MiSs Rs ArT RoOm

Rainbow Four Letter Words

Learning Targets

I can...

• Create an original Rainbow Four Letter Words using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by Conceptual Artist (1928-2007) Sol LeWitt
• Use color sequence (arrangement, patterns, sequential) and design principles (repetition, composition, variation) based on American Art
• Define Typography (the art, craft, and technique of arranging type (letters, numbers, symbols) to make written language legible, readable, and visually appealing when displayed)

Lesson One
Day One, Art Start

1. Arcs And Bands (1999) Sol LeWitt

2. Read The Word Collector by Peter H. Reynolds 

3.  Discussion Questions "How can we use color, shape, and lettering to turn our names into unique works of art? What happens when we put different colors next to each other? Which colors capture your attention in this artwork? Can letters become shapes, patterns, and designs? What colors would you choose to represent your personality? How can artists use color and lettering to communicate a positive message? Why would an artist choose to make certain letters larger than others? How can our individual artwork contribute to positive classroom community? How do colors influence the feelings and emotions we experience when viewing artwork? How can we use art to express positive thoughts and encourage others? Why is it important to share encouraging messages with our community?" 

Lesson Activities

1. Choose 12" X 15" Painting Paper 

2. Use protractors, rulers, and letter stencils to fill in the positive space (foreground, middle ground, letters) of the Rainbow Four Letter Words 

3.  Use size differentiation (small, medium, large) to add a focal point in the positive space (foreground, middle ground, letters) of the Rainbow Four Letter Words 

Day Two, Art Start

1. Retrieve Rainbow Four Letter Words for Assigned Tables 

2. Arcs And Bands In Colors A-F (1999) Sol LeWitt 

3. Discussion Questions "What happens when you overlap things in your own artwork? What similarities do you notice in these artworks? What differences do you notice in these artworks? How can you ouse a stencil to create letters in your own artwork? What are some ways you can make an object, person ,or place look like a print? What is a foot in a letter? What is uppercase? What is lowercase? Does the typography communicate visually? What is going on in this artwork? What was your first reaction to this artwork? Why do you think you had this reaction? Does your opinion about the artwork change the longer you look at it? What types of lines are being used in this artwork? What types of colors are being used in this artwork? Which area of the artwork is emphasized by the artist? Which area of the artwork is most important?" 

Lesson Activities

1. Use protractor, rulers, and letter stencils to fill in the negative space (background) of the Rainbow Four Letter Words  

2. Use size differentiation (small, medium, large) to add a focal point in the negative space (background) of the Rainbow Four Letter Words

3. Use highlights (reflective light, light source, cast light) to fill in the positive space (foreground, middle ground, letters) of the Rainbow Four Letter Words 

Day Three, Art Start

1. Retrieve Rainbow Four Letter Words for Assigned Tables 

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

Lesson Activities

1. Use shadows (reflective shadow, cast shadow, shadow) to fill in the negative space (background) of the Rainbow Four Letter Words

2. Use neutral colors (black, grey, white, brown) to fill in the negative space (background) of the Rainbow Four Letter Words

3. Add relief pieces (styrofoam pieces, cardboard, poster board) to fill in the positive space (foreground, middle ground, letters) of the Rainbow Four Letter Words 

Artist Examples

Student Examples 

Japanese Kokeshi Dolls

Learning Targets

I can...

• Create an original Japanese Kokeshi Dolls using drawing techniques in class
• Use shape variation (geometric, organic, free form), color combinations (analogous, complementary, monochromatic), and line types (horizontal, vertical, diagonal) inspired by Multidisciplinary Artist (1962-Present) Margaret Kasahara
• Use decorative techniques (ornamental, motif design, folk art, calligraphy) and design principles (composition, repetition, variation) based on Contemporary Art
• Define Kokeshi Dolls (a traditional handmade Japanese wooden toy or ornament characterized by a cylindrical body and enlarged, round head with no arms or legs)

Lesson One
Day One, Art Start

1. Women Of Influence (2012) Margaret Kasahara

2. Read Kokeshi Dolls And Japanese History by Cincinnati Asian Art Society

3. Discussion Questions "Did you know floral and linear patterns painted on the kimonos of Kokeshi Dolls have been passed down through generations of Kokeshi makers? Did you know each design is distinctive to the area where they are made? Did you know traditional Kokeshi are simple in design with round heads and cylindrical limbless bodies? Did you know historical records indicate that Kokeshi dolls originated in the cold remote Tohoku region of Northern Japan during the late Edo Period? What is the difference between traditional dolls identified as "dento kokeshi" and contemporary dolls "sosaku kokeshi"? How did the artist use facial expressions, lines, and painted clothing to give a doll personality? Will you use. traditional colors or modern style for your doll design?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use basic shapes (circle, triangle, oval, rectangle, square) to draw the positive space (foreground, middle ground, doll) of the Japanese Kokeshi Dolls

