MiSs Rs ArT RoOm

Clay Puffer Fish

Learning Targets

I can...

• Create an original Clay Puffer Fish using ceramic techniques learned in class
• Use form (two dimensional, three dimensional), space (positive, negative), and texture (actual, visual, implied) inspired by Australian Visual Artist (1977-Present) Tom Moore
• Use sculpture techniques (carving, modeling, casting, assembling) and design principles (composition, repetition, balance) based on Glass Art
• Define Anthropomorphic (giving human form, traits, emotions, speech, or behaviors to nonhuman beings such as animals, objects, or natural forces)

Lesson One
Day One, Art Start

1. Pyrotechnic Puffer Fish (2016) Tom Moore

2. Read Barry The Fish With Fingers by Sue Hendra

3. Discussion Questions "What is the favorite snack choice of a puffer fish? How can we show that the puffer fish might like eating green leaves or crunchy crabs? Is your puffer fish sharp, prickly, bumpy, or soft? Where does your puffer fish like to live (stamp textures, seashells, comb, rough coral, aluminum foil)? What type of fins does the puffer fish have to make the fish a speedy swimmer or a slow drifter? Does your puffer fish have a best underwater friend such as a starfish, snail, or worm to put on top of the head? What makes your puffer fish different from every other fish in the ocean? Will the fish be round, oval, tall, short, or an unusual shape? Could the puffer fish have oversized eyes, tiny fins, or a funny mouth? What could you change about your spikes, eyes, or patterns to make your fish one of a kind? What makes your puffer fish different from all other puffer fish in the ocean?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) for proportions (head, eyes, tail) within the positive space (foreground, middle ground, puffer fish) of the Clay Puffer Fish

2. Mold clay into basic shapes (circle eyes, triangle tail, oval body) for the positive space (foreground, middle ground, puffer fish) of the Clay Puffer Fish

3. Use modeling tools to draw facial features (whiskers, gills, scales, fins) for the positive space (foreground, middle ground, puffer fish) of the Clay Puffer Fish

Day Two, Art Start

1. Retrieve Clay Puffer Fish for Assigned Tables 

2. Puffer Pair (2021) Tom Moore

3. Discussion Questions "What is a puffer fish? How big can puffer fish grow? How many varieties of puffer fish are there? How long can puffer fish live? Why did the artist use those colors and background for the puffer fish? What do you think is beautiful about this artwork? What can you learn from viewing this artwork? Why are fish important to the ecosystem? What special features do fish have? What are fish a sign of? What is the hidden meaning of seeing a fish? How far can a fish swim? What are the unique characteristics of a fish? What do you think fish eat? What do fish have on the scales? What type of fish are in our story? What type of noises do fish make? Which types of fish live in North America? Do either or both of these fish live where you do?"

Lesson Activities

1. Add facial features (whiskers, eye lids, eyelashes, fins) for the positive space (foreground, middle ground, fish) of the Clay Puffer Fish

2. Add details (patterns, scales, stripes) to the positive space (foreground, middle ground, fish) of the Clay Puffer Fish

3. Use modeling tools (brush, grips, paddle) to smooth out the facial features (whiskers, eye lids, eyelashes) for the Clay Puffer Fish 

Day Three, Art Start

1. Retrieve Clay Puffer Fish for Assigned Tables

2. Set Up Studio Area (rubber mat, modeling tools, water bucket, air dry clay) 

Lesson Activities

1. Add color combinations (warm/cool colors, analogous colors, complementary colors) for the positive space (foreground, middle ground, fish) of the Clay Puffer Fish

2. Add color combinations (warm/cool colors, analogous colors, complementary colors) for the negative space (background) of the Clay Puffer Fish

3. Apply Gloss Fish to the facial proportions, facial features, and accessories of the Clay Puffer Fish 

Artist Examples

Student Examples

Pop Up Snowballs

Learning Targets

I can...

