MiSs Rs ArT RoOm

Kindergarten Kittens

Learning Targets

I can...

• Create an original Kindergarten Kitten using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by British Illustrator (2009-Present) Angie Rozelaar
• Use pattern (geometric, floral, plaid, check, motifs) and design principles (repetition, movement, contrast) based on Illustration
• Define Pattern (a deliberate design created by repeating lines, shapes, forms, colors, or textures in a predictable and recognizable sequence)

Lesson One
Day One, Art Start

1. Cozy Kitty (2024) Angie Rozelaar

2. Read The Winter Cat by Howard Knotts

3. Discussion Questions "How can we use line and shapes to create a cat that looks expressive? How can an artist make a scarf look warm, soft, or cozy? How can we show texture in our artwork without touching the object? How can the colors we choose help communicate that our artwork takes place in winter? How can artists use imagination to tell a story through a single character? How could we contrast the cat's textured fur against the scarf's fabric? Is it a chunky, thick cable-knit scarf, a smooth plaid flannel, or a lightweight patterned fabric? Is the cat indoors by a fireplace, outdoors in a snowy winter landscape , or set against a simple, minimalist solid color?"  

Lesson Activities

1. Use neutral colors (black, brown, grey, white) to draw the negative space (background) of the Kindergarten Kittens

2. Use neutral colors (black, brown, grey, white) to draw the positive space (foreground, middle ground, cat) of the Kindergarten Kittens

3. Use neutral colors (black, brown, grey, white) to draw the accessories (ugly sweater, scarf, reindeer antlers, hats) in the positive space (foreground, kittens) of the Kindergarten Kittens

Day Two, Art Start

1. Retrieve Kindergarten Kittens for Assigned Tables 

2. Cozy Cat Happiness (2025) Angie Rozelaar

3. Discussion Questions "How can artists use patterns 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 scarves look warm even when it is cold? How can artists use patterns to make winter clothing unique? 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. Add line types (horizontal, vertical, diagonal) to the negative space (background) of the Kindergarten Kittens

2. Add line types (horizontal, vertical, diagonal) to the positive space (foreground, middle ground, kittens) of the Kindergarten Kittens

3. Add line types (horizontal, vertical, diagonal) to the accessories (ugly sweater, scarf, hat) in the positive space (foreground, middle ground, kitten) of the Kindergarten Kittens 

Day Three, Art Start

1. Retrieve Kindergarten Kittens for Assigned Tables

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

Lesson Activities

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

2. Use color combinations (analogous colors, warm colors, cool colors) to paint in the positive space (foreground, middle ground, kittens) of the Kindergarten Kittens

3. Use value (lightness, darkness, highlights, shadows) to paint in the positive space (foreground, middle ground, kittens) of the Kindergarten Kittens

Artist Examples

Student Examples

Sunflower Sunsets

Learning Targets

I can...

• Create an original Sunflower Sunsets using drawing techniques learned in class
• Use color combinations (warm colors, earth tones, analogous colors), line types (horizontal, vertical, diagonal), and shape variation (geometric organic, free form) inspired by Post Impressionist Painter (1853-1890) Vincent Van Gogh
• Understand painting techniques (overlapping, cropping, layering) and design principles (composition, movement, repetition) based on Post Impressionism
• Define Brushstrokes (the mark, trace, or configuration left on a surface by a single application of a paintbrush) 

Lesson One
Day One, Art Start

1. Sunflowers (1889) Vincent Van Gogh

2. Read Camille and the Sunflowers: A Story About Vincent Van Gogh by Laurence Anholt

3. Discussion Questions "Did you know Vincent Van Gogh created seven distinct versions of sunflowers within his series of sunflower paintings? Did you know Van Gogh saw sunflowers as a metaphor for the cycle of life? Did you know his bold use of yellow became a hallmark of his style? Did you know sunflowers are the national flower and an important symbol in Ukraine? Did you know Van Gogh saw sunflowers as a symbol of gratitude and decorated his friend Paul Gaughin's guest room with them? What do you notice about the way the paint has been applied to the painting? How does scientific information inform art? Did you know his sunflower paintings are dispalyed in museums all around the world from Tokyo to Amsterdam? Did you know one of his sunflowers painting was lost during World War II? How do artists use perspective, along with different shapes and colors, to add dimension to paintings? What kinds of lines did Van Gogh use to paint those sunflowers? What do you think Van Gogh used concentric circles to paint them? How can you infuse your own thoughts, emotions, and memories into your paintings?" 

