Clay Pet Portraits

Learning Targets

I can...

• Create an original Clay Pet Portrait using sculpture techniques learned in class
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual, implied, visual) inspired by American Artist (2014-Present) Rebecca Fischer
• Use hand building techniques (col method, slab method) and design principles (movement, proportion, variation) based American Art
• Define Portrait (a picture of the head, shoulder, and face made by the artist)

Lesson One
Day One, Art Start

1.  Mac N Cheddar (2022) Rebecca Fischer 

2. Read Artists And Their Pets: True Stories Of Famous Artists And Their Animal Friends by Susie Hodge 

3. Discussion Questions "How did the artist use color and value to create his paintings? Why do you think the artist decide to paint his pet? If you could touch the animal, how would it feel? How does the artist paint texture? Why do you think the artist's work is considered portraiture? What do you feel when you look at this painting? Why do you feel that way? What type of environment can your animal be found in? What types of body parts (long trunk, short legs, one fin, flat tail) does your pet have? What type of shelter does your pet live in? How does your animal move around? Who are the predators of your animal? What type of weather does your pet like?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) for the proportions (head, neck, shoulder) within the silhouette of the pet portrait

2. Mold clay into basic shapes (oval face, present ears, rectangle neck) for the positive space (animal) of the pet portraits

3. Use needle tools to draw facial features (eyes, nose, mouth) for the positive space (animal) of the Clay Pet Portraits

Day Two, Art Start

1. Retrieve Clay Pet Portrait for Assigned Table

2. Daisy For Melissa (2022) Rebecca Fischer 

3. Discussion Questions "What adaptations help your animal gather or eat food? What adaptations help your animal breath? What adaptations help your animal defend itself? Do animals have feelings? What is your expressive pets portrait favorite environment? Can animals be happy, sad, lonely, mad, or loving? How do the illustrations reflect the animal's human like qualities? What types of bonds can develop between a human and an animal (friend, caregiver, support)? Does the fur usually grow in one particular direction? Do cats love to sit in a sunny window? Do dogs love to be out in the garden? Is your dog's style more like Scooby Doo or Pongo? What is this animal's name? Why did you choose this animal? What do you find inspiring about this animal? What did you as an artist hope to convey about this animal through your artwork?"

Lesson Activities

1. Add facial features (eyes, nose, mouth) within the positive space (animal) and silhouette of the pet portraits

2. Add details (eye sockets, brow bone, moles) to the facial features (eyes, nose, mouth) of the pet portraits

3. Use modeling tools (paddle, brush, grips) to smooth out the facial features (eyes, nose, mouth) of the Clay Pet Portraits

Day Three, Art Start

1. Retrieve Clay Pet Portraits for Assigned Table

2. Set Up Studio Area (modeling tools, clay, glaze)

Lesson Activities

1. Add color combinations (complementary, secondary, analogous) to the positive space (animal) of the pet portraits

2. Add color combinations (complementary, secondary, analogous) to the negative space (background) of the pet portraits 

3. Apply Gloss Finish to the proportions (face proportions, facial features, accessories) of the Clay Pet Portraits

Artist Examples

Student Examples

 Magritte's Eye 

Learning Targets

I can...

• Create an original Magritte's Eye using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form) and space (positive, negative) inspired by Surrealist Artist (1898-1967) Rene Magritte
• Use drawing techniques (gesture, figure, contour) and design principles (composition, balance, proportion) based on Surrealism
• Define Juxtaposition (two things being seen or placed close together with contrasting effects)

Lesson One
Day One, Art Start

1. The False Mirror (1928) Rene Magritte

2. Read Magritte's Imagination by Susan Goodman Rubin 

3. Discussion Questions "What kinds of objects did Rene Magritte include in his artwork? Where were these objects placed in his artwork? What is the point of this artwork? Why are the clouds in the reflection of the eyes? What might have happened in this painting if three more were added? What is dream like about this artwork? Which painting did Rene Magritte see that sent his art in a new direction? In what category of art is Rene Magritte's work classified? What common household items is featured in Rene Magritte's paintings? What new style of painting did Rene Magritte adopt? Which eye-confusing artistic concept is being used in this painting?" 

