Complementary Colored Poodles

Learning Targets

I can...

• Create an original Complementary Colored Poodles using drawing techniques learned in class
• Use complementary colors (red, green; blue, orange; yellow, purple), shape variation (geometric, organic, free form), and line types (horizontal, vertical, diagonal) inspired by Japanese Artist (1975-Present) Susumu Kamijo
• Use painting techniques (juxtaposition, underpainting, mixing) and design principles (contrast, proportion, variation) based on Asian Art
•  Define Complementary Colors (pair of colors that are directly opposite of each other on the color wheel)

Lesson One
Day One, Art Start

1. Day Trippers (2019) Susumu Kamijo 

2. Read Oodles Of Poodles and Doodles: A Woofing, Wagging Book Of Colors by Stephanie Calmenson

3. Discussion Questions "Why do you think the artist drew that? What do you think is happening right now in the picture? How do you think the dogs in the picture feel? How did the artist make the poodle's hair look so fluffy and curly? Does the poodle remind you of a real one you have seen, or is it from your imagination? Where does your poodle live? Is it in a fancy house, a park, or somewhere else? How does your poodle feel in the painting? Can you show if the poodle is happy, excited, sleepy, or something else? What is your poodle's name, and how did you choose it? Why did the artist choose this specific medium (paint, pencil, collage) to depict the poodle? How does the material enhance the use of complementary colors? How do artists capture the dog's character or attitude? How did the artist capture the poodle's specific personality or mood in the painting? When painting a poodle, how to artists achieve form and dimension using value (lightness and darkness) instead of just using paint?"

Lesson Activities

1. Use neutral colors (black brown grey white) to draw in the negative space (background, patterns) of the Complementary Colored Poodles 

2. Use neutral colors (black brown grey white) to draw in the positive space (foreground, middle ground, poodles) of the Complementary Colored Poodles 

3. Use neutral colors (black brown grey white) to draw the accessories (collar, bow, animal toys, bow tie) for the positive space (foreground, middle ground, poodles) of the Complementary Colored Poodles

Day Two, Art Start

1. Retrieve Complementary Colored Poodles for Assigned Tables 

2. Glancing Back (2020) Susumu Kamijo

3. Discussion Questions "What do you notice about the dog in this artwork? How is it different from other dog breeds? What do you think this dog will do? What title would you give this piece and why? What words help you describe this artwork? What feelings or mood do you get when you look at it? If this artwork could make sounds, what would they be like? What are Susumu Kamijo's artistic influences? What elements of Japanese calligraphy influences Kamijo? Are there other artist who paint animals? How does the influence of Japanese printmaking manifest in his work compared to traditional Japanese prints? What similarities and differences do you notice in his use of color to evoke emotion or mood? How does Kamijo's balance between figuration and abstraction compare to artists from the Abstract Expressionist movement?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) to the negative space (background, patterns) of the Complementary Colored Poodles 

2. Add line types (horizontal, vertical, diagonal) to the positive space (foreground, middle ground, poodle) of the Complementary Colored Poodles 

3. Add line types (horizontal, vertical, diagonal) to the accessories (collar, bow, animal toy, bow tie) of the Complementary Colored Poodles 

Day Three, Art Start 

1. Retrieve Complementary Colored Poodles for Assigned Tables 

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

Lesson Activities

1. Use color combinations (analogous colors, complementary colors, warm/cool colors) to paint the negative space (background, patterns) of the Complementary Colored Poodles 

2. Use color combinations (analogous colors, complementary colors, warm/cool colors) to paint the positive space (foreground, middle ground, poodle) of the Complementary Colored Poodles 

3. Use value (lightness, darkness, highlights, shadows) to paint the positive space (foreground, middle ground, poodle) of the Complementary Colored Poodles 

Artist Examples

Student Examples 

 Wrapped Pets In Christmas Lights

Learning Targets

I can...

• Create an original Wrapped Pets In Christmas Lights using drawing techniques learned in class
• Use color combinations (analogous, primary, secondary), shape variation (geometric, organic, free form), and line types (continuous, outline, contour) inspired by Contemporary Japanese Artist (2010-Present) Itsuko Suzuki
• Use drawing styles (perspective, conceptual, cartoon) and design principles (composition, proportion, variation) based on Contemporary Art
• Define Meaning Making (the process of interpreting and giving meaning to events, situations, and the world around us)

Lesson One
Day One, Art Start

1. Friend 012 (2011) Itsuko Suzuki

2. Read I Want A Hippopotamus For Christmas: A Christmas Holiday Book by John Rox

3. Discussion Questions "Would you rather have a pet turtle or a pet frog? Who invented the first Christmas tree? Which animals do you think make the best pets? Have you had any pets as a child? What does having a pet help to teach children? Do you wonder why animals are thinking? Which pets should sleep outside at night? Which pets should stay inside at night? Are you allergic to any animals? Do you think people and their pets can communicate? What do you think when you see ad go wearing a sweater or a cat with purple hair? How important is your pet's food? Are you concerned about the quality of food your pet eats? What are some unusual or exotic pets that you have heard of? What do you think of people who rescue animals? Would you buy a pet from a pet store?"