Lesson Activities

1. Divide the painting paper into three parts (foreground, middle ground, background) of the Sunflower Sunsets 

2. Use observational drawing techniques (contour, gesture, outline) to add shape variation (geometric, organic, free form) to Sunflower Sunsets 

3. Add directional lines (diagonal, vertical, horizontal) to remember the highlights (light source, reflective light, cast light) of the Sunflower Sunsets     

Day Two, Art Start

1. Retrieve Sunflower Sunsets for Assigned Tables 

2. Still Life Vase With Fourteen Sunflowers (1889) Vincent Van Gogh

3. Discussion Question "Who was Vincent Van Gogh? Did you know who he really was? Would you like a painting of sunflowers in your room? Why did Vincent Van Gogh become so famous? What did Vincent Van Gogh like to paint? How can we paint the sky like Vincent Van Gogh? Where do you think Van Gogh was when he painted this picture? What colors did Van Gogh use in this painting? What kind of place do you think this was? How can we create the same feeling of movement in the sky to tell our own story? Where did Van Gogh get his inspiration? Do you think Van Gogh was inspired by the harvest work? What is happening in this picture?" 

Lesson Activities

1. Use warm colors (red yellow orange) to fill in the positive space (foreground, middle ground, sunflowers) of the Sunflower Sunsets

2. Use warm colors (red yellow orange) to fill in the negative space (background) of the Sunflower Sunsets

3. Use different mark making techniques (dashes, scratches, loose lines) to add designs to the positive space (foreground, middle ground, sunflowers) of the Sunflower Sunsets 

Day Three, Art Start

1. Retrieve Sunflower Sunsets for Assigned Tables

2. Set Up Studio Area (tempera paint, paint brushes, oil pastels, erasers)

Lesson Activities

1. Add patterns (stripes, swirls, dots, waves) to the positive space (foreground, middle ground, sunflowers) of the Sunflower Sunsets

2. Add highlights (reflective light, light source, cast light) and shadows (cast shadow, reflective shadow, shadow) to the Sunflower Sunsets

3. Add patterns (stripes, swirls, dots, waves) to the negative space (background) of the Sunflower Sunsets

Artist Examples

Student Examples

 Dizzy Vase Drawings

Learning Targets 

I can...

• Create an original Dizzy Vase Drawings using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and texture (actual visual implied) inspired by Italian Artist (1890-1964) Giorgio Morandi
• Use drawing techniques (outline, contour, shading, cross hatching, mapping) and design principles (proportion, gradation, composition) based on Magic Realism
• Define Cast Drawing (the traditional academic practice of drawing a three-dimensional sculpture or plaster cast from real-life observation)

Lesson One
Day One, Art Start

1. Still Life With Vase On Table (1931) Giorgio Mordani 

2. Read The Charles Barque Drawing Course: Illustrations by Charles Barque 

3. Discussion Questions "How are three fundamental drawing skills: proportion, symmetry, and tone used in this artwork? How does drawing basic forms such as spheres, cubes, and cylinders improve our drawing skills? Did you know the original version of Bargue's Drawing Course consisted of 197 loose leaf plates published in 1868? Did you know this drawing manual became one of the most successful for training young artists and designers? What organic shape and line variation do you see in this master copy? Did you know the most famous art school in the world was Ecole des Beaus-Arts in Paris, France? Is your drawing the exact same scale as a reference? Did you know before artists were allowed to paint giant castles or mighty hereos many had to pass as secret test of drawing a vase?"

Lesson Activities 

1. Choose 12" X 15" Drawing Paper 

2. Trace three pottery shapes (cylinder, bouquet, bud, trumpet, pitcher) onto drawing paper for the Dizzy Vase Drawings

3. Outline three pottery shapes (cylinder, bouquet, bud, trumpet, pitcher) with black sharpie marker for the Dizzy Vase Drawings 

Day Two, Art Start

1. Retrieve Dizzy Vase Drawings for Assigned Tables 

2. Still Life (1946) Giorgio Mordani 

3. Discussion Questions "Can you name the solid shapes in this picture? How do forms change based on your viewpoint? What do contour lines look like on various forms? How does lighting affect values on forms? How is this picture different from real life? What interests you most about this work of art? Which object seems closer to you? What can you tell me about the colors of this drawing? How do you think the artist made this work? What questions would you ask the artist about this artwork if he were here? What do we know about these vase paintings? How does contrast work to establish three-dimensional form? How do we use perspective to create a cube? How would you describe the lines in this picture? How would you describe this painting to a person who could not see it?"

