MiSs Rs ArT RoOm

 Nikolai Tolstyh Animal Silhouettes

Learning Targets

I can...

• Create an original Nikolai Tolstyh Animal Silhouette using drawing techniques learned in class
• Use color combinations (complementary, analogous, monochromatic), shape variation (geometric, organic, free form), and space (positive, negative) inspired by Russian Artist (2015-Present) Nikolai Tolstyh 
• Use photography techniques (framing, contrast, symmetry) and design principles (composition, gradation, repetition) based on Russian Art
• Define Silhouette (an image or design in a single hue or color)

Lesson One
Day One, Art Start

1. Mufasa (2019) Nikolai Tolstyh

2. Read Ready To Use Animal Silhouettes by Ellen Sandbeck

3. Discussion Questions "Does an artist have to mirror nature to convey nature? Can artists interact with nature as a subject in a different way? How do artists to their arms to create a work of art? where was the artist standing in conjunction with the work of art? Do depictions of nature have to be beautiful? Does an artist need to experience nature firsthand to represent it successfully? Are paintings of nature a reflection of an artists lifetime? How do works of art concerned with nature relate to the socioeconomic, cultural, or political context in which they were made? How does the meaning of an artwork change over time? How might an artwork be interpreted different at different moments in history?"

Lesson Activities

1. Use three geometric shapes (rectangle, oval, circle) to create a three dimensional silhouette of an animal (fox, moose, squirrel, deer) for the animal silhouettes

2. Add details (eyes, nose, claws) to the three dimensional silhouette of an animal (fox, moose, squirrel, deer) for the animal silhouettes

3. Outline the positive space (foreground) with neutral colors (black, white, grey) for the Nikolai Tolstyh Animal Silhouettes

Day Two, Art Start

1. Retrieve Nikolai Tolstyh Animal Silhouettes for Assigned Tables

2. Lupines (2019) Nikolai Tolstyh 

3. Discussion Questions "What do you see in this picture? Does your picture have space or distance? Does your picture have a horizon line, one point perspective, or background? How can we create the illusion of depth within the Nikolai Tolstyh Animal Silhouettes? What do you think was the most important tool the artist used when creating this work? why are you drawn to this subject? What connections did the artist have to her work? Does this artwork represent something about the artist? Is there an element of the artwork you enjoy working with most? What do you think the artist meant when this work was created?"

Lesson Activities

1. Add finishing details (eyes, nose, claws) to the positive space (animal) of the animal silhouettes 

2. Use neutral colors (black, white, grey) to outline the positive space (animal) for the animal silhouettes

3. Add embellishments (salt, glitter, metallic) for the negative space (background) of the Nikolai Tolstyh Animal Silhouettes

Day Three, Art Start

1. Retrieve Nikolai Tolstyh Animal Silhouettes for Assigned Table

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

Lesson Activities

1. Add embellishments (salt, glitter, metallic) for the negative space (background) of the animal silhouettes

2. Add neutral colors (black, brown, grey) to the three dimensional silhouette (animal) of the Nikolai Tolstyh Animal Silhouettes

3. Add value (highlights, shadows) to the positive space (animal) of the Nikolai Tolstyh Animal Silhouettes

Artist Examples

Student Examples

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

Primary Colored Sundae Cups

Learning Targets

I can....

• Create an original Primary Colored Sundae Cups using drawing techniques learned in class
• Use primary colors (red yellow blue), basic shapes (circle oval triangle), and value (lightness, darkness) inspired by American Painter (1920-Present) Wayne Thiebaud
• Use computer techniques (dragging, cropping, overlapping) and design principles (balance, composition, repetition) based on Pop Art
• Define Contrast (refers to the arrangement of elements to create visual interest)

Lesson One
Day One, Art Start

1.  Ice Cream Cones (1961) Wayne Thiebaud
2. Read The Ice Cream King by Steve Metzger
3. Discussion Questions "Do you like ice cream? Why or why not? what makes certain ice cram brands taste better than others? Why are the main ingredients of ice cream? How are ice cream manufacturers seeking to improve ice cream? What is the difference between high-quality ice cream and cheaper varieties? What is required for a food product to be called ice cream? Can people tel. the difference between the brands? How do people describe whatever difference they detect? Which brand did most people prefer? It what ways does soft-serve ice cream differ from hard ice cream? Does soft serve ice cream require a different type of manufacturing process? Do you think ice cream should be served in schools? Where did ice cream come from? How did it become so popular?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper
2. Add three dimensional shapes (cylinder, pyramid, sphere) to composition of arrange objects (glass, ice cream, fabric) of ice cream drawings 
3. Add horizon line in the background (wallpaper, drapery) to separate from the foreground of ice cream drawings 

Day Two, Art Start

1. Retrieve Primary Colored Sundae Cup for Assigned Table
2. Confections (1962) Wayne Thiebaud
3. Discussion Questions "What kinds of treats do you like to eat after lunch or dinner? When do you like to eat ice cream? What is your favorite kind of ice cream? What do you know about these coins? How can you make twenty five cents with these coins? Which flavor of ice cream is your favorite? Which flavor of ice cream is your least favorite? Which flavors of ice cream do you like? Which flavor of ice cream is the favorite for each member of your family? What texture and taste do you prefer for the following ice cream flavors? What do you like about your favorite brand of ice cream? Do these pictures of ice cream make you hungry? Can you guess what is America's favorite flavor is? Which ice cream came first chocolate or vanilla?"

Lesson Activities

1. Use primary colors (red yellow blue) to fill in positive space (ice cream, cone) of the ice cream drawings 
2. Use primary colors (red yellow blue) to fill in negative shape (wallpaper, drapery) of the ice cream drawings 
3. Use shape stamps (triangle, circle, oval) to add patterns (waffle cone, fabric, wood) to the Primary Colored Sundae Cups 

Day Three, Art Start

1. Retrieve Primary Colored Sundae Cup for Assigned Table
2. Set Up Studio Area (scissors, glue sticks, paint brushes)

Lesson Activities

1. Add highlights (reflective light, light source) to subject matter (ice cream, bowl) of ice cream drawings
2. Add shadows (cast shadow, shadow) to background (wallpaper, drapery) of ice cream drawings
3. Outline details (pattern, objects) in foreground (ice cream, bowl) of Primary Colored Sundae Cups

Artist Examples

Student Examples