Lesson Activities 

Day Two, Art Start

Lesson Activities

Day Three, Art Start

Lesson Activities

Artist Examples

Student Examples

 Origami Drawings

Learning Targets

I can...

• Create an original Origami Drawings using drawing techniques learned in class
• Use line types (contour, outline, continuous), shape variation (geometric, organic, free form), and value (lightness, darkness, highlights, shadows) inspired by Japanese Artist (1911-2005) Akira Yoshizawa
• Use drawing techniques (crosshatching, stippling, sketching, shading) and design principles (composition, gradation, movement) based on Japanese Art
• Define Origami (the art of folding paper)

Lesson One
Day One, Art Start

1. Giraffe (1999) Akira Yoshizawa

2. Read Paper Magic: The Art Of Paper Folding by Robert Harbin 

3. Discussion Questions "Did you know the Chinese discover paper making in 105 AD? Did you know this process of paper making is still used today? Do you think origami should be a geometrical and technical accomplishment or represent the subject matter closely? Should children and adults study paper folding? What kind of surprises can a book have? What makes this an important artwork to study? What do you find most interesting about this work of art? What are some things you can fold that are not paper? What are things you use paper for? Why do you think the artist would want to use only one piece of paper? Have you ever made origami before? What did you make out of origami? Did you find origami easy or difficult to recreate?" 

Lesson Activities

1. Use geometric shapes (ovals, circles, rectangles) to draw the positive space (origami paper) of the origami drawings

2. Use geometric shapes (ovals, circles, rectangles, squares) to draw the negative space (background) of the origami drawings

3. Use line types (horizontal, vertical, diagonal) to draw the positive space (foreground, origami paper) and negative space (background) of the Origami Drawings 

Day Two, Art Start

1. Retrieve Origami Drawings for Assigned Tables 

2. Butterfly (1999) Akira Yoshizawa

3. Discussion Questions "Why might an artwork be interpreted differently at different moments in history? Do you think artists see the world differently than non-artists? Do artists have a responsibility to share their artwork with the world? How does the meaning of an artwork change overtime? What would you like to learn most about Japanese Culture? What types of artwork do you believe to be created in Japanese Culture? What do you think is happening in this artwork? What does this artwork tell us about the environment in which it was made? What materials were available for the creation of this artwork? What shape do you see in this work of art? Does this artwork remind you of anything? How is this work of origami different than the previous one we discussed? Why do you think this artist wanted to use more than one sheet of paper?" 

Lesson Activities

1. Use line types (horizontal, vertical, diagonal) to add details (shadows, highlights, texture) to the positive space (foreground, origami) of the origami drawings

2. Use oil pastels to fill in the positive space (foreground, origami) with neutral colors (black, white, grey) for the origami drawings

3. Use oil pastels to fill in the negative space (background) with neutral colors (black, white, grey) for the Origami Drawings 

Day Three, Art Start

1. Retrieve Origami Drawings for Assigned Tables

2. Set Up Studio Area (white chalk, erasers, white colored pencils, black construction paper)

Lesson Activities

1. Add paper details (string, texture, folds) with neutral colors (black, white, grey) for the origami drawings

2. Use texture techniques (eraser cloth sponge) to add details (string, texture, folds) to the origami drawings

3. Add highlights (reflective light, light source) and design principles (cast shadow, shadow) to the negative space (background) of the Origami Drawings

Artist Examples

Student Examples

 Hokusai Inspired Mountains

Learning Targets

I can...

• Create an original Hokusai Inspired Mountains using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal, horizon line), shape variation (geometric, organic, free form), and texture (smooth, bumpy, rough) inspired by Japanese Ukiyo-e Artist (1760-1849) Katsushuka Hokusai
• Use landscape elements (horizon line, foreground, middle ground, background) and design principles (composition, movement, gradation) based on Asian Art
• Define Landscape (a depiction of natural scenery -mountains, forest, trees- arranged in a composition)

Lesson One
Day One, Art Start

1. Boy Viewing Mount Fuji (1839) Katsushika Hokusai

2. Read The Old Man Mad About Drawing: A Tale of Hokusai by Francois Place 

3. Discussion Questions "What are landscape paintings? What are the techniques artists use to create them? What can landscape paintings tell us about he cultures by which they were created? How do artists create naturalism in landscape paintings? What impression do you have of Hokusai based on these quotes? Does this information align with what you saw when viewing the artwork? Does the background information supplied change your reaction to the painting? What landscape elements do you notice in each of the paintings? What landscape elements are only apparent in Hokusai's Boy Viewing Mount Fuji?"