Lesson Activities

1. Use earth tones (black, brown, red, yellow, orange) to fill in the positive space (foreground, middle ground) of the Dizzy Vase Drawings 

2. Use earth tones (black, brown, red, yellow, orange) to fill in the negative space (background) of the Dizzy Vase Drawings 

3. Add decorations (meanders, flowers, spirals) to the positive space (foreground, middle ground) of the Dizzy Vase Drawings 

Day Three, Art Start 

1. Retrieve Dizzy Vase Drawings For Assigned Tables 

2. Set Up Studio Area (markers, colored pencils, chalk, oil pastels)

Lesson Activities

1. Add designs (animals, plants, people, flowers, triangles, spirals) to fill in the positive space (foreground, middle ground) of the Dizzy Vase Drawings

2. Add designs (animals, plants, people, flowers, triangles, spirals) to fill in the negative space (background) of the Dizzy Vase Drawings

3. Add pottery parts (lip, neck, shoulder, body, foot) to fill in the positive space (foreground, middle ground) of the Dizzy Vase Drawings 

Artist Examples

Student Examples 

 Diamond Mural

Learning Targets

I can...

• Create an original Diamond Mural using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), color combinations (neutral, warm/cool colors, analogous colors), and space (positive, negative) inspired by American Artist (1989-Present) Maya Nayuk
• Use mathematical concepts (measurements, patterns, functions, tessellations) and design principles (repetition, composition, proportion) based on American Art
• Define Cross Stitch Pattern (a grid-based guide that tells an artist where to place x-shaped stitches on fabric to create a pattern)

Lesson One
Day One, Art Start

1. Kilim 1 (2024) Maya Hayuk 

2. Read Mathterpieces: The Art Of Problem Problem Solving by Greg Paprocki 

3. Discussion Questions "Why would a human invent shapes, patterns, or tessellations? What if buildings were only made from one shape (triangles, circles, ovals, swaures)? How do artists use mathematics (geometric, tessellations, symmetry) to create artwork? How do design principles (repetition, balance, harmony) help to create a mural? How does a mural represent a school community and why would a school community create a mural? Why would an artist simplify an image into patterns, shapes, or pixels? How can your individual contributions strengthen a community artwork? What do you find difficult about working inside a grid or pattern system? How do these geometric shapes (circles, triangles, squares, rectangles) create a bigger picture? Did you know the artist used mandalas, Rorschach tests, and pysanka as visual inspiration for her artwork? What happens when you look at artwork up close compared to far away? Is Maya Hayuk's artwork more mathematical or emotional? Why do contemporary muralists often use geometric abstraction?"

Lesson Activities

1. Choose 5 2" X 2" construction paper diamonds 

2. Use a protractor, straight edge, and compass to draw lines to help divide the sections of each construction paper diamond 

3. Write name/positive message on each 2" X 2" construction paper diamond before adding the diamonds to the Diamond Mural 

Day Two, Art Start

1. Retrieve Diamond Mural for Assigned Tables 

2. Hammer Projects: Maya Hayuk (2024) Maya Mayuk

3. Discussion Questions "What are some similarities and differences between these examples of previous murals? How does an artist handle revisions to the design of a mural? How do artists create digital mockups or sketches to visualize the mural on the wall? What type of mural does the artist specialize in: realism, abstract, or illustrative? What is your experience with public art? Do you think this method would be helpful for drawing other things? How do artists make their artwork today? Is there something that could be improved in this artwork? How does someone become an artist? When did the artist start making artwork? What happens when two geometric shapes (triangles, squares, ovals, diamonds) overlap? Does the geometric shapes (triangles, squares, ovals, diamonds) create a new color?"

Lesson Activities

Day Three, Art Start

Lesson Activities

Artist Examples 

Student Examples 

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