MiSs Rs ArT RoOm

Clay Puffer Fish

Learning Targets

I can...

• Create an original Clay Puffer Fish using ceramic techniques learned in class
• Use form (two dimensional, three dimensional), space (positive, negative), and texture (actual, visual, implied) inspired by Australian Visual Artist (1977-Present) Tom Moore
• Use sculpture techniques (carving, modeling, casting, assembling) and design principles (composition, repetition, balance) based on Glass Art
• Define Anthropomorphic (giving human form, traits, emotions, speech, or behaviors to nonhuman beings such as animals, objects, or natural forces)

Lesson One
Day One, Art Start

1. Pyrotechnic Puffer Fish (2016) Tom Moore

2. Read Barry The Fish With Fingers by Sue Hendra

3. Discussion Questions "What is the favorite snack choice of a puffer fish? How can we show that the puffer fish might like eating green leaves or crunchy crabs? Is your puffer fish sharp, prickly, bumpy, or soft? Where does your puffer fish like to live (stamp textures, seashells, comb, rough coral, aluminum foil)? What type of fins does the puffer fish have to make the fish a speedy swimmer or a slow drifter? Does your puffer fish have a best underwater friend such as a starfish, snail, or worm to put on top of the head? What makes your puffer fish different from every other fish in the ocean? Will the fish be round, oval, tall, short, or an unusual shape? Could the puffer fish have oversized eyes, tiny fins, or a funny mouth? What could you change about your spikes, eyes, or patterns to make your fish one of a kind? What makes your puffer fish different from all other puffer fish in the ocean?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) for proportions (head, eyes, tail) within the positive space (foreground, middle ground, puffer fish) of the Clay Puffer Fish

2. Mold clay into basic shapes (circle eyes, triangle tail, oval body) for the positive space (foreground, middle ground, puffer fish) of the Clay Puffer Fish

3. Use modeling tools to draw facial features (whiskers, gills, scales, fins) for the positive space (foreground, middle ground, puffer fish) of the Clay Puffer Fish

Day Two, Art Start

1. Retrieve Clay Puffer Fish for Assigned Tables 

2. Puffer Pair (2021) Tom Moore

3. Discussion Questions "What is a puffer fish? How big can puffer fish grow? How many varieties of puffer fish are there? How long can puffer fish live? Why did the artist use those colors and background for the puffer fish? What do you think is beautiful about this artwork? What can you learn from viewing this artwork? Why are fish important to the ecosystem? What special features do fish have? What are fish a sign of? What is the hidden meaning of seeing a fish? How far can a fish swim? What are the unique characteristics of a fish? What do you think fish eat? What do fish have on the scales? What type of fish are in our story? What type of noises do fish make? Which types of fish live in North America? Do either or both of these fish live where you do?"

Lesson Activities

1. Add facial features (whiskers, eye lids, eyelashes, fins) for the positive space (foreground, middle ground, fish) of the Clay Puffer Fish

2. Add details (patterns, scales, stripes) to the positive space (foreground, middle ground, fish) of the Clay Puffer Fish

3. Use modeling tools (brush, grips, paddle) to smooth out the facial features (whiskers, eye lids, eyelashes) for the Clay Puffer Fish 

Day Three, Art Start

1. Retrieve Clay Puffer Fish for Assigned Tables

2. Set Up Studio Area (rubber mat, modeling tools, water bucket, air dry clay) 

Lesson Activities

1. Add color combinations (warm/cool colors, analogous colors, complementary colors) for the positive space (foreground, middle ground, fish) of the Clay Puffer Fish

2. Add color combinations (warm/cool colors, analogous colors, complementary colors) for the negative space (background) of the Clay Puffer Fish

3. Apply Gloss Fish to the facial proportions, facial features, and accessories of the Clay Puffer Fish 

Artist Examples

Student Examples

Watercolor Inflatables

Learning Targets

I can...

