Olimpia Zagnoli Illusions

Learning Targets

I can...

• Create an original Olimpia Zagnili Illusions using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by Italian Artist (1984-Present) Olimpia Zagnoli
• Use graphic design techniques (typography, page layout, interactive design, display elements) and design principles (emphasis, contrast, balance) based on Contemporary Art
• Define Focal Point (the center of interest of an artwork that the viewer notices first)

Lesson One
Day One, Art Start

1. NASA: The Stars Are Calling And We Must Go (2019) Olimpia Zagnoli

2. Read A Kid's Book About Design by Jason Mayden

3. Discussion Questions "Why is art important? What role does art play in our society? why value is placed upon artists and their art? What makes something a work of art? Is art defined by boundaries? If so, what are they and how have they changed over the course of history? What is the role of the artist? How has this role changed over time? What distinguishes visual art from other forms of visual communication like advertising, design, or photojournalism? Who decides what a work of art means- the artist, the critic, or the viewer? What ar the subjects, issues, and themes important to artists working today? In addition to museums and galleries, what else can art be shown? How does the location or context of a work of art affect its meaning? why role does beauty play in contemporary art? Does a work of art need to be beautiful? Why or why not? Where do artists find inspiration?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use line types (horizontal, vertical, diagonal) to draw positive space (flower) of the hand drawings 

3. Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground) of the Olimpia Zagnoli Illusions

Day Two, Art Start

1. Retrieve Olimpia Zagnoli Illusions for Assigned Tables

2. La Repubblica (2014) Olimpia Zagnoli 

3. Discussion Questions "What elements of this artwork seem real? What adjectives would you use to describe this artwork? What verbs would you use to describe this artwork? What elements seem dreamlike or imaginary? What is strange about this artwork? What is exciting about this artwork? What do we know about the artist after viewing this artwork? If you could ask the artist a question, what would you ask her? Why do you think the artwork was created? Why do you say that? How do you think the artist feels about the final product? How do you think this artwork was made? Why do you think the artist made this artwork? What do you think the artist is trying to say in this artwork?'

Lesson Activities

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

2. Use patterns (swirls, zig zags, stripes) to add a design to the negative space (background) of the hand drawings

3. Use watercolor to blend patterns (swirls stripes zig zags) for the negative space (background) of the Olimpia Zagnoli Illusions

Day Three, Art Start

1. Retrieve Olimpia Zangoli Illusions for Assigned Tables

2. Set Up Studio Area (watercolor, erasers, pencils) 

Lesson Activities

1. Use color combinations (analogous, secondary, complementary) for positive space (foreground) of the hand drawings

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

3. Add illusion of depth by adding details (glitter, petals, background) to the positive space (foreground) of the Olimpia Zagnoli Illusions

Artist Examples

Student Examples

 Splattered Paintbrushes

Learning Targets

I can...

• Create an original Splattered Paintbrushes using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), space (positive, negative), and texture (rough, smooth, thick, thin) inspired by American Painter (1912-1958) Jackson Pollock
• Use painting techniques (splattering, dripping, brushing) and design principles (movement, variety, unity) based on Abstract Expressionist Movement
• Define Splattering (a painting technique in which paint is flung, with the flick of a brush, onto the painting surface)

Lesson One
Day One, Art Start

1. Number 1 (Lavender Mist) (1950) Jackson Pollock

2. Action Jackson by Jan Greenberg & Sandra Jordan

3. Discussion Questions "What did Jackson Pollock use to splatter paint? What technique did Jackson Pollock use to create his paintings? What was unique about Jackson Pollock's method of painting? How do you splatter paint like Jackson Pollock? What was the first thing you noticed about this painting? What else caught your eye? After looking at this work for a while, close your eyes. What objects or shapes do you remember clearly? Why do you think you remembered what you did? Find a hidden idea in this artwork. What is it, and what clues helped you to find it? If you created a work of art with the same title, what would it look like? What would your secret be, and where would it be kept? What kinds of guardians would you include? What art movement is Jackson Pollock most closely associated with?"

