MiSs Rs ArT RoOm

 Expressive Food Characters

Learning Targets

I can...

• Create an original Expressive Food Characters using ceramic techniques learned in class 
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual, visual, implied) inspired by American Artist (1958-Present) Saxton Freymann
• Use sculptural techniques (carving, casting, modeling, assembling) and design principles (balance, proportion, emphasis) based on Edible Art
• Define Ephemera (short-lived everyday prints or produced items not meant to be permanent art but capturing lived experiences)  

Lesson One
Day One, Art Start

1. Melon School Bus (2000) Saxton Freymann 

2. How Are You Peeling? Foods With Moods by A. Joost Elffers and Saxton Freymann 

3.  Discussion Questions "How do you think the author and illustrator created the images for these books? What materials were used when making these children's books? How did the artist get this idea? Why is the therm edible food an accurate description of Saxton Freymann's technique? What other adjectives could be used to describe his art? Do you see faces, animals, plants, cars, or buildings in any of these foods? How do you think these fruits and vegetables are feeling? How can you tell these fruits and vegetables are feeling this way? Why do you think the author did that? Why does the pepper look happy, the apple surprised, and the orange mad? Is there a similar message between these two stories? Is there more than one way of looking at things or more than one point of view? Can there be more than one correct answer to a problem or question? Do things look differently depending on how you look at them? How can you tell the fruits and vegetables apart? How can a pun be visual?" 

Lesson Activities

1. Turn clay slab into basic shapes (head, facial features, arms) for the positive space (fruit, vegetable, foreground) of the Expressive Food Characters

2. Use modeling tools to draw features (accessories, jewelry) for the positive space (fruit, vegetable, foreground) of the Expressive Food Characters 

3. Add lines for the facial features (nose, eyes, mouth) for the positive space (fruit, vegetables, foreground) of the Expressive Food Characters 

Day Two, Art Start

1. Retrieve Expressive Food Characters for Assigned Table 

2. Onion Cat and Green Pepper Dog (1997) Saxton Freymann

3. Discussion Questions "How does this tomato feel? Why does the tomato feel that way? What happened to the tomato? What will the tomato do next? Does the tomato need help? Can you identify an emotion on the page displayed? Do you have parents or guardians who remind you to not play with your food to make sculptures? Have you seen food the have been covered with a decorative message? Is the onion feeling happy, grumpy, or surprised? Have you ever felt the way this orange looks? What happened that made you feel that way? What kind of fruit or vegetable did the artist use to make this animal? How do you think he made the eyes or the mouth? Did he cut into the food or add something to it? Why do you think he choose a bumpy cauliflower for a poodle instead of a smooth apple? If you had a banana right now, what animal or character could you turn it into?" 

Lesson Activities

1. Add lines for proportions (head, facial features, ears) within the silhouette (fruit, vegetable, foreground) of the Expressive Food Characters 

2. Mold clay into basic shapes (oval face, crescent ears, big eyes) for the positive space (fruit, vegetable, foreground) of the Expressive Food Characters 

3. Use needle tools to draw features (eyes, nose, mouth, wrinkles) for the positive space (fruit, vegetable, foreground) of the Expressive Food Characters 

Day Three, Art Start

1. Retrieve Expressive Food Characters for Assigned Tables 

2. Set Up Studio Area (water buckets, needle tools, rubber mats) 

Lesson Activities

1. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the positive space (fruit, vegetables, foreground) of the Expressive Food Characters 

2. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the negative space (background) of the Expressive Food Characters 

3. Apply Gloss Finish to the facial features, facial proportions, and accessories of the Expressive Food Characters 

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 

 Clay Frida Catlo Cats

Learning Targets

I can...

• Create an original Clay Frida Catlo Cats using sculpture techniques learned in class
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual, visual, implied) inspired by Mexican Painter (1907-1954) Frida Kahlo
• Use ceramic techniques (pinching, coiling, slab building, hand building) and design principles (balance, proportion, repetition) based on Surrealism
• Define Artist (a person who produces paintings or drawings as a profession or hobby)

Lesson One
Day One, Art Start

1. Self Portrait With Thorn Necklace and Hummingbird (1940) Frida Kahlo

2. Read Wild Bios: Frida Catlo by Courtney Acampora and Maggie Fischer 

3. Discussion Questions "How did the artists come up with the concept for this illustration? How did the artist pick which historical figures to include in the series? What do you think of the writing process and artistic process? Does the artist have a favorite place to write or draw? Did you know Frida Kahlo kept ten cats in her home? What gives us hints about her experiences and Mexican identity in these illustrations? Did you know Frida Kahlo had a black cat whose fur mimicked the dark hue of parakeets, a parrot, sparrows, cat, fawn, monkey, eagle, and hairless dog? Do you have any companion animals like Frida Kahlo?"

