Van Gogh Chair Paintings

Learning Targets

I can...

• Create an original Van Gogh Chair Painting using painting techniques learned in class
• Use color combinations (complementary, analogous, monochromatic), line variation (horizontal, vertical, diagonal), and value (lightness, darkness, tints, shadows) inspired by Post Impressionist Painter (1853-1890) Vincent Van Gogh
• Use drawing techniques (observational, perspective, blocking shapes) and design principles (proportion, composition, variation) based on Post Impressionism
• Define Impasto (a technique where paid is laid on a canvas so thickly that it stands out in three dimensions, leaving brush or palette knife strokes clearly visible)

Lesson One
Day One, Art Start

1. Van Gogh's Chair (1888) Vincent Van Gogh

2. Drawing On The Right Side Of The Brain by Betty Edwards

3. Discussion Questions "What was Van Gogh's relationship with fellow artist Gauguin like? How did Van Gogh represent his thoughts about himself and his friends in his chair paintings? How does Van Gogh use everyday objects as a form of a self-portraiture? How do artists tell stories about life and personality? When looking at the arms, legs, seats, and backs of the chair, what do you think this chair is made of? Can you identify the materials used to make this chair? Did you know Vincent Van Gogh lived in various places such as the Netherlands, Belgium, Britain, and France? How does this unusual scene show Vincent Van Gogh's personality, love of nature, and home comfort? How is this painting a statement of friendship between two artists? How do the vertical lines and diagonal lines show movement in this artwork?"

Lesson Activities

1. Use line types (horizontal, vertical, diagonal) to draw the basic shapes (oval, circle, triangle) for the positive space (chair, foreground) of the Van Gogh Chair Paintings

2. Use oil pastels to add line types (horizontal, vertical, diagonal) to the positive space (foreground, middle ground) of the Van Gogh Chair Paintings

3. Use oil pastels to add line types (horizontal, vertical, diagonal) to the negative space (background) of the Van Gogh Chair Paintings 

Day Two, Art Start

1. Retrieve Van Gogh Chair for Assigned Tables

2. Gauguin's Chair (1888) Vincent Van Gogh

3. Discussion Questions "What is negative space? How might focusing on it be used as a strategy for observational drawing? Is the space in this painting positive or negative? What is a negative space drawing? How is drawing negative space related to drawing contour lines? Is the background of the picture positive or negative? What is the main object of this positive and negative space artwork? Does anyone want to share where the positive and negative space is in this image? Where is the positive space in both paintings? Where is the negative space in both paintings? What does it captivate, in terms of emotions, to the audience of negative space? What are three basic elements of composition needed in drawing? What is the different between negative and positive space? Which do you think is more important negative space or positive space?"

Lesson Activities

1. Use color combinations (analogous, complementary, monochromatic) to fill in the positive space (foreground, middle ground, chair) of the Van Gogh Chair Paintings

2. Use color combinations (analogous, complementary, monochromatic) to fill in the negative space (background) of the Van Gogh Chair Paintings

3. Use drawing techniques (blending, layering, overlapping) to add contrast to the composition of the Van Gogh Chair Paintings 

Day Three, Art Start

1. Retrieve Van Gogh Chair Paintings for Assigned Tables 

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

Lesson Activities 

1. Add highlights (reflective light, light source) to the positive space (foreground, middle ground, chair) of the Van Gogh Chair Paintings

2. Add shadow (cast shadow, shadow) to the negative space (background) of the Van Gogh Chair Paintings

3. Add overlapping shapes (circles, ovals, triangles, rectangles) to the positive space (foreground, middle ground, chair) of the Van Gogh Chair Paintings

 Artist Examples

Student Examples

Treehouse Drawings

Learning Targets

I can...

• Create an original Treehouse Drawings using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and form (two dimensional, three dimensional) inspired by American Artist (1979-Present) Jedediah Corwyn Voltz
• Use perspective techniques (linear, one-point, two-point, three-point, atmospheric) and design principles (proportion, gradation, composition) based on American Art
• Define Architecture (the art or practice of designing and constructing buildings)

Lesson One
Day One, Art Start

1. Corner Store (2024) Jedediah Corwyn Voltz

2. Read Stuck by Oliver Jeffers

3. Discussion Questions "Are the houses below, in, or on top of the tree? How do you know? What shapes do you see in the structure of the houses? How do you access the houses? Is the tree sitting on a horizon line or inside of an area? What details do you notice in each of the houses? What windows do you notice in each of the houses? What is the secret purpose of the treehouse such as launching water balloons or high-tech makers space? What items would you throw up into the treehouse to keep them safe? Is your treehouse made of wood, giant sticks, crystal, or metal? Is the treehouse hidden by thick leaves, vibrant, or standing out as a statement piece? Is the treehouse drawing sitting on top of branches, wrapped around the truck like a spiral, or floating between multiple trees?"