Lesson Activities

1. Use graphite pencil to draw paintbrush types (round, flat, bright, filbert, fan, angle, detail round) for the positive space (foreground) of the paintbrush paintings

2. Use graphite pencil to draw in the negative space (background, shadows, table) of the paintbrush paintings

3. Use graphite pencil to add the details (metal handle, wooden handle, geometric shapes) of the paintbrush types (round, flat, bright, filbert, fan, angle, detail round) of the paintbrush paintings

Day Two, Art Start

1. Retrieve Splattered Paintbrushes for Assigned Table

2. Cathedral (1947) Jackson Pollock

3. Discussion Questions "What type of techniques do you think this artist used? How do you think he made those designs? Do you agree with critics who wonder whether or not Jackson Pollock was the best painter ever? What about Jackson Pollock's work made him controversial? How do you feel about Jackson Pollock's work? Do you consider him an artist? What does it mean for Pollock to have adopted independence instead of his former teacher's style? What was Jackson Pollock's approach to art? How did Jackson Pollock use unique materials in his artwork? Why? How do you see surrealism in Pollock's work? What was Pollock's work like in 1947? Why is this significant? How did this artist contribute to art?"

Lesson Activities

1. Add line types (horizontal, vertical diagonal) to the negative space (background, table, paintbrushes) of the paintbrush paintings

2. Add line types (horizontal, vertical, diagonal) to the positive space (paintbrushes) of the paintbrush paintings

3. Add line types (horizontal, vertical, diagonal) to the positive space (paintbrushes) of the Splattered Paintbrushes

Day Three, Art Start

1. Retrieve Splattered Paintbrushes for Assigned Table

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

Lesson Activities

1. Use rainbow order colors (red orange yellow green blue purple) to paint the negative space (background table paintbrushes) of the paintbrush paintings 

2. Use rainbow order colors (red orange yellow green blue purple) to paint the positive space (paintbrushes) of the paintbrush paintings

3. Use neutral colors (black brown grey) to paint the negative space (shadows, highlights) of the Splattered Paintbrushes

Artist Examples

Student Examples

 

 Jean Dubuffet Surreal Paintings

Learning Targets

I can...

• Create an original Jean Dubuffet Surreal Painting using drawing techniques learned in class
• Use primary colors (red, blue, yellow), shape variation (geometric, organic, free form), and space (positive, negative) inspired by French Painter (1901-1985) Jean Dubuffet
• Use art element: line (contour, continuous, outline) and design principles (composition, repetition, unity) based on Art Brut Movement
• Define Hourloupe (a type of doodle using black lines fill with unmixed color to symbolize a physical and mental representation of the mind)

Lesson One
Day One, Art Start

1. Coffee Pot, Cup, and Sugar Bowl II (1965) Jean Dubuffet 

2. Read Dubuffet Prints From The Museum Of Modern Art by Museum Of Modern Art

3. Discussion Questions "What inspired Jean Dubuffet? What art style did Jean Dubuffet use? Who is Jean Dubuffet? What made his artwork so famous? What were his favorite colors to use in his artwork? How did he use his imagination to understand pictures? What makes his artwork surrealistic? What materials did he use in his artwork? Is there a distinct mood? Does it make you think about anything? How does it make you feel? What did the artist say about the piece? What types of lines are being used in this artwork? What story is being told, if any? How did the artist use line, shape, and color to contribute to the mood or meaning? What symbols do you notice in the artwork?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Add three line types (horizontal, vertical, diagonal) to the positive space (foreground) of the line designs

3. Use black sharpie marker to outline three line types (horizontal, vertical, diagonal) to the positive space (foreground) of the Jean Dubuffet Surreal Paintings

Day Two, Art Start

1. Retrieve Jean Dubuffet Surreal Paintings for Assigned Tables

2. Site Inhabited By Objects (1965) Jean Dubuffet 

3. Discussion Questions "If art could talk, what would it say? If this artwork had eyes, what would it see? If you could ask this artwork a question, what would you ask it? How has this changed your understanding of the artwork? How does this artwork teach us about the future? Was this intended to be a work of art or not? Why do you think that? How does this impact your understanding of the artwork? If you could change this artwork, how would you change it? What do you like about this artwork? What do you dislike about this artwork?"

