MiSs Rs ArT RoOm

Pet Store Fish Paintings

Learning Targets

I can...

• Create an original Pet Store Fish Paintings using painting techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free from), and value (lightness, darkness, tint, tone) inspired by American Illustrator (1958-Present) Joseph R. Tomelleri
• Use painting techniques (alla prima, dry brush, sgraffito, underpainting) and design principles (balance, composition, repetition) based on American Art
• Define Transparency (the quality of allowing light to pass through a material to enable viewers to see through layers or surfaces)

Lesson One
Day One, Art Start

1. Williamson Rainbow Trout (2022) Joseph R. Tomelleri

2. Read Not Norman by Kelly Bennett

3. Discussion Questions "Are these Japanese fish prints and African fish prints art? What do we need to know when looking at Japanese fish prints and African fish prints? When were Japanese fish prints and African fish prints produced? How were Japanese fish prints and African fish prints made? Where do you see the scales, fins, and gills of these fish? What should go inside the home of your fish? What are some ways we could take care of a fish such as feeding our pet or cleaning the tank? What is the favoraite snack (pizza, cupcakes, flakes) of your pet fish? Does your fish wear accessories (sneakers, top hat, bowtie, sweater)? If your fish escaped the pet store, where would it go?"

Lesson Activities

1. Use a pencil to draw shape variation (geometric, organic, free form) of the selected fish (guppies, goldfish, mollies, betta fish, tetras) for Pet Store Fish Paintings

2. Use line types (horizontal, vertical, diagonal) to add characteristics (gills eyes fins) for the Pet Store Fish Paintings

3.  Use texture tools (stamps, felt pen, folks) to add patterns (dots, swirls, stripes) for the Pet Store Fish Paintings 

Day Two, Art Start

1. Retrieve Pet Store Fish Paintings for Assigned Tables

2. Arctic Char, Dwarf, Salvenlinus Alphinus (2026) Joseph R. Tomelleri 

3. Discussion Questions "How would you describe the shape of the fish's body? Are all of the fish shaped the same? Do you see any fins on this fish? How would you describe this fish's shape? How would you describe the color of the fish? Are all the fish the same color? How are these fish the same? How are these fish different? Do you see any design on this fish? Do you see any patterns on this fish? Do you see any fins on this fish? Are the fins the same size? Are some narrow? Are some wide? How would you describe its fin? How would you describe its mouth? How would you describe its eyes?"

Lesson Activities

1. Use warm colors (red orange yellow) to fill in the positive space (foreground, selected fish) of the Pet Store Fish Paintings

2. Use cool colors (purple blue green) to fill in the negative space (background, plastic bag) of the Pet Store Fish Paintings 

3. Add line types (horizontal, vertical, diagonal) to the negative space (background, plastic bag) of the Pet Store Fish Paintings 

Day Three, Art Start

1. Retrieve Pet Store Fish Paintings for Assigned Tables 

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

Lesson Activities

1. Add highlights (reflective light, light source) to positive space (foreground, selected fish) of the Pet Store Fish Paintings

2. Add shadows (cast shadow, reflective shadow) to the negative space (background, plastic bag) of the Pet Store Fish Paintings

3. Add relief pieces (styrofoam pieces, cardboard, poster board) behind the positive space (foreground, selected fish) of the Pet Store Fish Paintings

Artist Examples

Student Examples

Sea Otter Watercolor Paintings

Learning Targets

I can...

• Create an original Sea Otter Watercolor Painting using drawing techniques learned in class
• Use line types (diagonal lines, action lines, curved lines, flow lines, zigzag lines), value (lightness, darkness, tone, tint, shade), and texture (actual, visual, implied) inspired by American Photographer (1946-Present) Thomas D. Mangelsen
• Use painting techniques (sponge, stamps, salt, splatter) and design principles (contrast, movement, repetition) based on American Art
• Define Movement (create the look or feeling of action by guiding the viewer's eyes through a composition)

Lesson One
Day One, Art Start

1. Ocean Lullaby (2017) Thomas D. Mangelsen

2. Read Pup The Sea Otter by Jonathan London

3. Discussion Questions "How is water pollution harmful to sea otters? What are some objects that do not float in the water? Do you know that sea otters are called clowns of the sea? Do you like to swim in the water like a sea otter? Could you swim in the water wearing a thick coat? Where do these cute little sea otters spend most of their time? Did you know sea otters have webbed feet that allow them to swim quickly? Why do you think sea otters spend so much time in the water? Did you know sea otters are the smallest marine mammals on earth? How many hairs are a sea turtle compared to a human? Did you know that sea otters have the thickest fur of any animal? Why do sea otters hold hands while sleeping? How can you create a watery texture for the background using salt, sponges, painting, or horizontal brushstrokes?"

