MiSs Rs ArT RoOm

Teacup Collages

Learning Targets

I can...

• Create an original Teacup Collages using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), texture (actual, visual, implied), and space (positive, negative) inspired by American Painter (1844-1926) Mary Cassatt
• Use collage techniques (assemblage, mixed media, decoupage, photomontage) and design principles (rhythm, balance, contrast) based on Impressionism
• Define Still Life (a work of art depicting an arrangement of inanimate objects)

Lesson One
Day One, Art Start

1. Five O'Clock Tea (1880) Mary Cassatt

2. Read The Tea Party In The Woods by Akiko Miyakoshi 

3. Discussion Questions "Did you know the tea industry dramatically changed the economics of several countries and altered global power still experienced today? How has tea shaped all aspects of society on a personal, national, and international levels? Can you see any visual cues about how these objects were traded? Can you infer any cultural influences that might have impacted these objects? Can you think of other art objects which might share similar cultural influences? What gave China power in the tea and porcelain trade initially? How did these countries have the upper hand at first? How did Britain try to shirt power in their favor? What did they do to take power in the tea industry? Can you more the British East India Company to any other modern day companies?" 

 Lesson Activities

1. Use neutral colors (black, white, grey) to add line types (contour, outline, gesture) to the positive space (foreground, teacup) of the Teacup Collages 

2. Fill in the positive space (foreground, middle ground, teacup) with color combinations (warm colors, cool colors, neutral colors) for the Teacup Collages 

3. Fill in the negative space (background) with color combinations (warm colors, cool colors, neutral colors) for the Teacup Collages 

Day Two, Art Start 

1. Retrieve Teacup Collages at Assigned Tables 

2.  The Cup Of Tea (1879) Mary Cassatt

3. Discussion Questions "What connections do the teacup and the saucer have to India? What connections can you make between the tea trade and colonization? What might be some of the lasting impacts of colonization on global power dynamics and the global economy? Do you think colonization could have had impacts on powers in other areas, besides just economics and trade? Where or how? Why might mathematicians, scientists, astronomers, or engineers choose to use art as a tool? What type of technique was used by the artist? What perspective do you think the artist was trying to get across? If this artwork is meant to persuade, what do you think the artist was trying to accomplish?"

Lesson Activities

1. Use neutral colors (black, white, grey) to fill in the positive space (foreground, middle ground, teacup) of the Teacup Collages 

2. Fill in the positive space (teacup, foreground, middle ground) with color combinations (warm colors, cool colors, neutral colors) for the Teacup Collages 

3. Fill in the negative space (background) with color combinations (warm colors, cool colors, neutral colors) for the Teacup Collages 

Day Three, Art Start

1. Retrieve Teacup Collages at Assigned Tables 

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

Lesson Activities 

1. Use color combinations (warm colors, cool colors, neutral colors) to fill in the positive space (teacup, foreground, middle ground) with pattern (stripes, polka dots, swirls) for the Teacup Collages 

2. Use color combinations (warm colors, cool colors, neutral colors) to fill in the negative space (teacup, foreground, middle ground) with pattern (stripes, polka dots, swirls) for the Teacup Collages 

3. Add highlights (reflective light, light source) and shadows (cast shadow, mid tones, shadows) to the Teacup Collages  

Artist Examples

Student Examples

 Degas Dancer Collages

Learning Targets

I can...

• Create an original Degas Dancer Collages using drawing techniques learned in class
• Use color combinations (analogous, complementary, secondary), shape variation (geometric, organic, free form), and space (positive, negative) inspired by French Artist (1834-1917) Edgar Degas
• Use collage techniques (paper, digital, mixed media, photomontage) and design principles (proportion, movement, balance) based on Impressionism
• Define Theme (the message the artist wishes to convey through the artwork)

