MiSs Rs ArT RoOm

Dashing Dachshunds

Learning Targets

I can...

• Create an original Dashing Dachshund using drawing techniques learned in class
• Use color combinations (cool colors, warm colors, neutral colors), shape variation (geometric organic free form), and value (lightness, darkness, highlights, shadows) inspired by British Illustrator (1972-Present) Rob Biddulph
• Use painting techniques (splatter painting, dabbing, dry brush, wash) and design principles (composition, emphasis, repetition) based on Children Literature
• Define Movement (the path the viewer's eyes take through a piece creating a sense of action or direction)

Lesson One
Day One, Art Start

1. Snow Dog (2016) Rob Biddulph

2. Read An Odd Christmas: A Fabulously Festival Tale Of Friendship by Rod Biddulph 

3.  Discussion Questions "Did you know Pablo Picasso had a dachshund named Lump? Did you know Frida Kahlo also had a dachshund as a pet? What does odd mean? Does the word odd have other meanings? What do you notice about the dog on the cover? How is it different from the others? What do you think this dog will do? What is the dog doing that is different from others? What would you do if you were one of the other dogs? What is something that makes you different from other people? What do you like about yourself that is unique to you? How can we make sure everyone feels included? What do you think the author, Rob Biddulph, would like us to learn from this story? How can we be kind to people who are different from us? How are the illustrations at the beginning of the book different from the illustrations at the end? What colors and patterns do you see?"

Lesson Activities

1. Use neutral colors (black, brown, grey, white) to draw the negative space (background, snow) of the Dashing Dachshunds

2. Use neutral colors (black, brown, grey, white) to draw the positive space (foreground, middle ground, dachshunds) of the Dashing Dachshunds

3. Use neutral colors (black, brown, grey, white) to draw the accessories (ugly sweater, scarf, reindeer antlers) in the positive space (foreground, dachshunds) of the Dashing Dachshunds

Day Two, Art Start

1. Retrieve Dashing Dachshunds for Assigned Tables 

2. Happy Christmas (2022) Rob Biddulph

3. Discussion Questions "What is your favorite Rob Biddulph book and why? What do you think about the characters in his books? If you were a character in one of his books, which one would you be? What kind of story do you think Rob Biddulph is trying to tell with this book? How do the characters in Rob Biddulph's books show friendship? What colors does Rob Biddulph like to use in his drawings? Do his characters look more like cartoons or do they look realistic? What makes these characters look that way? How does Rob Biddulph use shadows and lines to make his drawings look special? If you were one of the characters in his books, what would you look like? Where does Rob Biddulph say he gets his ideas from? Why do you think it is important for an artist to always carry a sketchbook? What would you draw in your own sketchbook to help you come up with a story?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) to the negative space (background, sky, clouds, snow) of the Dashing Dachshunds

2. Add line types (horizontal, vertical, diagonal) to the positive space (foreground, middle ground, dachshunds) of the Dashing Dachshunds

3. Add line types (horizontal, vertical, diagonal) to the accessories (ugly sweater, scarf, hat) in the positive space (foreground, dachshunds) of the Dashing Dachshunds 

Day Three, Art Start

1. Retrieve Dashing Dachshunds for Assigned Tables

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

Lesson Activities

1. Use color combinations (analogous colors, warm colors, cool colors) to paint in the negative space (background) of the Dashing Dachshunds

2. Use color combinations (analogous colors, warm colors, cool colors) to paint in the positive space (foreground) of the Dashing Dachshunds

3. Use value (lightness, darkness, highlights, shadows) to paint the positive space (foreground, middle ground, dachshunds) of the Dashing Dachshunds 

Artist Examples

Student Examples

 Alexander Calder Primary Paintings

Learning Targets

I can...

