MiSs Rs ArT RoOm

Symmetrical Lobsters

Learning Targets

I can...

• Create an original Symmetrical Lobsters using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by British Artist (1979-Present) Philip Colbert
• Use balance (symmetrical, asymmetrical, radial, mosaic) and design principles (composition, movement, emphasis) based on Contemporary Pop
• Define Bilateral Symmetry (two sides are mirror images) 

Day One, Art Start

1. Lobster Telephone (1938) Salvador Dali 

2. Read "Lobsterman" by Dahlo Ipcar

3. Discussion Questions "If you fold your paper, do the two sides match? What do you think of the sculpture? What two objects can you see? When do you think the sculpture was made? Could this artwork be contemporary? What art movement do you think it might be associated with? What do you know about Salvador Dali and Edward James? Which art movement were the artists associated with? What do you know about Surrealism? Does finding our more about the sculpture change what you think about the artwork? Does it matter that Salvador Dali and Edward James did not make the sculpture? What is more important the idea or the object? Do you think the sculpture looks shocking? Do you think it would have been shocking to people in the 1930s? What sort of sculptures do you think people saw in art galleries in the 1930s? Are we more used to the idea of surrealism now than people might have been in the 1930s? Can you think of any contemporary artosk that might have shocked people when they were first exhibited?"

Lesson Activities

1. Use a pencil to draw shape variation (geometric, organic, free form) of the selected lobster (cold water clawed, rock lobsters, Canadian lobsters) for Symmetrical Lobsters

2. Use line types (horizontal, vertical, diagonal) to add characteristics (antennae, claws, tail) for the Symmetrical Lobsters

3. Use texture tools (stamps, felt pens, folks, rollers) to add patterns (stripes, dots, swirls) for the Symmetrical Lobsters 

Day Two, Art Start

1. Retrieve Symmetrical Lobsters for Assigned Tables 

2. Sunflowers In Seoul (2025) Philip Colbert

3. Discussion Questions "What objects can you see in each of the artworks? How have the artists chagned the objects? What is the effect? What do the sculptures make you think and feel? Are there any features of the animals that you could make use of in relation to the objects? How would you describe the shape of lobsters body? Are all lobsters shaped the same? How would you describe the color of the symmetrical lobsters? Do you see any patterns on the lobsters? What kind of music do you think a lobster would dance to on the ocean floor? How would it feel to walk with ten legs at once? Did you know lobsters have two different kinds of claws? Which one is the crusher and which one is the pincher? What other colors could your lobster be if not red in the ocean? How would you draw a lobster's armor shell to show that it is hard and bumpy?" 

Lesson Activities

1. Use warm colors (red, orange, yellow) to fill in the positive space (foreground, middle ground, lobster) of the Symmetrical Lobsters

2. Use cool colors (blue, green, purple) to fill in the negative space (background) of the Symmetrical Lobsters 

3. Add line types (horizontal vertical diagonal) to the negative space (background) of the Symmetrical Lobsters 

Day Three, Art Start

1. Retrieve Symmetrical Lobsters for Assigned Tables

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

Lesson Activities

1. Add highlights (reflective light, light source, cast light) to the positive space (foreground, middle ground, lobster) of the Symmetrical Lobsters

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

3. Add relief pieces (styrofoam pieces, cardboard, poster board) behind the positive space (foreground, middle ground, background) of the Symmetrical Lobsters 

Artist Examples

Student Examples

Printmaking Sheep

Learning Targets

I can...

• Create an original Printmaking Sheep using drawing techniques learned in class
• Use color combinations (analogous, complementary, intermediate), shape variation (geometric, organic, free form), and texture (actual, visual, implied) inspired by American Artist (1976-Present) Eli Halpin
• Use intermediate colors (yellow/green, blue/green, blue/violet, red/orange) and design principles (composition, balance, movement) based on American Art
• Define Intermediate Colors (hues created by mixing a primary color with an adjacent secondary color on the color wheel)

Lesson One
Day One, Art Start

1. Sheep (2017) Eli Halpin

2. Read Sheep In A Shop by Nancy E. Shaw 

3. Discussion Questions "What is the name of your sheep? What kind of personality does this sheep have? Where would your sheep like to live? If you could touch your sheep's wool in the ring, what would it feel like- is it soft, bumpy, or fuzzy? Did you include any fun details like the rectangle pupils sheep have for a wide field of vision? Why did you choose certain shapes, like ovals for the body or rectangles for the legs? How many prints did you make from your plate, and does each one look the same? Did you need to reapply more ink to keep the wool looking bright and white? What is your favorite part of your artwork- the foreground, middle ground, or background? What was the most challenging part of making your sheep? If your sheep were going to party, would it wear its wool natural or would it dye it bright rainbow color?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Draw three thumbnail sketches of sheep using observational drawing skills (contour, outline, continuous) for the Printmaking Sheep