Lesson Activities

1. Use primary colors (red, yellow, blue) to fill in the positive space (foreground) of the line designs 

2. Use primary colors (red, yellow, blue) to fill in the negative space (background) of the line designs

3. Use patterns (dots, swirls, stripes) to fill in the positive space (foreground) and negative space (background) of the Jean Dubuffet Surreal Paintings

Day Three, Art Start

1. Retrieve Jean Dubuffet Surreal Paintings for Assigned Tables

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

Lesson Activities

1. Use highlights (reflective light, light source) to fill in the positive shape (foreground) of the line designs

2. Use shadows (cast shadow, reflective shadow) to fill in the negative space (background) of the line designs

3. Use texture tools (combs, plates, stamps) to add details (patterns, decorations) to the Jean Dubuffet Surreal Paintings

Artist Examples

Student Examples 

 Value Popsicles

Learning Targets

I can...

• Create an original Value Popsicle using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic), and value (tints, shades) inspired by American Artist (2014-Present) Grace Popp
• Use drawing techniques (blending, smudging, smoothing) and design principles (gradation, proportion, composition) based on Contemporary Art
• Define Value (the lightness or darkness of a color)

Lesson One
Day One, Art Start

1. Popsicle Summer Print lli (2021) Grace Popp

2. Read Popsicle Pony by Jill Strover

3. Discussion Questions "How do these colors make you feel when you look at these drawings? What type of location do you see in the picture? What time of day is it? What other kinds of lines do you see in the painting? Where do you see zigzag, curvy, or straight lines? What kinds of lines repeat? Is there any black in the picture? How many greens or yellows are there? Are any other color groups represented? What would you name some of the colors? Can you name any of the scientific names for the colors like sulfur yellow? How does color create dramatic effects? What do you see? What catches your attention first? Where do you think the artist was when she painted this scene?"

Lesson Activities

1. Choose a 12" X 15" Drawing Paper

2. Use a graphite pencil to draw geometric shapes (circle, triangle, rectangle) for the positive space (popsicle) of the popsicle drawings

3. Use graphite pencil to draw perpendicular lines for the negative space (background) of the popsicle drawings

Day Two, Art Start

1. Retrieve Value Popsicles for Assigned Table

2. Popsicle Summer Print II (2021) Grace Popp

3. Discussion Questions "What kind of Ines did the artist use in this drawing? How do they show light in the composition? How are the shapes related to each other in this artwork? Are the lines perpendicular, diagonal, layered, or separated? Do the shapes seem to be pulling together or pushing apart? Are there any other ways in which the drawing reminds you of summer? What kinds of questions does this artwork inspire? What questions does this artwork pose about the role of the viewer?" 

Lesson Activities

1.  Use oil pastels to fill in the positive space (popsicle) with primary/secondary colors (red blue yellow; green orange purple) of the popsicle drawings

2. Use oil pastels to fill in the negative space (background) with primary/secondary colors (red blue yellow; green orange purple) of the popsicle drawings

3. Add details (banners, balloons, decorations) to the negative space (background) of the Value Popsicles

Day Three, Art Start

1. Retrieve Value Popsicles for Assigned Table

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

Lesson Activities

1. Ad highlights (light source, reflective light) to the positive space (popsicles) of the popsicle drawings

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

3. Add embellishments (glitter, beads, ribbon) to the details (banners, balloons, decorations) of the Value Popsicles

Artist Examples

Student Examples