MiSs Rs ArT RoOm

 Clay Lizards

Learning Targets

I can...

• Create an original Clay Lizard using ceramic techniques learned in class
• Use form (two dimensional, three dimensional), shape variation (geometric, organic, free form), and texture (actual, implied, visual) inspired by Mexican Artist (1906-1992) Pedro Linares Lopez
• Use sculpture techniques (carving, modeling, assemblage, casting) and design principles (gradation, composition, proportion) based on Mexican Folk Art
• Define Alebrije (brightly colored Mexican folk-art sculptures of fantastical creatures)

Lesson One
Day One, Art Start

1. Alebrije Bird At The Children Museum In Indianapolis (1906) Pedro Linares Lopez

2. Read Alebrije Tales: Children Of The Night by Isaac Serna

3. Discussion Questions "What do you know about the Zapotec people? What do you know about the states of Mexico and Maya civilization? How can art be an economic force? Could similar approach help other economically depressed regions? How does this artwork reflect new knowledge of the Oaxacan people? How would you visually describe the characteristics of alebrijes? What are Alberijes? What are lizards? How big can lizards grow? How many varieties of lizards are there? What do lizards symbolize? Why did the artist use those colors and backgrounds for the artwork? What do you think is beautiful about this artwork? What can you learn from viewing this artwork?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) for the proportions (head, eyes, tail) of the positive space (animal) of the lizard sculptures 

2. Mold clay into basic shapes (circle, eyes, triangle tail, oval body) for the positive space (animal) of the lizard sculptures 

3. Use modeling tools to draw facial features (scales, toes, spots) for the positive space (animal) of the Clay Lizards

Day Two, Art Start

1. Retrieve Clay Lizards for Assigned Table

2. Alebrijes (1936) Pedro Linares Lopez

3. Discussion Questions "Why are lizards important to the ecosystem? What special features do lizards have? What are lizards a sign of? What is the hidden meaning of seeing a lizard? How far can a lizard run? What are the unique characteristics of a lizard? What do you think lizards eat? What do lizards have on the scales? What type of lizards are in our story? What types of noises do lizards make? Which type of lizard lives in North America? Do either or both of these lizards live where you do?"

Lesson Activities

1. Add facial features (eye lids, eyelashes, spots) for the positive space (animal) of the lizard sculptures

2. Add details (patterns, scales, stripes) for the positive space (animal) of the lizard sculptures

3. Use modeling tools (brush, grips, paddle) to smooth out the facial features (eyelids, eyelashes, spots) of the Clay Lizards

Day Three, Art Start

1. Retrieve Clay Lizards for Assigned Table

2. Set Up Studio Area (rubber mat, paintbrushes, water bucket)

Lesson Activities

1. Add tempera paint (red orange yellow) to the positive space (animal) of the lizard sculptures 

2. Add tempera paint (blue green purple) to the negative space (background) of the lizard sculptures 

3. Apply Gloss Finish to facial proportions, facial features, and accessories of the Clay Lizards

Artist Examples

Student Examples

 Iranian Teapots

Learning Targets

I can...

• Create an original Iranian Teapot using collage techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and texture (metal, fabric, paper) inspired by the Persian Empire
• Use printmaking techniques (embossing, stamping, relief) and design principles (repetition, emphasis, composition) based on 18th Century Art
• Define Embossed (a raised pattern on the surface of metal, leather, textiles, paper, or other substances)

Lesson One
Day One, Art Start

1. Vintage Middle East Persian Copper Hand Engraved Water Pitcher Ewer Teapot

2. Read Teatime Around The World by Denyse Waissbluth & Chelsea O'Bryne 

3. Discussion Questions "Why is color important in art? How does color help create a mood in a work of art? Who do you think this artwork was created for? Why do you say that? How do you think this artwork was made? How can you connect this artwork to your own life? Was this intended to be a work of art or not? Why do you think that? How does that impact your understanding of the artwork? What are the values and beliefs of the culture in which this artwork was made?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use pencil to draw the basic shapes (oval, cylinder, circle) of one of the three sized (small, medium, large) teapot drawings

3. Use a pencil to draw the basic shapes (oval, cylinder, circle) of parts (handles, lid, spout) of the Iranian Teapots

Day Two, Art Start

1. Retrieve Iranian Teapot for Assigned Table

2. Vintage Copper Turkish Teapot Tea Kettle Pot for Stove Top Decorative White Fancy Hammered Persian Moroccan Glasses

3. Discussion Questions "What does this artwork teach us about the past? What was happening in history when this artwork was made? How does that change your understanding of the artwork? How might your interpretation of this artwork be different from someone in another culture? What is beautiful about this artwork? Who do you know that would really like this artwork? Why would they like it? How might you feel differently about the world after looking at this artwork? How do you personally relate to or connect with this artwork? What symbols do you notice in this artwork?"

