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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 

Value Peeps

Learning Targets

I can...

• Create an original Value Peeps using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), value (highlights, shadows, tints, shades), and texture (actual visual implied) inspired by Racine Art Museum (RAM) Peeps Brand Exhibition
• Use collage techniques (layering, overlapping, photomontage, assemblage) and design principles (composition, gradation, balance) based on Pop Art
• Define Composition (the arrangement, organization, and position of visual elements within an artwork)

Lesson One
Day One, Art Start

1. Ode To Wayne Thiebaud (2022) Sarah Magana

2. Read Colorful Peeps by Random House 

3. Discussion Questions "Did you know peeps were first made in 1953 by Just Born? Did you know it took 27 hours to create one peep whereas now it takes 6 minutes to make a peep? Why would an artist pick a common item like candy to be art? How does changing the color of this peep change the mood of the artwork? How does repeating this shape make it look different? Why did you choose this specific artwork to recreate with peeps? What made it a good fit for these marshmallow characters? If your peeps could talk, what would they tell us about the time or the artist who created the original artwork? Did a peep fall over or a color change in a way that helped the scene? Why did you choose these specific colors for the background? How do they help the viewer focus on your main peep character? If you could jump into this scene, what would you hear, smell, or feel? Is it loud like a party or quiet like a library?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use graphite pencil to draw geometric shapes (circles, triangles, rectangles) for the positive space (foreground, peeps candies) of the Value Peeps

3. Use graphite pencil to draw perpendicular lines for the negative space (background, middle ground) of the Value Peeps 

Day Two, Art Start

1. Retrieve Value Peeps for Assigned Tables 

2. The Marshmallow Peep Rest In A Garden (2024) Lynnzie Palomaki

3. Discussion Questions "What is going on in this artwork? What do you notice? What do you see the artwork that makes you say that? What are the feelings and mood the 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 the artwork? What do you think will happen next, after they finish their peep candies? What kind of peep candies do you think they ordered? What details or little surprises do you notice in the background? Does this picture remind you anything you have seen or done before? What is the difference in this picture compared to a similar artwork? What else can you tell me about this artwork?" 

Lesson Activities

1. Use tempera paint to fill in the positive space (foreground, peeps candies) with color combinations (analogous, complementary, intermediate) for the Value Peeps 

2. Use tempera paint to fill in the negative space (background, middle ground) with color combinations (analogous, complementary, intermediate) for the Value Peeps

3. Add details (shadows, highlights, texture) for the positive space (foreground, peeps candies) with color combinations (analogous, complementary, intermediate) for the Value Peeps 

Day Three, Art Start

1. Retrieve Value Peeps for Assigned Tables

2. Set Up Studio Area (charcoal, blending tools, tempera paint, paint brushes)

Lesson Activities

1. Add highlights (reflective light, light source, shadow, cast shadow) to the positive space (foreground, peeps candies) of the Value Peeps

2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background, middle ground) of the Value Peeps

3. Add embellishments (glitter, beads, ribbon) to the positive space (foreground, peeps candies) of the Value Peeps 

Artist Examples

Student Examples 

 Charcoal Flower Studies

Learning Targets

I can...

• Create an original Charcoal Flower Studies using drawing techniques learned in class
• Use neutral colors (black, grey, brown, white), value (highlights, shadows, tints, tones), and texture (actual, visual, implied) inspired by German Photographer (1865-1932) Karl Blossfeldt
• Use drawing techniques (shading, hatching, contouring, cross hatching) and design principles (contrast, proportion, variation) based on New Objectivity
• Define Chiaroscuro (the treatment of light and shade in a drawing or painting)

Lesson One

Day One, Art Start

1. Astrantia Major, Large Hollyhock (1915-1925) Karl Blossfeldt

2. Read The Burgess Flower Book For Children by Thornton W. Burgess

3. Discussion Questions "How can we create a bright, white flower on this pitch-black paper without using white paint or crayons? If you had to draw the texture of these petals using only your fingertips and black dust, how would you start? Are the petals in this photograph triangular or almond shaped? If you touch the petals, are the petals feathery, glossy, or velvety? How can we make the paper look like texture we are describing? Which part of the flower the bright white and where are the darkest shadows hiding? How can you make a ghost line? What will happen if you draw a line and then smudge the line with a tissue? Can. you draw with your eraser? Can you make five different shades of grey between the blackest black and the white of the paper? What story does the flower tell? If this flower could talk, what kind of personality would it have? Why might an artist choose a black-and-white (monochromatic) medium to reprint a brightly colored object like a flower?"