3. Add details (reflective light, light source, cast shadow) to the negative space (background) of the Printmaking Sheep

Day Two, Art Start

1. Retrieve Printmaking Sheep for Assigned Tables 

2.  Sheep Duo (2025) Eli Halpin

3. Discussion Questions "What did you use to make the sheep's wool have texture? Why did you choose these colors for your sheep? What was the hardest part about pressing your sheep onto the paper? What is the name of your sheep? What is the sheep's favorite snack- grass or chocolate chip cookies? What was the trickiest part getting the right amount of ink or making sure the sheep had all four legs? If you were to make a whole flock of these, would you change anything about the second one? If you were teaching a friend how to make a sheep print, what would be the top secret top you would give them? Does the shape of your sheep remind you of a cloud you have seen in the sky? What kind of sweater do you think your sheep would want to wear?" 

Lesson Activities

1. Use drawing techniques (contour, outline, continuous) to add basic shapes (circle, rectangle, oval) to the Printmaking Sheep

2. Use design principles (composition, gradation, repetition) to fill in the positive space (foreground, sheep) of the Printmaking Sheep

3. Use drawing techniques (contour, outline, continuous) to add patterns (swirls, loops, waves) to the positive space (foreground, sheep) of the Printmaking Sheep

Day Three, Art Start

1. Retrieve Printmaking Sheep for Assigned Tables

2. Set Up Studio Area (bubble wrap, rollers, speed ball ink)

Lesson Activities

1. Use intermediate colors (yellow/green, blue/green, blue/violet, red/orange) to fill in the positive space (foreground, sheep) of the Printmaking Sheep

2. Use intermediate colors (yellow/green, blue/green, blue/violet, red/orange) to fill in the negative space (background) of the Printmaking Sheep

3. Add design details (shadows, reflective light, cast shadow) to the negative space (background) of the Printmaking Sheep

Artist Examples

Student Examples 

 Clay Ice Cream Cones

Learning Targets

I can...

• Create an original Clay Ice Cream Cone using ceramic techniques learned in class
• Use form (two dimensional, three dimensional), shape variation (geometric, organic, free form), and texture (actual visual implied) inspired by American Sculptor (1929-2022) Claes Oldenburg
• Use basic hand building techniques (rolling, flattening, joining, cutting) and design principles (balance, proportion, emphasis) based on Pop Art
• Define Texture (the feel or appearance of a surface)

Lesson One

Day One, Art Start

1. Floor Cone (1962) Claes Oldenburg

2. Read Ice Cream Cones For Sale by Elaine Greenstein 

3. Discussion Questions "What do you think is your best clay tool? Do you think that if I were to drop this clay piece, it would stay together? Can you create a three-dimensional ice cream cone out of clay using the techniques of scoring, slipping, cutting, and smoothing? Can you use specific colors to paint your ice cream cone realistic or abstract? Can you add at least two unique details to your ice cream cone by using texture or shapes? Can you participate in a discussion of how artists use clay? What flavor is your faoviret type of ice cream? Who likes chocolate ice cream, vanilla ice cream, mint ice cream, and rocky road ice cream?" 

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) for the proportions (foreground, cone, ice cream scoops) within the silhouette of the Clay Ice Cream Cones 

2. Mold clay into basic shapes (oval scoops, triangle cones, cherry circles) for the positive space (foreground, cone, ice cream scoops) of the Clay Ice Cream Cones 

3. Use needle tools to draw basic shapes (triangles, squares, rectangles) for the positive space (foreground, cone, ice cream scoops) of the Clay Ice Cream Cones 

Day Two, Art Start

1. Retrieve Clay Ice Cream Cones for Assigned Tables 

2. Dropped Cone (2001) Claes Oldenburg

3. Discussion Questions "What shapes do you see in this ice cream cone sculpture? If you could touch this, what do you think it would feel like? Is the ice cream cone rough, smooth, hard, or soft? How does the size of the ice cream cone compare to the real one? What would an artist make an ice cream cone as big as a room or a building? If this giant ice cream cone was in your school, where would you put it? If you look at the "Dropped Cone" sculpture, what do you think happened to it? What makes this sculpture look like a "Pop Art" piece? If you made your own giant food sculpture out of clay, what food would you choose? How could you use texture to make the ice cream cone look "drippy" or "melting" in your own artwork? Why do you think the artist chose to make art of out of something we eat quickly?" 

