MiSs Rs ArT RoOm

Jasper Johns Flags

Learning Targets

I can...

• Create an original Jasper Johns Flag using drawing techniques learned in class
• Use primary colors (red blue yellow), line types (horizontal vertical diagonal), and basic shapes (circle  triangle rectangle) inspired by American Painter (1930-Present) Jasper Johns
• Use computer techniques (multitasking cropping gradation) and design principles (balance proportion gradation) based on Pop Art
• Define Symbol (a recognizable thing representing an idea) 

Lesson One
Day One, Art Start

1. Three Flags (1958) Jasper Johns
2. Read By The Dawn's Early Light: The Story of the Star-Spangled Banner by Steven Kroll
3. Discussion Questions "Do you know about Jasper Johns? How would you describe the artwork from this artist? How does this artwork make you feel? During what period of art was this artist most famous? What were some interesting facts you learned about the artist? What are movements heavily influenced Jasper Johns? What did Jasper Johns want viewers to see in his works of art? What does Jasper Johns do? What country is this map of? What state is the black dot on? What is the painting about? What is Jasper John's most famous painting? What is this a picture of? What are the things he is referring to in his artwork? What do you appreciate about this artwork?"

Lesson Activities

1. Choose 12" by 15" Drawing Paper
2. Draw three thumbnail sketches using line types (horizontal, vertical, diagonal) for flag drawings
3. Add details (newspaper clippings, maps, journal entries) to negative space (background) of Jasper John Flag

Day Two, Art Start

1. Retrieve Jasper Johns Flags for Assigned Table
2. Flag (1954-1955) Jasper Johns
3. Discussion Questions "When did Pop Art movement begin? What is the main characteristics of pop Art? Which of the following would be a subject for Pop Art? Which artist took his inspiration from comic books? Which of the following was an English artist who played an important part in the development of Pop Art? What artist is known for painting American Flags including the painting "Three Flags?" Who became famous for painting Campbell's Soup cans and also painted "Eight Elvises? What type of art uses optical illusion to trick the eye? What city emerged as a center for the Pop Art movement in the 1960s?"

Lesson Activities

1. Use drawing techniques (blending, smudging, smearing) to fill in positive space (stripes, stars) of the flag drawings
2. Use design principles (composition, balance, gradation) to fill in negative space (background) of the flag drawings
3. Use drawing techniques (blending, smudging, smearing) to fill in the negative space (background) of the flag drawings

Day Three, Art Start

1. Retrieve Jasper Johns Flags for Assigned Table
2. Set Up Studio Area (glue sticks, scissors, masking tape)

Lesson Activities

1. Use primary colors (red blue yellow) to fill in the positive space (stripes, stars) of the flag drawings
2. Use primary colors (red blue yellow) to fill in the negative space (background) of the flag drawings
3. Add design details (cropping, enlarging, overlapping) to the negative space (background) of the Jasper Johns Flags

Artist Examples

Student Examples

Roman Mosaics 

Learning Targets

I can...

• Create an original Roman Mosaics using drawing techniques learned in class
• Use earth tones (red orange brown black), shape variation (rectangle square diamond), and line types (horizontal vertical diagonal) inspired by Ancient Rome
• Use computer techniques (multitasking dragging transferring) and design principles (balance composition repetition) based on 1st Century Art Movements
• Define Mosaic (created by putting many small pieces of different colors in a design to make one picture or shape)

Lesson One
Day One, Art Start

1. Mosaic with a Peacock and Flowers (3rd AD) Unknown
2. Read Mosaic of Greek and Roman World by Katherine MD Dunbabin
3. Discussion Questions "Did the Romans like art? What was Roman Architecture like? Is any Roman architecture still around? What was Roman engineering like? What were some Roman inventions? What was the Colosseum used for? What other forms of recreation did the ancient Romans enjoy? Why do we study ancient Rome? How were the Romans able to spread their culture? Does anyone know what this image is? Do you know why Romans are able to spread their culture? Do you know why Romans might have had it in their villas? What sort of house do these descriptions fit? What is Roman Art?"

Lesson Activities

1. Choose 9" X 9" Drawing Paper
2. Use basic shapes (rectangle, square, triangle) to lightly draw design with pencil in center of paper
3. Outline with black sharpie basic shapes (rectangle, square, triangle) of imagery of Roman Mosaics

Day Two, Art Start

1. Retrieve Roman Mosaics for Assigned Table
2. Geometric Mosaic (101-200) Unknown
3. Discussion Questions "What is Mosaic art? What do you notice about the mosaic art? How is it different from a painting? How is it similar? Does this mosaic remind you of anything you have seen before? How did artists make outdoor mosaics last? How did artists mosaic an outdoor patio floor, fountain, or birdbath? How did artists transfer and enlarge mosaic patterns? Where did artists find inspiration for patterns of mosaics? What can we learn from ancient forms of mosaic art?"  