• Create an original Pop Up Snowballs using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), form (two-dimensional, three-dimensional), and texture (actual, visual, implied) inspired by American Art Educator (2017-Present) Tracie Kiernan
• Use folding techniques (cutting, folding, interlocking, bonding) and design principles (emphasis, variation, contrast) based on American Art
• Define Mitten (a type of hand covering that encloses the four fingers together in one single compartment and the thumb separately) 

Lesson One
Day One, Art Start

1. Mittens Love (2024) Tracie Kiernan

2. Read Snowballs by Lois Ehlert 

3. Discussion Questions "How can artists use pattern to decorate ordinary objects? How can overlapping create the illusion of space? How can artists use color and texture to communicate a season? How can simple shapes be transformed into creative artwork? How can artists show that something is soft or hard? What types of patterns do you notice on winter clothing? Can you use colors that make your mitten look warm even though the snowballs look cold? How can artists use patterns to make a mitten unique? How can geometric shapes (circles, ovals, crescents) become snowballs or mittens? How do illustrations use color, pattern, and texture to help tell a winter story? How can we use ideas from a book to create our own original artwork? How can artists show what is happening in a story through one picture?"

Lesson Activities

1. Choose 12" X 15" Painting Paper

2. Use line types (horizontal, vertical, diagonal) to draw the positive space (foreground, middle ground, mittens) of the Pop Up Snowballs

3. Use patterns (stripes, houndstooth, herringbone, plaid, floral, check) to add designs to the positive space (foreground, middle ground, mittens) of the Pop Up Snowballs

Day Two, Art Start

1. Retrieve Pop Up Snowballs for Assigned Tables 

2. Christmas Mittens (2022) Tracie Kiernan

3. Discussion Questions "What are mittens? How many of you have ever worn mittens? How many of you have ever lost a mitten? How did you feel? What are mittens east to lose? Why do you think this story is called Snowballs? What is the difference between a glove and a mitten? Why do you think a mitten keeps your hands warmer than a glove? Do the mittens you made match? If we make a pair of mittens, how do we make sure they look like they belong together? What kinds of lines are you using to decorate your mitten- straight, zigzag, wavy, or dotted? What kind of repeating pattern can you make with these colors? What is your favorite part of your design? If you made another mitten, what would you change or add next time?"

Lesson Activities

1. Use color combinations (analogous, warm/cool colors, complementary) to fill in the positive space (foreground, middle ground, mittens) of the Pop Up Snowballs

2. Use color combinations (analogous, warm/cool colors, complementary) to fill in the negative space (background) of the Pop Up Snowballs

3. Use neutral colors (black, brown, grey, white) to fill in the positive space (foreground, middle ground, snowball) of the Pop Up Snowballs

Day Three, Art Start

1. Retrieve Pop Up Snowballs for Assigned Tables

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

Lesson Activities

1. Add highlights (reflective light, light source, cast light) to fill in the positive space (foreground, middle ground, mittens) of the Pop Up Snowballs

2. Add shadows (cast shadow, shadows, reflective shadow) to fill in the negative space (background) of the Pop Up Snowballs

3.Use texture (glitter, shimmer, metallic) to add details (snowflakes, glitter, wind) to the negative space (background) of the Pop Up Snowballs

Artist Examples

Student Examples

Flanders Fields Poppies

Learning Targets

I can...

• Create an original Flanders Fields Poppies using painting techniques learned in class
• Use color combinations (complementary, analogous, primary), shape variation (geometric, organic, free form), and texture (actual, visual, implied) inspired by French Humanitarian (1878-1961) Madame Anne Guerin
• Use landscape techniques (perspective, layering, spatial awareness) and design principles (proportion, composition, balance) based on Commemorative Activism
• Define Landscape (a genre that depicts natural scenery such as mountains, trees, rivers, and forests) 

Lesson One
Day One, Art Start

1. Poppy Field Near Argenteuil (1873) Claude Monet

2. Read The Poppy Lady: Moina Belle Michael And Her Tribute To Veterans by Barbara Elizabeth Walsh 

3. Discussion Questions "How did Anna Guerin's idea for an Inter Allied Poppy Day differ from Moina Michael's initial Victory Emblem concept in the United States? In what ways did her plan create a charity model by paying French widows and orphans to manufacture artificial poppies? What strategies did Madame Guérin use to pitch the poppy flower to the veterans organizations of different nations? Why did her distribution of French-made poppies phrase out as Allied nations like the United States and Australia set up their own local veteran factories? What does her travel record reveal about her personal commitment to the Allied cause? How did her prewar work promote French culture in Great Britain help build the networks she later relied on for her humanitarian campaign? Why was Madame Guerin's name lost to history for a century compared to other wartime figures?"

