece significant? What is the subject matter? What is the artist known for? What animal represents your personality? What things do you like about yourself? When you think of a deer, what characteristics would describe the animal? How do animals look different when we draw them whimsically rather than realistically? How does adding bright colors make the artwork feel to you? Do bright colors give the composition movement?"

Lesson Activities

1. Use cool colors (blue, green, purple) to fill in the positive space (foreground, animal, deer) of the dancing deer

2. Use cool colors (blue, green, purple) to fill in the negative space (background, plants, wildlife) of the dancing deer

3. Use metallic colors (bronze, gold, silver) to add patterns (stripes, swirls, dots) to the positive space (foreground) and negative space (background) of the Woody Crumbo Dancing Deer 

Day Three, Art Start

1. Retrieve Woody Crumbo Dancing Deer for Assigned Tables 

2. Set Up Studio Area (black construction paper, oil pastels, metallic paint) 

Lesson Activities

1. Add highlights (reflective light, light source) to fill in the positive space (foreground) of the dancing deer

2. Add shadows (cast shadow, reflective shadow) to fill in the negative space (background) of the dancing deer

3. Add details (plants, floral motifs, patterns) to the positive space (foreground) and negative space (background) of the Woody Crumbo Dancing Deer 

Artist Examples

Student Examples

 Grandma Moses Inspired Fireplaces

Learning Targets

I can...

• Create an original Grandma Moses Inspired Fireplaces using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and texture (actual, visual, implied)
• Use painting techniques (wash, wet-on-wet, dry brush, layering) and design principles (composition, movement, proportion) based on American Folk Artist (1860-1961) Grandma Moses
• Define Decorative Art (any type of art concerned with the utility, design, and decoration of objects rather than aesthetic qualities)

Lesson One
Day One, Art Start

1. Christmas At Home (1943) Grandma Moses 

2. Read Winter Story by Jill Barklem

3. Discussion Questions "Did you know Grandma Moses did not start painting until she was in her eighties? What are thing you do to never stop learning, growing, or developing new abilities? How is perspective of this artist different from the artists of the Renaissance? Do you think untrained artists can be as talented as trained artists? How will you show firelight within your own artwork? What type of pet would you like to have: a sleeping cat, dog, reindeer, or hippopotamus? What does the fireplace look like in this painting? What do you put in a fireplace to make fire? Do you know what a chimney is any why its it is important?"

Lesson Activities

1. Choose 12" X 15" Painting Paper

2. Use ruler to draw three lines (horizontal, vertical, diagonal) for the interior (window, wallpaper) of the fireplace compositions 

3. Use oil pastels to add patterns (swirls, dots, stripes) to the negative space (background) of the Grandma Moses Inspired Fireplaces 

Day Two, Art Start

1. Retrieve Grandma Moses Inspired Fireplaces for Assigned Tables 

2. Old Times (1957) Grandma Moses

3. Discussion Questions "How did Grandma Moses choose this professional name? Which of these time periods matches Grandma Moses lifetime? At what age did Grandma Moses begin painting? Who was the one that taught Grandma Moses how to paint? Who first discovered and recognized Grandma Moses as an artist? In what art movements is Grandma Moses artwork considered to be apart of? In what American city did Grandma Moses' career take off? What popular children's book did Grandma Moses illustrate? What might you expect to find in a biography about an artist such as Grandma Moses? Why do you think Grand Moses waited until she was a grandmother to paint?"

Lesson Activities

1. Add details (candles, wreaths, stockings, plants) to the positive space (fireplace) of the fireplace compositions

2. Add details (doors, balcony, shudders) to the positive space (interior, foreground) of the fireplace compositions

3. Use collage materials (scissors, glue sticks, fabric) to add details (toys, pets, curtain, trees, rugs) to the negative space (background) of the Grandma Moses Inspired Fireplaces

Day Three, Art Start

1. Retrieve Grandma Moses Inspired Fireplaces for Assigned Tables 

2. Set Up Studio Area (oil pastels, tempera paint, paint brushes, water buckets)

Lesson Activities

1. Use tissue paper in warm colors (red, orange yellow) to add texture (actual, visual, implied) to the positive space (plants, fire, snow) of the fireplace compositions

2. Use neutral colors (black, grey, white, brown, tan) to fill in the positive space (fireplace, foreground) of the fireplace compositions 

3. Use cool colors (blue, purple, pink) to fill in the negative space (curtains, trees, rugs) of the Grandma Moses Inspired Fireplaces 

Artist Examples

Student Examples

 Sugar Cookie Assortments

Learning Targets

I can...

