MiSs Rs ArT RoOm

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

 Clay Hatching Animals

Learning Targets

I can...

• Create an original Clay Hatching Animals using ceramic techniques learned in class
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual visual implied) inspired by Mexican Sculptor (1949-Present) Sergio Bustamante
• Use sculpture techniques (carving, assembling, modeling, casting) and design principles (composition, gradation, proportion) based on Contemporary Art
• Define Oviparous (producing young by means of eggs hat are hatched after they have been laid by parent)

Lesson One
Day One, Art Start

1. Hatching Eggs (2015) Sergio Bustamante

2. Read Guess What Grows Inside This Egg by Mia Posada

3. Discussion Questions "Why do birds and other animals build nests? How do they build nests? What materials do they use? How long does it take to build a nest? If we were using an incubator (heat, humidity, turning), what are three main things we need to provide? How can we show that the shell is broken or cracking? What colors would you use to represent the inside of an egg? How can we make our baby animal look like it is just coming out of the shell? Why did you choose this specific animal to hatch? How can we make our egg hollow, so it is lightweight like an eggshell? Why is it important to score (scratch) and slip (add watered clay) when attaching the baby animal to the shell? What tools can we use to make the shell looked cracked? What does the baby animal need to break out of the shell? What color, pattern, or texture will you add to make your egg unique? Why do eggs often symbolize new life or spring? How long do the clay eggs need to dry before we can pain them?"

Lesson Activities

1. Turn clay slab into basic shapes (oval, cylinder, organic) for the positive space (egg, animal) of the Clay Hatching Animals

2. Use modeling tools to draw features (tails, eyes, nose, wings) for the positive space (egg, animal) of the Clay Hatching Animals 

3. Add lines for the facial features (nose, ears, paws, tail) for the positive space (egg, animal) of the Clay Hatching Animals 

Day Two, Art Start

1. Retrieve Clay Hatching Animals for Assigned Tables 

2 Two Sculpture Eggs (2023) Sergio Bustamante

3. Discussion Questions "What was the most challenging part of working with the clay? What did you learn about clay properties (wet, dry, hard, soft) was. you were working with it? What part of the process was your favorite? How is your ceramic artwork different from anything you have seen before? What choices did you make to ensure your creation would stand up or hold together? What story does your artwork tell, or what adventure is your creature going on? If your artwork could make a sound or a piece of music, what would it sound like? What title would you give your artwork, and why did you choose that name? How does your finished project make you feel, and how might it make others feel? What advice would you give a friend who is about to start their first clay project? How does this project remind you of something else you have seen or done in another class?" 

Lesson Activities

1. Add lines for proportions (head, body, paws) within the silhouette (animal, egg, foreground) of the Clay Hatching Animals 

2. Mold clay into basic shapes (oval face, long ears, big eyes, paws) for the positive space (foreground, animal, egg) of the Clay Hatching Animals 

3. Use needle tools to draw features (eyes, nose, mouth, paws) for the positive space (foreground, animal, egg) of the Clay Hatching Animals 

Day Three, Art Start

1. Retrieve Clay Hatching Animals for Assigned Tables 

2. Set Up Studio Area (water bucket, needle tools, rubber mat) 

Lesson Activities

1. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the positive space (foreground, animal, egg) of the Clay Hatching Animals

2. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the negative space (background) of the Clay Hatching Animals 

3. Apply Gloss Finish to the facial features, facial proportions, and accessories of the Clay Hatching Animals 

Artist Examples 

Student Examples 

Luna Moths At Night

Learning Targets

I can...

• Create an original Luna Moths At Night using drawing techniques learned in class
• Use color combinations (glow in the dark, neutral colors, cool colors), shape variation (geometric, organic, free form), and value (lightness, darkness, shadows, highlights) inspired by England Artist (1963-Present) Sarah Gillespie
• Use printmaking techniques (relief stencil etching dry point) and design principles (composition proportion variation) based on Contemporary Art
• Define Glow In The Dark (a special paint or materials that absorb light to release as a visible glow when placed in the dark)

Lesson One
Day One, Art Start

1. Black Arches Moth (The Nun) (2020) Sarah Gillespie 

2. Read The Girl Who Drew Butterflies: How Maria Merian's Art Changed Science by Joyce Sidman

3. Discussion Questions "Do you know Luna Moths only take flight at night, making them a rare and magical sight? Did you know Luna Moths are the largest moths in North America? Did you know adult moths only live a week and have no mouths? Can you imagine what the moth would look like flying at night? If you could have a moth as a pet, what would you do with it? What if this moth could glow in the dark? What color would it glow? Where do you think your moth lives? When you look at the moth's body, what does the texture (fluffy, smooth) look like? What kind of magical place does your Luna Moth live in such a secret garden, treasure grove, or magical forest? What adventures does the moth go on when everyone else is sleeping? Does the moth dance with fireflies or visit the moon?" 

Lesson Activities

1. Choose 12 X 15 Painting Paper 

2. Use neutral colors (black, grey, brown, white) to draw line types (horizontal, vertical, diagonal) for the positive space (foreground, moth) of the moth paintings 

3. Use neutral colors (black, grey, brown, white) to outline the line types (horizontal, vertical, diagonal) for the positive space (foreground, moth) of the moth paintings 

Day Two, Art Start

1. Retrieve Luna Moths At Night from Assigned Tables 

2. Clouded Magpie (2024) Sarah Gillespie

3. Discussion Questions "What are the circles on the wings for? Are the fake eyes to trick a bat, or can the moth see out of them? Can the feathery antennae of the moth feel moonbeams? What is the best halloween treat that your moth can find? What kind of costume is your moth wearing for halloween? What kind of magic dust in the wings of your moth made from? If your moth could talk, what kind of stories would it tell? What does your moth see when it flutters around the pumpkin patch at night? Does your moth have a secret pattern on its wings that only appears in the moonlight? What if your moth was a king or queen of all other moths? What kind of ruler would it be? If your moth could change its colors what would it change them to?" 

Lesson Activities 

1. Add line variation (horizontal, vertical, diagonal) to add patterns (swirls, dots, stripes) to the positive space (foreground, moth) of the moth paintings 

2. Use color combinations (cool colors, analogous colors, iridescent colors) for the positive space (foreground, moth) of the moth paintings 

3. Use color combinations (cool colors, analogous colors, iridescent colors) for the negative space (background) of the moth paintings 

Day Three, Art Start

1. Retrieve Luna Moths At Night for Assigned Tables 

2. Set Up Studio Area (oil pastels, tempera paint, paint brushes, glue sticks) 

Lesson Activities

1. Use value (lightness, darkness, highlights, shadows) for the positive space (foreground, moth) of the moth paintings

2. Use value (lightness, darkness, highlights, shadows) for the negative space (foreground, moth) of the moth paintings 

3. Use texture (actual, visual, implied) to add details (wings, antennas, whiskers) to the positive space (foreground, moth) of the moth paintings 

Artist Examples

Student Examples