MiSs Rs ArT RoOm

 Lois Mailou Jones Designs

Learning Targets

I can...

• Create an original Lois Mailou Jones Designs using drawing techniques learned in class 
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by Art Educator (1905-1998) Lois Mailou Jones
• Use drawing techniques (outline, contour, continuous) and design principles (composition, repetition, proportion) based on American Art
• Define Mask (an object worn on the face for protection, disguise, performance, or entertainment)

Lesson One
Day One, Art Start

1. African Masks (1996) Lois Mailou Jones

2. Read Lois Mailou Jones: A Life In Vibrant Color by Mint Museum of Charloette

3. Discussion Questions "Historically speaking, why were masks created and used in Africa? Who created Adrinkra symbols? What do Adrinkra symbols communicate? What is your favorite Adrinkra symbol? Why do you like that Adrinkra symbol? If you were to create your own symbol to represent yourself, what would it look like? What does this symbol represent? What did Jones do as a career besides painting? Where did she work? Where was Jones influenced to create African Art? How does this artwork help further her career as an artist? Why do you think Jones explored African Art and culture?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use gesture lines to add facial features (eyes, large hands) and facial proportions (head, shoulder) for the Lois Mailou Jones Designs 

3. Use gesture lines to add costume characteristics (cape, mask, gloves) to the positive space (portrait) of the Lois Mailou Jones Designs 

Day Two, Art Start

1. Retrieve Lois Mailou Jones Designs for Assigned Table

2. Moon Masque (1971) Lois Mailou Jones

3. Discussion Questions "Who wears masks? When and where do people wear masks? What other activities are happening when they wear masks? What is it like to wear a mask? What do you think about when you make a mask? Why do you wear masks? Do these masks look familiar? Do they look old? Are these masks scary? Can you guess what these masks are made of? Can you guess ow these masks were made? Do you know when these masks might have been worn? Does your opinion of the masks change? Did you connect masks to festivals or parades? How are masks connected to families and community traditions?"

Lesson Activities

1. Use cartoonist style (exaggerated gestures, simplified shapes, isolated graphics) to add details tot he positive space (portrait) of the Lois Mailou Jones Designs

2. Add highlights (light source, reflective light) to the subject matter (masks, facial features, gloves) within the positive space (portrait) of the Lois Mailou Jones Designs

3. Add shadows (cast shadow, reflective shadow) to the negative space (background) of the Lois Mailou Jones Designs 

Day Three, Art Start

1. Retrieve Lois Mailou Jones Designs for Assigned Tables 

2. Set Up Studio Area (glue sticks, scissors, glitter)

Lesson Activities

1. Use metallic colors (silver, gold, bronze) to fill in the positive space (facial features, costume characteristics) of the Lois Mailou Jones Designs

2. Use metallic colors (silver, gold, bronze) to fill in the negative space (background) of the Lois Mailou Jones Designs 

3. Use clear finish to cover the positive space (portrait) and the negative space (background) of the Lois Mailou Jones Designs

Artist Examples

Student Examples

 Clementine Hunter Zinnias

Learning Targets

I can...

• Create an original Clementine Hunter Zinnias using drawing techniques learned in class
• Use color combinations (complementary, analogous, secondary), shape variation (geometric, organic, free form), and space (positive, negative) inspired by Folk Artist (1886-1988) Clementine Hunter
• Use observational drawing (still life, landscape, gesture) and design principles (composition, proportion, balance) based on Folk Art
• Define Still Life (work of art showing inanimate objects from the nature or man-made world)

Lesson One 
Day One, Art Start

1. Zinnias In A Pot (1965) Clementine Hunter

2. Read Art From Her Heart: Folk Artist Clementine Hunter by Kathy Whitehead

3. Discussion Questions "Why do folk artists paint from memory? What glimpses of her everyday life and history do we see in her paintings? what scenes would you include if you were to capture the day in the life of your family or community? What tasks, places, and events are important to you and your family? What does the artist show in her pictures? What colors does the artist use? How are these pictures similar? How are these pictures different? What type of art is most interesting to you? Which do you prefer to look at? What do you think makes an interesting picture? Do you think it is important to show everyday life in art? What would be an average day for you?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use line types (horizontal vertical diagonal) to draw positive flower (flower) of flower paintings

3. Use analogous colors (red orange yellow) to fill in the positive space (flower) of the Clementine Hunter Zinnias

Day Two, Art Start

1. Retrieve Clementine Hunter Zinnias for Assigned Table

2. Zinnias In Yellow Pitcher (1970) Clementine Hunter

3. Discussion Questions "What type of flower would you be? How many flowers can you identify? Do you know the names of all these flowers? How many different colors can you find on this flower? Are some of the flowers more colorful than others? How would you describe the shape of the petals? Are the petals of each flower the same shape? How many petals does this flower have? How would you describe the center of this flower? Where did you find each flower? How would you describe it? How would you describe its stem, petals, or leaves? Is the flower part of something else or is it growing by itself? Are there more flowers like this one nearby? If you gently touch this flower, how does it feel? Are parts of it smooth or rough? What kind of flower do you think this is? How are the flowers the same? How are the flowers different?"

