MiSs Rs ArT RoOm

Flanders Fields Poppies

Learning Targets

I can...

• Create an original Flanders Fields Poppies using painting techniques learned in class
• Use color combinations (complementary, analogous, primary), shape variation (geometric, organic, free form), and texture (actual, visual, implied) inspired by French Humanitarian (1878-1961) Madame Anne Guerin
• Use landscape techniques (perspective, layering, spatial awareness) and design principles (proportion, composition, balance) based on Commemorative Activism
• Define Landscape (a genre that depicts natural scenery such as mountains, trees, rivers, and forests) 

Lesson One
Day One, Art Start

1. Poppy Field Near Argenteuil (1873) Claude Monet

2. Read The Poppy Lady: Moina Belle Michael And Her Tribute To Veterans by Barbara Elizabeth Walsh 

3. Discussion Questions "How did Anna Guerin's idea for an Inter Allied Poppy Day differ from Moina Michael's initial Victory Emblem concept in the United States? In what ways did her plan create a charity model by paying French widows and orphans to manufacture artificial poppies? What strategies did Madame Guérin use to pitch the poppy flower to the veterans organizations of different nations? Why did her distribution of French-made poppies phrase out as Allied nations like the United States and Australia set up their own local veteran factories? What does her travel record reveal about her personal commitment to the Allied cause? How did her prewar work promote French culture in Great Britain help build the networks she later relied on for her humanitarian campaign? Why was Madame Guerin's name lost to history for a century compared to other wartime figures?"

Lesson Activities 

1. Use ruler, compass, straightedge to draw the scenery (background, foreground, middle ground) of the Flanders Fields Poppies

2. Add details (buildings, animals, plants, landscape) within the positive space (foreground, middle ground, flowers) and scenery (foreground, middle ground, background) of the Flanders Fields Poppies 

3. Use oil pastels to outline the positive space (foreground) and scenery (foreground, middle ground, background) of the Flanders Fields Poppies 

Day Two, Art Start

1. Retrieve Flanders Fields Poppies for Assigned Tables 

2. Poppy Field (Giverny) (1890-1891) Claude Monet

3. Discussion Questions "How do modern grassroots research projects help to uncover identities of women lost to history? How does Madame Anne Guerin's personal legacy fit into Remembrance Day? How does the historical narrative of the remembrance poppy flower vary across different countries such as the United States, Canada, United Kingdom, and Australia? How do poppies represent world history, gratitude, and peace to various people? Did you know poppy flowers are France's official national symbol of remembrance for veterans? Did you know the blue cornflower, bleuet de France, is the flower for war victims? Did you know a French woman named Madame Anna Guerin helped turn red poppy flowers into a global symbol of remembrance? How did her experiences shape her career as an educator and public speaker? How did John McCrae's iconic poem In Flanders Fields inspire Madame Guerin to transition from handing out charity buttons to distributing artificial flower boutonnieres?" 

Lesson Activities

1. Add patterns (swirls, clouds, stars) into the scenery (foreground, middle ground, background) of the Flanders Fields Poppies 

2. Use color combinations (analogous, complementary, primary) to fill in the scenery (foreground, middle ground, background) of the Flanders Fields Poppies

3. Use primary colors (red yellow blue) to fill in the scenery (foreground, middle ground, background) of the Flanders Fields Poppies 

 Day Three, Art Start

1. Retrieve Flanders Fields Poppies for Assigned Tables

2. Set Up Studio Area (watercolor, paint brushes, water buckets, oil pastels) 

Lesson Activities

1. Add highlights (reflective light, light source) within the scenery (foreground, middle ground, background) of the Flanders Fields Poppies 

2. Add shadows (reflective shadow, cast shadow, shadow) within the scenery (foreground, middle ground, background) of the Flanders Fields Poppies

3. Add details (animals, buildings, flowers) within the scenery (foreground, middle ground, background) of the Flanders Fields Poppies

Artist Examples

Student Examples 

Patty Talbert Nonobjective Colors Wheels

Learning Targets

I can...

