MiSs Rs ArT RoOm

Heart Lollipops

Learning Targets

I can...

• Create an original Heart Lollipops using drawing techniques learned in class
• Use color combinations (warm/cool colors, analogous colors, monochromatic), shape variation (geometric, organic, free form), and value (lightness, darkness, tints, shades) inspired by American Artist (1920-2021) Wayne Thiebaud
• Use observational drawings (proportions, perspective, sighting, quality) and design principles (composition, proportion, balanced) based on American Art
•  Define Subject Matter (the visual material, object, person, place, or event that the artwork depicts)

Lesson One
Day One, Art Start

1. Seven Suckers (1920) Wayne Thiebaud

2. Read Henry's Lollipop by Robert Quackenbush

3. Discussion Questions "What makes a candy look real or shiny in a painting? How did Wayne Thiebaud make a flat piece of candy look like it has weight, roundness, and a halo of bright light? How does the artist make these candies look real enough to eat? How can artists turn an everyday object into an interesting work of art? Can you think of an artist that uses everyday objects in artwork? How can you make your lollipop large enough to become the focal point? Which colors remind you of Valentines Day? How can artists use color, shape, and pattern to express love and kindness through art? How can we make our artwork unique while exploring a shared theme? What flavor or color makes you think of love and happiness? Do you want think to look like a tiny candy or a giant cartoon heart? How does liquid sugar turn into a hard candy stick?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use graphite pencil to draw shape variation (geometric, organic, free form) for the positive space (foreground, middle ground, lollipop) of the Heart Lollipops 

3. Use graphite pencil to draw line types (horizontal, vertical, diagonal) for the positive space (foreground, middle ground, lollipop) of the Heart Lollipops 

Day Two, Art Start 

1. Retrieve Heart Lollipops for Assigned Tables 

2. Little Red Suckers (1971) Wayne Thiebaud

3. Discussion Questions "What types of lollipops are there? Where are these lollipops? How are the lollipops displayed? How is the painting drawn? How many layers does this lollipop consist of? Which of the choices below are the smallest lollipops? What types of lollipops do you like? What is the shape of your lollipops? How would you decorate your lollipop? What colors are used for this type of lollipop? What materials did Wayne Thiebaud use? Who was Wayne Thiebaud influenced by? What color schemes does he use analogous, complementary, or secondary? How do you think these lollipops would feel? How do the shadows help this artwork to look real? What is the painting about? What is the mood in this artwork?" 

Lesson Activities

1. Use oil pastels to fill in the positive space (foreground, middle ground, lollipops) with color combinations (analogous, complementary, secondary) for the Heart Lollipops

2. Use oil pastels to fill in the negative space (background) with color combinations (analogous, complementary, secondary) for the Heart Lollipops 

3. Add details (background, decorations, wallpaper) to the negative space (background) of the Heart Lollipops 

Day Three, Art Start 

1. Retrieve Heart Lollipops for Assigned Tables 

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

Lesson Activities

1. Add highlights (light source, reflective light, highlight) to the positive space (foreground, middle ground, lollipops) of the Heart Lollipop

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

3. Add embellishments (glitter, beads, ribbons) to details (background, decorations, wallpaper) of the Heart Lollipops 

Artist Examples

Student Examples 

Rainbow Four Letter Words

Learning Targets

I can...

• Create an original Rainbow Four Letter Words using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by Conceptual Artist (1928-2007) Sol LeWitt
• Use color sequence (arrangement, patterns, sequential) and design principles (repetition, composition, variation) based on American Art
• Define Typography (the art, craft, and technique of arranging type (letters, numbers, symbols) to make written language legible, readable, and visually appealing when displayed)

Lesson One
Day One, Art Start

1. Arcs And Bands (1999) Sol LeWitt

2. Read The Word Collector by Peter H. Reynolds 

3.  Discussion Questions "How can we use color, shape, and lettering to turn our names into unique works of art? What happens when we put different colors next to each other? Which colors capture your attention in this artwork? Can letters become shapes, patterns, and designs? What colors would you choose to represent your personality? How can artists use color and lettering to communicate a positive message? Why would an artist choose to make certain letters larger than others? How can our individual artwork contribute to positive classroom community? How do colors influence the feelings and emotions we experience when viewing artwork? How can we use art to express positive thoughts and encourage others? Why is it important to share encouraging messages with our community?" 