3. Add types of pattern (swirls, dots, waves, semi circles) to the positive space (foreground, middle ground, dress) of the Japanese Kokeshi Dolls

Day Two, Art Start

1. Retrieve Japanese Kokeshi Dolls for Assigned Tables

2.  Someone Like You (2012) Margaret Kasahara

3. Discussion Questions "Do you notice how traditional Kokeshi Dolls are built with a round head and straight, cylindrical body? Did you know that Kokeshi Dolls started over 150 years ago in the Tohoku region of northern Japan? Who were the dolls originally designed for? Did you know in Japanese tradition, Kokeshi Dolls are given as symbols of good luck, friendship, or a wish for a child's healthy growth? What positive wish or message does your doll carry? Why do artists sign the bottom of the doll? What "artist signature" or symbol will you paint on the bottom of the doll? What do you think this doll is made out of? How do you think it feels to hold?"

Lesson Activities

1. Add patterns (stripes, swirls, dots, lines) to the positive space (foreground, middle ground, doll) of the Japanese Kokeshi Dolls

2. Use color combinations (metallic colors, warm colors, neutral colors) to fill in the positive space (foreground, middle ground, doll) of the Japanese Kokeshi Dolls

3. Use color combinations (metallic colors, warm colors, neutral colors) to fill in the negative space (background) of the Japanese Kokeshi Dolls

Day Three, Art Start

1. Retrieve Japanese Kokeshi Dolls for Assigned Tables

2. Set Up Studio Area (paintbrushes, permanent markers, scissors, glue sticks)

Lesson Activities

1.  Add highlights (reflective light, light source, highlights) to the positive space (foreground, middle ground, dolls) of the Japanese Kokeshi Dolls

2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Japanese Kokeshi Dolls

3. Add patterns (stripes, swirls, dots, lines, to the negative space (background) of the Japanese Kokeshi Dolls

Artist Examples

Student Examples

Pop Up Snowballs

Learning Targets

I can...

• Create an original Pop Up Snowballs 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 American Art Educator (2017-Present) Tracie Kiernan
• Use folding techniques (cutting, folding, interlocking, bonding) and design principles (emphasis, variation, contrast) based on American Art
• Define Mitten (a type of hand covering that encloses the four fingers together in one single compartment and the thumb separately) 

Lesson One
Day One, Art Start

1. Mittens Love (2024) Tracie Kiernan

2. Read Snowballs by Lois Ehlert 

3. Discussion Questions "How can artists use pattern to decorate ordinary objects? How can overlapping create the illusion of space? How can artists use color and texture to communicate a season? How can simple shapes be transformed into creative artwork? How can artists show that something is soft or hard? What types of patterns do you notice on winter clothing? Can you use colors that make your mitten look warm even though the snowballs look cold? How can artists use patterns to make a mitten unique? How can geometric shapes (circles, ovals, crescents) become snowballs or mittens? How do illustrations use color, pattern, and texture to help tell a winter story? How can we use ideas from a book to create our own original artwork? How can artists show what is happening in a story through one picture?"

Lesson Activities

1. Choose 12" X 15" Painting Paper

2. Use line types (horizontal, vertical, diagonal) to draw the positive space (foreground, middle ground, mittens) of the Pop Up Snowballs

3. Use patterns (stripes, houndstooth, herringbone, plaid, floral, check) to add designs to the positive space (foreground, middle ground, mittens) of the Pop Up Snowballs

Day Two, Art Start

1. Retrieve Pop Up Snowballs for Assigned Tables 

2. Christmas Mittens (2022) Tracie Kiernan

3. Discussion Questions "What are mittens? How many of you have ever worn mittens? How many of you have ever lost a mitten? How did you feel? What are mittens east to lose? Why do you think this story is called Snowballs? What is the difference between a glove and a mitten? Why do you think a mitten keeps your hands warmer than a glove? Do the mittens you made match? If we make a pair of mittens, how do we make sure they look like they belong together? What kinds of lines are you using to decorate your mitten- straight, zigzag, wavy, or dotted? What kind of repeating pattern can you make with these colors? What is your favorite part of your design? If you made another mitten, what would you change or add next time?"

