MiSs Rs ArT RoOm

 Candy Apple Collages

Learning Targets

I can...

• Create an original Candy Apple Collages using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal) and texture (actual visual implied) inspired by American Painter (1920-2021) Wayne Thiebaud 
• Use collage techniques (decoupage, assemblage, mixed media) and design principles (variation, balance, proportion) based on American Art
• Define Subject Matter (the focal point of an art piece, form used to create it, and intention behind the artists creation) 

Lesson One
Day One, Art Start

1. Nine Jelly Apples (1964) Wayne Thiebaud

2. Read Apple Cider Making Days by Ann Purmell

3. Discussion Questions "Did you know that Wayne Thiebaud made prints of still life with apples many times? What colors did Wayne Thiebaud use to paint the darkest apples? What is the difference between the apples in this painting? Does this artwork make your stomach growl? Do you like caramel apples in the fall season? Why do artists choose food as subject matter when creating artwork? How does Wayne Thiebaud bend the rules in his paintings? What are some things you notice in this artwork? Do you think youth and simple art is something to celebrate? Why is it important for artists to paint their memories? Why is it important for artists to paint something that is important to them?" 

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use graphite pencil to outline three dimensional shapes (apples, table, wallpaper) onto the positive space (apple) of the fruit collages

3. Use oil pastels to add patterns (swirls, dots, confetti) to the positive space (apple) of the fruit collages

Day Two, Art Start

1. Retrieve Candy Apple Collages for Assigned Tables

2. Three Candied Apples (1920) Wayne Thiebaud

3. Discussion Questions "Do you know what I mean when I say subject matter in art? What do you think about this subject matter? What makes you think this? What do you think is the focal point of this artwork? What is in the background? What is out of place? What kind of lines are used in this picture? Are the lines straight or curved? Do you see different textures? What are the textures in this artwork? Is the painting full or empty? What takes up most of the space? Do the objects in the painting seem to be moving or still? Is the image serious or lighthearted? What do you think the artist was thinking when he created this painting? How do you feel when looking at this artwork? What makes you say those things? Do you like this painting? Why or why not? Does everything in this picture make sense?" 

Lesson Activities

1. Add texture (actual, implied visual) with a popsicle stick for the positive space (caramel apple) of the fruit collages

2. Add texture (actual, implied, visual) to add decorations (caramel, chocolate, confetti) to the positive space (caramel apple) of the fruit collages

3. Add texture (actual, implied, visual) to the negative space (background, wallpaper) of the Candy Apple Collages

Day Three, Art Start

1. Retrieve Candy Apple Collages for Assigned Tables

2. Set Up Studio Area (glue sticks, scissors, scrap paper, oil pastels) 

Lesson Activities

1. Use neutral colors (black, grey, white) to add highlights (reflective light, light source) to the positive space (fruit) of the fruit collages

2. Use neutral colors (black, grey, white) to add shadows (cast shadow, reflective shadow) to the negative space (background) of the fruit collages

3. Fill in the positive space (fruit) and negative space (background) to remove any white space from the Candy Apple Collages

Artist Examples

Student Examples

 Wayne Thiebaud Inspired Lollipops

Learning Targets

I can...

• Create an original Wayne Thiebaud Inspired Lollipops using drawing techniques learned in class
• Use color combinations (analogous, monochromatic, complementary), shape variation (geometric, organic, free form), and value (lightness, darkness) inspired by American Painter (1920-2021) Wayne Thiebaud
• Use oil pastel techniques (blending, layering, thick application) and design principles (balance, composition, repetition) based on American Art
• Define Repetition (repeating a single element many times in a design)

Lesson One
Day One, Art Start

1. Six Lollipops (1964) Wayne Thiebaud

2. Read Oliver's Lollipop by Allison Wortche 

3. Discussion Questions "Have you ever seen a scene like this? What seems unusual about it? What do you see? What types of lollipops are there? Where are these lollipops? How are the lollipops displayed? How is the painting drawn? How can you tell? What is the painting about? What is happening in the picture? What is the mood here? Why do you say that? How hungry are you? Which fraction or fractions represent this lollipop? 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 lollipop? How would you decorate your lollipop? What colors are used for this type of lollipop?"