Lesson Activities

1. Add shape variation (geometric, organic, free form) to negative space (background) of the flower paintings

2. Use patterns (swirls, zig zags, stripes) to add a design to the negative space (background) of the flower paintings

3. Use chalk to blend patterns (swirls, zig zags, stripes) for the negative space (background) of the Clementine Hunter Zinnias

Day Three, Art Start

1. Retrieve Clementine Hunter Zinnias for Assigned Tables

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

Lesson Activities

1. Blend analogous colors (red, purple, blue) for the positive space (flower) of the flower paintings

2. Add highlights (light source, reflective light) to the positive space (flower) of the flower paintings

3. Add illusion of depth by adding details (petals, vase, glitter) to the positive space (flower) of the Clementine Hunter Zinnias

Artist Examples

Student Examples

 Checkerboard Spiderwebs

Learning Targets

I can...

• Create an original Checkerboard Spiderwebs using drawing techniques learned in class
• Use form (two dimensional, three dimensional), texture (implied, smooth), and shape (geometric, organic) based on Avant-Garde Artist (1911-2010) Louise Bourgeois
• Use science connections (life cycle, main insect parts, surroundings) and design principles (balance, proportion, variety) relating to African Folk Art
• Define Illusion (the technique of using realistic imagery to create the optical effect of depth)

Lesson One
Day One, Art Start

1. Avante-Garde Artist (1911-2010) Louise Bourgeois

2. World's Largest Sculpture- Mayan (1999) Louise Borgeois

3. Read Famous Quote "The Spider is an ode to my mother. She was my best friend. Like a spider, my mother was a weaver. My family was in the business of tapestry restoration, and my mother was in charge of the workshop. Like spiders, my mother was very clever. Spiders are friendly presences that eat mosquitoes. We know that mosquitoes spread disease and are therefore unwanted. So, spiders are helpful and protective, like my mother."

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use pencils to draw contour lines of positive space (insects, spider) onto drawing paper for the spiderweb drawings

3. Use permanent marker to outline the line types (contour, outline, continuous) of the Checkerboard Spiderwebs

Day Two, Art Start

1. Retrieve Checkerboard Spiderwebs for Assigned Tables

2. African Folklore & Culture- Anansi Spider

3. Discussion Questions "Why are insects so colorful? Which insects are bigger, the male or the female? What are some differences between moths and butterflies? What types of shapes can you use to break up the drawing? Which wings look transparent like you are looking through the wing of an insect? Where are spiders commonly found? How many legs does a spider have? How many body parts do spiders have? What is the smallest spider in the world? What is the most poisonous spider in North America?" 

Lesson Activities

1. Add line variation (horizontal, vertical, diagonal) and patterns (stripes, polka dots, waves) within the positive space (spider) of the spiderweb drawings

2. Use complementary colors (red, green; yellow, purple; blue, orange) to fill in the negative space (background) of the spiderwebs drawings

3. Use neutral colors (black, white, grey) to fill in the positive space (spider) of the Checkerboard Spiderwebs

Day Three, Art Start

1. Retrieve Checkerboard Spiderwebs for Assigned Tables

2. Set Up Studio Area (paintbrushes, water buckets, painting paper)

Lesson Activities

1. Use value (lightness, darkness) to add highlights (reflective light, light source) to the positive space (spider) of the spiderwebs drawings

2. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow) to the negative space (background) of the spiderweb drawings

3. Use implied texture to add details (eyeballs, legs, designs) to the positive space (spider) of the Checkerboard Spiderwebs 

Artist Examples

Student Examples

Calabash Cat

Learning Targets

• Create a Calabash Cat using drawing techniques learned in class 
• Use shape variation (geometric, free form, organic), line type (horizontal, vertical, diagonal), and space (positive, negative) inspired by American Artist (1948-Present) James Rumford
• Understand pattern types (dots, stripes, swirls) and design principles (repetition, variation, composition) based on African Folk Art 
• Define Symbol (a form, sign, or emblem that represents something else, an idea, or emotion) 

Lesson One
Day One, Art Start

Lesson Activities 

• Initials & Home Teacher on Back

Day Two, Art Start

Lesson Activities

Day Three, Art Start

Lesson Activities 

Artist Examples 

Student Examples