Lesson One
Day One, Art Start

1. The Ballet Class (1871-1874) Edgar Degas

2. Read Degas Painter Of Ballerinas: The Metropolitan Museum Of Art by Susan Goldman Rubin

3. Discussion Questions "Do you think dancers relate to these paintings more than other people might? How does Edgar Degas's painting compare to the rehearsal experience? How did the ballerinas in Edgar Degas's dancers look differently than the dancers today? How does the dancers' costumes compare to the costumes worn today? Do you have a favorite work from the exhibition? What other reason did the artist have for painting ballerinas? What does the ballerina symbolize in Edgar Degas paintings? What is Edgar Degas style in art? What type of painting is the ballet class by Edgar Degas? Why did Edgar Degas start to paint ballerinas? Why is the dance class an important painting?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Add three dimensional shapes (organic, free form, geometric) to the composition of the positive space (ballerina) for the ballerina collages

3. Add a horizon line in the negative space (background) to separate the positive space (ballerina) from the negative space (stage) in the Degas Dancer Collages

Day Two, Art Start

1. Retrieve Degas Dancer Collages for Assigned Tables 

2. Ballet Rehearsal (1873) Edgar Degas

3. Discussion Questions "What do you see in this painting? What do you think of this artwork? How do you think the public received it? Why do you think Degas used that medium? How are images and objects used to convey a story, familiar experience, or connection to the world? How does the length, color, o shape of the ballerina make a difference in conveying the meaning of this artwork? Is this painting of four dancers or one dancer in four positions?  What does each part of the body look like in motion? Why do you think the dancers choose the materials he did? After experimenting with our materials, how do you think the dancers clothing from the painting will move when dancing? What other things did Edgar Degas paint? How would you describe the composition? How would you describe the clothing?"

Lesson Activities

1. Use color combinations (analogues, complementary, secondary) to fill in the positive space (foreground) of the ballerina collages

2. Use color combinations (analogue, complementary, secondary) to fill in the negative space (background) of the ballerina collages

3. Use shape stamps to add patterns (floral, silk, wood) and texture plates (wood, leather, metal) to the Degas Dancer Collages

Day Three, Art Start

1. Retrieve Degas Dancer Collages for Assigned Tables

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

Lesson Activities

1. Add highlights (reflective light, light source) to the subject matter (ballerina) of the ballerina collages

2. Add shadows (reflective shadow, cast shadow) to the negative space (background) of the ballerina collages

3. Outline details (patterns, objects, images) in the positive space (ballerina) of the Degas Dancer Collages

Artist Examples

Student Examples 

 Watercolor Bridge Silhouettes

Learning Targets

I can...

• Create an original Watercolor Bridge Silhouettes using drawing techniques learned in class
• Use color combinations (analogous, complementary, primary), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by French Painter (1840-1926) Claude Monet
• Use painting techniques (underpainting, blending, dry brush, texture) and design principles (composition, proportion, gradation) based on Impressionism
• Define Hue (a pure color that is found on the color wheel and has nothing added to change properties)

Lesson One
Day One, Art Start

1. Waterloo Bridge, Sunlight Effect (Effet De Soleil) (1903) Claude Monet

2. Read Mackinac Bridge: The Story Of The Five Mile Poem by Gloria Whelan

3. Discussion Questions "What do you see? Where do you think this painting is set? What does the weather look like? What kind of clothes would they weather in this weather? What time of day might this painting show? What time of year? What colors do you see? How many hues of blue can you find? Are these things actually blue in real life, or just painted with blue? What materials is the bridge made of? How long is the bridge? Does the bridge connect one place to another? What kind of bridge is it? Is it a straight road, arch-shaped, have many steps, or lack support like a swinging rope bridge? What is beneath the bridge? Does the bridge connect one place to another? Is these soft grass, calm water, a rough river, or a highway with heavy traffic? Is there any environment surrounding the bridge, and if so, what is it like? Is it sunny with trees and many living things or cloudy and deserted? Where do you place yourself in the image, as represented by the dot? Are you on the bridge, and if so, which part? Are you at the beginning, middle, or toward the end?"