Lesson Activities

1. Choose a 12 X 12 Drawing Paper 

2. Use a graphite pencil to draw shape variation (geometric, organic, free form) for the positive space (foreground) of the lollipop paintings 

3. Use graphite pencil to draw line types (horizontal, vertical, diagonal) for the positive space (foreground) of the Wayne Thiebaud Inspired Lollipops

Day Two, Art Start

1. Retrieve Wayne Thiebaud Inspired Lollipops for Assigned Tables

2. Seven Suckers (1970) Wayne Thiebaud

3. Discussion Questions "What materials does Wayne Thiebaud use? Who was Wayne Thiebaud influenced by? What color schemes does he use analogous, complementary, or secondary? What kind of artist is Wayne Thiebaud? How about texture- actual, visual, or implied? How do you think these lollipops would feel? Which lollipop is easier to reach? How do the shadows help this artwork to look real? What do you think the message is? Could it be feelings, stories, memories, or just creating good art? What do you see? Where are these lollipops? How are these displayed? How is the painting made? 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. Use oil pastels to fill in the positive space (foreground) with color combinations (analogous, complementary, secondary) of the lollipop paintings

2. Use oil pastels to fill in the negative space (background) with color combinations (analogous, complementary, secondary) of the lollipop paintings

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

Day Three, Art Start

1. Retrieve Wayne Thiebaud Inspired Lollipops for Assigned Tables

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

 Lesson Activities

1. Add highlights (light source, reflective light) to the positive space (foreground) and negative space (background) of the lollipop paintings

2. Add shadows (cast shadow, reflective shadow) to the negative shape (background) and positive space (foreground) of the lollipop paintings

3. Add embellishments (glitter, beads, ribbon) to details (background, decorations, wallpaper) of the Wayne Thiebaud Inspired Lollipops

Artist Examples

 

Student Examples

Primary Colored Sundae Cups

Learning Targets

I can....

• Create an original Primary Colored Sundae Cups using drawing techniques learned in class
• Use primary colors (red yellow blue), basic shapes (circle oval triangle), and value (lightness, darkness) inspired by American Painter (1920-Present) Wayne Thiebaud
• Use computer techniques (dragging, cropping, overlapping) and design principles (balance, composition, repetition) based on Pop Art
• Define Contrast (refers to the arrangement of elements to create visual interest)

Lesson One
Day One, Art Start

1.  Ice Cream Cones (1961) Wayne Thiebaud
2. Read The Ice Cream King by Steve Metzger
3. Discussion Questions "Do you like ice cream? Why or why not? what makes certain ice cram brands taste better than others? Why are the main ingredients of ice cream? How are ice cream manufacturers seeking to improve ice cream? What is the difference between high-quality ice cream and cheaper varieties? What is required for a food product to be called ice cream? Can people tel. the difference between the brands? How do people describe whatever difference they detect? Which brand did most people prefer? It what ways does soft-serve ice cream differ from hard ice cream? Does soft serve ice cream require a different type of manufacturing process? Do you think ice cream should be served in schools? Where did ice cream come from? How did it become so popular?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper
2. Add three dimensional shapes (cylinder, pyramid, sphere) to composition of arrange objects (glass, ice cream, fabric) of ice cream drawings 
3. Add horizon line in the background (wallpaper, drapery) to separate from the foreground of ice cream drawings 

Day Two, Art Start

1. Retrieve Primary Colored Sundae Cup for Assigned Table
2. Confections (1962) Wayne Thiebaud
3. Discussion Questions "What kinds of treats do you like to eat after lunch or dinner? When do you like to eat ice cream? What is your favorite kind of ice cream? What do you know about these coins? How can you make twenty five cents with these coins? Which flavor of ice cream is your favorite? Which flavor of ice cream is your least favorite? Which flavors of ice cream do you like? Which flavor of ice cream is the favorite for each member of your family? What texture and taste do you prefer for the following ice cream flavors? What do you like about your favorite brand of ice cream? Do these pictures of ice cream make you hungry? Can you guess what is America's favorite flavor is? Which ice cream came first chocolate or vanilla?"