Lesson Activities

1. Add basic shapes (triangles, ovals, circles, rectangles) to the negative space (background, middle ground) of the Clay Ice Cream Cones 

2. Add details (cherries, sprinkles, caramel, dipped chocolate) to the positive space (foreground, cone, ice cream scoops) of the Clay Ice Cream Cones  

3. Use modeling tools (paddle, brush, grips) to smooth out the positive space (foreground, cone, ice cream scoops) of the Clay Ice Cream Cones 

Day Three, Art Start

1. Retrieve Clay Ice Cream Cones for Assigned Tables 

2. Set Up Studio Area (modeling tools, rubber mats, clay, glaze) 

Lesson Activities 

1. Add warm colors (red, orange yellow) to the positive space (foreground, ice cream cone) of the Clay Ice Cream Cones

2. Add cool colors (blue, purple, green) to the negative space (middle ground, background, ice cream scoops) of the Clay Ice Cream Cones

3. Apply Gloss Finish to the positive space (foreground, ice cream cone, ice cream scoops) of the Clay Ice Cream Cones 

Artist Examples

Student Examples 

 

 

Color Mixing Giraffes

Learning Targets

I can...

• Create an original Color Mixing Giraffe using drawing techniques learned in class
• Use color combinations (primary colors, secondary colors, neutral colors), shape variation (geometric, organic, free form) and line types (horizontal, vertical, diagonal) inspired by American Artist (1917-2017) Dahlov Ipcar
• Use color mixing techniques (subtractive mixing, additive mixing, secondary colors, tints, shades) and design principles (gradation, composition, proportion) based on American Art
• Define Art Style (the unique way an artist expresses vision through specific techniques, subject matter, and visual elements)

Lesson One
Day One, Art Start

1. Nightfall- Ngorongoro (1996) Dahlov Ipcar 

2. Read The Calico Jungle by Dahlov Ipcar 

3. Discussion Questions "How does Dahlov Ipcar use lush jungle foliage to emulate modern artists? How did the American artist combine elements of modernism, social realism, folk art, and the natural world? How dies the artist add intricate patterns and geometric designs to her jungle animals as an artistic signature? Did you know Dahlov Ipcar wrote and illustrated over thirty books in her lifetime? How does imagination help us explore artwork? What is this artist trying to tell us about the natural world? How do artist use patterns? How does Dahlov Ipcar's artwork fit within the context, culture, and traditions of women's art? What patterns do you see and where do you find them? Are there patterns or shapes that look familiar to you? How did this artist use line in this image? Can you name all the kinds of line that you find? What does this image make you think of? What might an artist use reacted lined and pattern like this in a drawing?" 

Lesson Activities

1. Use pencil to draw shape variation (geometric, organic, free form) of the animal parts (ears, tall, neck, spots) of the Color Mixing Giraffes

2. Use line types (horizontal, vertical, diagonal) to add facial features (eyes, nose, mouth) of the Color Mixing Giraffes

3. Use line types (horizontal, vertical, diagonal) to add details (patterns, stripes, swirls) to the positive space (foreground, animal) of the Color Mixing Giraffes 

Day Two, Art Start

1. Retrieve Color Mixing Giraffes for Assigned Tables 

2. Kalahari Woodland (2010) Dahlov Ipcar

3. Discussion Questions "What colors does Dahlov Ipcar use most in her paintings? Are these colors bright or dull? What kind of animals can you spot? Can you find different shapes (triangles, circles, squares) hidden in the animals or backgrounds? How does imagination help an artist create artwork? Do these animals look real, or do they look like they come from her imagination? If you could step inside this picture, what do you think it would sound like? What would you want to explore first? Does this artwork remind you of anything you have seen or dreamed about? What are your favorite animal to draw or paint? How does Dahlov Ipcar use different types of lines (thick, thin, dark, light, straight, curved) in her images? What other kind of materials besides paint did the artist Dahlov Ipcar?" 

Lesson Activities

1. Use color combinations (analogous, secondary, primary) to fill in the positive space (giraffe, foreground, middle ground) of the Color Mixing Giraffes

2. Use color combinations (analogous, secondary, primary) to fill in the negative space (background) of the Color Mixing Giraffes 

3. Use line types (horizontal, vertical, diagonal) to fill in the positive space (foreground, middle ground, animal) of the Color Mixing Giraffes 

Day Three, Art Start

1. Retrieve Color Mixing Giraffes for Assigned Tables 

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

Lesson Activities

1. Add highlights (reflective light, light spruce, highlights) to the positive space (foreground, middle ground, animal) of the Color Mixing Giraffes

2. Add shadows (reflective shadow, cast shadow, shadows) to the negative space (background) of the Color Mixing Giraffes 

3. Use stop motion program (iMotion, FlipaClip, Stop Motion) to add an animation to the Color Mixing Giraffes 

Artist Examples

Student Examples