MiSs Rs ArT RoOm

Nighttime Owl Paintings

Learning Targets

I can...

• Create an original Nighttime Owl Paintings use drawing techniques learned in class
• Use color combinations (analogous, complementary, monochromatic), shape variation (geometric, organic, free form), and texture (actual, visual implied) inspired by Inuit Artist (1991-Present) Ooloosie Saila
• Use painting techniques (impasto, glazing, dry brush, alla prima) and design principles (composition, balance, variation) based on Indigenous Art
•  Define Inuit Art (the creative work made by the Inuit, the indigenous people of the Arctic regions in Canada, Alaska, and Greenland)

Lesson One
Day One, Art Start

1. Festival Owl (2026) Oolosie Saila

2. Read Owl Babies by Marin Waddell 

3. Discussion Questions "Is the owl sleeping, peeking out, or waking up? What does the weather feel like outside of the tree? What will happen when an animal's habitat changes with the seasons? What visual textures can make the feathers look soft and the bark look rough? How do the choices of an artist give an animal a specific personality? What can the tilt of the head or the size of the eyes tell us about an owl's mood? How does light create shadows that make a flat owl look three dimensional? What roles do daytime and nighttime play in the colors an artist chooses? How do artists and authors show big feelings like worry or relief in a character? How are owls a symbol of thoughtful perspective, wisdom, and quick wit? Have you ever seen any owl? What do you like about owls? What would you do if you had your own owl?" 

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use line types (horizontal, vertical, diagonal) to draw the foreground (bird), middle ground (feathers), and background (tree branches) of the Nighttime Owl Paintings

3. Use drawing techniques (blending, smudging, smearing) to add layers to subject matter (foreground, middle ground, bird) of the Nighttime Owl Paintings

Day Two, Art Start

1. Retrieve Nighttime Owl Paintings for Assigned Tables 

2. Ornamental Owl (2017) Ooloosie Saila 

3. Discussion Questions "What factors influenced the artist as a child that impacted her career? What are some characteristics from this artwork that sets it apart from other artists work? What is the symbolism found within this artwork? What are some indicators that prove this artist is important? What are some different types of art produced at different stages in her life? What makes you think this artist is a great artist? How did the artist become interested in birds? Does her artwork change your view of the world? How did the artist fill the composition? Did the artist take time and effort to make the color vibrant? What is the reason that some birds are colorful?"      

Lesson Activities

1. Add thin layers of pastels to the foreground (bird), middle ground (feathers), and background (tree) of the Nighttime Owl Paintings 

2. Use drawing techniques (blending, smudging, smearing) to add details (beak, eyes, eyelashes) to the Nighttime Owl Paintings

3. Use drawing techniques (blending, smudging, smearing) to add texture (actual, visual, implied) to the Nighttime Owl Paintings 

Day Three, Art Start

1. Retrieve Nighttime Owl Paintings for Assigned Tables

2. Set Up Studio Area (glue sticks, oil pastels, brown construction paper, sharpie markers)

Lesson Activities

1. Use color combinations (analogous, complementary, monochromatic) to fill in the positive space (bird) of the Nighttime Owl Paintings

2. Use color combinations (analogous, complementary, monochromatic) to fill in the negative space (background) of the Nighttime Owl Paintings

3. Use tint (white) and shade (black) to add the illusion of depth within the positive space (bird) of the Nighttime Owl Paintings 

Artist Examples

Student Examples 

 Clay Inuit Finger Masks

Learning Targets

I can...