Lesson Activities

1. Use observational drawing techniques (composition, direct light, value) to draw the basic parts (roof, windows, door, base) of the Treehouse Drawings 

2. Add shape variation (geometric, organic, free form) to add details (windows, doorways, balcony) to the positive space (foreground, middle ground, treehouse) of the Treehouse Drawings 

3. Add shape variation (geometric, organic, free form) to add details (trees, dirt path, puddles) to the negative space (background) of the Treehouse Drawings 

Day Two, Art Start

1. Retrieve Treehouse Drawings for Assigned Tables 

2. Lorax Camp (2020) Jedediah Corwyn Voltz

3. Discussion Questions "What are some things happening in this artwork? What kind of person would live in this treehouse? What is the treehouse made of (leaves, sticks, mushrooms, magical)? Are there any special doors, windows, or stairs to this house? Does this house have a special feature, like a baloney, a look out, or a secret room? What could be added to this picture with more time? What are some famous examples of biomorphic architecture? How does the shape of the home reflect the inhabitants? How does the treehouse blend in with its environment? What types of lines and shapes are present in your house? How are details like windows, doors, and roofs designed to be functional or imaginative? What was the most challenging part of designing and building your treehouse?"

Lesson Activities

1. Use types of patterns (stripes, swirls, meanders) to fill in the positive space (foreground, middle ground, treehouse) of the Treehouse Drawings 

2. Add high contrast (shaded areas, shadows, value) and light/medium contrast (background, light areas, middle ground) to the white space of the Treehouse Drawings 

3. Add embellishments (scrap paper, aluminum foil, paper bags)) to the positive space (foreground, treehouse) of the Treehouse Drawings 

Day Three, Art Start

1. Retrieve Treehouse Drawings for Assigned Tables

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

Lesson Activities

1. Use color combinations (analogous, secondary, neutral) to fill in the positive space (foreground, middle ground, treehouse) of the Treehouse Drawings

2. Use color combinations (analogous, secondary, neutral) to fill in the negative space (background, landscape) of the Treehouse Drawings

3. Add additional types of patterns (stripes, swirls, meanders) to the negative space (background) of the Treehouse Drawings

Artist Examples

Student Examples 

Clover Robin Porcelain Cabinets

Learning Targets

I can...

• Create an original Clover Robin Porcelain Cabinets using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), space (positive, negative) and texture (actual, visual, implied) inspired by Collage Artist (2007-Present) Clover Robin 
• Use collage techniques (layering, snipping, cutting, assemblage, found objects, decoupage, mixed media) and design principles (composition, variation, proportion) based on Illustration
• Define Collection (an accumulation of works of art by a private individual or a public institution)

Lesson One
Day One, Art Start

1. Almond Croissant (2026) Clover Robin

2. Read The Incredible Cabinet Of Wonders by Joe Fullman 

3. Discussion Questions "Did you know rich individuals owned fancy cabinets to show off wealth and power? Did you know scholars and scientists owned cabinets to show off learning and discovery? How do cabinets show the wonders of nature and the achievements of human creativity? How do artists create their own cabinets of art and curiosity to show off the collectibles from classroom experiences throughout the year? How do cabinets of art and curiosity remind you of places or collections you have seen or visited? What objects or items would you include in your own cabinet or art and curiosity? In what ways do cabinets of art and curiosity inspire you to explore and learn about the world around you? What does the physical object you choose look like, feel like, smell like, and sound like? What do you notice about the different displays? What do they tell you about the different collections of your classmates? What objects or cabinets are you most curious about? How does your collection represent you? If someone from 100 years in the future found your cabinet, what would they learn about your life?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use geometric shapes (oval, circles, rectangles, squares) to draw the basic shapes of the positive space (cabinet, windows, door handles, cupboards) for the Clover Robin Porcelain Cabinets

3. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow, shadow) and highlights (reflective light, light source) for the Clover Robin Porcelain Cabinets 

Day Two, Art Start

1. Retrieve Clover Robin Porcelain Cabinets for Assigned Tables 

2. Cake Shop (2026) Clover Robin

3. Discussion Questions "What items (dishes, pitchers, bowls, plates, mugs) do you see on these shelves? Which items appears the smallest and which items appear the largest? What different patterns can you find in this artwork? How many colors can you name in this artwork? Does the artist use realistic colors or are these colors more fun? Do you any shapes (circles, rectangles, squares) repeating in this artwork? How do you think the artist made this? Can you see where paper might have been cut out and glued on top of the brown background? Whose cupboard do you think this is? Is it from a giant's house, a colorful cafe, or a grandma's kitchen? If you could pick one item to use for breakfast, which one would it be? What do you think is missing from the shelves in this artwork?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) to make decorative patterns (stripes, swirls, waves) for the Clover Robin Porcelain Cabinets