Lesson Activities

1. Use earth tones (red orange brown) to fill in the positive space (plants, animals) of mosaic drawings
2. Use earth tones (red orange brown) to fill in the negative space (background) of mosaic drawings
3. Use colored squares to form a decorative border around the positive space (plants, animals) of mosaic drawing

Day Three, Art Start

1. Retrieve Roman Mosaics for Assigned Table
2. Set Up Studio Area (glue sticks, construction paper, square paper cutter)

Lesson Activities

1. Use colored squares to form a decorative border around the negative space (background) of the mosaic drawing
2. Use highlights (reflective light, light source) to fill in positive space (plants, animals) of the mosaic drawing
3. Use shadows (cast shadow, shadow) to fill in the negative space (background) of the mosaic drawings

Artist Examples

Student Examples

Ancient Greek Pottery

Learning Targets

I can...

• Create an original Ancient Greek Pottery using drawing techniques learned in class
• Use earth tones (red, brown, black), line types (horizontal, vertical, diagonal), and shape variation (rectangle, oval, circle) inspired by Red Figures and Black Figures
• Use computer techniques (dragging, cropping, transferring) and design principles (balance, composition, repetition) based on 3rd Century Art
• Define Greek Key Ornaments (a geometrical ornament consisting of horizontal and vertical lines joined together at angles)

Lesson One
Day One, Art Start

1. Neck Amphora Decorated with Animals (720 B.C) Unknown
2. Read Ancient Greek Pottery by Michael Vickers
3. Discussion Questions "What were the arts like in Ancient Greece? Did the Greeks have any other arts? What kind of architecture did the Greeks give us? What were the Greek Olympics? How often were the Olympic competitions held? Where did the competitions take place? What did the winner of the Olympics earn? what did the Greeks wear? How did the Greeks wear their hair? Did the Mycenaeans leave written records? How do we know what happened during the Greek Age? Who were the storytellers and why were they important? What is a fable? What is a myth? What is a legend? What are some of the Greek oral histories? What were some of the Greek magical beings? What is an oracle? Where is Greece located? How did the Greeks spread their culture?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper
2. Trace three Pottery Shapes (Hydria, Amphora, Albaston, Chous, Chytra, Kantharos, Krater, Kylix, Lekanis) onto drawing paper for Greek Pottery Art
3. Outline three Greek Pottery Shapes (Hydria, Amphora, Krater) with black sharpie for Greek Pottery Art

Day Two, Art Start

1. Retrieve Ancient Greek Pottery to Assigned Tables
2. Red Figure Amphora With Musical Scenes (460-450 B.C) Niobid Painter
3. Discussion Questions "What were Archaic Period sculptures of women called? What was a common features of sculptures from the Archaic Period? During what period did Greek artists begin to sculpture people in more relaxed poses and action scenes? Which of the following was a style of column used in Greek architecture? What type of art are the Ancient Greeks most known for? Why did so few Greek paintings survive? On what type of art did some Greek Paintings survive? What do art historians call the unique style of Greek art developed during the Classical Period? During what period was Greek art influenced by the many cultures conquered by Alexander the Great? Where the artists of the European Renaissance inspired by Ancient Greeks?"

Lesson Activities

Day Three, Art Start

1. Retrieve Ancient Greek Pottery to Assigned Table
2. Set Up Studio Area (tooth picks, black paint, glue sticks)

Lesson Activities 

1. Add designs (animals, plants, people, flowers, triangles, spirals, mythical creatures) to fill in the positive space of three vases for Greek Pottery Art
2. Add designs (animals, plants, people, flowers, triangles, spirals mythical creatures) to fill in the negative space of three vases for Greek Pottery Art
3. Add pottery parts (lip, neck, shoulder, body, foot) to fill in the positive space of the three vases for Greek Pottery Art

Artist Examples

Student Examples

Gradient Landscapes

Learning Targets

I can...

• Create an original Gradient Landscape using computer techniques learned in class
• Use analogous colors (red orange yellow), shape variation (geometric, organic), and value (lightness, darkness) inspired by French Painter (1594-1665) Nicolas Poussin
• Use technology techniques (paint bucket, pen tool, dragging) and design principles (balance, gradation, repetition) based on Graphics Art
• Define Vector (simple geometric points, lines, and shapes that can be scaled without loss of quality)

Lesson One
Day One, Art Start

1. Landscape with a Calm (1650-1651) Nicolas Poussin
2. Read Come Look With Me: Exploring Landscape Art with Children by Gladys Blizzard
3. Discussion Questions "What is the largest thing you see in the painting? Where is this object located in the painting (foreground, middle ground, background)? What is the next largest thing you see in the painting? Where is this object located in the painting? What is the smallest thing you see in the painting? What do you think the title of the painting might be? What do you see in the painting that makes you want to give it this title? If you were inside the landscape, what would you see? What might you smell, hear, taste, or touch? What term do we use to refer to a picture of natural scenery? Do you think we define landscape or ourselves as the place which we are most familiar? Does the landscape we live today in shape our identity?"