• Create an original Watercolor Inflatables using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and texture (actual, visual, implied) inspired by Australian Artist (1988-Present) CJ Hendry
• Use technical skills (color theory, tool techniques, medium mastery, form management) and design principles (composition, gradation, repetition) based on Contemporary Art
•  Define Inflatables (a type of art made from large air-filled structures constructed from flexible materials (PVC, nylon, vinyl))

Lesson One
Day One, Art Start

1. Public Pool Las Vegas (2025) CJ Hendry 

2. Read The Lake Mess Monster by Beverly Komoda

3. Discussion Questions "Did you know inflatables have a long history dating back to the 18th century? Have you ever had lawn inflatables, bouncy houses, or party balloons at an event? Are you drawn to the dancing street inflatables near the stopping center or the massive blimp with a scrolling electronic sign flying over a stadium? What happens to our experience of large art filled objects encountered outddors when we place them in an art gallery and place with scale? What type of inflatable do you see in this picture? Where is the inflatable located? How does the audience interact or experience this artwork? Did you know Andy Warhol was the first artist to play with the concept of inflatable artwork with his art piece Silver Clouds? What effects can time have on a sculpture? Is it important to make public art durable to withstand time? What are some ways we are slowly destroying our earth? What are some things artists can do to help our environment? Did you know the Roman's first used boats made from animal skins before creating basic inflatables out of reed rafts or goat skinned boats?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use graphite pencil to draw the line types (horizontal, vertical, diagonal) of the positive space (foreground, pool inflatable) of the Watercolor Inflatables 

3. Use graphic pencil to draw the decorative lines (waves, curved, straight, scalped) of the positive space (foreground, pool inflatable) of the Watercolor Inflatables 

Day Two, Art Start

1. Retrieve Watercolor Inflatables for Assigned Tables 

2. Pool Party Hong Kong (2025) CJ Hendry

3. Discussion Questions "How can we use curved lines to make the inflatable look like it is filled with air? Where should we add the highlights and shadows to make it look like wet plastic? If this design needed to be three-dimensional, how would the shape change from different sides? What is the funniest thing that could happen to someone riding your inflatable? If you could build a giant version of this for a real pool, who would be the first person you would invite? What was the trickiest part of drawing something that looks bouncy? How can we use white paint or crayons to show where the sun reflect off the smooth surface? Is your inflatable meant for a calm backyard pool or a giant waterpark with huge waves? What is the coolest part of your design that you think no one else thought of?" 

Lesson Activities

1. Use watercolor to fill in the positive space (foreground, pool inflatables) with warm colors (red orange yellow) for the Watercolor Inflatables 

2. Use watercolor to fill in the negative space (background) with cool colors (purple blue green) for the Watercolor Inflatables 

3. Add details (patterns, waves, ripples) to the negative space (background, middle ground) of the Watercolor Inflatables 

Day Three, Art Start

1. Retrieve Watercolor Inflatables for Assigned Tables 

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

Lesson Activities

1. Add highlights (light source, reflective light) to the positive space (foreground, pool inflatables) of the Watercolor Inflatables 

2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Watercolor Inflatables 

3. Add embellishments (glitter glue, tape, yarn) to details (water ripples, pool inflatables) of the Watercolor Inflatables 

Artist Examples

Student Examples

 Margaret Preston Inspired Flowers

Learning Targets 

I can...

• Create an original Margaret Preston Inspired Flowers using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and value (lightness, darkness, highlights, shadows) inspired by Australian Painter (1875-1963) Margaret Preston
• Use drawing styles (gesture, line, perspective, photorealism, scientific, silhouette) and design principles (proportion, movement, emphasis) based on National Art
• Define Aboriginal (the spiritual and symbolic carvings, paintings, or depictions of nature created by indigenous people)

Lesson One
Day One, Art Start

1. Sturt's Desert Pea (1930) Margaret Preston

2. Read Margaret Preston: The Art Of Constant Rearrangement by Elizabeth Butel

3. Discussion Questions "What role did Margaret Preston play in modern art? Do you think Margaret Preston's idea for a national identity- which led to the adoption of Aboriginal-styled designs and motifs- was progressive or misguided? Do you think countries have a national visual identity? Why should artists look at Preston's work now and have conversations about their own artwork? If you were sitting with Margaret Preston, what would you like to ask her? What qualities do you notice in her artwork? How has she used color, line, and shape within the artwork? What do you notice that is different about the composition? What can you see in the foreground, middle ground, and background? Which colors are predominant, and where are they used?" 

