Thierry Noir Inspired Profiles

Learning Targets

I can...

• Create an original Thierry Noir Inspired Profiles based on painting techniques learned in class
• Use complementary colors (red, green; blue, orange; yellow, purple), shape variation (geometric, organic, free form), and space (positive, negative) inspired by French Artist (1958-Present) Thierry Noir
• Use drawing techniques (portrait, profile, conceptual) and design principles (repetition, contrast, pattern) based on Street Art 
• Define Profile (the outline or side view of a person against a light background)

Lesson One
Day One, Art Start

1. East Side Gallery (1990) Thierry Noir

2. Read Thierry Noir Cover: Street Art, Book Art by Ingrid Beazley

3. Discussion Questions "What stories do the paintings on the Berlin Wall at the East Side Gallery tell us? What emotions are expressed through these paintings? What are some different messages wall artists have shared? What is graffiti? What is the purpose of graffiti? What do you know about graffiti? Is the art on the Berlin Wall graffiti? What types of mark making do you see? Do you think graffiti is worldwide? Can it speak a universal language? How can art be controversial? Are some panels of the East Side Gallery Berlin Wall controversial? Which specific panels do you consider controversial? What factors do you think lead artists to create these panels? Where would this wall be in your town? How might you express these feelings in an artwork?"

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 profile paintings

3. Use graphite pencil to add facial features (eyes, nose, mouth, lips, eyebrows) to the positive space (profile) of the profile paintings

Day Two, Art Start

1. Retrieve Thierry Noir Inspired Profiles for Assigned Table

2. Jazz Exhibition (2015) Thierry Noir 

3. Discussion Questions "How did the Berlin Wall affect the artist? Where was the artist living when the Berlin Wall came down? What did the falling of the wall mean personally to the artist? What was the draw to create this project for the young French artist? What is meaningful to the artist about the Berlin Wall? What was it like for the artist to paint the Berlin Wall? What are major motifs of the artists' work? What was the message that the artist would like to send to the public? Was the artist inspired by anyone when he started painting in his own style? Why did the artist choose to design with his won artwork rather than share his political message within a gallery exhibition? What did the artist notice was the main reaction of the public art on the Berlin Wall? What was the artist connection that people had with the wall? What did the art on the wall itself represent?"

Lesson Activities

1. Add adornments (piercings, tattoos, hairstyles) to the positive space (profile) of the profile paintings

2. Add costumes (jewelry, clothing, make up) to the positive space (profile) of the profile paintings

3. Use black sharpie marker to outline the facial features (eyes, nose, mouth) and facial proportions (head, face, shoulders) of the Thierry Noir Inspired Profiles

Day Three, Art Start

1. Retrieve Thierry Noir Inspired Profiles from Assigned Tables

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

Lesson Activities

1. Use complementary colors (red, green; blue, orange; yellow, purple) to fill in the positive space (clothing, jewelry, facial features) of the Thierry Noir Inspired Profiles

2. Use complementary colors (red, green; blue, orange; yellow, purple) to fill in the negative space (background) of the profile paintings

3. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow) and highlights (reflective light, light source) to the Thierry Noir Inspired Profiles

Artist Examples

Student Examples

 Oil Pastel Dragon Eyes

Learning Targets

I can...

• Create an original Oil Pastel Dragon Eye using drawing techniques learned in class
• Use analogous colors (red, purple, blue; yellow, orange, green), line types (horizontal, vertical, diagonal), and shape (two dimensional, three dimensional) inspired by Renaissance Artists
• Use value techniques (shades, tints, shadows, highlights) and design principles (composition, proportion, balance) based on Medieval Art
• Define gradation (a small change from one shade, tone, or color to another)

Lesson One
Day One, Art Start

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Add line types (horizontal, vertical, diagonal) to the positive space (dragon) of the Oil Pastel Dragon Eyes

3. Outline line types (horizontal, vertical, diagonal) with analogous colors (red blue purple; green yellow orange) for the positive space (dragon) of the Oil Pastel Dragon Eyes

Day Two, Art Start

1. Retrieve Oil Pastel Dragon Eyes for Assigned Tables

2. Articulated Dragon (1880) Myochin School Japan

3. Discussion Questions "What decision did you make on the dragon's appearance and behavior? What kind of dragon are you making? What type of personality does the dragon have? Is your dragon made up of different creatures? What colors have you chosen for your dragon? Do those colors have symbolic meaning? What kind of background color or pattern does your dragon want to perch? What is the name of your dragon? How are dragons a part of the Lunar New Year celebrations? What does the word culture mean to you? What are some different cultures from around the world? What sorts of traditions and symbols are specific to these different cultures? What sorts of traditions and symbols are found in your own culture? Why might it be important to understand cultures other than your own? What is the relationship between art and culture? Are they connected? If so, how?"