Lesson Activities

1. Use observational drawing techniques (composition, light source, reflective light) to draw the basic shapes (waves, seaweed, rocks) of the Sea Otter Watercolor Paintings

2. Add basic shapes (triangles, circles, rectangles) to add details (stars, plants, fish, objects) to the positive space (foreground, sea otter) of the Sea Otter Watercolor Paintings

3. Add decorative details (border, glitter, embellishments) to the positive space (foreground, sea otter) of the Sea Otter Watercolor Paintings 

Day Two, Art Start

1. Retrieve Sea Otter Watercolor Paintings for Assigned Tables 

2. Tide Rider Sea Otter (2021) Thomas D. Mangelsen

3. Discussion Questions "What geometric shapes (circles for the head, oval for the chest, long oval for the torso) do you see in the otter's body? Why do you think the artist gave the otter small, dark eyes and tiny ears? How can we use lines to make the fur look thick and soft? How can we use types of lines to make the water look like it has movement? Is your otter floating on its back, diving, or holding something like a shell? Why do you think sea otters are often shown holding hands or wrapping themselves in kelp? How does your artwork show that the otter is a keystone speices that helps the ocean? Why do you think we are painting the otter on its back? How does its long, flat tail help it stay afloat like a boat? How many different shades of brown can you see in the otter's fur? How can we layer light and dark colors to make them look fluffy?"

Lesson Activities 

1. Use color combinations (analogous, secondary, primary) to fill in the positive space (foreground, sea otter) of the Sea Otter Watercolor Paintings 

2. Use color combinations (analogous, secondary, primary) to fill in the negative space (background) of the Sea Otter Watercolor Paintings 

3. Add intricate embellishments to the decorative details (border, glitter, stars) of the positive space (foreground, sea otter) of the Sea Otter Watercolor Paintings 

Day Three, Art Start

1. Retrieve Sea Otter Watercolor Paintings for Assigned Tables 

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

Lesson Activities

1. Add highlights (reflective light, light source) to the positive space (foreground, sea otter) of the Sea Otter Watercolor Paintings

2. Add shadows (cast shadow, reflective shadow) to the negative space (background) of the Sea Otter Watercolor Paintings

3. Add high contrast (shaded areas, reflective areas) to the positive space (foreground, sea otters) of the Sea Otter Watercolor Paintings

Artist Examples

Student Examples

Clay Animals In Magician Hats

Learning Targets

I can...

• Create an original Clay Animals In Magician Hats 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 French Magician "King's Conjurer" (1788-1859) Louis Apollinaire Christian Emmanuel Comte
• Use modeling techniques (rolling slabs, forming cones, smoothing edges) and design principles (composition, balance, proportion) based on Illusionism
• Define Illusionism (a form of art that manipulates perception to create visual effects like movement or depths on a flat surface)

Lesson One
Day One, Art Start

1. Magician Pulling Rabbit Out Of Hat (1930) H. Armstrong Roberts 

2. Read The Magic Hat by Mem Fox

3. Discussion Questions "What is magical? What comes out of a magician's hat? What did the hat do? What rhymes with magician hat? If the hat landed on your head, what animal would you want to be? What magic would you create? When the magician waves his magic wand what appeared? If you had a magical hat, what might happen? If you had a magic wand, what magic would you create? Have you seen any magic tricks being performed? What colors will you use to show magic? Where should the magician visit next? How can you use different textures and patterns to show the hat's journey? If you were one of the animals, what would you want to do in your new form? What new things might the hat change in that new place? What patterns or colors would you add to the hat to make it extra magical? How can we use different art materials to show magic in our pictures?"