Lesson Activities

1.  Choose 12" X 15" Drawing Paper 

2. Use line types (horizontal, vertical, diagonal) to draw positive space (foreground, flower) of the Charcoal Flower Studies 

3.  Use color combinations (monochromatic, neutral) to fill in the positive space (flower, foreground) of the Charcoal Flower Studies 

Day Two, Art Start

1. Retrieve Charcoal Flower Studies for Assigned Tables 

2. Campanula, Canterbury Bell (1942) Karl Blossfeldt

3. Discussion Questions "How did you use large shapes and small shapes to make your artwork interesting? What happens when you put a large flower next to small details? Can you find straight and curved lines in your work? How do these straight lines and curved lines differ from other artwork? How did you use think and thin lines to make parts of your flower stand out? If you could change one thing to make the contrast stronger, what would it be? What was the hardest part about creating contrast in this artwork? What is the first thing your eye is drawn to in this picture? How would you describe the difference between your flower and your background? What title would you give your artwork? How does the smooth peels feel different from the rough stem or soft center?  Where is the light coming from in this artwork? Do you see any dark shadows that make the bright parts look even brighter?" 

Lesson Activities

1. Add shape variation (geometric, organic, free form) to the negative space (background) of the Charcoal Flower Studies

2. Use pattern (stripes, swirls, curls) to add a design to the negative space (background) of the Charcoal Flower Studies

3. Use chalk to blend patterns (swirls, stripes, curls) for the negative space (background) of the Charcoal Flower Studies 

Day Three, Art Start

1. Retrieve Charcoal Flower Studies for Assigned Tables 

2. Set Up Studio Area (charcoal sticks, white charcoal, erasers, charcoal pencils)

Lesson Activities

1. Blend color combinations (monochromatic, neutral) for the positive space (flower, foreground) of the Charcoal Flower Studies

2. Add highlights (light source, reflective light) to the positive space (foreground, flower) of the Charcoal Flower Studies

3. Add illusion of depth by add details (glitter, details, petals) to the positive space (foreground, flower) of the Charcoal Flower Studies 

Artist Examples

Student Examples

 Clay Hatching Animals

Learning Targets

I can...

• Create an original Clay Hatching Animals using ceramic techniques learned in class
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual visual implied) inspired by Mexican Sculptor (1949-Present) Sergio Bustamante
• Use sculpture techniques (carving, assembling, modeling, casting) and design principles (composition, gradation, proportion) based on Contemporary Art
• Define Oviparous (producing young by means of eggs hat are hatched after they have been laid by parent)

Lesson One
Day One, Art Start

1. Hatching Eggs (2015) Sergio Bustamante

2. Read Guess What Grows Inside This Egg by Mia Posada

3. Discussion Questions "Why do birds and other animals build nests? How do they build nests? What materials do they use? How long does it take to build a nest? If we were using an incubator (heat, humidity, turning), what are three main things we need to provide? How can we show that the shell is broken or cracking? What colors would you use to represent the inside of an egg? How can we make our baby animal look like it is just coming out of the shell? Why did you choose this specific animal to hatch? How can we make our egg hollow, so it is lightweight like an eggshell? Why is it important to score (scratch) and slip (add watered clay) when attaching the baby animal to the shell? What tools can we use to make the shell looked cracked? What does the baby animal need to break out of the shell? What color, pattern, or texture will you add to make your egg unique? Why do eggs often symbolize new life or spring? How long do the clay eggs need to dry before we can pain them?"

Lesson Activities

1. Turn clay slab into basic shapes (oval, cylinder, organic) for the positive space (egg, animal) of the Clay Hatching Animals

2. Use modeling tools to draw features (tails, eyes, nose, wings) for the positive space (egg, animal) of the Clay Hatching Animals 

3. Add lines for the facial features (nose, ears, paws, tail) for the positive space (egg, animal) of the Clay Hatching Animals 

Day Two, Art Start

1. Retrieve Clay Hatching Animals for Assigned Tables 

2 Two Sculpture Eggs (2023) Sergio Bustamante

3. Discussion Questions "What was the most challenging part of working with the clay? What did you learn about clay properties (wet, dry, hard, soft) was. 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 (animal, egg, foreground) of the Clay Hatching Animals 

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

3. Use needle tools to draw features (eyes, nose, mouth, paws) for the positive space (foreground, animal, egg) of the Clay Hatching Animals 

Day Three, Art Start

1. Retrieve Clay Hatching Animals 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, egg) of the Clay Hatching Animals

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

3. Apply Gloss Finish to the facial features, facial proportions, and accessories of the Clay Hatching Animals 

Artist Examples 

Student Examples 

 Complementary Colored Poodles

Learning Targets

I can...