• Create an original Patty Talbert Nonobjective Color Wheels using drawing techniques learned in class
• Use line types (horizontal vertical diagonal), value (highlights shadows tints tones) and space (positive negative) inspired by African American Artist (1964-Present) Patty Talbert
• Use art element: color (achromatic analogous complementary cool/warm colors monochromatic polychromatic primary secondary tertiary) and design principles (repetition composition gradation) based on Public Art
• Define Color Wheel (a circular diagram that shows the relationship between colors arranged by the chromatic relationship)

Lesson One
Day One, Art Start

1. Sideways (2009) Patty Talbert

2. Read Optics: Or A Treatise Of The Reflections, Refractions, Inflections, and Colors Of Light by Sir Isaac Newton 

3. Discussion Questions "How do these colors, patterns, and textures celebrate the heritage of the artist? How does this style of painting bring honor to the ancestors of the artist and continue to have a modern relevance for the viewer? What are some color harmonies that you encounter in daily life? What color theory does your personality agree with? Is color theory important in art? Can artists create interesting artwork without using color? What is the purpose of a color wheel? Why is a color wheel organized in a specific way? How does adding these bold black lines change the way colors look next to each other? How does this color look different to another color? Did you know the artist was a self-taught artist whose work is rooted in her heritage and personal expression?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Draw three line types (horizontal vertical diagonal) for the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels 

3. Outline three line types (horizontal vertical diagonal) for the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels 

Day Two, Art Start

1. Retrieve Patty Talbert Nonobjective Color Wheels for Assigned Tables 

2. Reflections 1 (2001) Patty Talbert

3. Discussion Questions "What is abstract art? What do you think abstract means? Can you recognize anything in this painting? What emotion is being conveyed in this painting? What does this artwork remind you of? What do you think this work of art is made of? How would you describe the pattern in this artwork? What does art mean to you? What ideas, concerns, or objectives have motivated your own work? How would you describe our artistic style? What artistic movements or artists have influenced you? What sets you apart from other artists? What does this painting reveal about the personality of the artist? What events were happening in the world at the time when this artwork was created? What colors are prominent throughout the piece? What was the artist known for?" 

Lesson Activities

1. Use drawing techniques (contour outline continuous) to add basic shapes (geometric organic free form) to the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels

2. Use drawing techniques (contour outline continuous) to add basic shapes (geometric organic free form) to the negative space (background) of the Patty Talbert Nonobjective Color Wheels

3. Use drawing techniques (contour outline continuous) to add details (patterns, repetition, designs) to the Patty Talbert Nonobjective Color Wheels 

Day Three, Art Start

1. Retrieve Patty Talbert Nonobjective Color Wheels for Assigned Tables 

2. Set Up Studio Area (pencils, erasers, colored chalk, chalk) 

Lesson Activities

1. Use color combinations (intermediate, analogous, complementary) to fill in the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels

2. Use color combinations (intermediate, analogous, complementary) to fill in the negative space (background) of the Patty Talbert Nonobjective Color Wheels 

3. Add design details (geometric shapes, border, patterns) to the positive space (foreground, middle ground) of the Patty Nonobjective Color Wheels 

Artist Examples

Student Examples 

Dripping Ice Cream Cones

Learning Targets

I can...

• Create an original Dripping Ice Cream Cones using drawing techniques learned in class
• Use color combinations (neutral colors, intermediate colors, metallic colors), shape variation (geometric, organic, free form), and value (lightness, darkness, tints, tones) inspired by American Artist (1983-Present) Jen Stark
• Use painting techniques (impasto, underpainting, dry brush, sgraffito) and design principles (composition, balance, emphasis) based on Contemporary Art
• Define Focal Point (specific area of a composition that captures a viewer's attention first acting as the center of interest)

Lesson One
Day One, Art Start

1. Triangle (2021) Jen Stark

2. Read Bleezer's Ice Cream by Jack Prelutsky

3. Discussion Questions "How is ice cream made? What ingredients does it take to make ice cream? Why do you think the artist decided to open an ice cream shop? What the positives and negatives of making ice cream by hand? What are the positives and negatives to using a machine to make ice cream? What does the artist say about hard work involved in making ice cream? What is your favorite ice cream flavor? If you had a magical ice cream machine, what kind of flavor would it make for you, and what would it do? Which illustration style did you like the best? If you could eat one of these paintings, which one would it be and what is the reason?" 

