MiSs Rs ArT RoOm

Mixed Media Starfish

Learning Targets

I can...

• Create an original Mixed Media Starfish using drawing techniques learned in class
• Use secondary colors (green, orange, purple), line types (contour, outline, curved), and value (lightness, darkness) inspired by Star of the Sea: A Day In The Life of a Starfish by Janet Halfmann
• Use science connections (marine biologist, tidal pools, action characteristics) and design principles (movement, rhythm, balance) based on Personal Art
• Define Rhythm (repeating color, value, line, and shape within a work of art)

Lesson One
Day One, Art Start

1. Starfish On Pink (1949) Alexander Calder
2. Read Star of the Sea: A Day In The Life of a Starfish by Janet Halfmann
3. Discussion Questions "What is a Starfish? Where do Starfish live? Where do starfish come from? How many arms does a sea star have? How does a sea star eat? Where are sea stars found? What types of colors are these starfish? Can starfish live on shore? How fast or how slow do starfish move? Do starfish have gills? Why are starfish shaped like stars? Do starfish make sound? Have you ever seen any of the types of starfish before? What are some similarities and differences you notice between these starfish? How many different types of starfish do you think are in the sea?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper
2. Use geometric shapes (oval, circle, cylinder) to draw basic shapes of Mixed Media Starfish
3. Use value (lightness, darkness) to fill in the geometric shapes (oval, circle, cylinder) of Mixed Media Starfish

Day Two, Art Start

1. Retrieve Mixed Media Starfish for Assigned Table
2. Starfish In The Sea (2015) Allen Ye
3. Discussion Questions "What is different about these starfish? How would you describe the shape of these starfish? Do you think all these starfish are the same shape? Do you see any patterns on these starfish? How is this starfish different from the others? Do you think this starfish is rough or smooth? How do you think the starfish would feel if you touched it? What is the shape of the starfish? Is it shiny and smooth? Is it bumpy and rough? How many colors do you see on the starfish? Are any of the patterns alike? Are any of the patterns different? Do all starfish have the same pattern?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) to decorative patterns of Mixed Media Starfish
2. Use patterns (swirls, dots, stripes) to add decorative designs to positive space (starfish) of the Mixed Media Starfish
3. Use chalk pastel to fill in the negative space (background) with secondary colors (green, purple, orange) of the Mixed Media Starfish

Day Three, Art Start

1. Retrieve Mixed Media Starfish for Assigned Table
2. Set Up Studio Area (pencils, sidewalk chalk, embellishments)

Lesson Activities

1.Blend secondary colors (green, purple, orange) for the positive space (starfish) of the Mixed Media Starfish
2. Add highlights (light source, reflective light) to the negative space (background) of the Mixed Media Starfish
3. Add illusion of depth by adding shadows (cast shadow, reflective shadow) of the Mixed Media Starfish

Artist Examples

Student Examples

Contour Line Shells

Learning Targets

I can...

• Create an original Contour Line Shell using drawing techniques learned in class
• Use shape variation (geometric, organic), analogous colors (red, purple, orange; green, yellow, blue), and line types (straight, wavy, curved) inspired by American Artist (1887-1986) Georgia O'Keeffe
• Use observational drawing techniques (viewfinder, still life, composition) and design principles (balance, proportion, gradation) based on Modern Art
• Define Rendition (a drawing or painting of something an artist is looking at or has imagined)

Lesson One
Day One, Art Start

1. Two Pink Shells/Pink Shell (1937) Georgia O'Keeffe
2. Read Seashells by the Seashore by Marianne Berkes
3. Discussion Questions "What is different about these shells? How would you describe the shape of this shell? Do you think all these shells are the same shape? Do you see any patterns on this shell? How is this shell different from the others? Do you think this shell is rough or smooth? How do you think this shell would feel if you touched it? What shape is the shell? Is it shiny and smooth'? Is it bumpy and rough? Do you see any patterns on the shell? How many different colors do you see on the shell? How are these shells the same? How are these shells different? What animal could live in this shell? Do you see any patterns on these shells? What do they look like? Are any of the patterns alike? are any of the patterns different? Do the shells look smooth or bumpy? How are these shells similar to each other? How are they different? Are all the shells the same color? Do all the shells have the same pattern? Are all the shells shaped the same? Are some shells round? Are some shells shaped like a cone?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper
2. Use geometric shapes (oval, circle, cylinder) to draw basic shapes of Contour Line Shells
3. Use value (lightness, darkness) to fill in the geometric shapes (oval, circle, cylinder) of the Contour Line Shells

