MiSs Rs ArT RoOm

 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

Primary Colored Pipes

Learning Targets

I can...

• Create an original Primary Colored Pipes using drawing techniques learned in class
• Use primary colors (red yellow blue), space (positive negative), and value (lightness darkness highlights shadows) inspired by American Illustrator (1894-1964) James E. Allen
• Use drawing techniques (stippling, hatching, scribbling, shading) and design principles (proportion, composition, gradation) based on American Realism 
• Define Cylinder (a three-dimensional form consisting of two ovals connected with a set of parallel lines)

Lesson One
Day One, Art Start

1. Four Line Pipes (1937-1938) James E. Allen

2. Read Color Blocked by Ashley Sorenson

3. Discussion Questions "How did James E. Allen's distinct periods as an illustrator and printmaker, support the recurring themes of industrial heroism? What early experience growing up in Montana instilled his deep appreciation for labor and rugged outdoor life, which layer appeared in his artwork? What did you learn about gravity and fluid dynamics? Which artists and movements influenced Allen's work during his studies at the Art Institute of Chicago and the Art Students league? What drew him to printmaking and what distinguishes his technique in each medium? How does his artwork depict the daily heroism of American Industrial workers? What steps did he take to capture that realism such as making exhaustive life size charcoal drawings? What drove his series of industrial prints, including those commissioned by companies like the United States Pipe and Foundry Company?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Add three dimensional shapes (cylinder, sphere, pyramid) to the positive space (foreground, middle ground, pipes) of the Primary Colored Pipes 

3. Use charcoal to add line types (horizontal vertical diagonal) to the positive space (foreground, middle ground, pipes) of the Primary Colored Pipes 

Day Two, Art Start

1. Retrieve Primary Colored Pipes for Assigned Tables 

2. Standing Pipe (1937-1938) James E. Allen

3. Discussion Questions "How does James E. Allen's prints depict daily heroism of America's industrial workers? How did the economic and social conditions of the Great Depression influence the subject matter and tone of his industrial prints? What prompted his major shift from studying printmaking to abstract painting as an artistic focus? What led him to eventually focus more on fine art, including prints and paintings, rather than commercial illustration? What was the critical reception of his work, particularly his acclaimed industrial prints of the 1930s? How has the Stanford University online exhibit contributed to the preservation and study of Allen's body of work? What do you think the workers are doing in this artwork? How is the artist using light and shadow to tell a story in this artwork? If you were a worker in this picture, what job would you have? If you could add a sound effect to the picture, what would it be?"  

Lesson Activities

1. Use primary colors (red yellow blue) to fill in the positive space (foreground, middle ground, pipes) of the Primary Colored Pipes 

2. Use neutral colors (black grey white) to fill in the negative space (background) of the Primary Colored Pipes

3. Use drawing techniques (overlapping, cropping, arrangement) to fill in the negative space (background) of the Primary Colored Pipes 

Day Three, Art Start

1. Retrieve Primary Colored Pipes for Assigned Tables 

2. Set Up Studio Area (sharpie markers, colored chalk, black charcoal, erasers) 

Lesson Activities

1. Add highlights (reflective light, light source) to the positive space (foreground, middle ground, pipes) of the Primary Colored Pipes 

2. Add shadows (cast shadows, reflective shadows, shadows) to the negative space (background) of the Primary Colored Pipes 

3. Outline details (patterns, arrangement, paint splatter) to the positive space (foreground, middle ground, pipes) of the Primary Colored Pipes 

Artist Examples

 

Student Examples 

 Monochromatic Jacks

Learning Targets

I can...

• Create an original Monochromatic Jacks using drawing techniques learned in class
• Use monochromatic colors (color, black, white), shape variation (geometric, organic, free form), and space (positive, negative) inspired by the World's Oldest Game: Jacks 
• Use observational drawing techniques (outline, perspective, measurements) and design principles (composition, balance, proportion) based on Prehistoric Art
• Define Monochromatic (a composition using variations of a single color, known as a hue)

Lesson One
Day One, Art Start

1. Guernica (1937) Pablo Picasso 

2. Read National Toy Hall Of Fame by The Strong National Museum Of Play

3. Discussion Questions "Did you know jacks is one of the oldest and most widespread games in the world? Our jacks are made of metal, but what other materials do you think people used to play jacks a long, long time ago? Did you know in other cultures beans, rocks, stones, or bones were used for jacks? Did you know in ancient Egypt children played a version called knucklebones using sheep bones? Did you know the game of jacks made the nursery rhyme "This Old Man" popular? Did you know archeologists have found evidence of jacks in ancient Egypt murals? Did you know archeologists have found jacks to be one of the oldest known toys? Did you know a game of jacks can improve your eye-hand coordination, concentration, and memory skills? Did you know the game of jacks was found in prehistoric caves in Ukraine and depicted on jars from Ancient Greece? Did you know the ancient game of jacks comes from before 5000 BC?"

Lesson Activities

1. Use geometric shapes (oval, circle, rectangle) to draw the positive space (foreground, jacks) of the Monochromatic Jacks 

2. Use geometric shapes (oval, circle, rectangle) to draw the negative space (background) of the Monochromatic Jacks

3. Use line types (horizontal, vertical, diagonal) to draw the positive space (foreground, jacks) of the Monochromatic Jacks 

Day Two, Art Start

1. Retrieve Monochromatic Jacks for Assigned Tables 

2. The Old Guitarist (1903-1904) Pablo Picasso

3. Discussion Questions "Does an artist have to mirror real life for a painting to be an artwork? Can artists interact with inanimate objects as a subject in a different way? How do artists move their arms to create a work of art? Where was the artist standing in conjunction with the work of art? Do depictions of a still life  have to be beautiful? Does an artist need firsthand experience to represent it successfully? Are paintings of nature a reflection of an artist's lifetime? How do works of art concerned with inanimate objects reflect socioeconomic, cultural, or political context in which they were made? How does the meaning of an artist change over time? How might an artwork be interpreted different at different moments in history? Do you think artists see the work differently than non-artists? Is being an artist a stewardship? Do artists have a responsibility to share their artwork with the world?" 

Lesson Activities 

1. Use line types (horizontal, vertical, diagonal) to add details (shadows, highlights, texture) to the positive space (foreground, jacks) of the Monochromatic Jacks

2. Use oil pastels to fill in the positive space (foreground, jacks) with neutral colors (black, grey, white) for the Monochromatic Jacks 

3. Use oil pastels to fill in the negative space (background) with neutral colors (black, grey, white) for the Monochromatic Jacks 

Day Three, Art Start

1. Retrieve Monochromatic Jacks for Assigned Tables 

2. Set Up Studio Area (oil pastels, charcoal. erasers, pencils, chalk, drawing paper) 

Lesson Activities

1. Add game of jacks parts (metal color, bouncing ball, metal jacks) with neutral colors (black grey white) for the Monochromatic Jacks 

2. Use texture techniques (erase, cloth, sponge) to add details (metal color, bouncing ball, metal jacks) to the Monochromatic Jacks 

3. Add highlights (reflective light, light source) and shadows (cast shadow, shadow) to the negative space (background) of the Monochromatic Jacks 

Artist Examples

Student Examples