Lesson Activities

1. Turn clay slab into basic shapes (oval, cylinder, organic) for the positive space (foreground, animal) of the Clay Frida Catlo Cats 

2. Use modeling tools to draw features (feathers, flowers, ribbon, unibrow) for the positive space (foreground, animal) of the Clay Frida Catlo Cats

3. Add lines for the facial features (nose, ears, paws) for the positive space (foreground, animal) of the Clay Frida Catlo Cats 

Day Two, Art Start

1. Retrieve Clay Frida Catlo Cats for Assigned Tables 

2. Frida Kahlo in Chair with Her Cat Black And White Photograph (1907-1954) Frida Kahlo

3. Discussion Questions "What was the most challenging part of working with the clay? What did you learn about the 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 creature 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, paws) within the silhouette (foreground, figure) of the Clay Frida Catlo Cats

2. Mold clay into basic shapes (oval face, long ears, big eyes, paws) for the positive space (foreground, animal) of the Clay Frida Catlo Cats

3. Use needle tools to draw features (eyes, nose mouth, paws) for the positive space (foreground, animal) of the Clay Frida Catlo Cats 

Day Three, Art Start

1. Retrieve Clay Frida Catlo Cats 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, animal, accessories) of the Clay Frida Catlo Cats

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

3. Apply Gloss Finish to the facial features, facial proportions, and accessories of the Clay Frida Catlo Cats

Artist Examples

Student Examples 

 Clay Talavera Armadillos

Learning Targets

I can...

• Create an original Clay Talavera Armadillo using ceramic techniques learned in class
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual, visual, implied) inspired by Mexican Artisan (1950-Present) Jacobo Angles and Mexican Artisan (1950-Present) Maria Angeles Fernandez Cuesta
• Use sculpture techniques (carving, casting, modeling, assembling) and design principles (balance, emphasis, proportion) based on Mexican Ceramics
• Define Folk Art (artwork made by regional people who preserve one's own personal history, traditions, and culture through art)

Lesson One
Day One, Art Start

1. Totem (1973) Jacobo and Maria Angeles

2. Read Armadillo Ray by John Beifuss

3. Discussion Questions "Why did the Aztecs call the armadillo the turtle rabbit? How do armadillos find insect food below the ground even when being deaf and blind? What element of art and principle of design are found in folk art? What are some possible purposes for creating ceramics (decorative, utilitarian, celebrations)? What are some differences between Talavera ceramics, everyday plates, and kitchenware? What are the traditional and artistic aspects of Talavera ceramics? How do artist tell a story with ceramics? How does the artist use color and pattern to help tell a story? What is Armadillo Ray most curious about? How does Armadillo Ray interact with his friends? What are some of the lessons or themes explored in the story through Armadillo Ray's perspective?"

Lesson Activities

1. Turn clay slab into basic shapes (head, torso, arms, legs) for the positive space (foreground, animal) of the Clay Talavera Armadillos

2. Use modeling tools to draw features (clothing, jewelry, accessories) for the positive space (foreground, animal) of the Clay Talavera Armadillos

3. Add line for the facial features (nose, eyes, mouth) for the positive space (foreground, animal) of the Clay Talavera Armadillos

Day Two, Art Start

1. Retrieve Clay Talavera Armadillos for Assigned Tables

2. Little Armadillo (1973) Jacobo and Maria Angeles

3. Discussion Questions "What questions does Armadillo Ray have about the moon? Who are Armadillo Ray's desert animal friends? What are some of the fanciful ideas his friends have about the moon? Who does Armadillo Ray meet that helps him understand the moon? What does Armadillo Ray learn about the moon from the owl? What is the afterward in the book about? How does the story illustrate the phases of the moon? What is the role of the moon in legends around the world, according to the afterward? What kind of personality does Armadillo Ray have? What are some of Armadillo Ray's distinguishing features?What was his relationship with the owl in the story? What is the title of the book? Who wrote the book? What type of illustrations are used in the book? What is the overall tone or message of the book?"