Lesson Activities

1. Use a ruler, compass, or straightedge to draw the scenery of the landscape drawing
2. Add details (building, animal, plants) within the scenery of the landscape drawing
3. Use colored sharpies to outline the foreground, middle ground, and background 

Day Two, Art Start

1. Retrieve Gradient Landscapes for Assigned Table
2. Site d-Italie, Soleil Levant (1796-1875) Jean Baptiste Camille Corot
3. Discussion Questions "What is natural and what is man made in this painting? Does the longer list match the definition of landscape as a picture of natural scenery? What would you see, smell, hear, taste, or touch if you were in this place? If you could enter into the scene in the work, where would you be located? Does the artist give you a natural path to follow through the landscape? Is this a place you would want to visit? What would you wear if you were visiting this landscape? Where was the artist standing when he or she made this landscape? How does his or her point of view, or vantage point, affect the way the landscape looks? Are there any clues in the painting that would lead you to believe it was made from direct observation, or in a studio? If you were asked to think of a landscape in your imagination, would it be the landscape where you grew up?"

Lesson Activities

1. Add patterns (stars, stripes, swirls) in scenery of landscape paintings
2. Use analogous colors (red, orange yellow) to fill in the positive space of the landscape paintings
3. Use analogous colors (blue purple green) to fill in the negative space of the landscape paintings 

Day Three, Art Start

1. Retrieve Gradient Landscapes for Assigned Table
2. Set Up Studio Area (computer, glue sticks, scissors)

Lesson Activities

1. Add highlights (sunlight, reflection) within the scenery of the landscape paintings
2. Add shadows (shade, cast shadow) within the scenery of the landscape paintings
3. Add details (snowflakes, animals, tractors) within the scenery of the landscape paintings 

Artist Examples

Student Examples

Imaginary Cities

Learning Targets

I can...

• Create an original Imaginary Cities using computer techniques learned in class
• Use basic shapes (circle, triangle, rectangle), line types (horizontal, vertical, diagonal), and value (lightness, darkness) inspired by American Pop Artist (1950-2011) James Rizzi
• Use mathematical connections (coordinate plane, graph points, perspective) and design principles (balance, proportion, gradation) based on Pop Art
• Define Alternative Perspective (an illusion of space and depth on a flat surface on the picture plane)

Lesson One
Day One, Art Start

1. New York City A Marathon For All (1997) James Rizzi
2. Read Roberto: The Insect Architect by Nina Laden
3. Discussion Questions "What do you see? Which direction are the lines (vertical, horizontal, diagonal) facing in all the examples? What direction is horizontal, vertical, perspective, and parallel? Do you see any lines that do not follow the rule of these lines? Are they consistent? What is the largest city in the world? What is the longest structure ever built? What is a suburb? How many countries at there in the world? why was the Eiffel Tower built? In what ways are the maps alike? In what ways are they different? Are there any elements in conflict or that do not agree? Are there any ways that the process can be simplified? How can the maps be more consistent? What makes you feel like you are apart of your neighborhood? What things can you do to make your home a better place? What building materials do you see? Where would you see them? Are they natural or man-made? What do you see form a birds' eye view? What do you see from a worms' eye view?"

Lesson Activities

1. Use pencil to draw basic shapes (geometric, rectangle, oval) of the buildings of ones imaginary cities
2. Use line types (horizontal, vertical, diagonal) to add details (light strands, cloud formations, raised highways) of ones imaginary cities
3. Use line types (horizontal, vertical, diagonal) to add negative space (background) to ones imaginary cities 

Day Two, Art Start

1. Retrieve Imaginary Cities for Assigned Tables
2. One Man's Floor Is Another Man's Ceiling One (1987) James Rizzi
3. Discussion Questions "Would you like living in a city? What are some of the advantages of living in a city? What are some disadvantages to living in a city? What is your favorite city to visit? what part of this city do you like the best? What do you think could be done to improve living conditions in the cities? What are some differences between living in the city and living in the country? If you had grown up in a different city, how would your life have been different? What monuments of your city do you consider the most impressive? How would you describe the architecture in your city? What would you do if you were in charge of the city? How would you improve it? What changes would you make? Would you enjoy designing a new city?"

Lesson Activities

1. Use analogous colors (blue, green, purple) to fill in positive space (buildings) of ones imaginary cities
2. Use analogous colors (blue, green, purple) to fill in negative space (background) of ones imaginary cities
3. Use line types (horizontal, vertical, diagonal) to fill in positive space (buildings) with designs (stripes, dots, waves) for ones imaginary cities

Day Three, Art Start

1. Retrieve Imaginary Cities for Assigned Tables
2. Set Up Studio Area (cardboard pieces, printed paper, foam squares)

Lesson Activities 

1. Add highlights (light source, reflective light) to positive space (buildings) of ones imaginary cities
2. Add shadows (cast shadow, shadow) to negative space (background) of ones imaginary cities
3. Use stop motion program (iMotion, FlipaClip, Stop Motion) to add an animation to ones Imaginary Cities

Artist Examples

Student Examples