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use line types (horizontal, vertical, diagonal) to fill in the positive space (foreground) of the flower drawings

3. Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground) of the Margaret Preston Inspired Flowers

Day Two, Art Start

1. Retrieve Margaret Preston Inspired Flowers for Assigned Tables

2. Sturt's Pea (1944) Margaret Preston

3. Discussion Questions "How does her use of color draw your eyes to the floral arrangements? Do you think Margaret Preston has used color in a realistic way, or do you think she has exaggerated or enhanced the colors of the flowers? Why do you think she chose to use such bold lines and borders? How does this affect the way we view the subject matter? Why do you think she chose to create this area of pattern? How does it enhance the artwork? What can we learn about Margaret Preston's feelings about Australian flora by looking at her artwork? What might these characteristics and properties symbolize? What species of flora did you choose? What did you find out about it during your research? What symbolic characteristics did you assign to your chosen plant and why? Which part of the process did you find the most challenging, and which was the most rewarding? Why?"

Lesson Activities

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

2. Use patterns (swirls, zigzags, stripes) to add designs to the negative space (background) of the flower drawings

3. Use chalk to blend patterns (swirls, zig zags, stripes) for the negative space (background) of the Margaret Preston Inspired Flowers

Day Three, Art Start

1. Retrieve Margaret Preston Inspired Flowers for Assigned Tables

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

Lesson Activities

1. Use color combinations (analogous, complementary, secondary) to fill in the positive space (flower) of the flower drawings 

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

3. Add illusion of depth by adding details (petals, vase, leaves, glitter) to the positive space (flower) of the Margaret Preston Inspired Flowers

Artist Examples

Student Examples 

 Great Coral Reef Paintings

Learning Targets

I can...

• Create an original Great Coral Reef Paintings using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and texture (actual, implied, visual) inspired by Australian Artist (1993-Present) Des Spencer
• Use painting techniques (layering, underpainting, dry brush, blending) and design principles (gradation, proportion, composition) based on Contemporary Art
• Define Seascape (a picture or view of an expansive sea)

Lesson One
Day One, Art Start

1. Friendship Between Frog And Fish (2016) Des Spencer

2. Read Hidden In The Sea by Peggy Mille

3. Discussion Questions "What is a coral reef? What are the various types of life found in each? How does the water quality differ? Where are saltwater bodies found on Earth? Where is fresh water found? Do you like the beautiful colors and marine life of a coral reef? Did you know that corals are white? Where are the coral reefs? What is the difference between soft and hard coral? What is the difference between a fringing reef, a barrier reef, and an atoll? Where is fifteen precent of the world's coral reef located in the sea? what is the name of the largest barrier reef in the world that is located off the eastern coast of Australia? What coral reef creatures do you find most interesting?"

Lesson Activities

1. Use observational drawing techniques (composition, light source, reflective light) to draw the basic shapes (waves, trees, sun rays) of the seascape paintings

2. Add basic shapes (triangles, circles, rectangles) to add details (stars, plants, fish, animals) to the positive space (foreground) of the seascape paintings

3. Add decorative details (border, glitter, embellishments) to the positive space (foreground) of the Great Coral Reef Paintings

Day Two, Art Start

1. Retrieve Great Coral Reef Paintings for Assigned Tables

2. Schools Out (2015) Des Spencer

3. Discussion Questions "What is happening in this artwork? What was your first reaction to this artwork? Does your opinion about the artwork change the longer you look at it? How does your eye move through the artwork? What do you think of the warm and cool colors? What words and associations do you have for each group? How would you play with warm and cool colors in the artwork? What design will you create? What adjectives would you use to describe this painting? How do you think this artwork was made? What emotions do you feel when looking at this? How do you think the artist was feeling when he created this artwork? How did the artist use line, shape, and color to contribute to the mood or meaning? What emotions do you notice in the artwork? What is the story being told, if any?"