Lesson Activities 

1. Use ruler, compass, straightedge to draw the scenery (background, foreground, middle ground) of the Flanders Fields Poppies

2. Add details (buildings, animals, plants, landscape) within the positive space (foreground, middle ground, flowers) and scenery (foreground, middle ground, background) of the Flanders Fields Poppies 

3. Use oil pastels to outline the positive space (foreground) and scenery (foreground, middle ground, background) of the Flanders Fields Poppies 

Day Two, Art Start

1. Retrieve Flanders Fields Poppies for Assigned Tables 

2. Poppy Field (Giverny) (1890-1891) Claude Monet

3. Discussion Questions "How do modern grassroots research projects help to uncover identities of women lost to history? How does Madame Anne Guerin's personal legacy fit into Remembrance Day? How does the historical narrative of the remembrance poppy flower vary across different countries such as the United States, Canada, United Kingdom, and Australia? How do poppies represent world history, gratitude, and peace to various people? Did you know poppy flowers are France's official national symbol of remembrance for veterans? Did you know the blue cornflower, bleuet de France, is the flower for war victims? Did you know a French woman named Madame Anna Guerin helped turn red poppy flowers into a global symbol of remembrance? How did her experiences shape her career as an educator and public speaker? How did John McCrae's iconic poem In Flanders Fields inspire Madame Guerin to transition from handing out charity buttons to distributing artificial flower boutonnieres?" 

Lesson Activities

1. Add patterns (swirls, clouds, stars) into the scenery (foreground, middle ground, background) of the Flanders Fields Poppies 

2. Use color combinations (analogous, complementary, primary) to fill in the scenery (foreground, middle ground, background) of the Flanders Fields Poppies

3. Use primary colors (red yellow blue) to fill in the scenery (foreground, middle ground, background) of the Flanders Fields Poppies 

 Day Three, Art Start

1. Retrieve Flanders Fields Poppies for Assigned Tables

2. Set Up Studio Area (watercolor, paint brushes, water buckets, oil pastels) 

Lesson Activities

1. Add highlights (reflective light, light source) within the scenery (foreground, middle ground, background) of the Flanders Fields Poppies 

2. Add shadows (reflective shadow, cast shadow, shadow) within the scenery (foreground, middle ground, background) of the Flanders Fields Poppies

3. Add details (animals, buildings, flowers) within the scenery (foreground, middle ground, background) of the Flanders Fields Poppies

Artist Examples

Student Examples 

 Clay Sorting Hats

Learning Targets

I can...

• Create an original Clay Sorting Hats 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 Harry Potter Novel Series by J.K. Rowling
• Use sculpture techniques (carving, casting, modeling, assembling) and design principles (balance, proportion, emphasis) based on British Author (1965-Present) J.K. Rowling
• Define Crest (a decorative symbol placed on top of a hat in a coat of arms)

Lesson One

Day One, Art Start

1. The Sorting Hat 2016) Kelly Walker

2. Harry Potter And The Philosopher's Stone by J.K.Rowling

3. Discussion Questions "If the sorting hat could talk to you before it said your house, what would it ask first? What colors, patterns, or magical symbols would you add to your sorting hat to show your personality? Would your hat be old and patched? Would your hat be shiny and new? What magical things would your hat do (glow, whisper, show images)? What would you hope that the sorting hat would say about you? If you were in a different house for one day, which one would you pick/? What would your sorting hat song be about? Which house trait (bravery, cleverness, loyalty, ambition) feels most like you right now? When you must make a tough choice, do you try to be brave, smart, fair, or strategic? What is one thing you are good at? Does it sound like Gryffindor, Ravenclaw, Hufflepuff, or Slytherin? If you could have one magical power, what would it be, and which house would that power best fit with?"

Lesson Activities 

1. Turn clay slabs into basic shapes (oval, cylinder, organic) for the positive space (foreground, hat) of the Clay Sorting Hats 

2. Use modeling tools to draw features (crest, facial expressions, patches) for the positive space (foreground, hat) of the Clay Sorting Hats 

3. Add lines for the facial features (nose, mouth, yes) for the positive space (foreground, hat) of the Clay Sorting Hats 

Day Two, Art Start

1. Retrieve Clay Sorting Hats for Assigned Tables 

2. The Sorting Ceremony (2018) Harry Potter and the Sorcerer's Stone

3. Discussion Questions "What was the most challenging part of working with the clay? What did you learn about clay properties (wet, dry, hard, soft) as you were working with it? What part of the process was your favorite? How is your ceramic artwork different from anything you have seen before? What choices did you make to ensure your creation would stand up or hold together? What story does your artwork tell, or what adventure is your sorting hat going on? If your artwork could make a sound or a piece of music, what would it sound like? What title would you give your artwork, and why did you choose that name? How does your finished project make you feel, and how might it make others feel? What advice would you give a friend who is about to start their first clay project? How does this project remind you of something else you have seen or done in another class?"