Lesson Activities

1. Use recognizable basic shapes (geometric, organic, free form) to outline the positive space (bridge) of the bridge paintings

2. Use black sharpie markers to outline recognizable basic shapes (geometric, organic, free form) of the negative space (background) of the bridge paintings 

3. Use rubber erasers to remove any pencil lines from the positive space (bridge) and negative space (background) of the Watercolor Bridge Silhouettes

Day Two, Art Start

1. Retrieve Watercolor Bridge Silhouettes for Assigned Tables

2. The Bridge At Argenteuil (1874) Claude Monet

3. Discussion Questions "What is a bridge? What interesting facts do you know about each bridge? Are there other stories with historical significance? How do you know this information? What is the longest bridge in the world? Why do bridges look so different in different parts of the world? How long did it take to build these huge bridges? What is the oldest manmade structure in the world? How would you build a bridge in a whole day? Why were bridges built throughout history? How did the artist use geometric shapes to draw the bridge? Did the artist use watercolor effectively? What are the main features of bridges? How were bridges built?"

Lesson Activities

1. Use watercolor techniques (dry brush, blending, overlapping) to fill in the positive space (bridge) of the bridge paintings 

2. Use watercolor techniques (dry brush, blending, overlapping) to fill in the negative space (background) of the bridge paintings

3. Add decorative patterns (plants, fish, people) to the negative space (background) of the Watercolor Bridge Silhouettes

Day Three, Art Start

1. Retrieve Watercolor Bridge Silhouettes for Assigned Tables

2. Set Up Studio Area (watercolor, paint brushes, paint bucket) 

Lesson Activities

1. Use neutral colors (black, grey, white) to outline decorative patterns (plants, fish, people) in the negative space (background) of the bridge paintings

2. Use neutral colors (black, grey, white) to outline decorative details (cables, towers, decks, anchorage) in the positive space (bridge) of the bridge paintings

3. Add highlights (reflective light, light source) and shadows (cast shadow, reflective shadow) to the positive space (bridge) of the Watercolor Bridge Silhouettes

Artist Examples

Student Examples

 Printed Fence With Flowers

Learning Targets

I can...

• Create an original Printed Fence With Flowers using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and space (positive, negative) inspired by French Painter (1840-1926) Claude Monet
• Use printmaking techniques (etching, engraving, woodcut, lithography) and design principles (contrast, balance, proportion) based on Impressionism
• Define Monoprint (a form of printmaking where the image can only be made once)

Lesson One
Day One, Art Start

1. The Garden Gate At Vetheuil (1881) Claude Monet

2. Read Extraordinary Garden by Sam Boughton

3. Discussion Questions "How can sharing your gifts with others make things extraordinary? How did Joe feel before and after he started his garden? How do you think Hoe's neighbors felt the njoe shared his garden with them? What do you have that you could share that might bring joy to thatchers? What does Joe create with his imagination? What was the thing that helped Joe bring his idea to life? How long do you think it took for his idea to grow? How long do you think it took for his seed to grow? Who does he share his plants with? Can you think of other words to describe something as ordinary? Are there ordinary colors that were used?"

Lesson Activities

1. Choose 12" X 15" Watercolor Paper

2. Use line types (horizontal, vertical, diagonal) to fill in the positive space (foreground) of the flower garden designs 

3. Add scenery (blue sky, wooden fence, insects) to the positive space (foreground) of the Printed Fence With Flowers 

Day Two, Art Start

1. Retrieve Printed Fence With Flowers for Assigned Table

2. The Pond With Ducks In Autumn (1873) Claude Monet

3. Discussion Questions "What do you think extraordinary means? How can you take ordinary activities and make them extraordinary? What is it? How does it work? Does it have extraordinary colors? Can you use it, or is it just a cool, silly thing to look at? Where would you place the seeds in your house? Would you place them under the stairs, behind the sofa, or inside a sock? Where is the silliest place you can think of to find a seed? Is there a real seed somewhere in your house? Could you plant the seed? What will grow in your garden? What colors will be there? Will there be water in your garden, a waterfall, or a river?" What amazing animals might be in your garden? Who will you share this space with?" 

