MiSs Rs ArT RoOm

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

Chalk Cake Drawings

Learning Targets

I can...

• Create an original Chalk Cake Drawing using drawing techniques learned in class
• Use complimentary colors (red, green; blue, orange; yellow, purple), form (cylinder, prism, oval), and texture (actual, implied) inspired by American Artist (1920-Present) Wayne Thiebaud
• Use oil pastel techniques (blending, layering, thick application) and design principles (balance, harmony, proportion) based on 20th Century Art Movements
• Define Halation (spreading of light beyond proper boundaries to develop a photographic looking image)

Lesson One
Day One, Art Start

1. Lemon Cake (1983) Wayne Thiebaud
2. Read Counting With Wayne Thiebaud by Susan Goldman Rubin
3. Discussion Questions "What materials does Wayne Thiebaud use? Who was Wayne Thiebaud influenced by? What color scheme does he use- analogous or complimentary? What kind of artist is Wayne Thiebaud? How about texture-actual or implied? How do you think these sundaes would feel? Which cake is easier to reach for a yummy slice? How do the shadows help his artwork to look real? What do you think his message is? Could it be feelings, stories, memories, or just creating good art? What do you see? Where are these cakes? How are they displayed? How is the painting lit? How can you tell? What is the painting about? What is happening? What is the mood here? Why do you say that?"

Lesson Activities

1. Choose a 12 X 15 Drawing Paper
2. Use a graphite pencil to draw geometric shapes (cylinder, oval, square) for the cake of the chalk drawing
3. Use a graphite pencil to draw perpendicular lines for the cake sides and parallel lines for the background (table, wallpaper) of chalk drawings

Day Two, Art Start

1. Retrieve Chalk Cake Drawings for Assigned Table
2. Cakes (1963) Wayne Thiebaud
3. Discussion Questions "What do you see? How does this artwork make you feel? What is the artist trying to show, tell, or express to you? What do you notice about this artist? What do you see in his artwork? What are the similarities and differences to his work? Is his love for creating real looking candies or desserts creative and artistic? What do you notice about Thiebaud's use of paint? How are the cakes represented? Do they look real? How is space used in the painting? What does the use of light and shadow add to the composition? Is the subject matter symbolic in anyway-of what?"

Lesson Activities

1. Use oil pastel to fill the positive space (cake, cake stand) with complimentary colors (red, green; orange, blue; purple, yellow) of the cake drawings 
2. Use oil pastel to fill in the negative space (table, wallpaper) with complimentary colors (red, green; orange, blue; purple, yellow) of the cake drawings
3. Add details (banners, balloons, decorations) to negative space (background) of cake drawings

Day Three, Art Start

1. Retrieve Chalk Cake Drawings for Assigned Table
2. Set Up Studio Area (oil pastel, erasers, pencils)

Lesson Activities

1. Add highlights (light source, reflective light) to positive space (cake, cake stand) of cake drawings
2. Add shadows (cast shadow, shadow) to negative space (table, wallpaper) of cake drawings
3. Add embellishments (glitter, beads, ribbon) to details (banners, balloons, decorations) of Chalk Cake Drawings

Artist Examples

Student Examples

Robert Indiana Prints

Learning Targets

I can...

• Create an original Robert Indiana Print using drawing techniques learned in class
• Use complimentary colors (red, green; orange, blue; yellow, purple), geometric shapes (circle, triangle, square), and space (positive, negative) inspired by American Artist (1928-2018) Robert Indiana
• Use printmaking techniques (stencil, mono print, relief) and design principles (balance, harmony, repetition) based on Pop Art Movements
• Define Typography (style and appearance of print material)

Lesson One
Day One, Art Start

1. Love (1966) Robert Indiana
2. Read Informational Book The Book of Love by Robert Indiana
3. Discussion Questions "What are symbols? Where do we see symbols everyday (restrooms, highway, road signs)? What does a heart symbolize? What does a light bulb symbolize? Why do we use symbols? Can letters become symbols? What artist gave us that idea? What do you notice about this sculpture? Does it make a word? What could the O be saying? Is the O a symbol of something? What do you like about this artwork? What do you dislike about this artwork? How do you feel about this artwork? What does your artwork remind you of?"