Lesson Activities

1. Use metallic colors (copper, gold, silver) to outline the positive space (teapot) and details (spout, handle, lid) of the teapot drawings 

2. Fill in the positive space (teapots) with neutral colors (black, white, grey) for the teapot drawings

3. Fill in the negative space (background) with complementary colors (red, green; blue, orange; yellow, purple) for the Iranian Teapots

Day Three, Art Start

1. Retrieve Iranian Teapot for Assigned Table

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

Lesson Activities

1. Use permanent marker to fill in the positive space (teapots) with patterns (stripes, zig zags, polka dots0 of the teapot drawings

2. Use permanent marker to fill in the negative space (background) with patterns (stripes, zig zags, polka dots) of the teapot drawings

3. Add highlights (reflective light, light source) and shadows (cast shadow, reflective shadow) for the Iranian Teapots

Artist Examples

Student Examples

 Impressionist Cherry Trees

Learning Targets

I can...

• Create an original Impressionist Cherry Trees using painting techniques learned in class
• Use color combinations (analogous, monochromatic, warm colors), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by British Artist (1965-Present) Damien Hirst
• Use printmaking techniques (stamps, stencils, cut outs) and design principles (repetition, emphasis, movement) based on Contemporary Art
• Define Stamping (the process of imprinting a design from a design surface onto fabric or paper)

Lesson One
Day One, Art Start

1. The Virtues 'Loyalty', Limited Edition 'Cherry Blossom' Landscape (2021) Damien Hirst

2. Read When Spring Comes by Kevin Harkes

3. Discussion Questions "What is Damien Hirst's art style? What techniques does Damien Hirst use? How many of these cherry tree paintings has he created? When people look at his work, how would the artist like to change the way people look at his work? How old is the artist, Damien Hirst? What type of artwork is Damien Hirst known for? What year was Damien Hirst nominated for the Turner Prize? Where is the artist from and how does that affect his work? Who are the artist's biggest artistic influences? Where does the artist find inspiration? Why is his artwork important to society?"

Lesson Activities

1. Choose 12" X 15" Traditional Rice Paper

2. Choose Plum Blossom, Orchid, Bamboo, or Chrysanthemum to represent one of the four seasons for the cherry tree paintings 

3. Use a pencil to draw a plum blossom, orchid, bamboo, or chrysanthemum onto traditional rice paper for the Impressionist Cherry Trees

Day Two, Art Start

1. Retrieve Impressionist Cherry Trees for Assigned Tables

2. The Virtues 'Politeness' Limited Edition 'Cherry Blossoms' Landscape (2021) Damien Hirst

3. Discussion Questions "The Four Gentlemen, also called the Four Noble Ones, in Chinese Art refers to the four plants (plum, orchid, bamboo, chrysanthemum). These four plants represent the four seasons as well as having their own symbolic meaning. The plum blossom represents endurance, orchid represents virtue/beauty, bamboo physical/mental strength, and chrysanthemum celebrating the loner. What historical facts do we know about China and Japan? What significant events occurred in the artists history during our lifetime? Did any significant events influence his artistic development?"

Lesson Activities

1. Use warm/cool colors (red, orange, yellow; green, blue, purple) to fill in the positive space (blossoms) of the cherry tree paintings

2. Use diluted ink to make different lines (horizontal, vertical, diagonal) for the positive space (branches) of the cherry tree paintings

3. Add details (bamboo, leaves, flowers, grass, branches) for the positive space (blossoms) of the Impressionist Cherry Trees

Day Three, Art Start

1. Retrieve Impressionist Cherry Trees for Assigned Tables

2. Set Up Studio Area (ink, quills, paint brushes)

Lesson Activities

1. Use calligraphy (decorative, handwriting, lettering) for negative space (background) of the cherry tree paintings 

2. Use erasers to carve rubber stamps/seals for the personal artistic signature (decorative, handwriting, letter) for the negative space (background) of the cherry tree paintings 

3. Use neutral colors (black, white, grey) to add highlights (reflective light, light source) and shadows (cast shadow, shadow) for the negative space (background) of the Impressionist Cherry Trees

Artist Examples

Student Examples

 Girl With Rainbow Fan Paintings

Learning Targets

I can...

• Create an original Girl With Rainbow Fan Paintings using drawing techniques learned in class
• Use color theory (color order, color mixing, color wheel), line types (horizontal, vertical, diagonal), and value (tints, shades) inspired by Impressionist Painter (1841-1919) Pierre-Auguste Renoir
• Use painting techniques (layering, overlapping, cropping) and design principles (gradation, repetition, emphasis) based on Impressionism 
• Define Rainbow Order (ROY G BIV; red, orange, yellow, green, blue, indigo, violet)

Lesson One
Day One, Art Start

1. Girl With Fan (1879) Pierre-Auguste Renoir

2. Read Renoir And The Boy With The Long Hair by Wendy Wax

3. Discussion Questions "What are some ways you can use a fan (cool off, hide facial expressions, point)? If you're a warrior and your fan was made of hard metal, how could it be useful? What role do the directions on the fans play? How could the decorations on this fan be helpful to the warrior in a symbolic way? What do you think of when you hear the word "Impressionism"? What types of art do you believe to be created in this culture? Why do artists paint or draw fans? What other familiar objects do artists like to paint or draw?"

