MiSs Rs ArT RoOm

 Enchanted Roses

Learning Targets

I can...

• Create an original Enchanted Roses using drawing techniques learned in class
• Use color combinations (metallic, cool colors, warm colors, neutral colors), value (lightness, darkness, highlights, shadows), and space (positive, negative) inspired by French Author (1685-1755) Garbrielle-Suzanne Barbot de Villeneuve
• Use painting techniques (splatter, mixing, pouring, wash) and design principles (contrast, movement, emphasis) based on Children's Literature: Beauty and the Beast
• Define Focal Point (the main subject matter that draws the viewer's eyes)

Lesson One
Day One, Art Start

1. Meditative Rose (1958) Salvador Dali

2. Read Beauty and the Beast by Garbrielle-Suzanne Barbot de Villeneuve 

3. Discussion Questions "Did you know the concept of magical roses are ancient coming from fossil records showing these plants existed 30 million years ago? What does the red rose symbolize (passion, love, sacrifice) here? What does the thorn (pain of love, loss, grief) represent? What is the magical curse linked to this rose? What happens as the petals fall? What is the central theme of the story, and how does the enchanted rose symbolize that message? What the examples of enchanted or magical roses acan you remember from movies, video games, or artwork? What does this enchanted or magical rose symbolize? What magical powers or properties does it have? How does the appearance (color, petals) reflect its meaning? What story or message does it tell?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use line types (horizontal vertical diagonal) to draw the positive space (glass container, enchanted rose, foreground) of the Enchanted Roses 

3. Use color combinations (metallic, cool colors, warm colors, neutral colors) to fill in the positive space (glass container, enchanted rose, foreground) of the Enchanted Roses

Day Two, Art Start

1. Retrieve Enchanted Roses for Assigned Tables 

2. Mystic Rose (1959) Salvador Dali 

3. Discussion Questions "How would you describe the petals in this artwork? Are the petals of each flower the same shape? How many petals does this flower have? How would you describe the center of this flower? Where do you find each flower? How would you describe the leaves, stem, and petals? What is different about these roses? How many different colors can you find of this flower? Are some of the flowers more colorful than others? How would you describe the shape of these petals? How many petals does this flower have? How would you describe the center of this flower? Is the flower part of something else or is it growing by itself? Are there more flowers like this one nearby? What kind of flower would you like to have for your enchanted flower?" 

Lesson Activities

1. Add shape variation (geometric, organic, free form) to the negative space (background, middle ground) of the Enchanted Roses 

2. Use patterns (stripes, swirls, zig zag) to add a design to the negative space (background, middle ground) of the Enchanted Roses

3. Use painting techniques (splatter, mixing, pouring, wash) for the negative space (background, middle ground) of the Enchanted Roses

Day Three, Art Start

1. Retrieve Enchanted Roses for Assigned Tables 

2. Set Up Studio Area (paint brushes, tempera paint, glue sticks, scissors) 

Lesson Activities

1. Blend color combinations (cool colors, warm colors, metallic colors, neutral colors) for the positive space (glass container, enchanted rose, foreground) of the Enchanted Roses 

2. Add highlights (reflective light, light source) to the positive space (glass container, enchanted rose, foreground) of the Enchanted Roses 

3. Add shadows (cast shadow, reflective shadow, shadow) to the negative space (background, middle ground) of the Enchanted Roses 

Artist Examples

Student Examples 

 Olimpia Zagnoli Illusions

Learning Targets

I can...

• Create an original Olimpia Zagnili Illusions using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by Italian Artist (1984-Present) Olimpia Zagnoli
• Use graphic design techniques (typography, page layout, interactive design, display elements) and design principles (emphasis, contrast, balance) based on Contemporary Art
• Define Focal Point (the center of interest of an artwork that the viewer notices first)

Lesson One
Day One, Art Start

1. NASA: The Stars Are Calling And We Must Go (2019) Olimpia Zagnoli

2. Read A Kid's Book About Design by Jason Mayden

3. Discussion Questions "Why is art important? What role does art play in our society? why value is placed upon artists and their art? What makes something a work of art? Is art defined by boundaries? If so, what are they and how have they changed over the course of history? What is the role of the artist? How has this role changed over time? What distinguishes visual art from other forms of visual communication like advertising, design, or photojournalism? Who decides what a work of art means- the artist, the critic, or the viewer? What ar the subjects, issues, and themes important to artists working today? In addition to museums and galleries, what else can art be shown? How does the location or context of a work of art affect its meaning? why role does beauty play in contemporary art? Does a work of art need to be beautiful? Why or why not? Where do artists find inspiration?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use line types (horizontal, vertical, diagonal) to draw positive space (flower) of the hand drawings 

3. Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground) of the Olimpia Zagnoli Illusions

Day Two, Art Start

1. Retrieve Olimpia Zagnoli Illusions for Assigned Tables

2. La Repubblica (2014) Olimpia Zagnoli 

3. Discussion Questions "What elements of this artwork seem real? What adjectives would you use to describe this artwork? What verbs would you use to describe this artwork? What elements seem dreamlike or imaginary? What is strange about this artwork? What is exciting about this artwork? What do we know about the artist after viewing this artwork? If you could ask the artist a question, what would you ask her? Why do you think the artwork was created? Why do you say that? How do you think the artist feels about the final product? How do you think this artwork was made? Why do you think the artist made this artwork? What do you think the artist is trying to say in this artwork?'

Lesson Activities

1. Add shape variation (geometric, organic, are form) to the negative space (background) of the hand drawings

2. Use patterns (swirls, zig zags, stripes) to add a design to the negative space (background) of the hand drawings

3. Use watercolor to blend patterns (swirls stripes zig zags) for the negative space (background) of the Olimpia Zagnoli Illusions

Day Three, Art Start

1. Retrieve Olimpia Zangoli Illusions for Assigned Tables

2. Set Up Studio Area (watercolor, erasers, pencils) 

Lesson Activities

1. Use color combinations (analogous, secondary, complementary) for positive space (foreground) of the hand drawings

2. Add highlights (light source, reflective light) to the positive space (foreground) of the hand drawings

3. Add illusion of depth by adding details (glitter, petals, background) to the positive space (foreground) of the Olimpia Zagnoli Illusions

Artist Examples

Student Examples