Lesson Activities

1. Choose 12" X 15" Painting Paper 

2. Use protractors, rulers, and letter stencils to fill in the positive space (foreground, middle ground, letters) of the Rainbow Four Letter Words 

3.  Use size differentiation (small, medium, large) to add a focal point in the positive space (foreground, middle ground, letters) of the Rainbow Four Letter Words 

Day Two, Art Start

1. Retrieve Rainbow Four Letter Words for Assigned Tables 

2. Arcs And Bands In Colors A-F (1999) Sol LeWitt 

3. Discussion Questions "What happens when you overlap things in your own artwork? What similarities do you notice in these artworks? What differences do you notice in these artworks? How can you ouse a stencil to create letters in your own artwork? What are some ways you can make an object, person ,or place look like a print? What is a foot in a letter? What is uppercase? What is lowercase? Does the typography communicate visually? What is going on in this artwork? What was your first reaction to this artwork? Why do you think you had this reaction? Does your opinion about the artwork change the longer you look at it? What types of lines are being used in this artwork? What types of colors are being used in this artwork? Which area of the artwork is emphasized by the artist? Which area of the artwork is most important?" 

Lesson Activities

1. Use protractor, rulers, and letter stencils to fill in the negative space (background) of the Rainbow Four Letter Words  

2. Use size differentiation (small, medium, large) to add a focal point in the negative space (background) of the Rainbow Four Letter Words

3. Use highlights (reflective light, light source, cast light) to fill in the positive space (foreground, middle ground, letters) of the Rainbow Four Letter Words 

Day Three, Art Start

1. Retrieve Rainbow Four Letter Words for Assigned Tables 

2. Set Up Studio Area (washable markers, pencils, erasers, crayons) 

Lesson Activities

1. Use shadows (reflective shadow, cast shadow, shadow) to fill in the negative space (background) of the Rainbow Four Letter Words

2. Use neutral colors (black, grey, white, brown) to fill in the negative space (background) of the Rainbow Four Letter Words

3. Add relief pieces (styrofoam pieces, cardboard, poster board) to fill in the positive space (foreground, middle ground, letters) of the Rainbow Four Letter Words 

Artist Examples

Student Examples 

Heart Shaped Chocolate Boxes

Learning Targets

I can...

• Create an original Heart Shaped Chocolate Boxes using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and color combinations (metallic,  monochromatic, neutral) inspired by Contemporary Artist (1963-Present) Peter Anton
• Use oil pastel techniques (blending, layering, scratching, smudging) and design principles (repetition, contrast, balance) based on American Art
• Define Chocolatier (a culinary artist, person, or company that turns premade, raw chocolate into finished confections like truffles, bonbons, bars, and showpieces)

Lesson One
Day One, Art Start

1. Incredible Assortment (2009) Peter Anton

2. Read The Chocolate Touch by Patrick Skene Catling

3. Discussion Questions "How did the artist create the illusion of space and depth? Where is the light source? How would you describe the colors he used? Did you know handmade chocolates have special markings to indicate the filing or flavor of the chocolate? How did adding white highlights change the flatness of geometric shapes? What do you notice about the shapes of the chocolate? Why do some chocolates have swirls, stripes, dots, or different toppings? If you could invent your own chocolate, what would it look like? What did you first notice when you look at this sculpture? Does it make you feel hungry? What clues tell you that this artwork is made from materials like metal, wood, or plaster instead of real chocolate? What different geometric shapes (circles, squares, hearts) can you use to make each piece look unique?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Add shape variation (geometric, organic, free form) to the positive space (foreground, middle ground, chocolate) of the Heart Shaped Chocolate Boxes 

3. Add line types (horizontal, vertical, diagonal) to the positive space (foreground, middle ground, chocolate) of the Heart Shaped Chocolate Boxes

