Tuesday, August 25, 2026
FLANDERS FIELDS POPPIES
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
Wednesday, April 1, 2026
PATTY TALBERT NONOBJECTIVE COLOR WHEELS
Patty Talbert Nonobjective Colors Wheels
Learning Targets
I can...
- Create an original Patty Talbert Nonobjective Color Wheels using drawing techniques learned in class
- Use line types (horizontal vertical diagonal), value (highlights shadows tints tones) and space (positive negative) inspired by African American Artist (1964-Present) Patty Talbert
- Use art element: color (achromatic analogous complementary cool/warm colors monochromatic polychromatic primary secondary tertiary) and design principles (repetition composition gradation) based on Public Art
- Define Color Wheel (a circular diagram that shows the relationship between colors arranged by the chromatic relationship)
Lesson One
Day One, Art Start
1. Sideways (2009) Patty Talbert
2. Read Optics: Or A Treatise Of The Reflections, Refractions, Inflections, and Colors Of Light by Sir Isaac Newton
3. Discussion Questions "How do these colors, patterns, and textures celebrate the heritage of the artist? How does this style of painting bring honor to the ancestors of the artist and continue to have a modern relevance for the viewer? What are some color harmonies that you encounter in daily life? What color theory does your personality agree with? Is color theory important in art? Can artists create interesting artwork without using color? What is the purpose of a color wheel? Why is a color wheel organized in a specific way? How does adding these bold black lines change the way colors look next to each other? How does this color look different to another color? Did you know the artist was a self-taught artist whose work is rooted in her heritage and personal expression?"
Lesson Activities
1. Choose 12" X 15" Drawing Paper
2. Draw three line types (horizontal vertical diagonal) for the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels
3. Outline three line types (horizontal vertical diagonal) for the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels
Day Two, Art Start
1. Retrieve Patty Talbert Nonobjective Color Wheels for Assigned Tables
2. Reflections 1 (2001) Patty Talbert
3. Discussion Questions "What is abstract art? What do you think abstract means? Can you recognize anything in this painting? What emotion is being conveyed in this painting? What does this artwork remind you of? What do you think this work of art is made of? How would you describe the pattern in this artwork? What does art mean to you? What ideas, concerns, or objectives have motivated your own work? How would you describe our artistic style? What artistic movements or artists have influenced you? What sets you apart from other artists? What does this painting reveal about the personality of the artist? What events were happening in the world at the time when this artwork was created? What colors are prominent throughout the piece? What was the artist known for?"
Lesson Activities
1. Use drawing techniques (contour outline continuous) to add basic shapes (geometric organic free form) to the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels
2. Use drawing techniques (contour outline continuous) to add basic shapes (geometric organic free form) to the negative space (background) of the Patty Talbert Nonobjective Color Wheels
3. Use drawing techniques (contour outline continuous) to add details (patterns, repetition, designs) to the Patty Talbert Nonobjective Color Wheels
Day Three, Art Start
1. Retrieve Patty Talbert Nonobjective Color Wheels for Assigned Tables
2. Set Up Studio Area (pencils, erasers, colored chalk, chalk)
Lesson Activities
1. Use color combinations (intermediate, analogous, complementary) to fill in the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels
2. Use color combinations (intermediate, analogous, complementary) to fill in the negative space (background) of the Patty Talbert Nonobjective Color Wheels
3. Add design details (geometric shapes, border, patterns) to the positive space (foreground, middle ground) of the Patty Nonobjective Color Wheels
Artist Examples
Student Examples
Tuesday, March 3, 2026
VALUE PEEPS
Value Peeps
Learning Targets
I can...
- Create an original Value Peeps using drawing techniques learned in class
- Use shape variation (geometric, organic, free form), value (highlights, shadows, tints, shades), and texture (actual visual implied) inspired by Racine Art Museum (RAM) Peeps Brand Exhibition
- Use collage techniques (layering, overlapping, photomontage, assemblage) and design principles (composition, gradation, balance) based on Pop Art
- Define Composition (the arrangement, organization, and position of visual elements within an artwork)
Lesson One
Day One, Art Start
1. Ode To Wayne Thiebaud (2022) Sarah Magana
2. Read Colorful Peeps by Random House
3. Discussion Questions "Did you know peeps were first made in 1953 by Just Born? Did you know it took 27 hours to create one peep whereas now it takes 6 minutes to make a peep? Why would an artist pick a common item like candy to be art? How does changing the color of this peep change the mood of the artwork? How does repeating this shape make it look different? Why did you choose this specific artwork to recreate with peeps? What made it a good fit for these marshmallow characters? If your peeps could talk, what would they tell us about the time or the artist who created the original artwork? Did a peep fall over or a color change in a way that helped the scene? Why did you choose these specific colors for the background? How do they help the viewer focus on your main peep character? If you could jump into this scene, what would you hear, smell, or feel? Is it loud like a party or quiet like a library?"