Lesson Activities

1. Use color combinations (analogous, secondary, primary) to fill in the positive space (foreground) of the seascape paintings

2. Use color combinations (analogous, secondary, primary) to fill in the negative space (background) of the seascape paintings

3. Add intricate embellishments to the decorative details (border, glitter, stars) of the positive space (foreground) of the Great Coral Reef Paintings

Day Three, Art Start

1. Retrieve Great Coral Reef Paintings for Assigned Tables

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

Lesson Activities

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

2. Add shadows (cast shadow, reflective shadow) to the negative space (background) of the seascape paintings

3. Add high contrast (shaded areas, reflective areas) to the positive space (foreground) and negative space (background) of the Great Coral Reef Paintings

Artist Examples

Student Examples

Learning Targets

I can...

• Create an original Snow-Covered Cityscapes using drawing techniques learned in class
• Use neutral colors (black, brown, grey), line types (horizontal, vertical, diagonal), and value (lightness darkness) inspired by Australian Artist (1881-1962) Martin Lewis
• Use printmaking techniques (engraving, etching, carving) and design principles (contrast, gradation, composition) based on Realism
• Define Cityscapes (the visual appearance of a city or urban area)

Lesson One
Day One, Art Start

1. Stoops In Snow (1930) Martin Lewis

2. Read The Prints of Martin Lewis: A Catalogue Raisonne by Paul McCarron

3. Discussion Questions "What do you think of artwork that is made in black and white? Why would a drawing be considered more "original" than a print of the same work? Do you consider graphite and conte rayon"museum-quality" materials? What is the difference between teaching and dry point? How does the artist use value in his artwork? What should be included in a cityscape What do you think inspired he artist to create these pieces? What is interesting about these prints? How has the work of the artist evolved overtime?"

Lesson Activities

1. Use a pencil to draw the basic shapes (geometric, rectangle, oval) of the buildings of the cityscapes

2. Use line types (horizontal, vertical, diagonal) to add details (windows, doors) to the cityscapes

3. Use line types (horizontal, vertical diagonal) to add details (cloud formations, snow, raised highway) to the negative space (background) of the Snow-Covered Cityscapes

Day Two, Art Start

1. Retrieve Snow-Covered Cityscapes for Assigned Table

2. Winter On White Street (1934) Martin Lewis

3. Discussion Questions "Who is the artist that created this work? Which decade did the Realism movement been? What was special about Martin Lewis's prints? What are we learning by doing this project? What was one artist that inspired Martin Lewis? What types of colors can be found in these prints? Which piece of artwork is the most famous? Would you like living in a city? What are some of the advantages to living in a city? What are some of the disadvantages to living in a city? What is your favorite city to visit? What part of the city do you like best? What do you think could be done to improve the living conditions in the cities?"

Lesson Activities

1. Use color combinations (analogous, neutral, secondary) to fill in the positive space (buildings) of the cityscapes

2. Use color combinations (analogous, neutral, secondary) to fill in the negative space (background) of the cityscapes

3. Use line types (horizontal, vertical, diagonal) to fill in the positive space (buildings) with designs (windows, doors, stairs) for the Snow-Covered Cityscapes

Day Three, Art Start

1. Retrieve Snow-Covered Cityscapes for Assigned Tables

2. Set Up Studio Area (charcoal, conte crayon, blending tools)

Lesson Activities

1. Add highlights (light source, reflective light) to positive space (buildings) of the cityscapes

2. Add shadows (cast shadow, shadow) to the negative space (background) of the cityscapes

3. Use stop motion program (iMotion, FlipaClip, Stop Motion) to add an animation to the Snow-Covered Cityscapes

Artist Examples

Student Examples