• Create an original Alexander Calder Primary Painting using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and space (positive, negative) inspired by American Artist (1898-1976) Alexander Calder
• Use primary colors (red, yellow, blue) and design principles (composition, balance, movement) based on Modern Art
• Define Abstract Art (form of art does not represent objects or scenes from the real world in a recognizable way)

Lesson One
Day One, Art Start

1. Black Dots (1974) Alexander Calder

2. Read One And Other Numbers With Alexander Calder by Phaidon

3. Discussion Questions "Did you know Alexander Calder was an American artist known for his pioneering work in kinetic sculpture and mobiles? Did you know he worked as an engineer before studying art and creating signature abstract sculptures? How is this artwork different from the images you have seen of traditional paintings? Does this artwork still look like it might move or would want to move? How would this artwork look if it could move? If you could travel back in time to visit with the artist in the studio, what do you think you would see? If you could travel back in time to visit with the artist, what do you think he would say? Is the subject recognizable, abstract, or realistic? Was Alexander Calder's simple composition in his artwork considered a good representation of abstract art?" 

Lesson Activities 

1. Choose 12" X 15" Drawing Paper 

2. Add geometric shapes (triangles, circles, square, rectangles) to the composition of the Alexander Calder Primary Paintings 

3. Add line types (horizontal, vertical, diagonal) in the negative space (background) of the Alexander Calder Primary Paintings 

Day Two, Art Start

1. Retrieve Alexander Calder Primary Paintings for Assigned Tables 

2. Jungle (1971) Alexander Calder 

3. Discussion Questions "What is the difference between aesthetic theories? Can artwork be explained by more than one aesthetic theory? How does an artist's intent influence the interpretation of the artwork? Why is it important to understand the time period of an artist when looking at their artwork? How can personal artwork be inspired by ideas explored by past artists? Why is problem solving an integral part of the art making process? How can students use general knowledge and art knowledge to further develop personal art making? 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? Which artwork is abstract? Which work is abstract? What does this artwork remind you of? What do you think this artwork is made of? Does this work follow any mathematical principles?"

Lesson Activities

1. Use primary colors (red yellow blue) to fill in the positive space (foreground, geometric shapes) of the Alexander Calder Primary Paintings

2. Use primary colors (red yellow blue) to fill in the negative space (background, geometric shapes) of the Alexander Calder Primary Paintings

3. Use shape variation (geometric, organic, free form) to fill in the positive space (foreground, geometric shapes) of the Alexander Calder Primary Paintings

Day Three, Art Start

1. Retrieve Alexander Calder Primary Paintings for Assigned Tables

2. Set Up Studio Area (tempera paint, paint brushes, watercolor) 

Lesson Activities

1. Add highlights (reflective light, light source) to the subject matter (geometric shapes, foreground) of the Alexander Calder Primary Paintings 

2. Add shadows (cast shadow, shadow) to the negative space (background, geometric shapes) of the Alexander Calder Primary Paintings

3. Outline details (geometric shapes, line thickness) in the positive space (foreground, geometric shapes) of the Alexander Calder Primary Paintings 

Artist Examples

 

Student Examples

 Alphonse Mucha Self Portraits

Learning Targets

I can...

• Create an original Alphonse Mucha Self Portrait using drawing techniques learned in class
• Use muted colors (dulled, desaturated, low chroma, grayed), sinuous forms (serpentine, wavy, curved, bends) and patterns (decorative, borders, panels) inspired by Czech Illustrator (1860-1939) Alphonse Mucha
• Use portrait techniques (proportion, composition, lighting, posing) and design principles (movement, rhythm, emphasis) based on Art Nouveau
• Define Art Nouveau (decorative images prominent in early 1890s to the First World War characterized by linear designs and flowing natural shapes)

Lesson One
Day One, Art Start

1. Daydream (Reverie) (1897) Alphonse Mucha

2.  How Alphonse Mucha Designed The Nation State Of Czechoslovakia by Smithsonian Magazine: Jimmy Stamp

3. Discussion Questions "What were beauty standards of the early 20th century that Mucha perpetuated through his work? How do they differ from yet inform today's definition of beauty? How did Alphonse Mucah develop a visual language that brought access to beautiful imagery to the masses? How do the advertisements compare to the ones we see today? What did Mucha aim to do through his design style? How does the detailing and imagery on the banknotes convey the personal connection Mucha had with the country? What do you believe is the significance of using floral motifs and young women as part of the design? How are the symbols seen on these banknotes different from the imagery that appears on the United States dollar bills? How might today's viewers interpret the art differently than a member of the original audience? Do you think being a native of the Czech Republic would help to better understand the motifs seen on banknotes and insignias?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use graphite pencil to draw line types (contour, outline, continuous) of facial proportions (head, face, shoulder) of self portrait drawings

