Symmetrical Lobsters

Learning Targets

I can...

• Create an original Symmetrical Lobsters using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by British Artist (1979-Present) Philip Colbert
• Use balance (symmetrical, asymmetrical, radial, mosaic) and design principles (composition, movement, emphasis) based on Contemporary Pop
• Define Bilateral Symmetry (two sides are mirror images) 

Day One, Art Start

1. Lobster Telephone (1938) Salvador Dali 

2. Read "Lobsterman" by Dahlo Ipcar

3. Discussion Questions "If you fold your paper, do the two sides match? What do you think of the sculpture? What two objects can you see? When do you think the sculpture was made? Could this artwork be contemporary? What art movement do you think it might be associated with? What do you know about Salvador Dali and Edward James? Which art movement were the artists associated with? What do you know about Surrealism? Does finding our more about the sculpture change what you think about the artwork? Does it matter that Salvador Dali and Edward James did not make the sculpture? What is more important the idea or the object? Do you think the sculpture looks shocking? Do you think it would have been shocking to people in the 1930s? What sort of sculptures do you think people saw in art galleries in the 1930s? Are we more used to the idea of surrealism now than people might have been in the 1930s? Can you think of any contemporary artosk that might have shocked people when they were first exhibited?"

Lesson Activities

1. Use a pencil to draw shape variation (geometric, organic, free form) of the selected lobster (cold water clawed, rock lobsters, Canadian lobsters) for Symmetrical Lobsters

2. Use line types (horizontal, vertical, diagonal) to add characteristics (antennae, claws, tail) for the Symmetrical Lobsters

3. Use texture tools (stamps, felt pens, folks, rollers) to add patterns (stripes, dots, swirls) for the Symmetrical Lobsters 

Day Two, Art Start

1. Retrieve Symmetrical Lobsters for Assigned Tables 

2. Sunflowers In Seoul (2025) Philip Colbert

3. Discussion Questions "What objects can you see in each of the artworks? How have the artists chagned the objects? What is the effect? What do the sculptures make you think and feel? Are there any features of the animals that you could make use of in relation to the objects? How would you describe the shape of lobsters body? Are all lobsters shaped the same? How would you describe the color of the symmetrical lobsters? Do you see any patterns on the lobsters? What kind of music do you think a lobster would dance to on the ocean floor? How would it feel to walk with ten legs at once? Did you know lobsters have two different kinds of claws? Which one is the crusher and which one is the pincher? What other colors could your lobster be if not red in the ocean? How would you draw a lobster's armor shell to show that it is hard and bumpy?" 

Lesson Activities

1. Use warm colors (red, orange, yellow) to fill in the positive space (foreground, middle ground, lobster) of the Symmetrical Lobsters

2. Use cool colors (blue, green, purple) to fill in the negative space (background) of the Symmetrical Lobsters 

3. Add line types (horizontal vertical diagonal) to the negative space (background) of the Symmetrical Lobsters 

Day Three, Art Start

1. Retrieve Symmetrical Lobsters for Assigned Tables

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

Lesson Activities

1. Add highlights (reflective light, light source, cast light) to the positive space (foreground, middle ground, lobster) of the Symmetrical Lobsters

2. Add shadows (cast shadow, reflective shadow, shadow) to the negative space (background) of the Symmetrical Lobsters 

3. Add relief pieces (styrofoam pieces, cardboard, poster board) behind the positive space (foreground, middle ground, background) of the Symmetrical Lobsters 

Artist Examples

Student Examples

 Famous Artist Clay Busts

Learning Targets

I can...

• Create an original Famous Artist Clay Busts using ceramic techniques learned in class 
• Use shape variation (geometric, organic, free form), form (two-dimensional, three-dimensional), and texture (actual, implied, visual) based on Classical Era
• Use hand building techniques (pinching, coiling, slab, building) and design principles (proportion, movement, variation) based on Classical Antiquity
• Define Bust (a sculpture of the upper part of the human figure including head, neck, and shoulders)

Lesson One
Day One, Art Start

1. Bust Of Queen Nefertiti (1340 BC) Thutmose

2. Read Making Faces A Guide To Modeling The Head And Face With Clay by Alexander Irvine

3. Discussion Questions "Do you think sculpting marble would be easier of harder than sculpting clay? Who were the greatest old masters in the history of art? Where can you find a list of the best artists in the world? What artwork is the most famous from the modern era? Which art the most famous and popular art movements? Which mediums were used by the first artists of he world to produce their artwork? Who was the first living person to have their art displayed in The Louvre? Which artists are famous for Pop Art? How old is the first known human work of art? Why is it important for artists to show and display their artwork?"