• Create an original Complementary Colored Poodles using drawing techniques learned in class
• Use complementary colors (red, green; blue, orange; yellow, purple), shape variation (geometric, organic, free form), and line types (horizontal, vertical, diagonal) inspired by Japanese Artist (1975-Present) Susumu Kamijo
• Use painting techniques (juxtaposition, underpainting, mixing) and design principles (contrast, proportion, variation) based on Asian Art
•  Define Complementary Colors (pair of colors that are directly opposite of each other on the color wheel)

Lesson One
Day One, Art Start

1. Day Trippers (2019) Susumu Kamijo 

2. Read Oodles Of Poodles and Doodles: A Woofing, Wagging Book Of Colors by Stephanie Calmenson

3. Discussion Questions "Why do you think the artist drew that? What do you think is happening right now in the picture? How do you think the dogs in the picture feel? How did the artist make the poodle's hair look so fluffy and curly? Does the poodle remind you of a real one you have seen, or is it from your imagination? Where does your poodle live? Is it in a fancy house, a park, or somewhere else? How does your poodle feel in the painting? Can you show if the poodle is happy, excited, sleepy, or something else? What is your poodle's name, and how did you choose it? Why did the artist choose this specific medium (paint, pencil, collage) to depict the poodle? How does the material enhance the use of complementary colors? How do artists capture the dog's character or attitude? How did the artist capture the poodle's specific personality or mood in the painting? When painting a poodle, how to artists achieve form and dimension using value (lightness and darkness) instead of just using paint?"

Lesson Activities

1. Use neutral colors (black brown grey white) to draw in the negative space (background, patterns) of the Complementary Colored Poodles 

2. Use neutral colors (black brown grey white) to draw in the positive space (foreground, middle ground, poodles) of the Complementary Colored Poodles 

3. Use neutral colors (black brown grey white) to draw the accessories (collar, bow, animal toys, bow tie) for the positive space (foreground, middle ground, poodles) of the Complementary Colored Poodles

Day Two, Art Start

1. Retrieve Complementary Colored Poodles for Assigned Tables 

2. Glancing Back (2020) Susumu Kamijo

3. Discussion Questions "What do you notice about the dog in this artwork? How is it different from other dog breeds? What do you think this dog will do? What title would you give this piece and why? What words help you describe this artwork? What feelings or mood do you get when you look at it? If this artwork could make sounds, what would they be like? What are Susumu Kamijo's artistic influences? What elements of Japanese calligraphy influences Kamijo? Are there other artist who paint animals? How does the influence of Japanese printmaking manifest in his work compared to traditional Japanese prints? What similarities and differences do you notice in his use of color to evoke emotion or mood? How does Kamijo's balance between figuration and abstraction compare to artists from the Abstract Expressionist movement?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) to the negative space (background, patterns) of the Complementary Colored Poodles 

2. Add line types (horizontal, vertical, diagonal) to the positive space (foreground, middle ground, poodle) of the Complementary Colored Poodles 

3. Add line types (horizontal, vertical, diagonal) to the accessories (collar, bow, animal toy, bow tie) of the Complementary Colored Poodles 

Day Three, Art Start 

1. Retrieve Complementary Colored Poodles for Assigned Tables 

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

Lesson Activities

1. Use color combinations (analogous colors, complementary colors, warm/cool colors) to paint the negative space (background, patterns) of the Complementary Colored Poodles 

2. Use color combinations (analogous colors, complementary colors, warm/cool colors) to paint the positive space (foreground, middle ground, poodle) of the Complementary Colored Poodles 

3. Use value (lightness, darkness, highlights, shadows) to paint the positive space (foreground, middle ground, poodle) of the Complementary Colored Poodles 

Artist Examples

Student Examples