Lesson Activities

1. Turn clay slab into basic shapes (oval, cylinder, organic) for the positive space (hat, animal) of the Clay Animals In Magician Hats 

2. Use modeling tools to draw features (feathers, flowers, ribbon, wand) for the positive space (hat, animal) of the Clay Animals In Magician Hats 

3. Add lines for the facial features (nose, ears, paws) for the positive space (hat, animal) of the Clay Animals in Magician Hats 

Day Two, Art Start

1. Retrieve Clay Animals In Magician Hats for Assigned Tables 

2. Magic Conjurers Rabbit (1960) H. Armstrong Roberts 

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) 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 (figure, foreground) of the Clay Animals In Magician Hats 

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

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

Day Three, Art Start

1. Retrieve Clay Animals in Magician Hats 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, hat, animal) of the Clay Animals In Magician Hats 

2. Add tempera paint with color combinations (complementary colors, analogous colors, earth tone) to the negative space (background) of the Clay Animals in Magician Hats 

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

Artist Examples

Student Examples 

 Pauline Loctin Abstract Collages

Learning Targets

I can...

• Create an original Pauline Loctin Abstract Collages using drawing techniques learned in class
• Use shape variation (geometric organic free form), form (two dimensional three dimensional), and texture (actual visual implied) inspired by Multidisciplinary Sculptor (2003-Present) Pauline Loctin
• Use pleating techniques (hand folding, machine folding, heat pressing, box pleats, inverted pleats) and design principles (composition, variation, balance) based on Paper Sculpture 
• Define Nonrepresentational Art (a type of visual art that does not depict objects, people, or scenes from the real world)

Lesson One
Day One, Art Start

1. The Flow Of Emotional Numbness (2023) Pauline Loctin 

2. Read Dreams by Ezra Jacks Keats

3. Discussion Questions "Are the colors placed throughout the artwork to create a visual balance? Does one square look too heavy? Are the varied shapes working well together? How do artists deconstruct and reconstruct artwork? How does the artist transform flat paper into three dimensional sculptural forms? What type of sensory experience and feelings do these forms convey? What color do you think would be fun to use if you were making artwork like the artist? How do you think the artist make a flat piece of paper stand up and keep shape? Did you know the artist was a musician who played the violin for a long time? Do you think learning music can help with making artwork? Do you think artists have create freedom when making artwork? What story do you think this piece of art is telling? If you had an unlimited supply of paper in any color, what amazing sculpture creation would you make?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Draw three line types (horizontal, vertical, diagonal) as a line design for the abstract collages

3.  Outline three line types (horizontal, vertical, diagonal) with black oil pastels for the Pauline Loctin Abstract Collages 

Day Two, Art Start

1. Retrieve Pauline Loctin Abstract Collages for Assigned Tables 

2. Chromatic Reflection (2023) Pauline Loctin

3. Discussion Questions "What does art mean to you? What ideas, concerns, or objects have motivated your work? How would you describe your artistic style? What is success or successful to you? Is there ea distinct mood? Does it make you think about anything? Does anything jump out at you? What did the artist say about the piece? How did you start out as an artist? When do you feel your best? Do you still struggle with comparison to other artists? If so, how are you able to move past this? What do your paintings reveal bout your personality? Where or how do you rediscover inspiration? Who is the artist shown above? What do you think the artist is thinking about when working on this sculpture? How do artists know when an artwork is complete? What do you think the origin of the titles say about the artwork? How do you think the artist feels about sculpture?"   

Lesson Activities 

1. Use drawing techniques (contour outline continuous) to add basic shapes (geometric organic free form) to the positive space (foreground) of the Pauline Loctin Abstract Collages 

2. Use drawing techniques (contour outline continuous) to add basic shapes (geometric organic free form) to the negative space (background) of the Pauline Loctin Abstract Collages 

3. Use drawing techniques (contour outline continuous) to add details (patterns texture designs) to the Pauline Loctin Abstract Collages 

 Day Three, Art Start

1. Retrieve Pauline Loctin Abstract Collages for Assigned Tables 

2. Set Up Studio Area (glue sticks, scissors, construction paper) 

Lesson Activities

1. Use complementary colors (red green, blue orange, yellow purple) to fill in the positive space (foreground, middle ground) of the Pauline Loctin Abstract Collages 

2. Use complementary colors (red green, blue orange, yellow purple) to fill in the negative space (background) of the Pauline Loctin Abstract Collages 

3. Add design details (pattern texture designs) to the positive space (foreground) of the Pauline Loctin Abstract Collages 

Artist Examples 

Student Examples