Lesson Activities

1. Turn clay slab into basic shapes (head, shoulder, neck) for the positive space (portrait) of the Famous Artist Clay Busts

2. Use modeling tools to draw features (clothing, jewelry, make up) for the positive space (portrait) of the Famous Artist Clay Busts

3. Add lines for the facial features (nose, eyes, mouth) for the positive space (portrait) of the Famous Artist Clay Busts

Day Two, Art Start

1. Retrieve Famous Artist Clay Busts for Assigned Tables 

2. Bust Of Napoleon I (1805) Lorenzo Bartolini

3, Discussion Questions "What is a bust? What is a portrait? What do these ceramic busts say about the artist? Portraits are about more than your appearance because it can show who you are or who you want to be/ If you could turn these photographs and paintings into a sculpture, how would you accomplish that? How can a ceramic portrait help you think about the identity of the famous artist? How can you use close observational skills to feel good about yourself and other people around you? How do artists sculpt portraits? Does the way a person is sitting or standing tell you anything about them? What makes this ceramic bust unique? Do you like the way the artist arranged the sculpture? What does the background and objects in the background tell us about the picture? How does the artist repeat shapes and forms with the ceramic work? Is this sculpture considered abstract or realistic?" 

Lesson Activities 

1. Add lines for proportions (head, neck, shoulders) within silhouette of the Famous Artist Clay Busts

2. Mold clay into basic shapes (oval face, crescent ears, rectangular neck) for the Famous Artist Clay Busts

3. Use needle tools to draw facial features (eyes, nose, mouth) within the silhouette of the Famous Artist Clay Busts

Day Three, Art Start

1. Retrieve Famous Artist Clay Bust for Assigned Tables

2. Set Up Studio Area (water bucket, needle tools, rubber mat)

Lesson Activities

1. Add tempera paint to the positive space (head, neck face shoulder) of the Famous Artist Clay Busts

2. Add tempera paint to the negative space (background, clothing) of the Famous Artist Clay Busts

3. Apply Gloss Finish to the facial features, facial proportions, and accessories of the Famous Artist Clay Busts

Artist Examples

Student Examples 

Prancing Prints

Learning Targets

I can...

• Create an original Prancing Print using techniques learned in class
• Use line variation (simplified, contour, organic), shape types (geometric, organic, free form) and form (two dimensional, three dimensional) inspired by German Painter Franz Marc
• Use abstraction techniques (simplified lines, free form shapes, exaggerated forms) and design principles (composition, movement, rhythm) based on Equine Art 
• Define Abstract (to distort or exaggerate a person, place, or thing with no clear depiction)

Lesson One
Day One, Art Start 

1. Blue Horse (1911) Franz Marc
2. Read The Artist Who Painted a Blue Horse by Eric Carle
3. Discussion Questions "What would you use to describe the horse in this work of art? Did the artist look at a real horse or use his/her imagination to make this work? What do you think the artist is trying to say about horses? Which horse seems more realistic? What do these works tell you about how each artist viewed the horse? Are their views of the horse similar or different?"

Lesson Activities

1. Choose 12" by 15" White Paper
2. Choose 12" by 15" Styrofoam Plate
3. Use pencil to draw horse image in center of 12" by 15" styrofoam plate

Day Two, Art Start

1. Retrieve Prancing Print for Assigned Table
2. The Large Blue Horses (1911) Franz Marc

Lesson Activities

Day Three, Art Start

Lesson Activities

Artist Examples 

Student Examples 

PICASSO LA COQ CHALK ART

Learning Target 

I can... 

• Create a Picasso Rooster using techniques learned in class
• Use shape (mismatching, fragmented, complex) color (whimsical, complex) and texture (implied, tactile) to mimic Spanish Painter Pablo Picasso
• Use design principles (composition, proportion, contrast) relating to the Neoclassic Period
• Define Whimsical (an art or idea that is unusual, playful, and unpredictable)

Lesson One

Day One, Art Start

1. Domestic Fowl- Rooster Parts (comb, gobbler, beak, claws, sickle feathers)

3. Discussion Questions "What differences do you notice between a real rooster and the rooster Pablo Picasso created? Whimsical- an art or idea that is unusual, playful, and unpredictable. What makes this rooster look surreal or whimsical? What message is this artwork trying to convey?"

Lesson Activities

1. Choose three shapes (mismatched, fragmented, complex) for the Rooster Body, Head, & Tail
2. Add detailed features (beak, feathers, gobbler) to the Rooster Body, Head, and/or Tail
3. Use black oil pastel, ink pens, or sharpie markers to outline the Picasso Rooster

Reminder:

• Initials & Home Teacher on Back of Paper

Day Two, Art Start 

1. The Rooster (Le Coq) (1938) Pablo Picasso
  Unicorn Rooster (Coq Licorne) (1952) Jean Dallaire

2. The Year of The Rooster by A.J.Fontaine
3. Famous Artist Quote "When first asked why Picasso painted the Rooster Series, he replied 'There have always been roosters, but like everything else in life we must discover them -roosters have always been seen but never as well as in American weather vanes.' What do you believe the artist meant by this comment? 

Lesson Activities

1. Use black oil pastel, ink pens, or sharpie markers to finish outlining the Rooster
2. Use color (analogous, complimentary) to fill in the lights and darks of the Rooster
3. Use pure color (white, black) to add highlights and shadows to ones Picasso Rooster

Day Three, Art Start

1. Retrieve Picasso Rooster for Assigned Table
2. Set Up Studio Area (oil pastels, wipes, colored pencil)

Lesson Activities

1. Use color (analogous, complimentary) to finish filling in the lights and darks of the Rooster
2. Use pure color (white, black) to finish adding highlights and shadows to the Rooster
3. Use baby wipes to blend colors (pure, analogous, complimentary) for a finished Picasso Rooster

Artist Examples