Lesson Activities
1. Choose 12" X 15" Drawing Paper
2. Use graphite pencil to draw geometric shapes (circles, triangles, rectangles) for the positive space (foreground, peeps candies) of the Value Peeps
3. Use graphite pencil to draw perpendicular lines for the negative space (background, middle ground) of the Value Peeps
Day Two, Art Start
1. Retrieve Value Peeps for Assigned Tables
2. The Marshmallow Peep Rest In A Garden (2024) Lynnzie Palomaki
3. Discussion Questions "What is going on in this artwork? What do you notice? What do you see the artwork that makes you say that? What are the feelings and mood the artwork evokes? What do you think the artist intended to communicate? What does this artwork remind you of? How do the elements like size, color, or line affect an audience? What would it be like to experience the scene within the artwork? What do you think will happen next, after they finish their peep candies? What kind of peep candies do you think they ordered? What details or little surprises do you notice in the background? Does this picture remind you anything you have seen or done before? What is the difference in this picture compared to a similar artwork? What else can you tell me about this artwork?"
Lesson Activities
1. Use tempera paint to fill in the positive space (foreground, peeps candies) with color combinations (analogous, complementary, intermediate) for the Value Peeps
2. Use tempera paint to fill in the negative space (background, middle ground) with color combinations (analogous, complementary, intermediate) for the Value Peeps
3. Add details (shadows, highlights, texture) for the positive space (foreground, peeps candies) with color combinations (analogous, complementary, intermediate) for the Value Peeps
Day Three, Art Start
1. Retrieve Value Peeps for Assigned Tables
2. Set Up Studio Area (charcoal, blending tools, tempera paint, paint brushes)
Lesson Activities
1. Add highlights (reflective light, light source, shadow, cast shadow) to the positive space (foreground, peeps candies) of the Value Peeps
2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background, middle ground) of the Value Peeps
3. Add embellishments (glitter, beads, ribbon) to the positive space (foreground, peeps candies) of the Value Peeps
Artist Examples
Student Examples
Wednesday, February 25, 2026
CLOVER ROBIN PORCELAIN CABINETS
Clover Robin Porcelain Cabinets
Learning Targets
I can...
- Create an original Clover Robin Porcelain Cabinets using drawing techniques learned in class
- Use shape variation (geometric, organic, free form), space (positive, negative) and texture (actual, visual, implied) inspired by Collage Artist (2007-Present) Clover Robin
- Use collage techniques (layering, snipping, cutting, assemblage, found objects, decoupage, mixed media) and design principles (composition, variation, proportion) based on Illustration
- Define Collection (an accumulation of works of art by a private individual or a public institution)
Lesson One
Day One, Art Start
1. Almond Croissant (2026) Clover Robin
2. Read The Incredible Cabinet Of Wonders by Joe Fullman
3. Discussion Questions "Did you know rich individuals owned fancy cabinets to show off wealth and power? Did you know scholars and scientists owned cabinets to show off learning and discovery? How do cabinets show the wonders of nature and the achievements of human creativity? How do artists create their own cabinets of art and curiosity to show off the collectibles from classroom experiences throughout the year? How do cabinets of art and curiosity remind you of places or collections you have seen or visited? What objects or items would you include in your own cabinet or art and curiosity? In what ways do cabinets of art and curiosity inspire you to explore and learn about the world around you? What does the physical object you choose look like, feel like, smell like, and sound like? What do you notice about the different displays? What do they tell you about the different collections of your classmates? What objects or cabinets are you most curious about? How does your collection represent you? If someone from 100 years in the future found your cabinet, what would they learn about your life?"