Day Two, Art Start

1. Retrieve Heart Shaped Chocolate Boxed for Assigned Tables

2. Grand Deluxe Assortment (2024) Peter Anton

3. Discussion Questions "What do you notice when you first look at this artwork? Why do you think the artist uses such bright colors? How do the thick black outlines change the appearance of the objects? What do you notice about the lines surrounding the objects? How can an artist make an ordinary object look extraordinary? What everyday object would you choose to turn into a pop art masterpiece? Why do you think an artist would make a tiny piece of candy as big as a pillow or a car tire? How does changing the size change how we look at it? How does the artist trick our eye into believing there is texture on the chocolate? What different surface designs (zig zags, swirls, dots, drizzle) can you use to make each piece look unique? How will you organize your chocolate inside the box so that the layout looks balanced and interesting?"  

Lesson Activities

1. Use color combinations (analogous, metallic, neutral) to fill in the positive space (foreground, middle ground, chocolates) of the Heart Shaped Chocolate Boxes

2. Use color combinations (analogous, metallic, neutral) to fill in the negative space (background) of the Heart Shaped Chocolate Boxes

3. Use shape variation (geometric, organic, free form) to add details to the positive space (foreground, middle ground, chocolate) of the Heart Shaped Chocolate Boxes 

Day Three, Art Start

1. Retrieve Heart Shaped Chocolate Boxes for Assigned Tables

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

Lesson Activities

1. Add highlights (reflective light, light source, highlights) to the positive space (foreground, middle ground, chocolates) of the Heart Shaped Chocolate Boxes 

2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Heart Shaped Chocolate Boxes 

3. Outline details (patterns, objects, chocolate boxes) in the positive space (foreground, middle ground, chocolate boxes) of the Heart Shaped Chocolate Boxes 

Artist Examples

Student Examples

Burton Morris Hershey Kisses

Learning Targets

I can...

• Create an original Burton Morris Hershey Kisses using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and color combinations (metallic, warm/cool colors, analogous colors) inspired by American Pop Artist (1964-Present) Burton Morris
• Use painting techniques (overlapping, cropping, enlarging) and design principles (composition, variation, balance) based on Pop Art
• Define Energy Shards (refers to the sharp, angular, or fragmented geometric shapes used to visually represent power, motion, and intensity)

Lesson One
Day One, Art Start

1. Fruit Bowl (2006) Burton Morris

2. Read Pop Art Book by Nadine Kathe Monem

3. Discussion Questions "What is pop art? What are the key characteristics in Burton Morris' art? What identifiable features do you notice in Burton Morris' artwork such as jagged frames and negative space? What do you notice about the shapes in Burton Morris' painting above? Are these shapes organic, free form, or geometric? Which of the seven art elements (line, texture, value, shape, form, color, space) does Burton Morris use in his fruit bowl still life paintings? Does he employ organic, free form, or geometric shapes? Are the fruits in these paintings realistic or stylized? How do these fruits compare with the fruit shapes in the paintings by Burton Morris? What does it mean to make a figurative object abstract? How did cubist artists stylize the human form and other organic shapes using shape? How many different traditional organic objects are represented with sharp, geometric angles in the paintings? What kind of effect is created when an organic form is represented with geometric shapes?" 

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Add three dimensional shapes (cylinder, pyramid, sphere, cone) to the positive space (composition, Hersey kisses, foreground) of the Burton Morris Hershey Kisses 

3. Add line types (horizontal, vertical, diagonal) to the positive space (foreground, composition, Hersey Kisses) of the Burton Morris Hershey Kisses 

Day Two, Art Start

1. Retrieve Burton Morris Hershey Kisses for Assigned Tables 

2. King Kong (2015-2018) Burton Morris

3. Discussion Questions "What do you notice when you first look at this artwork? Why do you think the artist uses such bright colors? How do the thick black outlines change the appearance of the objects? What do you notice about the lines surrounding the objects? How can an artist make an ordinary object look extraordinary? What everyday object would you choose to turn into a pop art masterpiece? How can artists use color, line, and shape to transform everyday objects into works of art? What makes this artwork stand out from a realistic drawing? What do the lines around the object make you think is happening? Can an everyday object tell a story without using words?" 

