MiSs Rs ArT RoOm

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 

Rainbow Four Letter Words

Learning Targets

I can...

• Create an original Rainbow Four Letter Words using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by Conceptual Artist (1928-2007) Sol LeWitt
• Use color sequence (arrangement, patterns, sequential) and design principles (repetition, composition, variation) based on American Art
• Define Typography (the art, craft, and technique of arranging type (letters, numbers, symbols) to make written language legible, readable, and visually appealing when displayed)

Lesson One
Day One, Art Start

1. Arcs And Bands (1999) Sol LeWitt

2. Read The Word Collector by Peter H. Reynolds 

3.  Discussion Questions "How can we use color, shape, and lettering to turn our names into unique works of art? What happens when we put different colors next to each other? Which colors capture your attention in this artwork? Can letters become shapes, patterns, and designs? What colors would you choose to represent your personality? How can artists use color and lettering to communicate a positive message? Why would an artist choose to make certain letters larger than others? How can our individual artwork contribute to positive classroom community? How do colors influence the feelings and emotions we experience when viewing artwork? How can we use art to express positive thoughts and encourage others? Why is it important to share encouraging messages with our community?" 

Lesson Activities

1. Choose 12" X 15" Painting Paper 

2. Use protractors, rulers, and letter stencils to fill in the positive space (foreground, middle ground, letters) of the Rainbow Four Letter Words 

3.  Use size differentiation (small, medium, large) to add a focal point in the positive space (foreground, middle ground, letters) of the Rainbow Four Letter Words 

Day Two, Art Start

1. Retrieve Rainbow Four Letter Words for Assigned Tables 

2. Arcs And Bands In Colors A-F (1999) Sol LeWitt 

3. Discussion Questions "What happens when you overlap things in your own artwork? What similarities do you notice in these artworks? What differences do you notice in these artworks? How can you ouse a stencil to create letters in your own artwork? What are some ways you can make an object, person ,or place look like a print? What is a foot in a letter? What is uppercase? What is lowercase? Does the typography communicate visually? What is going on in this artwork? What was your first reaction to this artwork? Why do you think you had this reaction? Does your opinion about the artwork change the longer you look at it? What types of lines are being used in this artwork? What types of colors are being used in this artwork? Which area of the artwork is emphasized by the artist? Which area of the artwork is most important?" 

Lesson Activities

1. Use protractor, rulers, and letter stencils to fill in the negative space (background) of the Rainbow Four Letter Words  

2. Use size differentiation (small, medium, large) to add a focal point in the negative space (background) of the Rainbow Four Letter Words

3. Use highlights (reflective light, light source, cast light) to fill in the positive space (foreground, middle ground, letters) of the Rainbow Four Letter Words 

Day Three, Art Start

1. Retrieve Rainbow Four Letter Words for Assigned Tables 

2. Set Up Studio Area (washable markers, pencils, erasers, crayons) 

Lesson Activities

1. Use shadows (reflective shadow, cast shadow, shadow) to fill in the negative space (background) of the Rainbow Four Letter Words

2. Use neutral colors (black, grey, white, brown) to fill in the negative space (background) of the Rainbow Four Letter Words

3. Add relief pieces (styrofoam pieces, cardboard, poster board) to fill in the positive space (foreground, middle ground, letters) of the Rainbow Four Letter Words 

Artist Examples

Student Examples 

Heart Shaped Chocolate Boxes

Learning Targets

I can...

• Create an original Heart Shaped Chocolate Boxes using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and color combinations (metallic,  monochromatic, neutral) inspired by Contemporary Artist (1963-Present) Peter Anton
• Use oil pastel techniques (blending, layering, scratching, smudging) and design principles (repetition, contrast, balance) based on American Art
• Define Chocolatier (a culinary artist, person, or company that turns premade, raw chocolate into finished confections like truffles, bonbons, bars, and showpieces)

Lesson One
Day One, Art Start

1. Incredible Assortment (2009) Peter Anton

2. Read The Chocolate Touch by Patrick Skene Catling

3. Discussion Questions "How did the artist create the illusion of space and depth? Where is the light source? How would you describe the colors he used? Did you know handmade chocolates have special markings to indicate the filing or flavor of the chocolate? How did adding white highlights change the flatness of geometric shapes? What do you notice about the shapes of the chocolate? Why do some chocolates have swirls, stripes, dots, or different toppings? If you could invent your own chocolate, what would it look like? What did you first notice when you look at this sculpture? Does it make you feel hungry? What clues tell you that this artwork is made from materials like metal, wood, or plaster instead of real chocolate? What different geometric shapes (circles, squares, hearts) can you use to make each piece look unique?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Add shape variation (geometric, organic, free form) to the positive space (foreground, middle ground, chocolate) of the Heart Shaped Chocolate Boxes 

3. Add line types (horizontal, vertical, diagonal) to the positive space (foreground, middle ground, chocolate) of the Heart Shaped Chocolate Boxes

Day Two, Art Start

1. Retrieve Heart Shaped Chocolate Boxed for Assigned Tables

2. Grand Deluxe Assortment (2024) Peter Anton

3. Discussion Questions "What do you notice when you first look at this artwork? Why do you think the artist uses such bright colors? How do the thick black outlines change the appearance of the objects? What do you notice about the lines surrounding the objects? How can an artist make an ordinary object look extraordinary? What everyday object would you choose to turn into a pop art masterpiece? Why do you think an artist would make a tiny piece of candy as big as a pillow or a car tire? How does changing the size change how we look at it? How does the artist trick our eye into believing there is texture on the chocolate? What different surface designs (zig zags, swirls, dots, drizzle) can you use to make each piece look unique? How will you organize your chocolate inside the box so that the layout looks balanced and interesting?"  

Lesson Activities

1. Use color combinations (analogous, metallic, neutral) to fill in the positive space (foreground, middle ground, chocolates) of the Heart Shaped Chocolate Boxes

2. Use color combinations (analogous, metallic, neutral) to fill in the negative space (background) of the Heart Shaped Chocolate Boxes

3. Use shape variation (geometric, organic, free form) to add details to the positive space (foreground, middle ground, chocolate) of the Heart Shaped Chocolate Boxes 

Day Three, Art Start

1. Retrieve Heart Shaped Chocolate Boxes for Assigned Tables

2. Set Up Studio Area (oil pastels, erasers, pencils, rulers)

Lesson Activities

1. Add highlights (reflective light, light source, highlights) to the positive space (foreground, middle ground, chocolates) of the Heart Shaped Chocolate Boxes 

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

3. Outline details (patterns, objects, chocolate boxes) in the positive space (foreground, middle ground, chocolate boxes) of the Heart Shaped Chocolate Boxes 

Artist Examples

Student Examples

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 

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