Lesson Activities
1. Choose 12" X 15" Drawing Paper
2. Use geometric shapes (oval, circles, rectangles, squares) to draw the basic shapes of the positive space (cabinet, windows, door handles, cupboards) for the Clover Robin Porcelain Cabinets
3. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow, shadow) and highlights (reflective light, light source) for the Clover Robin Porcelain Cabinets
Day Two, Art Start
1. Retrieve Clover Robin Porcelain Cabinets for Assigned Tables
2. Cake Shop (2026) Clover Robin
3. Discussion Questions "What items (dishes, pitchers, bowls, plates, mugs) do you see on these shelves? Which items appears the smallest and which items appear the largest? What different patterns can you find in this artwork? How many colors can you name in this artwork? Does the artist use realistic colors or are these colors more fun? Do you any shapes (circles, rectangles, squares) repeating in this artwork? How do you think the artist made this? Can you see where paper might have been cut out and glued on top of the brown background? Whose cupboard do you think this is? Is it from a giant's house, a colorful cafe, or a grandma's kitchen? If you could pick one item to use for breakfast, which one would it be? What do you think is missing from the shelves in this artwork?"
Lesson Activities
1. Add line types (horizontal, vertical, diagonal) to make decorative patterns (stripes, swirls, waves) for the Clover Robin Porcelain Cabinets
2. Use decorative patterns (stripes, swirls, waves) to add designs to the positive space (foreground, cabinet, windows, cupboards) of the Clover Robin Porcelain Cabinets
3. Use color combinations (analogous, secondary, intermediate) to fill in the negative space (background) of the Clover Robin Porcelain Cabinets
Day Three, Art Start
1. Retrieve Clover Robin Porcelain Cabinets for Assigned Tables
2. Set Up Studio Area (scissors, glue sticks, texture plates, colored pencils)
Lesson Activities
1, Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground, cabinet, windows, cupboards) of the Clover Robin Porcelain Cabinets
2, Add highlights (reflective light, light source) to the positive space (foreground, middle ground, cabinet) of the Clover Robin Porcelain Cabinets
3. Add illusion of depth by adding shadows (cast shadow, reflective shadow, shadow) to the negative space (background) of the Clover Robin Porcelain Cabinets
Artist Examples
Student Examples
Wednesday, December 3, 2025
VALUE SCALE MILKSHAKES
Value Scale Milkshakes
Learning Targets
I can...
- Create an original Value Scale Milkshakes using drawing techniques learned in class
- Use color combinations (neutral, monochromatic, metallic), line types (horizontal, vertical, diagonal), and value (lightness, darkness, highlights, shadows) inspired by American Illustrator (1894-1978) Norman Rockwell
- Use shading techniques (cross hatching, stippling, scumbling, hatching) and design principles (contrast, balance, proportion) based on American Art
- Define Value (the lightness or darkness of a color)
Lesson One
Day One, Art Start
1. Soda Jerk (1953) Norman Rockwell
2. Read Hi, I'm Norman: The Story Of American Illustrator Norman Rockwell by Robert Burleigh
3. Discussion Questions "Who is the person in the white hat? Who else is in the picture, and what are they doing? What colors does Rockwell use to make things look delicious, like ice cream and cherries? How does the girl look at the boy in the white hat? What do you think they are thinking? How does the boy in the corner look? What might he be thinking about? How does the boy with the white hat look? Is he happy, nervous, or something else? What kind of summer job do you think would be most fun? Did you know Norman Rockwell's son was the model for the boy in the white hat? What do you think about that? what kind of ice cream and soda drink would you order from this soda fountain? What do you think happened right before this moment? What might happen next? What kind of music machine do you notice on the side? Do we still have place like this today?"
Lesson Activities
1. Choose a 12" X 15" Drawing Paper
2. Use a graphite pencil to draw geometric shapes (circle, triangle, rectangle) for the positive space (foreground, milkshake) of the Value Scale Milkshakes
3. Use graphite pencil to draw perpendicular lines for the negative space (background, middle ground) of the Value Scale Milkshakes
Day Two, Art Start
1. Retrieve Value Scale Milkshakes for Assigned Tables
2. Orange Crush Advertisement (1921) Norman Rockwell
3. Discussion Questions "What is going on in this artwork? What do you notice? What do you see in the artwork that makes you say that? What are the feelings and mood the artwork evokes? What do you think the artist intended to communicate? What does this artwork remind you of? How do elements like size, color, or line affect an audience? What would it be like to experience the scene within the artwork? What do you think will happen next, after they finish their milkshakes? What kind of milkshakes do you think they ordered? What details or little surprises do you notice the background? Does this picture remind you of anything you have seen or done before? What is the difference in this picture compared to a restaurant we might visit today? What else can you tell me about this artwork?"