Lesson Activities

1.  Choose 12" X 12" Chipboard

2. Draw foreground (mountains), middle ground (hills), and background (horizon line, Mount Fuji) of the textured sculpture

3. Mix Sculpt-A-Mold three times before adding layers to the chipboard of the Hokusai Inspired Mountains

Day Two, Art Start

1. Retrieve Hokusai Inspired Mountains for Assigned Tables

2. Mount Fuji Reflects In Lake Kawaguchi, Seen From The Misaka Pass In Kai Providence (1830) Katsushika Hokusai 

3. Discussion Questions "What landscape elements are included in both paintings? What perspective techniques do you see in each painting? How does Hokusai compose Boy Viewing Mount Fuji? What decisions about placement do you notice? How do each of these artists use negative space in their paintings? What mood does each of these artworks establish? Are the moods the same or different? Do either of these artworks include narrative? What do these landscapes tell use about the environment they depict? Why do you think the artists created these artworks? Are the reasons the same or different? Do these artworks tell us anything about the cultures they come from? Which artwork would you like to know more about? Why?"

Lesson Activities

1. Add thin layer of Sculpt-A-Mold to forefront mountains (heaviest), middle hills (middle layer), and background (lake, grass) of textured sculptures 

2. Use Sculpt-A-Mold to add details (jagged lines, wooden boats, houses) to the positive space (landscape) of the textured sculptures 

3. Use modeling tools to add texture (ridges, curves, relief) to the positive space (landscape) of the Hokusai Inspired Mountains

Day Three, Art Start

1. Retrieve Hokusai Inspired Mountains for Assigned Tables

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

Lesson Activities

1. Use monochromatic colors (light blue, dark blue) to fill in the positive space (mountains) of the textured landscape 

2. Use monochromatic colors (light orange, dark orange) to fill in the negative space (clouds, grass, background) of the textured sculpture 

3. Use tint (white) and shade (shadow) to add depth within the Hokusai Inspired Mountains

Artist Examples

Student Examples

 Hermit Crab Homes

Learning Targets

I can...

• Create an original Hermit Crab Homes using sculpture techniques learned in class
• Use form (two dimensional, three dimensional), shape variation (cylinder, cone, pyramid), and texture (rough smooth) inspired by Japanese Artist (1938-Present) Aki Iomata
• Use ceramic techniques (coil method, slab method, slip and score) and design principles (composition repetition proportion) based on Contemporary Art
• Define Three Dimensional (space defined through the dimensions of height, width, and depth)

Lesson One
Day One, Art Start 

1.  White Chapel (2014) Aki Inomata

2. Read A House for a Hermit Crab by Eric Carle

3. Discussion Questions "Should artists draw boundaries between art and personal life? How do you think people react to her work? Why not hand over a shelter to a hermit crab? What is a hermit crab? What is a natural habitat for a Hermit Crab? How do these different animals move through the ocean? What is a habitat? Which sea animal and habitat might a hermit crab want to use for its next habitat? What ways are you like a hermit crab? Which animals were in the story?"

Lesson Activities 

1. Add lines for proportions (head, pinches, shell) within the silhouette of the hermit crab sculptures

2. Mold clay into basic shapes (cylinder, cone, pyramid) for the positive space (body) of the hermit crab sculptures 

3. Use modeling tools to draw facial features (eyelashes, eyelids, freckles) within the silhouette of the Hermit Crab Homes

Day Two, Art Start

1. Retrieve Hermit Crab Homes for Assigned Tables

2. Satoyama (2018) Aki Inomata

3. Discussion Questions "What is a Hermit Crab? How small or larger can Hermit Crabs grow? How many varieties of Hermit Crab are there? How long can Hermit Crabs live? Why do Hermit Crabs need shells? Why did the artist use those colors and background for the Hermit Crab? Why do you think is beautiful about this artwork? What can you learn from viewing this artwork?"

Lesson Activities

1. Add facial features (eyelashes, eyelids, freckles) within the silhouette of the Hermit Crab Homes

2. Add details (patterns, gills, swirls) to the positive space (body) of the hermit crab sculptures

3. Use modeling tools (brush grip paddle) to smooth out the facial features (eyelashes, eyelids, freckles) of the Hermit Crab Homes

Day Three, Art Start

1. Retrieve Hermit Crab Homes for Assigned Tables

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

Lesson Activities

1. Add tempera paint (red yellow orange) to the positive space (body) of the hermit crab sculptures

2. Add tempera paint (blue green purple) to the negative space (beach) of the hermit crab sculptures

3. Apply Gloss Finish to the facial proportions, facial features, and accessories of the Hermit Crab Homes

Artist Examples

Student Examples