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

 Youth Art Month Banner Contest

Learning Targets

I can...

• Create a Youth Art Month Banner using graphic design techniques learned in class
• Use balance (bilateral, quadrilateral, radial, symmetrical), dimensions (small, medium, large), and photographic form (thumbnail, rough draft, digital image) inspired by American Company (1961-Present) The Art & Creative Materials Institute
• Use graphic design skills (textual content, collaged images, simple logo) and design principles (balance, composition, contrast) based on Multimedia Art
• Define Banner (a long strop of cloth bearing a slogan or design hung in a public place)

Lesson One
Day One, Art Start

1. Youth Art Month Banner Winner (2019-2020) Texas

2. Youth Art Month Banner Winner (2018-2019) New York

3. Discussion Questions "What makes art education valuable? What opportunities are available for individuals of all ages to participate in creative art learning? How do communities, businesses, and governments support art education? What are the goals of the National Art Education Association? How can we support art at the local, regional, and national level? How does art develop citizens of a global society? How is art committed to students, community, organizations, and individuals everywhere? What is the difference between a flag and a banner? What is the purpose of a flag or a banner? How do you display artwork on a banner?"

Lesson Activities

1. Choose 8.5" X 11" Drawing Paper

2. Use Letter Stencils to write theme (art theme, youth art month, school year) for banner design

3. Add images relating to art theme (Take A Journey Through Art, Unleash Your Creative Side, Art Connects Us) for the preliminary sketches (thumbnails, collage, outline) of the banner design 

Day Two, Art Start

1. Retrieve Youth Art Month Banner Design for Assigned Table

2. Youth Art Month Banner Winner (2018-2019) New Jersey

3. Discussion Questions "What design inspiration can you bring into your own banner? How can you, as a graphic designer, create and original banner design that represents the identity of artists in our state? How do designers and artists arrange elements to draw (grab) viewer's attention? What makes something look artistic and another not? Have you ever created a banner? If so, what was your favorite thing to include? What was something new you learned about this year? What would you consider a good flag? What does "Take A Journey Through Art, Unleash Your Creative Side, Art Connects Us" mean to you?"

Lesson Activities

1. Use graphic design techniques (textual content, collaged images, simple logo) to map out composition of banner designs

2. Use balance (bilateral, quadrilateral, radial, symmetrical) and dimensions (small, medium, large) to move digital images within the banner designs

3. Use neutral colors (black, white, grey) to add contrast to the positive space (reflective light) and negative space (casting shadow) of the Youth Art Month Banner Design

Day Three, Art Start

1. Retrieve Youth Art Month Banner Design for Assigned Table

2. Set Up Studio Area (scrapbooking paper, glue sticks, art objects)

Lesson Activities

1. Use drawing techniques (blending, contrast, shading) to add complimentary colors (blue orange, purple yellow, green red) to the background of the banner design

2. Add value (highlights, shadows) to collage images (art theme, youth art month, school year) of banner design 

3. Add design details (border, typography, scenery) to the background of the banner designs 

Artist Examples

Student Examples

 Harold Hollingsworth Abstractions 

Learning Targets 

I can...

• Create an original Harold Hollingsworth Abstraction using drawing techniques learned in class
• Use shape variation (geometric organic free form), form (two dimensional, three dimensional), and value (lightness darkness) inspired by American Artist (1979-Present) Harold Hollingsworth
• Use design techniques (gradient letter spacing grid) and design principles (contrast movement emphasis) based on Contemporary Art
• Define Recompose (to rearrange or restore a composition)

Lesson One
Day One, Art Start

1. Cola (2020) Harold Hollingsworth

2. Read Museum Shapes by The New York Metropolitan Museum of Art

3. Discussion Questions "How does the location or context of the work affect its meaning? What are the subjects, issues, and themes important to artists working today? What role does beauty play in contemporary art? Does a work of art need to be beautiful? Why is art important? What role does art play in our society? What value is placed upon artists and their art, and why? What makes something a work of art? Is art defined by particular boundaries? IF so, what are they and how have they changed over time? What distinguishes visual art from other forms of visual communication like advertising, design, or photorealism? Who decides what a work of art means- the artist, the critic, the viewer? How does history and the passage of time affect the meaning of an artwork? What are the most important skills an artist can have?"