Lesson Activities

1. Add flowers (roses, carnations, tulips, irises, sunflowers) to the positive space (foreground) of the flower garden designs 

2. Add details (clouds, sun, birds) to the negative space (background) of the flower garden designs 

3. Use black sharpie marker to outline the foreground, middle ground, and background of the Printed Fence With Flowers

Day Three, Art Start

1. Retrieve Printed Fence With Flowers for Assigned Tables

2. Set Up Studio Area (watercolor, buckets, colored pencils)

Lesson Activities

1. Use color combinations (analogous, secondary, complementary) to fill in the positive space (foreground) of the flower garden designs 

2. Use color combinations (analogous, secondary, complementary) to fill in the negative space (background) of the flower garden designs

3. Add highlights (reflective light, light source) and shadows (reflective shadow, cast shadow) to the positive space (foreground) of the Printed Fence With Flowers

Artist Examples 

Student Examples

 Winter Cityscapes 

Learning Targets

I can...

• Create an original Winter Cityscape using collage techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and value (lightness, darkness, tints, shades) inspired by Impressionist Painter (1839-1899) Alfred Sisley
• Use cityscape elements (horizon line, foreground, middle ground, background) and designs principles (composition, movement, proportion) based on Impressionism
• Define Cityscape (the visual appearance of an urban area)

Lesson One
Day One, Art Start

1. Snow On The Road, Louveciennes (Chemin De La Machine) (1874) Alfred Sisley

2. Read A Winter Walk In The City by Cathy Goldberg Fishman

3. Discussion Questions "What strikes you most about this landscape? What mood does it evoke? What is the main idea of this painting? What is the focal point? Where is the highest contrast and sharpest edge? Is there a dominant color temperature in the landscape? What are the dominant atmospheric effects? What are the elements in the landscape? Where is the lightest and darkest part of the painting? What do you find inspiring about winter?"

Lesson Activities

1. Use pencil to draw basic shapes (geometric, organic, free form) of the positive space (buildings) of the winter cityscapes

2. Use line types (expressive, directional, contour) to add details (windows, doors, decorations) to the winter cityscapes 

3. Use line types (expressive, directional, contour) to add details (clouds formations, raised highways, snowflakes) to the negative space (background) of the Winter Cityscapes

Day Two, Art Start

1. Retrieve Winter Cityscapes for Assigned Table

2. Garden In Louveciennes In The Snow (1874) Alfred Sisley

3. Discussion Questions "Would you like living in a city? What are some advantages to of living in a city What are some disadvantages to living in a city? What is your favorite city to visit? What part of this city do you like the best? What do you ink could be done to improve living conditions in the cities? What are some differences between living int he city and living in the country? If you had grown up in a different city how would your life have been different? What monuments of your city do you consider the most impressive? How would you describe the architecture in your city? what would you do if you were in charge of the city? How would you improve it? What changes would you make? Would you enjoy designing a new city?"

Lesson Activities

1. Use color combinations (analogous, secondary, intermediate) to fill in the positive space (buildings) of the winter cityscapes

2. Use color combinations (analogous, secondary, intermediate) to fill in the negative space (background) of the winter cityscapes 

3. Use line types (expressive, directional, contour) to fill in the positive space (building) with designs (features, windows, doors, decorations) of the Winter Cityscapes

Day Three, Art Start

1. Retrieve Winter Cityscapes for Assigned Table

2. Set Up Studio Area (water bucket, paint brushes, oil pastels)

Lesson Activities

1. Add highlights (light source, reflective light) to the positive space (building) of the winter cityscapes

2. Add shadows (cast shadow, reflective shadow) to the negative space (background) of the winter cityscapes

3. Use stop motion program (iMotion, FlipaClip, Stop Motion) to add an animation to the Winter Cityscapes

Artist Examples

Student Examples