Winter Value Paintings 

Learning Targets

I can...

• Create an original Winter Value Paintings using drawing techniques learned in class
• Use color combinations (neutral, monochromatic, grayscale), shape variation (geometric, organic, free form), and value (lightness, darkness, tonal, tints, shades) inspired by American Photographer (1902-1984) Ansel Adams 
• Use photography techniques (exposure, dynamic, speed, rule of thirds) and design principles (movement, composition, emphasis) based on American Conservation Movement
• Define Tonal (the lightness or darkness of a color or area called value)

Lesson One
Day One, Art Start

1. Young Oaks In Snow (1938) Ansel Adams 

2. Read First Edition Trees: Ansel Adams by Ansel Adams

3. Discussion Questions "How does an artist create a feeling of mood and drama without using any color? What words (cold, bright, majestic, silent) come to mind when you look at this snow? Why would capturing the beauty of nature might make people want to protect it? How did Ansel Adams use his art to show love and protection for nature? How does looking at a winter landscape make you feel? How can we arrange our trees so that some look very close to us (foreground) and others look far away (background)? How did limiting your palette to just values (black, white, grey) change how you focused on the textures (trees, snow, bark) in the value painting? In what ways did your painting capture the grand, powerful feeling of nature that Ansel Adams loved?"

Lesson Activities

1. Use ruler, compass, or straightedge to draw the scenery (background, foreground, middle ground) of the Winter Value Paintings

2. Add details (buildings, animals, plants) within the positive space (foreground, trees) and scenery (foreground, middle ground, background) of the Winter Value Paintings

3. Use permanent marker to outline the positive space (foreground, trees) and scenery (middle ground, background, foreground) of the Winter Value Paintings 

Day Two, Art Start

1. Retrieve Winter Value Paintings for Assigned Tables

2. Oak Tree, Snowstorm (1948) Ansel Adams

3. Discussion Questions "Why might an artist choose to work outside? What mood do you feeling when looking at Ansel Adams' black and white photographs? Why do you think Ansel Adams chose to focus so deeply on nature and national parks? Where do you see the brightest whites and the darkest blacks in the snowy landscapes? How does light change the way the tree trunk looks when it is covered in snow? How can you use brushstrokes to show the texture of rough bark versus soft, fluffy snow? What happens to your horizon line when you want to show a vast, heavy winter sky versus a massive blanket of snow? How does removing color help us notice details like texture, shape, and light that we might normally ignore? Do you think Ansel Adams work was purely about documenting nature, or was he trying to tell a story?"

Lesson Activities

1. Add patterns (swirls, clouds, stripes, stars) to the scenery (foreground, middle ground, background) of the Winter Value Paintings

2. Use color combinations (monochromatic, analogous, neutral) to fill in the scenery (foreground, middle ground, background) of the Winter Value Landscapes 

3. Use color combinations (monochromatic, analogous, neutral) to fill in the scenery (foreground, middle ground, background) of the Winter Value Landscapes 

Day Three, Art Start

1. Retrieve Winter Value Paintings for Assigned Tables 

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

Lesson Activities

1. Add highlights (reflective light, light source, cast light) within the scenery (foreground, middle ground, background) of the Winter Value Landscapes

2. Add shadows (reflective shadow, cast shadow) within the scenery (foreground, middle ground, background) of the Winter Value Landscapes

3. Add details (animals, buildings, people) within the scenery (foreground, middle ground, background) of the Winter Value Landscapes 

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 

Treehouse Drawings

Learning Targets

I can...

• Create an original Treehouse Drawings using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and form (two dimensional, three dimensional) inspired by American Artist (1979-Present) Jedediah Corwyn Voltz
• Use perspective techniques (linear, one-point, two-point, three-point, atmospheric) and design principles (proportion, gradation, composition) based on American Art
• Define Architecture (the art or practice of designing and constructing buildings)

Lesson One
Day One, Art Start

1. Corner Store (2024) Jedediah Corwyn Voltz

2. Read Stuck by Oliver Jeffers

3. Discussion Questions "Are the houses below, in, or on top of the tree? How do you know? What shapes do you see in the structure of the houses? How do you access the houses? Is the tree sitting on a horizon line or inside of an area? What details do you notice in each of the houses? What windows do you notice in each of the houses? What is the secret purpose of the treehouse such as launching water balloons or high-tech makers space? What items would you throw up into the treehouse to keep them safe? Is your treehouse made of wood, giant sticks, crystal, or metal? Is the treehouse hidden by thick leaves, vibrant, or standing out as a statement piece? Is the treehouse drawing sitting on top of branches, wrapped around the truck like a spiral, or floating between multiple trees?"