• Create an original Clay Inuit Finger Mask using ceramic techniques learned in class
• Use form (two dimensional, three dimensional), shape variation (geometric, organic, free form), and texture (visual, actual, implied) inspired by Yupik Finger Masks (1900-Present) Pacific Northwest Coastal Native Americans
• Use sculpture techniques (carving, assembling, casting, modeling) and design principles (proportion, repetition, rhythm) based on Native American Art
• Define Stylistic Conventions (the "rules" dictated by the style (color, shape, form))

Lesson One
Day One, Art Start

1. Hilamas (Willie Seaweed/Smokey Top) (1873) National Museum Of American Indian, Smithsonian Institution 

2. Read Northwest Coast Indian Art: An Analysis Of Form 50th Anniversary Edition by Bill Holm

3. Discussion Questions "What do you want your mask to tell? What type of expression are you going to show on your mask? Do any of these masks have personality? How have native tribes developed and evolved their art for centuries? What do you know about form line designs? Are they objects you can use or objects that you hang on a wall? Can you see what the differences are between each of these designs? How do artists use various paper sculpting techniques to create relief elements? How does this artwork show design principles of balance, repetition, and unity in placement of art elements?"

Lesson Activities

1. Add lines for proportion (head, neck, shoulder) within the silhouette of the animal mask sculptures

2. Turn clay slab into basic shapes (oval face, crescent ears, rectangle neck) of the animal mask sculptures

3. Use modeling tools to draw features (oval eyes, round rose, thin mouth) within the silhouette of the Clay Inuit Finger Masks 

Day Two, Art Start

1. Retrieve Clay Inuit Finger Masks for Assigned Tables

2. Brown Bear And Mountain Spirit Designs (1800-1860) National Museum Of The American Indian, Smithsonian Institution

3. Discussion Questions "What was your first reaction to this artwork? Why do you think you had that reaction? If this artwork could dance, what song would it dance to? What do you think this artwork was created for? Why do you say that? How do you think this artwork was made? What is the story being told, if any? How might you feel differently about the world after viewing this artwork? What does this artwork say about the culture in which it was produced? How do you think this artwork was used by the people who made it? What was its function? Was this intended to be a work of art or not? Why do you think that? How does that impact your understanding of the artwork? What does this artwork teach us about the past?"

Lesson Activities 

1. Add facial features (eyes, nose, mouth) within the positive space (animal) and silhouette of the Clay Inuit Finger Masks

2. Add details (eye sockets, brow bone, moles) to the facial features (eyes, nose, mouth) of the animal masks

3.  Use modeling tools (paddle, brush, grips) to smooth out facial features (eyes, nose, mouth) of the Clay Inuit Finger Masks

Day Three, Art Start

1. Retrieve Clay Inuit Finger Masks for Assigned Tables

2. Set Up Studio Area (modeling tools, rollers, ceramic mats)

Lesson Activities

1. Add color combinations (analogous, complementary, secondary) to the positive space (face, neck, shoulder) of the animal sculptures

2. Add color combinations (analogous, complementary, secondary) to the negative space (background) of the animal sculptures 

3. Apply Gloss Finish to the face proportions, facial features, and accessories of the Clay Inuit Finger Masks

Artist Examples

Student Examples

 Ted Harrison Winter Landscapes

Learning Targets

I can...

• Create an original Ted Harrison Winter Landscape using drawing techniques learned in class
• Use complementary colors (red, green; blue, orange; yellow, purple), shape variation (geometric, organic), and space (positive, negative) inspired Canadian Artist (1926-2015) Ted Harrison
• Use painting techniques (wet on wet, dry brush, blending) and design principles (movement gradation proportion) based on Canadian Art
• Define Mood (atmosphere, state of mind, or feelings generated from an image)

Lesson One
Day One, Art Start

1. Mount Baker (1993) Ted Harrison

2. Read O Canada by Ted Harrison

3. Discussion Questions "What do you know about the Inuit culture, past and present? How are arts inspired by different cultures as well as their own? What types of art does Ted Harrison create? What do you see in this artwork? What types of colors does the artist use? What moods do the paintings evoke? How do you feel when you see the art? What does the artwork remind you of?"

Lesson Activities

1. Use graphite pencil to draw the background (sky clouds hillside) of the winter landscapes

2. Use graphite pencil to draw the middle ground (fields house trees) of the winter landscapes

3. Use graphite pencil to draw the foreground (bushes animals rocks) of the Ted Harrison Winter Landscapes

Day Two, Art Start

1. Retrieve Ted Harrison Winter Landscapes for Assigned Table

2. Visitor From Space (1988) Ted Harrison

3. Discussion Questions "What does the scene tell us about he area of the country in which the artist lived in? How has art been influenced by elements of the artist's life? How does this artwork reflect the community? What kind of scenes were the subjects of Inuit artists? How does this work differ from the artwork of other artists during the same era? How many lines are in this artwork?" 