Day Two, Art Start

1. Retrieve Contour Line Shells for Assigned Table
2. Red Hill and White Shell (1938) Georgia O'Keeffe
3. Discussion Questions "What kind of characteristics would you attribute to Georgia O'Keeffe? What type of stereotypes did Georgia O'Keeffe have to confront as a woman artist? When was Georgia's first giant seashell painting exhibited? What was Georgia O'Keeffe trying to express in her paintings? What was she trying to show you? Why do you think Georgia O'Keeffe used these colors? Is Georgia O'Keeffe trying to tell a story? If so, what? Where do you think Georgia O' Keeffe was when she was trying to paint this still life? How can you tell? What other clues do you see? Why do you think artists like to paint outside? Why is light important to artists?" 

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) to decorative patterns of the Contour Line Shells
2. Use patterns (swirls, dots, stripes) to add decorative designs to the positive space (shells) of the Contour Line Shells
3. Use chalk pastel to fill in the negative space (background) with analogous colors (red, purple, blue; orange, yellow, green) of the Contour Line Shells

Day Three, Art Start

1. Retrieve Contour Line Shells for Assigned Table
2. Set Up Studio Area (pencils, sidewalk chalk, tissue paper)

Lesson Activities

1. Blend analogous colors (red, orange, purple; yellow, green, blue) for the positive space (shell) of the Contour Line Shells
2. Add highlights (light source, reflective light) to the negative space (background) of the Contour Line Shells
3. Add illusion of depth by adding shadows (cast shadow, reflective shadow) of the Contour Line Shells

Artist Examples

Student Examples

Sumi-e Samurai

Learning Targets

I can...

• Create an original Sumi-e Samurai using painting techniques learned in class
• Use neutral colors (grey, black, white), shape (geometric, organic), and line types (curved, straight, thin, thick) inspired by Iron, Leather, Laminated Paper, Lacquer, and Texile. Gift of Dr. William A. Galeno B87M22 (1615-1868) Edo Period
• Understand ink techniques (stippling, blending, contour) and design principles (variation, gradation, balance) based on Japan Art
• Define Haiga (illustrations inspired by waka poems)

Lesson One
Day One, Art Start

1. Iron, Leather, Laminated Paper, Lacquer, and Textile. Gift of Dr. William A. Galeno B87M22 (1615-1868) Edo Period
2. Read The Samurai's Tale by Eric Haugaard
3. Discussion Questions "How did the design of the short and use of it in battle allow a warrior to satisfy the code of samurai? What would have been different for a warrior in battle with a sword against a warrior with a gun? Why do you think they continued to use swords? How would you feel if you were wearing the helmet and mask during battle? How would the shape and design of this mask make you stand out in battle among many other warrior? How is this jacket made to be worn over armor reflect this peaceful time in history of the samurai?"

Lesson Activities

1. Choose 12" X 15" Chiyohami (Traditional Japanese Thin Wrapping Paper)
2. Use geometric shapes (oval, rectangle, square) to add samurai parts (spine, chest, head, hands) of samurai paintings
3. Add line types (curved, straight, thin, thick) to outline samurai parts (arms, legs, hands, feet) of samurai paintings

Day Two, Art Start

1. Retrieve Sumi-e Samurai for Assigned Table
2. Black Lacquered Iron Plates, Leather, Textile, and Silk Cord. Gift of Mr. R.P. Schwerin B74M7 (1615-1868) Edo Period
3. Discussion Questions "What is this object? What was its function? What do you see that makes you say that? Who were the samurai and what was their job? What are some samurai weapons and names? What is Bushido? What is a Code of Conduct? What are some interest facts you learned about the Samurai? What might it symbolize? Why might this story have been popular on screens in the homes of daimyo or samurai? How do you think this screen might have looked and functioned in the context of a room? What do you learn about samurai behavior form the story as it is shown in he painting? What do we not see in these paintings? How does the action of the men in this print, which shows such a story, express the deep loyalty that dishonored samurai would have felt? How do their actions reflect the code of samurai? What does this quote tell you about samurai code? What elements of the armor make it useful? What materials were used in making this armor? Who is depicted on the breastplate? Why was this figure popular among samurai?"