Lesson Activities

1. Use observational drawing techniques (composition, direct light, value) to draw the basic parts (roof, windows, door, base) of the Treehouse Drawings 

2. Add shape variation (geometric, organic, free form) to add details (windows, doorways, balcony) to the positive space (foreground, middle ground, treehouse) of the Treehouse Drawings 

3. Add shape variation (geometric, organic, free form) to add details (trees, dirt path, puddles) to the negative space (background) of the Treehouse Drawings 

Day Two, Art Start

1. Retrieve Treehouse Drawings for Assigned Tables 

2. Lorax Camp (2020) Jedediah Corwyn Voltz

3. Discussion Questions "What are some things happening in this artwork? What kind of person would live in this treehouse? What is the treehouse made of (leaves, sticks, mushrooms, magical)? Are there any special doors, windows, or stairs to this house? Does this house have a special feature, like a baloney, a look out, or a secret room? What could be added to this picture with more time? What are some famous examples of biomorphic architecture? How does the shape of the home reflect the inhabitants? How does the treehouse blend in with its environment? What types of lines and shapes are present in your house? How are details like windows, doors, and roofs designed to be functional or imaginative? What was the most challenging part of designing and building your treehouse?"

Lesson Activities

1. Use types of patterns (stripes, swirls, meanders) to fill in the positive space (foreground, middle ground, treehouse) of the Treehouse Drawings 

2. Add high contrast (shaded areas, shadows, value) and light/medium contrast (background, light areas, middle ground) to the white space of the Treehouse Drawings 

3. Add embellishments (scrap paper, aluminum foil, paper bags)) to the positive space (foreground, treehouse) of the Treehouse Drawings 

Day Three, Art Start

1. Retrieve Treehouse Drawings for Assigned Tables

2. Set Up Studio Area (pencils, erasers, markers, rulers) 

Lesson Activities

1. Use color combinations (analogous, secondary, neutral) to fill in the positive space (foreground, middle ground, treehouse) of the Treehouse Drawings

2. Use color combinations (analogous, secondary, neutral) to fill in the negative space (background, landscape) of the Treehouse Drawings

3. Add additional types of patterns (stripes, swirls, meanders) to the negative space (background) of the Treehouse Drawings

Artist Examples

Student Examples 

 Fairy House Drawings

Learning Targets 

I can...

• Create an original Fairy House Drawing using painting techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and texture (visual, actual, implied) inspired by American Artist (2011-Present) Cindy Dauer
• Use drawing techniques (shading, hatching, stippling, scribbling) and design principles (proportion, emphasis, variation) based on American Art
•  Define Architecture (the process of designing and creating buildings)

Lesson One
Day One, Art Start

1. House With Plant Monster (2015) Cindy Dauer

2. Read Ralph Masiello's Fairy Drawing Book (Ralph Masiello's Drawing Books) by Ralph Masiello

3. Discussion Questions "What are some things you see the people doing in this drawing? What are some things happening in this drawing? What kind of gnome or fairy lives in this house? Does the gnome or fairy have any pets or special animal friends? What is the house made of (leaves, sticks, mushrooms, magical)? Are there special doors, windows, or stairs to this house? What does the furniture in the house look like? Does this house have a special feature, like a baloney, a look out, or a secret room? Where is the fairy house located? Is it in a forest, by a river, or in your own garden? Why kind of garden or car does the fairy or gnome have? What does the land around the house look like? Why happens in a typical day for the fairies who live there? What could be adde to this picture with more time? Are there other creatures or neighbors who live nearby? How fun would it be to live in a pumpkin, acorn, squash, or truck of a tree?" 

Lesson Activities

1. Use observational drawing techniques (composition, direct light, value) to draw the basic parts (roof, windows, door, base) of the fairy house drawings

2. Add shape variation (geometric, organic, free form) to add details (windows, doorways, balconies) to the positive space (foreground) of the fairy house drawings

3. Add shape variation (geometric, organic, free form) to add details (trees, dirt path, puddles) to the negative space (background) of the Fairy House Drawings

Day Two, Art Start

1. Retrieve Fairy House Drawings for Assigned Tables

2. Mr. Big Feet's House (2015) Cindy Dauer 

3. Discussion Questions "What natural materials are suitable for building fairy houses? What are some famous examples of biomorphic architecture? How does the shape of the house reflect the inhabitants? What magical elements would be in this home? How does your design tell a story about the fairy who lives there? How would different materials create different textures and moods? What special features would a fairy need in this home? What kind of fairy lives in this home and how does personality influence design? How does the house blend in with its environment? What types of lines and shapes are present in your house? How does color help create a mood or atmosphere for the fairy house? If we were to look at your fairy house from a different angle, what would we see? How are details like windows, doors, and roofs designed to be functional or imaginative? What was the most challenging part of designing and building your fairy house?" 

Lesson Activities

1. Use types of pattern (stripes, swirls, meanders) to fill in the positive space (foreground, house) of the fairy house drawings 

2. Add high contrast (shaded areas, shadows) and light/medium contrast (background, light areas, middle ground) to the white space of the fairy house drawings  

3. Add embellishments (fabric, gems, rhinestones) to the positive space (foreground, house) of the Fairy House Drawings

Day Three, Art Start

1. Retrieve Fairy House Drawings for Assigned Tables 

2. Set Up Studio Area (colored pencils, sharpie markers, watercolor, oil pastels, gel pens) 

Lesson Activities

1. Use color combinations (analogous, secondary, neutral) to fill in the positive space (foreground, house) of the fairy house drawings

2. Use color combinations (analogous, secondary, neutral) to fill in the negative space (background, landscape) of the fairy house drawings 

3. Add additional types of pattern (stripes, swirls, meanders) to the negative space (background, landscape) of the Fairy House Drawings 

Artist Examples

Student Examples