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use graphite pencil to draw geometric shapes (circle, triangle, rectangle) for the positive space (foreground, ice cream, sugar cone) of the Dripping Ice Cream Cones

3. Use graphite pencil to draw line types (horizontal, vertical, diagonal) for the negative space (background, middle ground) of the Dripping Ice Cream Cones

Day Two, Art Start

1. Retrieve Dripping Ice Cream Cones for Assigned Tables 

2. Ablaze (2018) Jen Stark

3. Discussion Questions "What is going on in this artwork? What do you see in the artwork that makes you say that? What are the feelings and mood that this artwork evokes? What do you think the artist intended to communicate? What does this artwork remind you of? How do the elements like size, color, or line affect an audience? What would it be like to experience the scene within this artwork? What do you think will happen next? What details or little surprises do you notice in the background? Does this picture remind you of anything you have seen or done before? What else can you tell me about this artwork?" 

Lesson Activities

1. Use oil pastels to fill in the positive space (foreground, ice cream cone) with color combinations (neutral, intermediate, metallic) for the Dripping Ice Cream Cones

2. Use oil pastels to fill in the negative space (background) with color combinations (neutral, intermediate, metallic) for the Dripping Ice Cream Cones

3. Add details (cherries, whip cream, toppings) for the positive space (foreground, ice cream) for the Dripping Ice Cream Cones 

Day Three, Art Start

1. Retrieve Dripping Ice Cream Cones for Assigned Tables

2. Set Up Studio Area (paintbrushes, watercolor, glitter crayons, water buckets)

Lesson Activities

1. Add highlights (reflective light, light source, cast shadow) to the positive space (foreground, middle ground, ice cream cone) of the Dripping Ice Cream Cones

2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Dripping Ice Cream Cones

3. Add embellishments (glitter, beads, ribbon) to the positive space (foreground, middle ground, ice cream cone) of the Dripping Ice Cream Cones 

Artist Examples

Student Examples

 Clay Frida Catlo Cats

Learning Targets

I can...

• Create an original Clay Frida Catlo Cats using sculpture techniques learned in class
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual, visual, implied) inspired by Mexican Painter (1907-1954) Frida Kahlo
• Use ceramic techniques (pinching, coiling, slab building, hand building) and design principles (balance, proportion, repetition) based on Surrealism
• Define Artist (a person who produces paintings or drawings as a profession or hobby)

Lesson One
Day One, Art Start

1. Self Portrait With Thorn Necklace and Hummingbird (1940) Frida Kahlo

2. Read Wild Bios: Frida Catlo by Courtney Acampora and Maggie Fischer 

3. Discussion Questions "How did the artists come up with the concept for this illustration? How did the artist pick which historical figures to include in the series? What do you think of the writing process and artistic process? Does the artist have a favorite place to write or draw? Did you know Frida Kahlo kept ten cats in her home? What gives us hints about her experiences and Mexican identity in these illustrations? Did you know Frida Kahlo had a black cat whose fur mimicked the dark hue of parakeets, a parrot, sparrows, cat, fawn, monkey, eagle, and hairless dog? Do you have any companion animals like Frida Kahlo?"

Lesson Activities

1. Turn clay slab into basic shapes (oval, cylinder, organic) for the positive space (foreground, animal) of the Clay Frida Catlo Cats 

2. Use modeling tools to draw features (feathers, flowers, ribbon, unibrow) for the positive space (foreground, animal) of the Clay Frida Catlo Cats

3. Add lines for the facial features (nose, ears, paws) for the positive space (foreground, animal) of the Clay Frida Catlo Cats 

Day Two, Art Start

1. Retrieve Clay Frida Catlo Cats for Assigned Tables 

2. Frida Kahlo in Chair with Her Cat Black And White Photograph (1907-1954) Frida Kahlo

3. Discussion Questions "What was the most challenging part of working with the clay? What did you learn about the clay properties (wet, dry, hard, soft) as you were working with it? What part of the process was your favorite? How is your ceramic artwork different from anything you have seen before? What choices did you make to ensure your creation would stand up or hold together? What story does your artwork tell or what adventure is your creature going on? If your artwork could make a sound or a piece of music, what would it sound like? What title would you give your artwork, and why did you choose that name? How does your finished project make you feel, and how might it make others feel? What advice would you give a friend who is about to start their first clay project? How does this project remind you of something else you have seen or done in another class?"