Lesson Activities

1. Use analogous colors (red blue purple; green yellow orange) to fill in the positive space (dragon) of the Oil Pastel Dragon Eyes 

2. Use analogous colors (red blue purple; green yellow orange) to fill in the negative space (background) of the Oil Pastel Dragon Eyes

3. Use embellishments (plastic eyes, bubble wrap, brown paper) to fill in the positive space (dragon) of the Oil Pastel Dragon Eyes

Day Three, Art Start

1. Retrieve Oil Pastel Dragon Eyes for Assigned Table

2. Set Up Studio Area (oil pastels, erasers, pencils) 

Lesson Activities

1. Add highlights (reflective light, light source) to fill in the positive space (dragon) of the Oil Pastel Dragon Eyes

2. Add shadows (cast shadow, reflective shadow) to fill in the negative space (background) of the Oil Pastel Dragon Eyes

3. Add details (eyelashes, spots, whiskers) to the positive space (dragon) of the Oil Pastel Dragon Eyes

Artist Examples

Student Examples

 Paper Mache Pencils

Learning Targets

I can...

• Create an original Paper Mache Pencil using sculpture techniques learned in class
• Use shape variation (geometric, organic, free form), form (two diemsniona,, three dimensional), and texture (actual, implied, visual) inspired by American Artist (1929-2022) Claes Oldenburg
• Use paper mache techniques (combining, armature, construction) and design principles (movement, proportion, unity) based on Public Art 
• Define Form (an object seen from all sides, having height, width, and length)

Lesson One
Day One, Art Start

1. Clothespin (1976) Claes Oldenburg

2. Read Art For All: What Is Public Art (Culture In Action) by Laura Hensley

3. Discussion Questions "What size is this sculpture? What strikes you most about this object/ Which parts of the artwork are recognizable? Which parts of the artwork are less recognizable? How does Oldenburg balance the real and the fantastical? How does Oldenburg's use of white canvas impact the feel of the sculpture? How might a different material -like the black vinyl on the New York analog to this piece- change your reaction to the artwork? How does gravity impact the form of this sculpture? How would the form and impact change? How might the sculpture interact with the environment? How does Claes Oldenburg create a sense of otherworldliness in this sculpture?"

Lesson Activities

1. Choose 12" X 15" Newspaper

2. Use modeling techniques (hand building, assemblage, collage) to make the form (cylinder, cone, sphere) of the pencil sculptures

3. Use sculpture techniques (attaching, blending, smoothing) to connect details (top, bottom, sides) of the Paper Mache Pencils

Day Two, Art Start

1. Retrieve Paper Mache Pencils for Assigned Table

2. French Fries And Ketchup (1963) Claes Oldenburg

3. Discussion Questions "How is popular culture influenced by advertising? How are people influence by the media and advertising? How and why do advertisers promote products? How does media have an effect on an artist's life? Why or why not? Who decides what is art and what is not art? Do their ideas change? What materials did the artist use? How did the artist use them? What can we learn about the artist by looking at this? How is this different from traditional works of art? How did an object go from being ordinary to becoming art? What colors did the artist use? What does his sculpture remind you of? What might the location smell like? Is it somewhere you would like to visit? What kinds of materials are representative of the American experience today? What is Public Art?"

Lesson Activities

1. Use addictive techniques (container, toothpick, straw) to add texture (implied, actual) to the pencil sculptures

2. Use paper mache paste to layer forms (cylinder, cone, sphere) to the positive space (pencil) of the pencil sculptures 

3. Use paper mache paste to layer forms (cylinder, cone, sphere) of the negative space (background) of the Paper Mache Pencils 

Day Three, Art Start

1. Retrieve Paper Mache Pencils for Assigned Table

2. Set Up Studio Area (acrylic paint, puff paint, paint brushes)

Lesson Activities

1. Use color combinations (complementary, secondary, analogous) to fill in the positive space (pencil )of the pencil sculptures

2. Use color combinations (complementary, analogous, secondary) to fill in the negative shape (background) of the pencil sculptures

3. Use tint (white) and shade (black) to add depth within the positive space (pencil) and negative space (background) of the Paper Mache Pencils

Artist Examples

Student Examples

 Iranian Teapots

Learning Targets

I can...