2. Use decorative patterns (stripes, swirls, waves) to add designs to the positive space (foreground, cabinet, windows, cupboards) of the Clover Robin Porcelain Cabinets

3. Use color combinations (analogous, secondary, intermediate) to fill in the negative space (background) of the Clover Robin Porcelain Cabinets

Day Three, Art Start

1. Retrieve Clover Robin Porcelain Cabinets for Assigned Tables 

2. Set Up Studio Area (scissors, glue sticks, texture plates, colored pencils) 

Lesson Activities

1, Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground, cabinet, windows, cupboards) of the Clover Robin Porcelain Cabinets 

2, Add highlights (reflective light, light source) to the positive space (foreground, middle ground, cabinet) of the Clover Robin Porcelain Cabinets

3. Add illusion of depth by adding shadows (cast shadow, reflective shadow, shadow) to the negative space (background) of the Clover Robin Porcelain Cabinets 

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

 Expressive Food Characters

Learning Targets

I can...

• Create an original Expressive Food Characters 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 American Artist (1958-Present) Saxton Freymann
• Use sculptural techniques (carving, casting, modeling, assembling) and design principles (balance, proportion, emphasis) based on Edible Art
• Define Ephemera (short-lived everyday prints or produced items not meant to be permanent art but capturing lived experiences)  

Lesson One
Day One, Art Start

1. Melon School Bus (2000) Saxton Freymann 

2. How Are You Peeling? Foods With Moods by A. Joost Elffers and Saxton Freymann 

3.  Discussion Questions "How do you think the author and illustrator created the images for these books? What materials were used when making these children's books? How did the artist get this idea? Why is the therm edible food an accurate description of Saxton Freymann's technique? What other adjectives could be used to describe his art? Do you see faces, animals, plants, cars, or buildings in any of these foods? How do you think these fruits and vegetables are feeling? How can you tell these fruits and vegetables are feeling this way? Why do you think the author did that? Why does the pepper look happy, the apple surprised, and the orange mad? Is there a similar message between these two stories? Is there more than one way of looking at things or more than one point of view? Can there be more than one correct answer to a problem or question? Do things look differently depending on how you look at them? How can you tell the fruits and vegetables apart? How can a pun be visual?" 

Lesson Activities

1. Turn clay slab into basic shapes (head, facial features, arms) for the positive space (fruit, vegetable, foreground) of the Expressive Food Characters

2. Use modeling tools to draw features (accessories, jewelry) for the positive space (fruit, vegetable, foreground) of the Expressive Food Characters 

3. Add lines for the facial features (nose, eyes, mouth) for the positive space (fruit, vegetables, foreground) of the Expressive Food Characters 

Day Two, Art Start

1. Retrieve Expressive Food Characters for Assigned Table 

2. Onion Cat and Green Pepper Dog (1997) Saxton Freymann

3. Discussion Questions "How does this tomato feel? Why does the tomato feel that way? What happened to the tomato? What will the tomato do next? Does the tomato need help? Can you identify an emotion on the page displayed? Do you have parents or guardians who remind you to not play with your food to make sculptures? Have you seen food the have been covered with a decorative message? Is the onion feeling happy, grumpy, or surprised? Have you ever felt the way this orange looks? What happened that made you feel that way? What kind of fruit or vegetable did the artist use to make this animal? How do you think he made the eyes or the mouth? Did he cut into the food or add something to it? Why do you think he choose a bumpy cauliflower for a poodle instead of a smooth apple? If you had a banana right now, what animal or character could you turn it into?" 

Lesson Activities

1. Add lines for proportions (head, facial features, ears) within the silhouette (fruit, vegetable, foreground) of the Expressive Food Characters 

2. Mold clay into basic shapes (oval face, crescent ears, big eyes) for the positive space (fruit, vegetable, foreground) of the Expressive Food Characters 

3. Use needle tools to draw features (eyes, nose, mouth, wrinkles) for the positive space (fruit, vegetable, foreground) of the Expressive Food Characters 

Day Three, Art Start

1. Retrieve Expressive Food Characters for Assigned Tables 

2. Set Up Studio Area (water buckets, needle tools, rubber mats) 

Lesson Activities

1. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the positive space (fruit, vegetables, foreground) of the Expressive Food Characters 

2. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the negative space (background) of the Expressive Food Characters 

3. Apply Gloss Finish to the facial features, facial proportions, and accessories of the Expressive Food Characters 

Artist Examples

Student Examples