Lesson Activities

1. Add lines for proportions (head, body, paws) within the silhouette (foreground, figure) of the Clay Frida Catlo Cats

2. Mold clay into basic shapes (oval face, long ears, big eyes, paws) for the positive space (foreground, animal) of the Clay Frida Catlo Cats

3. Use needle tools to draw features (eyes, nose mouth, paws) for the positive space (foreground, animal) of the Clay Frida Catlo Cats 

Day Three, Art Start

1. Retrieve Clay Frida Catlo Cats for Assigned Tables 

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

Lesson Activities

1. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the positive space (foreground, animal, accessories) of the Clay Frida Catlo Cats

2. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the negative space (background) of the Clay Frida Catlo Cats

3. Apply Gloss Finish to the facial features, facial proportions, and accessories of the Clay Frida Catlo Cats

Artist Examples

Student Examples 

 

 Geometric Portraits

Learning Targets

I can...

• Create an original Geometric Portrait using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), color combinations (analogous, warm colors, cool colors), and space (positive, negative) inspired by American Artist (2009-Present) Alison Kunath
• Use low poly techniques (modeling, rendering, sharp angles, flat colors) and design principles (repetition, composition, proportion) based on Abstract Art
• Define Faceted Mosaic Style (a contemporary approach where small pieces are arranged to create an image with a geometric appearance)

Lesson One
Day One, Art Start

1. Frida Kahlo (2018) Alison Kunath

2. Read Shapes That Roll by Karen Nagel 

3. Discussion Questions "What do you think this portrait communicates about the person? If you could describe the person in one word, based on the portrait, what would it be? What did you learn from looking at other's geometric portraits? How does using shapes to create a portrait differ from drawing a realistic portrait? What would you tell someone about the process for making this portrait? How are you doing to use lines of symmetry, parallel lines, or angles in your work? How did you decide on a final composition and arrangement of shapes? What was the most challenging part of the process? What is your plan for turning basic shapes into a facial feature like an eye or mouth? How does the artist use color to describe the person? What emotions or feelings do different shape and colors create for you? How does the arrangement of shapes help you understand or imagine the person? Are the shapes geometric (hard-edged) or biomorphic (nature)? What types of shapes can you see in this portrait?"

Lesson Activities

1. Choose 24" X 36" Painting Paper 

2. Use a protractor, straight edge, and compass to draw line types (horizontal, vertical, diagonal) to help divide each section of the Geometric Portraits 

3. Use a protractor, straight edge, and compass to start drawing the positive space (facial features, accessories, foreground) of the Geometric Portraits 

Day Two, Art Start

1. Retrieve Geometric Portrait for Assigned Tables 

2. Maya Angelou (2017) Alison Kunath

3. Discussion Questions "Can mathematical concepts be a type of artwork? What shapes can you see in your portrait? How did you use the shapes to create the features of the face (eyes, nose, mouth)? Did you use mostly straight or curved lines? Are all the sides of a shape the same length? How can you tell? Can you find any patterns or symmetry in your artwork? How did noticing the shapes help you create your portrait? What part of the portrait is the main focus (focal point)? How does the placement of shape help to create balance in the picture? Does it look like we are looking up at the person, looking down at them, or looking straight across? Are some shapes layered on top of others? What effect does that have? How did you use the background space? Does it have shapes too or is it plain? What words would you use to describe the style of your  portrait (vibrant, serious, playful, complex)?"

Lesson Activities

1. Fill in the positive space (facial features, accessories, foreground) with color combinations (analogous, warm colors, cool colors) for the Geometric Portraits 

2. Fill in the negative space (background) with color combinations (analogous, warm colors, cool colors) for the Geometric Portraits 

3. Write personal signature with color combinations (analogous, warm colors, cool colors) in the positive space (facial features, accessories, foreground) of the Geometric Portraits 

Day Three, Art Start

1. Retrieve Geometrie Portraits for Assigned Tables 

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

Lesson Activities

1. Add details (line types, patterns, designs) with color combinations (analogous, warm colors, cool colors) in the positive space (facial features, accessories, foreground) of the Geometric Portraits 

2. Use highlights (reflective light, light source) to fill in the positive space (foreground, middle ground, portrait) of the Geometric Portraits 

3. Use shadows (cast shadow, reflective shadow, shadow) to fill in the negative space (background) of the Geometric Portraits 

Artist Examples

Student Examples