3. Use graphite pencil to add facial features (eyes, nose, mouth, eyebrows) to the positive space (portrait) of the self portrait drawings 

Day Two, Art Start

1. Retrieve Alphonse Mucha Self Portraits for Assigned Tables

2. Slavia (1896) Alphonse Mucha

3. Discussion Question "What is the symbolic significance of these circle motifs? Are they purely decorative additions or do the lilies and laurels serve a purpose? Do you agree that art exists to communicate spiritual messages? What connection does this artwork make between the spiritual and the discipline of musical performance? What sort of overall spiritual message do you think Mucha wanted to communicate with this artwork? Why do you think Mucha displayed the woman like this? What is the symbolism of the vines and foliage entwined in her fingers and surrounding her? What is the mood behind this print and how it is successful as promotional menu? How did the artist use the motifs of hands and snowy branches to convey his meaning? How are these influence apparent in this image? How else are these elements consistent with the Art Nouveau style?"

Lesson Activities

1. Add adornments (piercings, tattoos, hairstyles) to positive space (portrait) of the self portrait drawings

2. Add costumes (jewelry, clothing, make up) to the positive space (portrait) of the self portrait drawings

3. Use black sharpie marker to outline the facial features (eyes, nose, mouth) and facial proportions (head, face, shoulders) of the Alphonse Mucha Self Portraits

Day Three, Art Start

1. Retrieve Alphonse Mucha Self Portraits for Assigned Tables

2. Set Up Studio Area (colored pencils, metallic markers, watercolor) 

Lesson Activities

1. Use metallic colors (gold silver bronze) to fill in the positive space (clothing, jewelry, facial features) of the self portrait drawings

2. Use metallic colors (gold silver bronze) to fill in negative space (background) of the self portrait drawings

3. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow) and highlights (reflective light, light source) to the Alphonse Mucha Self Portraits

Artist Examples

Student Examples

 Maya Glyphs In Charcoal

Learning Targets

I can...

• Create an original Maya Glyph In Charcoal using drawing techniques learned in class
• Use line types (continuous, contour, outline), shape variation (geometric, organic, free form), and space (positive, negative) inspired by Mayan Hieroglyphs
• Use drawing methods (charcoal, powder, pigment) and design principles (gradation, proportion, balance) based on the Classic Period
• Define Glyph (symbolic figure or character (system of writing) incised or carved in relief

Lesson One
Day One, Art Start

1. Structure 23, Lintel 25, Yaxchilan (Maya) 

2. Read Breaking The Maya Code by Michael D. Coe

3. Discussion Questions "What did Mayans use glyphs for? How old are Mayan glyphs? What were mayan writing symbols called? How was Mayan art heavily influenced by other religions and cultures? Where the Mayan kings successful in wanting their artwork to be remembered throughout history? Why were wood carvings very popular pieces of art for the Mayans? What sense from daily life, mythology, battles, and religious ceremonies are being included here? How do these glyphs provide an important source of information about Maya society?"

Lesson Activities

1. Choose 12" X 12" Drawing Paper

2. Use shape variation (geometric, organic, free form) to draw the positive space (symbols) for the charcoal glyphs

3. Use line types (horizontal, vertical, diagonal) to add details (shadows, highlights) to the positive space (glyphs) of the Maya Glyphs In Charcoal

Day Two, Art Start

1. Retrieve Maya Glyphs In Charcoal for Assigned Tables

2. Mayan Glyphs, Kwamikagmi

3. Discussion Questions "When was the ancient Mayan Period? What would you find inside these structures? What are the names of these hieroglyphics? Who was the last ruler of Maya? What does the word hieroglyphs mean? What is the importance behind these hieroglyphs? What is the oldest known monumental sculpture in Maya? What was the purpose of Maya art? Who built the Maya templates?"