Lesson Activities

1. Add lines for proportions (head, body) within the silhouette (foreground, hat) of the Clay Sorting Hats 

2. Mold clay into basic shapes (oval face, long top, crescent bottom) for the positive space (foreground, hat) of the Clay Sorting Hats 

3. Use needle tools to draw features (eyes, nose, mouth) for the positive space (foreground, hat) of the Clay Sorting Hats 

Day Three, Art Start

1. Retrieve Clay Sorting Hats for Assigned Tables 

2. Set Up Studio Area (water bucket, needle tools, rubber mat) 

Lesson Activities

1. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the positive space (foreground, hat) of the Clay Sorting Hats 

2. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the negative space (background) of the Clay Sorting Hats 

3. Apply Gloss Finish to the facial features, facial proportions, and accessories of the Clay Sorting Hats 

Artist Examples

Student Examples 

Teacup Collages

Learning Targets

I can...

• Create an original Teacup Collages using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), texture (actual, visual, implied), and space (positive, negative) inspired by American Painter (1844-1926) Mary Cassatt
• Use collage techniques (assemblage, mixed media, decoupage, photomontage) and design principles (rhythm, balance, contrast) based on Impressionism
• Define Still Life (a work of art depicting an arrangement of inanimate objects)

Lesson One
Day One, Art Start

1. Five O'Clock Tea (1880) Mary Cassatt

2. Read The Tea Party In The Woods by Akiko Miyakoshi 

3. Discussion Questions "Did you know the tea industry dramatically changed the economics of several countries and altered global power still experienced today? How has tea shaped all aspects of society on a personal, national, and international levels? Can you see any visual cues about how these objects were traded? Can you infer any cultural influences that might have impacted these objects? Can you think of other art objects which might share similar cultural influences? What gave China power in the tea and porcelain trade initially? How did these countries have the upper hand at first? How did Britain try to shirt power in their favor? What did they do to take power in the tea industry? Can you more the British East India Company to any other modern day companies?" 

 Lesson Activities

1. Use neutral colors (black, white, grey) to add line types (contour, outline, gesture) to the positive space (foreground, teacup) of the Teacup Collages 

2. Fill in the positive space (foreground, middle ground, teacup) with color combinations (warm colors, cool colors, neutral colors) for the Teacup Collages 

3. Fill in the negative space (background) with color combinations (warm colors, cool colors, neutral colors) for the Teacup Collages 

Day Two, Art Start 

1. Retrieve Teacup Collages at Assigned Tables 

2.  The Cup Of Tea (1879) Mary Cassatt

3. Discussion Questions "What connections do the teacup and the saucer have to India? What connections can you make between the tea trade and colonization? What might be some of the lasting impacts of colonization on global power dynamics and the global economy? Do you think colonization could have had impacts on powers in other areas, besides just economics and trade? Where or how? Why might mathematicians, scientists, astronomers, or engineers choose to use art as a tool? What type of technique was used by the artist? What perspective do you think the artist was trying to get across? If this artwork is meant to persuade, what do you think the artist was trying to accomplish?"

Lesson Activities

1. Use neutral colors (black, white, grey) to fill in the positive space (foreground, middle ground, teacup) of the Teacup Collages 

2. Fill in the positive space (teacup, foreground, middle ground) with color combinations (warm colors, cool colors, neutral colors) for the Teacup Collages 

3. Fill in the negative space (background) with color combinations (warm colors, cool colors, neutral colors) for the Teacup Collages 

Day Three, Art Start

1. Retrieve Teacup Collages at Assigned Tables 

2. Set Up Studio Area (glue sticks, scissors, dollies, pencils)

Lesson Activities 

1. Use color combinations (warm colors, cool colors, neutral colors) to fill in the positive space (teacup, foreground, middle ground) with pattern (stripes, polka dots, swirls) for the Teacup Collages 

2. Use color combinations (warm colors, cool colors, neutral colors) to fill in the negative space (teacup, foreground, middle ground) with pattern (stripes, polka dots, swirls) for the Teacup Collages 

3. Add highlights (reflective light, light source) and shadows (cast shadow, mid tones, shadows) to the Teacup Collages  

Artist Examples

Student Examples