Lesson Activities

1. Choose 12 X 12 Printing Paper
2. Use pencils to draw geometric shapes (circle, triangle, square) of letters onto printmaking plates
3. Use wooden stylus to outline line variations (thick, thin, contour) of positive letters

Day Two, Art Start

1. Retrieve Robert Indiana Print for Assigned Table
2. Hope (2009) Robert Indiana
3. Discussion Questions "How does Indiana comment on a culture of mass production? What process did Robert Indiana use to make this work? How doe Robert Indiana make a statement about contemporary culture? How does Robert Indiana share his idea? How does Robert Indiana use shape and color? Why do you think that Indiana chose the word "love" to sculpt? What subject does this sculpture represent? Does this sculpture have a strong presentation? How do you think it might look from different sides, angles, and lighting? What kinds of materials do you think the artist used? How does this sculpture relate to its environment? Does it blend in? Does it evoke a reaction?"

Lesson Activities

1. Use engraving tool to outline geometric shapes (circle, square, triangle) of positive space (letters) of positive letters
2. Use complimentary colors (blue, orange; red, green; yellow, purple) to fill in the positive space (letters) of Robert Indiana Prints
2. Use complimentary colors (blue, orange; red, green; yellow, purple) to fill in the negative space (background) of Robert Indiana Prints

Day Three, Art Start

1. Retrieve Robert Indiana Print for Assigned Table
2. Set Up Studio Area (brayer, printmaking plate, speed ball ink)

Lesson Activities

1. Use printmaking paper to print monoprint of every complimentary color (blue, orange; red, green; yellow, purple) of Positive Letters
2. Add highlights (reflective light, light source) of positive space of Robert Indiana Prints
3. Add shadows (cast shadow, shadow) to negative space of Robert Indiana Prints

Artist Examples

Student Examples

Jim Dine Hearts

Learning Targets

I can...

• Create a Jim Dine Heart using mixed media techniques learned in class
• Use warm/cool colors (red orange yellow; green blue purple), texture (camouflage, decoupage, painterly), and space (positive, negative, foreground, background) inspired by Pop Artist (1935-Present) Jim Dine
• Use social studies connections (emotional response, common objects) and design principles (repetition, variation, balance) relating to Neo-Dada Movement
• Define Expressive (convey a thought or feeling through a picture)

Lesson Activities
Day One, Art Start

1. The Technicolor Heart (2011) Jim Dine at Fredrick Meijer

3. Discussion Questions "What does this artwork make you feel? If the artwork were only a shade of red, would it be as interesting? How do you think he created this piece? Why do you think he chose these items to represent himself? Why do you think he continues to repeat the same everyday objects like tools, robes, paint palettes, and hearts? What does his work mean? Could we create a story about it?"

Lesson Activities

1. Choose a 9" by 9" White Paper
2. Use a template to trace a geometric shape (heart) in the center of the Paper
3. Use white paint to fill in the positive space of the Jim Dine Heart

Day Two, Art Start

1. Retrieve Jim Dine Heart for Assigned Table
2. Confetti Heart (1985) Jim Dine
3. Expressive- convey a thought or feeling through a picture. "What do you think is familiar and symbolic about a heart? What new, important meaning comes from his imagery of hearts? How did Dine explore pattern, color, and texture in this two-dimensional work?" 

Lesson Activities

1. Use different brushstrokes to overlap colors within the positive space (heart)
2. Use different brushstrokes to overlap colors within the negative space (background)
3. Use black acrylic paint to outline the geometric shape (heart)

Day Three, Art Start

1. Retrieve Jim Dine Heart for Assigned Table
2. Set Up Studio Area (paintbrushes, paint, water buckets)

Lesson Activities

1. Use toothbrushes to splatter black paint within the positive space (heart)
2. Use toothbrushes to create a border around the negative space (background)
3. Use Mod Podge to add a protective coating over the Jim Dine Heart

Artist Examples 

Student Examples