Lesson Activities
1. Use oil pastels to fill in the positive space (foreground, milkshakes) with color combinations (neutral, monochromatic, metallic) for the Value Scale Milkshakes
2. Use oil pastels to fill in the negative space (background) with color combinations (neutral, monochromatic, metallic) for the Value Scale Milkshakes
3. Add details (cherries, whip cream, toppings, countertop, wallpaper) for the negative space (background) of the Value Scale Milkshakes
Day Three, Art Start
1. Retrieve Value Scale Milkshakes for Assigned Tables
2. Set Up Studio Area (graphite pencils, erasers, blending tools, drawing paper)
Lesson Activities
1. Add highlights (reflective light, light source, shadow, cast shadow) to the positive space (foreground, milkshake) of the Value Scale Milkshakes
2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Value Scale Milkshakes
3. Add embellishments (glitter, beads, ribbon) to the positive space (foreground, middle ground, milkshake) of the Value Scale Milkshakes
Artist Examples
Student Examples
Monday, November 17, 2025
UNICORN COLLAGES
Unicorn Collages
Learning Targets
I can...
- Create an original Unicorn Collage using drawing techniques learned in class
- Use color combinations (rainbow order, neon colors, metallic colors), line types (loopy, spiral, scallop, wavy), and shape variation (geometric, organic, free form) inspired by The Unicorn Tapestries
- Use collage techniques (assemblage, photomontage, mixed media, decoupage) and design principles (proportion, contrast, repetition) based on Medieval Art
- Define Imagination (the power to form ideas and images in the mind)
Lesson One
Day One, Art Start
1. Tapestry Fragment Depicting A Unicorn (1500) Victoria and Albert Museum
2. Read Never Let A Unicorn Scribble by Diane Alber
3. Discussion Questions "What do you notice about these creatures? Why might an artist choose to combine parts of many different animals? What might these different animals symbolize? Why might someone have wanted to decorate their doorway with creatures like these? Where might we see animals like these today? What kind of creatures would you choose to decorate your own space? Why would you choose these creatures? How big will your unicorn be? What kind of features (water, tree, fences) does the unicorn need? How will you care for the unicorn everyday? Did you know that some people in medieval times thought unicorns were real animals? What is a magical creature? How are magical creatures different from everyday beings? What specials powers do magical creatures have? What kinds of magical creatures are found in different cultures and in stories from around the world? What makes a magical creature special or unusual?"
Lesson Activities
1. Choose 12" X 15" Drawing Paper
2. Use pencil to draw line types (horizontal, vertical, diagonal) for the positive space (foreground, middle ground, unicorn) of the Unicorn Collages
3. Use pencil to draw line types (horizontal, vertical, diagonal) for the negative space (background) of the Unicorn Collages
Day Two, Art Start
1. Retrieve Unicorn Collages for Assigned Tables
2. The Unicorn In Captivity (1495-1505) South Netherlands
3. Discussion Questions "If you could make a tapestry, what would be in it? Would there be animals in your tapestry? Where would the animals be and what would they be doing? What details would you include? Would you hide little animals, like the frog in Unicorn In Captivity? What colors would you use? What does the unicorn in the story have in common with the one you saw in the picture? Why might some things about this unicorn be different? What special powers does the unicorn in the story have? Was the unicorn in the story friendly or unfriendly? Was the unicorn in this story different than unicorns we read or heard about the other day? If you were a unicorn, what powers would you have? Would you rather have a unicorn or a dragon as a friend? If you were a unicorn, what kinds of things would you do? Would you like to be a unicorn? Why or why not?"
Lesson Activities
1. Use color combinations (analogous, rainbow order, secondary) to fill in the positive space (foreground, middle ground, unicorn) of the Unicorn Collages
2. Use color combinations (analogue, rainbow order, secondary) to fill in the negative space (background) of the Unicorn Collages
3. Use oil pastels to add patterns (dots, stripes, swirls, waves) to the positive space (foreground, middle ground, unicorn) of the Unicorn Collages
Day Three, Art Start
1. Retrieve Unicorn Collages for Assigned Tables
2. Set Up Studio Area (oil pastels, watercolor paint, glue sticks, construction paper)
Lesson Activities
1. Use oil pastels to add patterns (dots, stripes, swirls, waves) to the positive space (foreground, middle ground, unicorn) of the Unicorn Collages
2. Use neutral colors (black, white, brown, grey) for the negative space (background) of the Unicorn Collages
3. Add embellishments (jewels, glitters, fabric) to the positive space (foreground, middle ground, unicorn) of the Unicorn Collages
Artist Examples
Student Examples
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