Lesson Activities

1. Use neutral colors (black, grey, white) to fill in the positive space (glyphs) of the charcoal glyphs

2. Use neutral colors (black, grey, white) to fill in the negative space (background) of the charcoal glyphs

3. Use line types (horizontal, vertical, diagonal) to fill in the positive space (glyphs) with designs for the Maya Glyphs In Charcoal

Day Three, Art Start

1. Retrieve Maya Glyphs In Charcoal for Assigned Tables

2. Set Up Studio Area (charcoal, colors pencils, erasers)

Lesson Activities

1. Add highlights (light source, reflective light) to positive space (foreground) of the charcoal glyphs

2. Add shadows (cast shadow, shadows) to negative space (background) of the charcoal glyphs

3. Use neutral colors (black, grey, white) to outline the line types (horizontal, vertical, diagonal) of the positive space (foreground) of the Maya Glyphs In Charcoal 

Artist Examples

Student Examples

 Miroco Machiko Inspired Illustrations

Learning Targets

I can...

• Create an original Miroco Machine Inspired Illustration using drawing techniques learned in class
• Use metallic colors (bronze, gold, silver), shape variation (geometric, organic, free form), and space (positive, negative) inspired by Japanese Illustrator (1981-Present) Miroco Machiko
• Use watercolor techniques (layering, underpainting, wash) and design principles (composition, balance, variation) based on Contemporary Art
• Define Emphasis (to create a center of interest in an artwork through color contrast and direction lines)

Lesson One
Day One, Art Start

1. Vegetables (2019) Miroco Machiko

2. Read Vegetables by Sara Anderson

3. Discussion Questions "What did we learn throughout this project? Do artists like to use paint? What kind of paint? What was the world like when the artist made this artwork? How have you used formal elements such as line, tone, color, and shape? What materials did you use and why? Did they work successfully? What meaning, theme, or message did you want to convey? Were you successful? Are you happy with your final piece? Are any elements or qualities you like in particular? Does your final work they way you thought it would initially? How effective is it? Is there anything you would change?"

Lesson Activities

1. Choose 12" X 15" Painting Paper

2. Add three objects (tomatoes, carrots, cucumber, mangos, strawberries) to the positive space (fruits, vegetables) of the watercolor illustrations 

3. Add patterns (stripes, swirls, diagonal lines) to the negative space (background) of the watercolor illustrations

Day Two, Art Start

1. Retrieve Miroco Machiko Inspired Illustrations for Assigned Tables 

2. Plants (2019) Miroco Machiko

3. Discussion Questions "How does the artist use design, patterns, and color to inspire others? Do these look like real plants or flowers you have seen before? How does the artist use bold and bright colors? What are the names of these fruits and vegetables? Do these vegetables look three dimensional or two dimensional? What childlike imagery does the artist include with her work? Why would an artist want to draw plants as a still life? How would you describe the artists style? What are your favorite fruits and vegetables?"

Lesson Activities

1. Use warm/cool colors (red, orange, yellow, green) to fill in the positive space (fruit, vegetables) of the watercolor illustrations 

2. Use neutral colors (black, brown, grey) to fill in the negative space (background) of the watercolor illustrations

3. Use felt tip pens to add line types (contour line, crosshatching outline) to the positive space (fruit, vegetables) of the Miroco Machiko Inspired Illustrations

Day Three, Art Start

1. Retrieve Miroco Machiko Inspired Illustrations for Assigned Tables 

2. Set Up Studio Area (watercolor, paintbrushes, water bucket) 

Lesson Activities

1. Add tints (adding white, reflective light, light source) to the subject matter (fruit, vegetables) of the watercolor illustrations 

2. Add shades (adding black, cast shadow, shadow) to the negative space (background) of the watercolor illustrations

3. Use drawing tools (vine charcoal, kneaded eraser, spray fixative) to add details (fruits, vegetable) to the Miroco Machiko Inspired Illustrations

Artist Examples

Student Examples