•  Create an original Sugar Cookie Assortments using drawing techniques learned in class
• Use line types (contour, continuous, outline), color combinations (earth tones, warm colors, secondary), and texture (actual, implied, visual) inspired by American Author (2017-Present) M.E. Furman
• Use art element: shape (geometric, organic, free form) and design principles (composition, variation, geometric) based on American Illustrations
• Define Cookie Cutter (a device with sharp edges for cutting cookie dough in a particular shape)

Lesson One
Day One, Art Start

1. Nutcracker Portrait Cookie (2023) Lucie Radcliffe Steele

2. Read A World Of Cookies For Santa: Follow Santa's Tasty Trip Around The World by M.E. Furman 

3. Discussion Questions "Do you think it is important to do something like following a recipe in order? Why or why not? If you do not follow directions in order, what could happen? What is the first step? How do you get from step one to the last step? What will happen when we put cookies in the oven? Why do you think we put butter in our cookies? How do different ingredients alter different types of cookies? Why does the world need creative problem solvers, innovators, and thinkers? Do you remember what the word pattern means? Who stole the cookie from the cookie jar? What taste, flavor, texture, aroma, and appearance do you notice from this cookie? What specific techniques or craftsmanship did you gain from this lesson? How do you promote originality in your own artwork? What do you think about cookie-cutter projects?" 

Lesson Activities

1. Choose 12" X 12" Drawing Paper 

2. Draw three thumbnail sketches of cookies (icebox, peanut butter, drop, biscotti, bar, shortbread) using observational drawing skills (outline, contour, continuous) for cookie drawings

3. Add details (shadows, reflective light) to negative space (background) of the Sugar Cookie Assortments

Day Two, Art Start

1. Retrieve Sugar Cookie Assortments for Assigned Tables 

2. Mouse King Cookie (2023) Lucie Radcliffe Steele

3. Discussion Questions "What is your favorite type of cookie? Do you like cookies with hard, crunchy, soft, or chewy textures? What is the meaning of the term bake? How is baking different from cooking? What characteristics of a cookie make it unhealthy? Is the cookie monster setting a bad example? Why or why not? Why did we do this? Why is this a significant problem? How could you improve the process? What aspect of baking cookies might you be most excited about? What would you have to do to double the number of cookies the recipe makes? Why would a cook for baker need to know how to adjust recipes? How do you think these skills will help in our art project? What is the most interesting fact your learned during this art project?" 

Lesson Activities

1. Use drawing techniques (contour, outline, continuous) to add basic shapes (circle, triangle, rectangle) of the cookie drawings

2. Use design principles (composition, repetition, gradation) to fill in the positive space (foreground, cookie) of the cookie drawings

2. Use drawing techniques (contour, outline, continuous) to add details (shadows, reflective light) to the Sugar Cookie Assortments

Day Three, Art Start

1. Retrieve Sugar Cookie Assortments for Assigned Tables 

2. Set Up Studio Area (puff paint, glue sticks, scissors, construction paper, tempera paint) 

Lesson Activities

1. Use color combinations (earth tones, warm colors, secondary) to fill in the positive space (foreground, cookies) of the cookie drawings

2. Use color combinations (earth tones, warm colors, secondary) to fill in the negative space (background) of the cookie drawings

3. Add design details (shadows, reflective light, light source) to the negative space (background) of the Sugar Cookie Assortments 

Artist Examples

Student Examples

 Wrapped Pets In Christmas Lights

Learning Targets

I can...

• Create an original Wrapped Pets In Christmas Lights using drawing techniques learned in class
• Use color combinations (analogous, primary, secondary), shape variation (geometric, organic, free form), and line types (continuous, outline, contour) inspired by Contemporary Japanese Artist (2010-Present) Itsuko Suzuki
• Use drawing styles (perspective, conceptual, cartoon) and design principles (composition, proportion, variation) based on Contemporary Art
• Define Meaning Making (the process of interpreting and giving meaning to events, situations, and the world around us)

Lesson One
Day One, Art Start

1. Friend 012 (2011) Itsuko Suzuki

2. Read I Want A Hippopotamus For Christmas: A Christmas Holiday Book by John Rox

3. Discussion Questions "Would you rather have a pet turtle or a pet frog? Who invented the first Christmas tree? Which animals do you think make the best pets? Have you had any pets as a child? What does having a pet help to teach children? Do you wonder why animals are thinking? Which pets should sleep outside at night? Which pets should stay inside at night? Are you allergic to any animals? Do you think people and their pets can communicate? What do you think when you see ad go wearing a sweater or a cat with purple hair? How important is your pet's food? Are you concerned about the quality of food your pet eats? What are some unusual or exotic pets that you have heard of? What do you think of people who rescue animals? Would you buy a pet from a pet store?"

Lesson Activities 

Day Two, Art Start

Lesson Activities

Day Three, Art Start

Lesson Activities

Artist Examples

Student Examples