Lesson Activities

1. Choose 12" by 15" Drawing Paper

2. Use pencil to draw shape variation (geometric, organic, free form) of face parts (nose, forehead, cheek) of eye drawing

3. Use pencil to draw shape variation (geometric, organic, free form) of eye parts (iris, pupil, eyelid, treat duck) of eye drawing

Day Two, Art Start

1. Retrieve Magritte's Eye for Assigned Table

2. Eye Color (1946) M.C. Escher

3. Discussion Questions "What makes these art pieces fit surrealism? What images seem dreamlike, fantasy, or relate to your own life? Who is the artist we are learning about? What do you think Rene Magritte was thinking when he painted The False Mirror? What do you think the title, The False Mirror, is supposed to tell us? Is the sky a reflection of what the eye is seeing? Is the eye in fact an opening into another reality? Are we looking at an inner vision or something else entirely? Did the artist draw the parts of the eye? What is surrealism? How can surrealism be incorporated into these drawings? What does that mean? How can we make the ordinary look extraordinary?" 

Lesson Activities

1. Use neutral colors (black, brown, grey) to fill in the positive space (eye) of the eye drawings 

2. Use neutral colors (black, brown, grey) to fill in the negative space (facial feature) of the eye drawings

3. Use line types (horizontal, diagonal, vertical) to fill in the positive space (eye) with dreamlike imagery for Magritte's Eyes

Day Three, Art Start

1. Retrieve Magritte's Eyes for Assigned Table

2. Set Up Studio Area (colored pencils, sharpeners, erasers)

Lesson Activities

1. Add highlights (light source, reflective light) to positive space (eye) of ones eye drawings

2. Add shadows (cast shadow, shadow) to negative space (background) of ones eye drawings

3. Use stop motion program (iMotion, FlipaClip, Stop Motion) to add an animation to ones Magritte's Eyes

Artist Examples

Student Examples

Ceramic Self Portraits

Learning Target

I can...

• Create a Ceramic Self Portrait using ceramic techniques learned in class
• Use form (two dimensional, three dimensional), shape variation (oval, rectangle, square), and texture (clothing, hairstyle, lipstick) inspired by American Sculptor (1930-1992) Robert Arneson
• Use hand building techniques (coil method, slab method) and design principles (movement, proportion, variation) based on Funk Art
• Define Self Portrait (a picture of oneself made by the artist)

Lesson One
Day One, Art Start

1. A Hollow Gesture (1971) Robert Arneson
2. Read Portraits of Artists by Anna Reynolds, Lucy Peter, & Martin Clayton
3. Discussion Questions "What is a portrait? What is a self-portrait? What does a Self Portrait say about the artist? Self Portraits are about more than your appearance. They show who you are or who you want to be. If you could make a painting into a sculpture, how would you accomplish that? How can a self-portrait help you think about your own identity? How can you use close observational skills to feel good about yourself and other people around you? Who Are you?"

Lesson Activities

1. Add lines for proportions (head, neck, shoulders) within the silhouette of the self portrait
2. Mold clay into basic shapes (oval face, crescent ears, rectangle neck) of self portrait
3. Use needle tool to draw facial features (eyes, nose, mouth) within the silhouette of the self portrait

Day Two, Art Start

1. Retrieve Ceramic Self Portrait for Assigned Table
2. Watch James Cook Sculpture Demonstration- Aging Self Portraits In Clay
3. Discussion Questions "Why do artists paint portraits? Does the way a person is sitting or standing tell you anything about them? What makes this portrait unique? Do you like the way the artist arranged the portrait? What does the background and the objects in the background of the picture tell us? How often does the artist repeat certain colors or shapes within the portrait? Is the portrait considered abstract or realistic?"

Lesson Activities

1. Add facial features (eyes, nose, mouth) within the silhouette of the self portrait
2. Add details (eye sockets, brow bone, moles) to facial features (eyes, nose, mouth) of self portrait
3. Use modeling tools (paddle, brush, grips) to smooth out facial features (eyes, nose, mouth) of self portrait

Day Three, Art Start

1. Retrieve Ceramic Self Portrait for Assigned Table
2. Set Up Studio Area (water bucket, needle tools, rubber mat)

Lesson Activities

1. Add tempera paint to positive space (neck, face, shoulder) of ceramic work
2. Add tempera paint to negative space (background, clothing) of ceramic work
3. Apply Gloss Finish to face proportions, facial features, and accessories of Ceramic Self Portrait

Artist Examples 

Student Examples