• Create an original Iranian Teapot using collage techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and texture (metal, fabric, paper) inspired by the Persian Empire
• Use printmaking techniques (embossing, stamping, relief) and design principles (repetition, emphasis, composition) based on 18th Century Art
• Define Embossed (a raised pattern on the surface of metal, leather, textiles, paper, or other substances)

Lesson One
Day One, Art Start

1. Vintage Middle East Persian Copper Hand Engraved Water Pitcher Ewer Teapot

2. Read Teatime Around The World by Denyse Waissbluth & Chelsea O'Bryne 

3. Discussion Questions "Why is color important in art? How does color help create a mood in a work of art? Who do you think this artwork was created for? Why do you say that? How do you think this artwork was made? How can you connect this artwork to your own life? Was this intended to be a work of art or not? Why do you think that? How does that impact your understanding of the artwork? What are the values and beliefs of the culture in which this artwork was made?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use pencil to draw the basic shapes (oval, cylinder, circle) of one of the three sized (small, medium, large) teapot drawings

3. Use a pencil to draw the basic shapes (oval, cylinder, circle) of parts (handles, lid, spout) of the Iranian Teapots

Day Two, Art Start

1. Retrieve Iranian Teapot for Assigned Table

2. Vintage Copper Turkish Teapot Tea Kettle Pot for Stove Top Decorative White Fancy Hammered Persian Moroccan Glasses

3. Discussion Questions "What does this artwork teach us about the past? What was happening in history when this artwork was made? How does that change your understanding of the artwork? How might your interpretation of this artwork be different from someone in another culture? What is beautiful about this artwork? Who do you know that would really like this artwork? Why would they like it? How might you feel differently about the world after looking at this artwork? How do you personally relate to or connect with this artwork? What symbols do you notice in this artwork?"

Lesson Activities

1. Use metallic colors (copper, gold, silver) to outline the positive space (teapot) and details (spout, handle, lid) of the teapot drawings 

2. Fill in the positive space (teapots) with neutral colors (black, white, grey) for the teapot drawings

3. Fill in the negative space (background) with complementary colors (red, green; blue, orange; yellow, purple) for the Iranian Teapots

Day Three, Art Start

1. Retrieve Iranian Teapot for Assigned Table

2. Set Up Studio Area (glue sticks, cotton balls, scissors)

Lesson Activities

1. Use permanent marker to fill in the positive space (teapots) with patterns (stripes, zig zags, polka dots0 of the teapot drawings

2. Use permanent marker to fill in the negative space (background) with patterns (stripes, zig zags, polka dots) of the teapot drawings

3. Add highlights (reflective light, light source) and shadows (cast shadow, reflective shadow) for the Iranian Teapots

Artist Examples

Student Examples

 Pastel Peacocks

Learning Targets

I can...

• Create an original Pastel Peacock using drawing techniques learned in class 
• Use metallic colors (bronze, silver, gold), line variation (horizontal, vertical, diagonal), and space(positive, negative) inspired by English Painter (1660-1716) Marmaduke Cradock
• Use types of texture (actual, implied, tactile) and design principles (composition, proportion, variation) based on London Art
•  Define Texture (the feel or appearance of a surface)

Lesson One
Day One, Art Start

1. A Peacock and Other Birds In A Landscape (1700) Marmaduck Cradock

2. Read The Spooky Tail of Prewitt Peacock by Bill Peet

3. Discussion Questions "What are female peacocks called? Why do we say that peacocks and peahens are omnivores? What is another name for a group of peacocks and peahens? What is special about peacocks? What countries are native to peacocks? Did the artist fill the composition? Did the artist take the time and effort to make the color vibrant? Why are peacocks important to the Indian culture? Did you know that there is even a color called peacock blue? What do peacocks represent in different culture? Why is this bird colorful?"

Lesson Activities

1.  Choose 12" X 15" Drawing Paper

2. Draw foreground (peacock), middle ground (feathers), and background (wallpaper) of the peacock drawings

3. Use drawing techniques (blending, smudging, smearing) to add layers to subject matter (bird) of Pastel Peacocks

Day Two, Art Start

1. Retrieve Pastel Peacock for Assigned Table

2. A Peacock and Peahen With Other Ornamental Fowl by a Lake (1660) Marmaduck Cradock

3. Discussion Questions "What factors influenced the artist as a child that impacted his art career? What are some characteristics from this artwork that sets it apart from other artists work? What is the symbolism found within his work? What are some indicators that provide he is an important artist? What are some different types of art produced at different stages of his life? What makes you think this artist is a great artist? How did the artist become interested in peacocks? Does his work change your view of the world?"

Lesson Activities

1. Add thin layers of pastel to the foreground (bird), middle ground (feathers), and background (wallpaper) of the peacock drawings

2. Use drawing techniques (blending, smudging, smearing) to add details (beak, eyes, eyelashes) to the peacock drawings

3. Use drawing techniques (blending, smudging, smearing) to add texture (implied actual visual) to the Pastel Peacocks

Day Three, Art Start

1. Retrieve Pastel Peacock for Assigned Table

2. Set Up Studio Area (paint brushes, watercolor, felt tip pen)

Lesson Activities

1. Use iridescent colors (green blue purple) to fill in the positive space (peacock) of the peacock drawings

2. Use iridescent colors (green blue purple) to fill in the negative space (background) of the peacock drawings

3. Use tint (white) and shade (black) to add the illusion of depth within the Pastel Peacocks

Artist Examples

Student Examples