Lesson Activities

1. Use color combinations (analogous, metallic, warm/cool) to fill in the positive space (foreground, composition, Hersey kisses) of the Burton Morris Hershey Kisses

2. Use color combinations (analogous, metallic, warm/cool) to fill in the negative space (background) of the Burton Morris Hershey Kisses 

3. Use shape variation (geometric, organic, free form) to add details to the positive space (foreground, composition, Hershey kisses) of the Burton Morris Hershey Kisses

Day Three, Art Start

1. Retrieve Burton Morris Hersey Kisses for Assigned Tables

2. Set Up Studio Area (washable markers, permanent markers, pencils, erasers)

Lesson Activities

1. Add highlights (reflective light, light source, highlights) to the positive space (foreground, composition, Hersey kisses) of the Burton Morris Hershey Kisses

2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Burton Morris Hershey Kisses 

3. Outline details (patterns, objects, Hersey kisses) in positive space (foreground, composition, Hersey kisses) of the Burton Morris Hershey Kisses 

Artist Examples

Student Examples 

Paper Mache Emojis

Learning Targets

I can...

• Create an original Paper Mache Emoji using sculpture techniques learned in class
• Use form (two dimensional. three dimensional), texture (implied, actual), and shape (cylinder, sphere, cone) inspired by American Painter (1970-Present) Laure Owens
• Use Paper Mache techniques (combining, armature, constructing) and design principles (balance, proportion, gradation) based on Contemporary Art
• Define Visual Culture (to focus on the meaning of an image rather that the look of an image)

Lesson One
Day One, Art Start

1. Untitled (2014) Laure Owens
2. Read The Feelings Book by Todd Parr
3. Discusion Questions "Why should you smile? What role does a smile play in our daily life? Why should we smile every day? Which emoji would you like to use and do particular emojis mean something to particular people? Do you consider an emoji a type of artwork? What does it mean to crate a painting with a digital subject? What art period or movement does your emoji represent? What does your face and body look like when you the feel the feeling expressed by this emotion? When are times you have felt this emotion? Would anyone like to share a situation when you used a particular emoji (particular without accompanying words)? Have you ever had a friend perceive an emoji differently than your intention? How can practicing mindfulness be helpful when we are communicating through text and online messaging? What are some examples of emotions? Do you know what this emoji is? Would you like to share what you noticed? Why do you think it might be helpful to notice how your body feels when you have an emotion? Have you noticed the similarities and the distinct differences of art and design?"

Lesson Activities

1. Choose 12 X 15 Newspaper
2. Use modeling techniques ( hand building, assemblage) to make shapes (cylinders, cones, sphere) of emoji sculpture
3. Use sculpture techniques (attaching, blending, smoothing) to connect details (eyes, mouth, accessories) of Paper Mache Emoji

Day Two, Art Start

1. Retrieve Paper Mache Emoticon for Assigned Table
2. Emoji Designed (2018) Laure Owens
3. Discussion Questions "How is popular culture influenced by advertising? How are people influenced by the media and advertising? How and why do advertisers promote product? How does media have an effect on an artists' life? Why or why not? Why do people decide what is art an what is not art? Do their ideas change? What materials did the artist use? How did he use them? What can we learn about the artist by looking at this? How is this different from traditional self portraits?"

Lesson Activities

1. Use addictive techniques (container, toothpick, straw) to add texture (implied, actual) to emoji sculptures
2. Use Paper Mache paste to layer shapes (cylinder, cones, sphere) of emoji sculptures
3. Use Paper Mache strips to cover all newspaper parts (face, eyes, mouth) of Paper Mache Emoji

Day Three, Art Start

1. Retrieve Paper Mache Emoji for Assigned Table
2. Set Up Studio Area (acrylic paint, puff paint, paint brushes)

Lesson Activities

1. Use primary colors (red yellow blue) to fill in positive space of emoji sculptures
2. Use primary colors (red yellow blue) to fill in negative space of emoji sculptures
3. Use tint (white) and shade (black) to add depth within the Paper Mache Emoji

Artist Examples

Student Examples