Lesson Activities

1. Add lines for proportions (head, torso, arms, legs) within the silhouette (figure, foreground) of the Clay Talavera Armadillos

2. Mold clay into basic shapes (oval face, crescent ears, big eyes, round body) for the positive space (foreground, animal) of the Clay Talavera Armadillos

3. Use needle tools to draw features (eyes, nose, mouth, shell, nails) for the positive space (foreground, animal) of the Clay Talavera Armadillos

Day Three, Art Start

1. Retrieve Clay Talavera Armadillos for Assigned Tables 

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

Lesson Activities

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

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

3. Apply Gloss Finish to the facial features, facial proportions, and accessories of the Clay Talavera Armadillos

Artist Examples

Student Examples

 Barbara Kobylinska Bird Sculptures

Learning Targets

I can...

• Create an original Barbara Kobylinska Bird Sculpture using ceramic techniques learned in class
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual, visual, implied) inspired by Poland Sculptor (1981-Present) Barbara Kobylinska
• Use sculpture techniques (carving, modeling, casting, assembling) and design principles (balance, proportion, emphasis) based on Poland Art
• Define Clay (a natural material composed of minerals, decomposed plant material, and organic substances)

Lesson One
Day One, Art Start

1. Love Birds (2008) Barbara Kobylinska

2. Read Chicken In The Chicken by Nnedi Okorafor

3. Discussion Questions "Did you know Chicken Little is a folktale about a chicken who believes the world is coming to an end? Why happened to Chicken Little in this story? What similarities do you notice between these two books? What differences do you notice between these two books? What would you do if you woke up one night to find the shadow of a giant chicken passing your bedroom door? Is the mischievous giant chicken a friend or foe? Will Anyaugo be Abel to save the food for the New Yam festival the next day? Who was the chicken and why was he in Anyaugo's family's kitchen? How do you think the main character felt at the end? Who does Anyaugo find to help her? What motifs mean love and life to you? What symbols mean love and life to you?"

Lesson Activities

1. Turn clay into basic shapes (head, eyes, body, wings) for the positive space (foreground, animal) of the  Barbara Kobylinska Bird Sculptures

2. Use modeling tools to design features (clothing, accessories, mouth) for the positive space (foreground, animal) of the Barbara Kobylinska Bird Sculptures 

3. Add lines for the facial features (wings, head, eyes, mouth) for the positive space (foreground, animal) of the Barbara Kobylinska Bird Sculptures 

Day Two, Art Start

1. Retrieve Barbara Kobylinska Bird Sculptures for Assigned Tables 

2. Firebird (2020) Barbara Kobylinska

3. Discussion Questions "What can we make with these materials? How do artists make someyinth look three dimensional when the material is flat? Do stories and artists like this matter to you? Why do artists need to understand how to represent form in art? What is the history of form in art? What is considered geometric or organic in art? How do artists help to change the world in a positive way? How does the understanding of this artist change our understanding of the artwork? What special features do these chickens have? What is the hidden meaning behind these chickens? What are the unique characteristics of these chickens? What is different about these chicken examples?"

Lesson Activities

1. Add lines for the proportions (head, eyes, beak, body) within the silhouette (figure, foreground, animal) of the Barbara Kobylinska Bird Sculptures 

2. Mold clay into basic shapes (oval face, crescent eyes, round body) for the positive space (foreground, animal) of the Barbara Kobylinska Bird Sculptures

3. Use needle tools to design features (eyes, mouth, patterns, wings) for the positive space (foreground, animal) of the Barbara Kobylinska Bird Sculptures 

Day Three, Art Start

1. Retrieve Barbara Kobylinska Bird Sculptures for Assigned Tables

2. Set Up Studio Area (rubbing mats, modeling tools, tempera paint, water buckets)

Lesson Activities

1. Add tempera paint with color combinations (analogous colors, warm colors, earth tones) to the positive space (animal, foreground) of the Barbara Kobylinska Bird Sculptures

2. Add tempera paint with color combinations (analogous colors, warm colors, earth tones) to the negative space (background) of the Barbara Kobylinska Bird Sculptures

3. Apply Gloss Finish to the facial features, proportions, and accessories of the Barbara Kobylinska Bird Sculptures 

Artist Examples

Student Examples