Lesson Activities

1. Use color combinations (analogous, warm/cool colors, complementary) to fill in the positive space (foreground, middle ground, mittens) of the Pop Up Snowballs

2. Use color combinations (analogous, warm/cool colors, complementary) to fill in the negative space (background) of the Pop Up Snowballs

3. Use neutral colors (black, brown, grey, white) to fill in the positive space (foreground, middle ground, snowball) of the Pop Up Snowballs

Day Three, Art Start

1. Retrieve Pop Up Snowballs for Assigned Tables

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

Lesson Activities

1. Add highlights (reflective light, light source, cast light) to fill in the positive space (foreground, middle ground, mittens) of the Pop Up Snowballs

2. Add shadows (cast shadow, shadows, reflective shadow) to fill in the negative space (background) of the Pop Up Snowballs

3.Use texture (glitter, shimmer, metallic) to add details (snowflakes, glitter, wind) to the negative space (background) of the Pop Up Snowballs

Artist Examples

Student Examples

Piano Cat Paintings

Learning Targets

I can...

• Create an original Piano Cat Paintings using painting techniques learned in class
• Use shape variation (geometric, organic, free form), color combinations (analogous, complementary, monochromatic), and line types (horizontal, vertical, diagonal) inspired by African American Artist (1911-1988) Romare Bearden
• Use drawing techniques (overlapping, cropping, outline) and design principle (composition, repetition, variation) based on Harlem Renaissance
• Define Theme (the underlying message, central idea, or deeper meaning that an artist conveys through a creative work) 

Lesson One
Day One, Art Start

1. The Piano Lesson (Homage To Mary Lou) (1983) Romare Bearden

2. Read Mrs. Merriwether's Musical Cat by Carol Purdy

3. Discussion Questions "How do artists draw upon symbolism from different cultures to address religion, mythology, history, literature, and everyday life? Is this artist saying that art is the result of both sensual creativity (the sculpture) and strict discipline (painting)? Is the metronome that swings between the two, a mediator? What do you think of the odd inclusion of the carved music stand which contains the brand of the piano? How do the musical notes, organic shapes, and bright colors create a strong sense of movement? How do the musical notes, organic shapes, and bright colors create a strong sense of movement? How did combining images from magazines and colored paper become a turning point in the artist's career? Why were all of the musicians in Romare Bearden's art African American? Could black people and white people attend the same jazz clubs?"

Lesson Activities

1. Choose 12" X 15" Painting Paper 

2. Add line types (horizontal, vertical, diagonal) to the positive space (foreground, cat, piano) of the Piano Cat Paintings

3. Outline positive space (foreground, cat, piano) with neutral colors (black, white, grey) of the Piano Cat Paintings 

Day Two, Art Start

1. Retrieve Piano Cat Paintings for Assigned Tables 

2. Jamming At The Savoy (1981-1982) Romare Bearden

3. Discussion Questions "How do people express meaning through music and art? How do people interpret meaning in music and in art? How does music and art reflect the time and place in which it was created? What factors influence an artist's work? How can music or art communicate a theme? How dod artist tell stories and convey messaging in their work? How did this music or art make you feel? Why are some artist inspired to create art based on music? Why types of lines and colors would someone most likely use to portray upbeat jazz music? What would you say is the connection between music and art? How can art represent music if you cannot physically hear a work of art? How would you describe this artwork? Where do we experience music or art? What music or art do you enjoy playing with for fun? How does music and art evoke emotion? How do we experience conflict and harmony through the different arts disciplines?"  

Lesson Activities

1. Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground, cat, piano) for the Piano Cat Paintings

2. Use color combinations (analogous, complementary, secondary) to fill in the negative space (background) for the Piano Cat Paintings 

3. Use neutral colors (black, white, grey) to fill in the negative space (background) for the Piano Cat Paintings

Day Three, Art Start

1. Retrieve Piano Cat Paintings for Assigned Tables 

2. Set Up Studio Area (paint brushes, water buck, paint trays) 

Lesson Activities

1. Add highlights (reflective light, light source) to fill in the positive space (foreground, cat, piano) of the Piano Cat Paintings

2. Add shadows (reflective shadow, cast shadow, shadow) to fill in the negative space (background) of the Piano Cat Paintings

3. Add details to the positive space (foreground, reflective light, light source) and negative space (background) of the Piano Cat Paintings 

Artist Examples 

Student Examples