Lesson Activities

1. Add lines (horizontal vertical diagonal) to the background (sky clouds hillside) of the winter landscapes

2. Add lines (horizontal vertical diagonal) to the middle ground (fields houses trees) of the winter landscapes

3. Add lines (horizontal vertical diagonal) to the foreground (bushes, animals, rocks) of the winter landscapes

Day Three, Art Start

1. Retrieve Ted Harrison Winter Landscapes for Assigned Table

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

Lesson Activities

1. Use complementary colors (red green, blue orange, purple yellow) to paint in the background (sky clouds hillside) of the winter landscapes 

2. Use complementary colors (red green, blue orange, purple yellow) to paint in the middle ground (fields houses trees) of the winter landscapes

3. Use complementary colors (red green, blue orange, purple yellow) to paint in the foreground (bushes animals rocks) of the Ted Harrison Winter Landscapes

Artist Examples

Student Examples

CLAY OWL PORTRAITS

Learning Targets

I can...

• Create an original Clay Owl Portrait using sculpture techniques learned in class
• Use space (positive, negative), shape (two-dimensional, three-dimensional), and earth tones (red, brown, gold, orange, yellow) inspired by Canadian Inuit Artist (1927-2013) Kenojuak Ashevak
• Use sculpture techniques (assemblage, carving, casting) and design principles (composition, variation, balance) based on Modern Inuit Art
• Define Relief (three-dimensional elements raised from a flat plane surface)

Lesson One
Day One, Art Start

1. The Enchanted Owl (1960) Kenojuak Ashevak
2. Read Owl Moon by Jane Yolen
3. Reflective Discussion "In Ancient Greece, owls were the sacred animals of the Athena Goddess of Wisdom and a symbol of the city of Athens. Owls can rotate their necks 270 degrees and the smallest owl in the world is called an elf owl. Antarctica is the only place in the world where there are no species of owls found. A group of owls is called a parliament that originated from C.S. Lewis' description of the owl meeting in Chronicles of Narnia." 

Lesson Activities

1. Add lines for proportions (ears, wings, beak) within the silhouette of the clay owl portrait
2. Mold clay into basic shapes (oval face, triangle beak, triangle wings) of clay owl portrait
3. Use needle tool to draw facial features (eyelids, nostrils, ears) within the silhouette of the clay owl portrait 

Day Two, Art Start

1. Retrieve Clay Owl Portrait for Assigned Table
2. Young Owl (1960) Kenojauk Ashevak
3. Self Reflective Questions "Why are owls important to the ecosystem? What special features do owls have? What are owls a sign of? What is the hidden meaning of seeing an owl? How far can an owl turn its head? What are unique characteristics of owls? What do you think owls eat? What do owls have on their feet? What type of owls are in our story? What types of noises do owls make? Which owl lives in both North and South America? Do either or both of these owls live where you do?"

Lesson Activities

1. Add facial features (nostrils, feathers, eyelids) within the silhouette of the clay owl portrait
2. Add details (eyebrows, pupils, patterns) to the facial features (nostrils, feathers, eyelids) of clay owl portrait
3. Use modeling tools (brush, grips, paddle) to smooth out facial features (nostrils, feathers, eyelids) of clay owl portrait

Day Three, Art Start

1. Retrieve Clay Owl Portrait for Assigned Table
2. Set Up Studio Area (water bucket, needle tools, rubber mat)

Lesson Activities 

1. Add tempera paint to positive space (neck, head, shoulder) of ceramic work
2. Add tempera paint to negative space (background, feathers) of ceramic work
3. Apply Gloss Finish to face proportions, facial features, and accessories of Clay Owl Portrait

Artist Examples

Student Examples