Lesson Activities

1. Use neutral colors (grey, black, white) to fill in the positive space (armor, sword, cape) of the samurai paintings
2. Use neutral colors ( grey, black, white) to fill in the negative space (fence, mountain, plants) of the samurai paintings
3. Add details to helmet (long horns, terrifying mask) and armor (golds, sleeves, belt) of the Sumi-e Samurai 

Day Three, Art Start

1. Retrieve Sumi-e Samurai for Assigned Table
2. Set Up Studio Area (water bucket, paintbrushes, Indian ink)

Lesson Activities

1. Add highlights (light source, reflective light) to fill in the positive space (armor, sword, cape) of the samurai paintings 
2. Add shadows (reflective shadow, cast shadow) to fill in the negative space (fence, mountain, plants) of the samurai paintings
3. Add details to armor (jacket, katana, animals) and background (waterfall, trees, animals) of the Sumi-e Samurai

Artist Examples

Student Examples

Pattern Landscapes

Learning Targets

• Create an original Pattern Landscape using drawing techniques learned in class
• Use line variation (swirls, squiggles, curves), visual texture (rock, grass, wood), and shape (geometric, organic, free form) inspired by American Painter (1891-1942) Grant Wood
• Understand Art Element: Line (curved, whirling, straight) and design principles (balance, composition, emphasis) based on Folk Art
• Define Zentangle (style of drawing or doodling with repeating pattern to create a dynamic piece)

Lesson One
Day One Art Start

1. Young Corn (1931) Grant Wood

2. Read Grant and Tillie Go Walking by Monica Kulling
3. Discussion Questions "What does the scene tell about the area of the country in which the artist lived in? How as Grant Wood's art influences by each of these elements in his life: his early drawing tools, his home, his school, and his trips to Europe? How does his artwork reflect the community around him? What kind of scenes were the subjects of regionalist artists? How does his artwork differ from other artists of the same era?"

Lesson Activities

1. Use graphite pencil to draw the background (sky, clouds, hillside) of the pattern landscapes 
2. Use graphite pencil to draw the middle ground (fields, houses, trees) of the pattern landscapes
3. Use graphite pencil to draw the foreground (bushes, animals, rocks) of the pattern landscapes

Day Two, Art Start

1. Retrieve Pattern Landscapes for Assigned Table
2. Read Foster Creative Books: The Art of Zentangle by Notions Walker
3. Discussion Questions "What is Zentangle? What is the theory behind Zentangle Art? Who invented Zentangle? How many Zentangle patterns are there? What is the difference between doodling and Zentangle? What are the benefits of Zentangle? Why are Zentangles considered a meditative art? What are the characteristics of Zentangle art? How do you do Zentangles?"

Lesson Activities

1. Add pattern (stripes, zig zags, polka dots) to background (sky, clouds, hillside) of pattern landscapes
2. Add pattern (stripes, zig zags, polka dots) to middle ground (fields, houses, trees) of pattern landscapes
3. Add pattern (stripes, zig zags, polka dots) to foreground (bushes, animals, rocks) of pattern landscapes

Day Three, Art Start

1. Retrieve Pattern Landscapes for Assigned Table
2. Set Up Studio Area (paint brushes, tempera paint, water bucket)

Lesson Activities

1. Use warm/cool colors (red, orange, yellow) to paint in the background (sky, clouds, hillside) of pattern landscapes
2. Use warm/cool colors (red, orange, yellow; green, blue, purple) to paint in the middle ground (fields, houses, trees) of pattern landscape
3. Use warm/cool colors (red, orange, yellow; green, blue, purple) to paint in the foreground (bushes, animals, rocks) of pattern landscape

Artist Examples

Student Examples

Line Variety Paintings

Learning Targets

I can...

• Create an original line variety paintings using painting techniques learned in class
• Use types of directional lines (horizontal, vertical, diagonal), space (positive, negative), and color combinations inspired by Keith Baker
• Use gross motor skills (raising, rolling, lifting) and design principles (movement, variety, balance) based on visual literacy
• Define Line (a dot that goes for a walk) 

Lesson One
Day, One Art Start

Lesson Activities 

Day Two, Art Start

Lesson Activities

Day Three, Art Start

Lesson Activities 

Artist Examples

Student Examples