Lesson Activities 

1. Choose 12" X 15" Drawing Paper

2. Add three dimensional shapes (organic, free form, geometric) to the composition of the arranged objects (fan) for the rainbow fan paintings

3. Add a horizon line in the negative space (background) to separate the foreground, clouds, and individual for the rainbow fan paintings

Day Two, Art Start

1. Retrieve Girl With Rainbow Fan Paintings for Assigned Table

2. Lady With Fan (1880) Pierre Auguste Renoir

3. Discussion Questions "Is there a distinct mood? hat do you notice about the colors, shapes, lines, and textures? Does it make you think of anything? Does anything jump out at you? Does this work create a strong emotional response? What did the artist say about the piece? What events are happening in the world at the time this piece as created? What are the five elements of impressionism? Does this work introduce a thought, concept, idea, or make you think on a higher level? Why did the artist do it that way? What was the artist trying to convey?"

Lesson Activities

1. Use rainbow order (ROY G BIV; red, orange, yellow, green, blue, indigo, violet) to fill in the positive space (foreground) of the rainbow fan paintings

2. Use rainbow order (ROY G BIV; red, orange, yellow, green, blue, indigo, violet) to fill in the negative space (background) of the rainbow fan paintings

3. Use shape stamps to add patterns (floral, silk, wood) and texture plates (wood, leather, metal) to the Girl With Rainbow Fan Paintings

Day Three, Art Start

1. Retrieve Girl With Rainbow Fan Paintings for Assigned Table

2. Set Up Studio Area (oil pastels, water buckets, tempera paint)

Lesson Activities

1. Add highlights (reflective light, light source) to the subject matter (rainbow fan) of the rainbow fan paintings

2. Add shadows (cast shadow, shadow) to the negative space (background) of the rainbow fan paintings

3. Outline details (patterns, objects, rainbow fan) in the positive space (foreground) of the Girl With Rainbow Fan Paintings

Artist Examples

Student Examples

Textured Tacos

Learning Targets

• Create an original Textured Taco using sculpture techniques learned in class
• Use primary/secondary colors (red, blue, yellow; green, purple, orange), texture (implied, actual, visual), and form (two dimensional, three dimensional) inspired by American Ceramist (1943-Present) Betty Spindler
• Use ceramic techniques (coil method, slip/score method, slab method) and design principles (balance, proportion, movement) based on American Art
• Define Imprint (a mark or outline on the surface of an object)

Lesson One
Day One, Art Start

1.  Big Cheesy Beef Tacos (1987) Betty Spindler

2.  Read Dragons Love Tacos by Adam Rubin
3. Discussion Questions "Do you have family members that come from a part of the world where that was a tradition? Is it associated with a special time of year or a specific holiday? What do you see inside that taco? How do you make a taco for a dragon? Did you know if you want to make friends with a dragon you need have a taco party (thats a party with a lot of tacos!)? Which would you like? Do you prefer beans, ground beef, or chicken for your meat? Do you want to own a dragon? What are some things dragons would love? What are some things dragons would hate? How do you make a taco? How would you draw a taco? How did we put it together?"

Lesson Activities

1. Use slab method to form the base (taco shell) of the ceramic textured taco
2. Use coil method to form the details (tomato slices, lettuce, meat) of the ceramic textured taco
3. Use modeling tools (wooden chips, shells, pencils, clay stamps) to add an imprint to the outside of the ceramic textured taco

Day Two, Art Start

1. Retrieve Ceramic Textured Taco for Assigned Table
2. Two Taco Plates (1987) Betty Spindler
3. Discussion Questions "What do you notice about this ceramic work? How are the tacos represented? Do they look real? How is space used in this ceramic work? How does the use of light and shadow add to the composition? Is this subject matter symbolic in any way- of what? Can you conjure an image in your mind of a food you love? Can you recall the colors, shapes, or textures? Can you recall the taste? What was this artist trying to say or do? What did you notice about their work? What is the artwork about? How would you support this interpretation? Is the artwork successful in your view? Can you describe the difference between ceramics and sculpture?"

Lesson Activities

1. Add details (tomato slices, sour cream, lettuce, meat) to inside (taco shell) of the textured taco
2. Add imprints (swirls, stripes, shapes) to outside (taco shell) of the ceramic textured taco
3. Add embellishments (glitter, sequins, small beads, yarn) to inside (taco shell) of the ceramic textured taco

Day Three, Art Start

1. Retrieve Ceramic Textured Taco for Assigned Table
2. Set Up Studio Area (paint brushes, watercolor, water bucket)

Lesson Activities

1. Use primary colors (red, blue, yellow) to fill in the base (taco shell) of the ceramic textured taco
2. Use secondary colors (green, orange, purple) to fill in the details (tomato slices, lettuce, meat) of the ceramic textured taco

Artist Examples

Student Examples