Lesson Activities

1. Use primary colors (red yellow blue) to fill in positive space (ice cream, cone) of the ice cream drawings 
2. Use primary colors (red yellow blue) to fill in negative shape (wallpaper, drapery) of the ice cream drawings 
3. Use shape stamps (triangle, circle, oval) to add patterns (waffle cone, fabric, wood) to the Primary Colored Sundae Cups 

Day Three, Art Start

1. Retrieve Primary Colored Sundae Cup for Assigned Table
2. Set Up Studio Area (scissors, glue sticks, paint brushes)

Lesson Activities

1. Add highlights (reflective light, light source) to subject matter (ice cream, bowl) of ice cream drawings
2. Add shadows (cast shadow, shadow) to background (wallpaper, drapery) of ice cream drawings
3. Outline details (pattern, objects) in foreground (ice cream, bowl) of Primary Colored Sundae Cups

Artist Examples

Student Examples

Ceramic Clay Cupcakes

Learning Targets

I can...

• Create an original Ceramic Clay Cupcake using sculpture techniques learned in class
• Use complimentary colors (red, green; orange, blue; yellow, purple), texture (implied, actual, visual), and form (oval, cylinder, sphere) inspired by American Artist (1920-Present) Wayne Thiebaud
• Use clay techniques (coil, slab, sphere) and design principles (repetition, proportion, balance) based on 20th Century Art Movements
•  Define In The Round (a sculpture standing free with all sides shown)

Lesson One
Day One, Art Start

1. Four Cupcakes (1972) Wayne Thiebaud
2. Read Little Mouse and the Big Cupcake by Thomas Taylor
3. Discussion Questions "What texture can you see? What textures can you use in your own artwork? Can you use ideas for your work from your won culture (or group)? What is Wayne Thiebaud aiming to do? What did he choose to use ordinary everyday subjects? What was happening in England and America at the time? How did this movement reflect social and cultural change? What impact did it have both in America and more widely on the Western World? Where is the light and shadow in this painting? Can you tell what is producing the shadow- people, buildings, sunlight, rain, etc? How is mood evoked by the use of light and shadow? What do you notice about his work?"

Lesson Activities 

1.  Use a silicone cupcake liner mold to form the base (bottom) of the ceramic cupcake 
2. Use coil method to form the frosting (top) of the ceramic cupcake
3. Use modeling tools (wooden chips, shells, pencils, clay stamps) to design the outside of the cupcake container 

Day Two, Art Start

1. Retrieve Ceramic Clay Cupcake for Assigned Table
2. Two Cupcakes (2012) Wayne Thiebaud
3. Discussion Questions "What do you notice about Thiebaud's use of paint? How are the cupcakes represented? Do they look real? How is space used in the painting? What does the use of light and shadow add to he composition? Is this subject matter symbolic in any way- of what? Can you conjure an image in your mind of a food you love? Can you recall the colors, shapes, or textures? Can you recall the taste? What was this artist trying to do or say? What did you notice about their work? What is the artwork about? How would you support this interpretation? Is the artwork successful in your view? Can you describe the different between glint, gleam, and glow?" 

Lesson Activities

1.  Add decorations (candles, sprinkles, cherries, roses) to frosting (top) of ceramic cupcakes
2. Add patterns (swirls, polka dots, stripes) to base (bottom) of ceramic cupcakes
3. Add embellishments (glitter, sequins, small beads, yarn, charms) to frosting (top) and base (bottom) of ceramic cupcakes 

Day Three, Art Start

1. Retrieve Ceramic Clay Cupcake for Assigned Table
2. Set Up Studio Area (paint brushes, watercolor, water bucket)

Lesson Activities

1. Use complimentary colors (red, green; blue, orange; yellow, purple) to fill in the base (bottom) of the ceramic cupcakes
2. Use complimentary colors (red, green; blue, orange, yellow, purple) to fill in the frosting (top) of the ceramic cupcakes 
3. Apply gloss finish to base (bottom) and frosting (top) of Ceramic Clay Cupcakes 

Artist Examples

Student Examples