Lesson Activities

1.  Choose 12" X 15" Drawing Paper

2. Draw three recognizable form (letters numbers flowers) for positive space (foreground) of the abstract work

3. Draw three recognizable forms (letters numbers flowers) for the negative space (background) of the Harold Hollingsworth Abstractions 

Day Two, Art Start

1. Retrieve Harold Hollingsworth Abstractions for Assigned Tables

2. Plumb (2016) Harold Hollingsworth

3. Discussion Questions "What are the most important skills are artist can have? What materials and tools do artists use to create art today? Have the tools changed over time? Where do artists find inspiration? What is the difference between working alone and collaborating on an artwork with fabricators, audiences, or others? In addition to museums and galleries, where else can art be shown? How does the location or context of a work of art affect its meaning? What are the subjects, issues, and themes important to artists working today? What role does beauty play in contemporary art? Does a work of art need to be beautiful? Why or why not? Who decides what is beautiful?"

Lesson Activities

1. Use drawing techniques (contour line outline) to add basic shapes (geometric organic) to the positive space (foreground) of the abstract work

2. Use drawing techniques (contour line outline) to add basic shapes (geometric organic) to the negative space (background) of the abstract work

3. Use drawing techniques (contour line outline) to add details (pattern repetition form) to the Harold Hollingsworth Abstractions

Day Three, Art Start

1. Retrieve Harold Hollingsworth Abstractions for Assigned Table

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

Lesson Activities

1. Use analogous colors (red blue purple) to fill in the positive space (foreground) of the abstract work

2. Use analogous colors (green blue purple) to fill in the negative space (background) of the abstract work

3. add design details (geometric shapes, borders, patterns) to the positive space (foreground) and negative space (background) of the Harold Hollingsworth Abstractions 

Artist Examples

Student Examples

 Double Figured Silhouettes

I can...

• Create an original Double Figured Silhouette using drawing techniques learned in class
• Use neutral colors (black, grey, white), form (two dimensional, three dimensional), and space (positive, negative) inspired by Graphic Artist (1974-Present) Noma Bar
• Use painting techniques (impasto, chiaroscuro, fresco) and design principles (composition, repetition, contrast) based on Contemporary Art
• Define Positive Space (areas in a work of art that are subjects or areas of interest)

Lesson One
Day One, Art Start

1. Look Out (2020) Noma Bar

2. Read The Dark-Light Principle of Design (Dover Art Instruction) by Dorr Bothwell and Maryls Mayfield

3. Discussion Questions "Which two colors are used in negative space photographs? What does it captivate, in terms of emotions, to the audience of negative space? What are the three basic elements of composition needed in drawing? What is positive space in art? Which is the difference between positive and negative space? Which is easier to understand between the two different spaces? Can space be both two-dimensional and three-dimensional? What is positive and negative space? Which do you think is more important the positive space or the negative space? Can you see all the hidden images in the designs below?"

Lesson Activities

1. Use neutral colors (black, grey, white) to cut out different organic shapes for the figured silhouettes

2. Use white line types (thick, thin, curved, broken) to add patterns (stripes, wavy, dots) to the figured silhouettes

3. Use black line types (thick, thin, curved, broken) to add patterns (stripes, wavy, dots) to the background of figured silhouettes

Day Two, Art Start

1. Retrieve Double Figured Silhouettes for Assigned Table

2. Tea For Two (2020) Noma Bar

3. Discussion Questions "How would you describe Noma Bar's work? What different graphic design techniques does he use within his work? Do you think his home, city, and neighborhood inspired him to create this work? What types of decorating style does he use? What colors do you see during the fall season? Why are the reds and yellows called warm colors? What memories do you have during this season? What is positive and negative space? What season do you think these designs are inspired by? What is Graphic Design Artist?"

Lesson Activities

1. Use neutral colors (black, grey, white) to fill in the negative space (background) of the figured silhouettes

2. Use neutral colors (black, grey, white) to fill in the positive space (silhouette) of the figured silhouettes

3. Use drawing techniques (blending, layering, overlapping) to add contrast to the composition of the Doubled Figured Silhouettes

Day Three, Art Start

1. Retrieve Double Figured Silhouettes for Assigned Tables

2. Set Up Studio Area (glue sticks, scrapbook paper, tempera paint) 

Lesson Activities

1. Add highlights (reflective light, light source) to positive space (silhouettes) of figured silhouettes

2. Add shadows (cast shadow, shadow) to negative space (background) of figured silhouettes

3. Add overlapping shapes (circles, ovals, round shapes, round cornered shapes) to positive space of Double Figured Silhouettes

Artist Examples

Student Examples