Unicorn Collages

Learning Targets

I can...

• Create an original Unicorn Collage using drawing techniques learned in class
• Use color combinations (rainbow order, neon colors, metallic colors), line types (loopy, spiral, scallop, wavy), and shape variation (geometric, organic, free form) inspired by The Unicorn Tapestries
• Use collage techniques (assemblage, photomontage, mixed media, decoupage) and design principles (proportion, contrast, repetition) based on Medieval Art
• Define Imagination (the power to form ideas and images in the mind)

Lesson One
Day One, Art Start

1. Tapestry Fragment Depicting A Unicorn (1500) Victoria and Albert Museum

2. Read Never Let A Unicorn Scribble by Diane Alber

3. Discussion Questions "What do you notice about these creatures? Why might an artist choose to combine parts of many different animals? What might these different animals symbolize? Why might someone have wanted to decorate their doorway with creatures like these? Where might we see animals like these today? What kind of creatures would you choose to decorate your own space? Why would you choose these creatures? How big will your unicorn be? What kind of features (water, tree, fences) does the unicorn need? How will you care for the unicorn everyday? Did you know that some people in medieval times thought unicorns were real animals? What is a magical creature? How are magical creatures different from everyday beings? What specials powers do magical creatures have? What kinds of magical creatures are found in different cultures and in stories from around the world? What makes a magical creature special or unusual?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use pencil to draw line types (horizontal, vertical, diagonal) for the positive space (foreground, middle ground, unicorn) of the Unicorn Collages 

3. Use pencil to draw line types (horizontal, vertical, diagonal) for the negative space (background) of the Unicorn Collages

Day Two, Art Start

1. Retrieve Unicorn Collages for Assigned Tables 

2. The Unicorn In Captivity (1495-1505) South Netherlands 

3. Discussion Questions "If you could make a tapestry, what would be in it? Would there be animals in your tapestry? Where would the animals be and what would they be doing? What details would you include? Would you hide little animals, like the frog in Unicorn In Captivity? What colors would you use? What does the unicorn in the story have in common with the one you saw in the picture? Why might some things about this unicorn be different? What special powers does the unicorn in the story have? Was the unicorn in the story friendly or unfriendly? Was the unicorn in this story different than unicorns we read or heard about the other day? If you were a unicorn, what powers would you have? Would you rather have a unicorn or a dragon as a friend? If you were a unicorn, what kinds of things would you do? Would you like to be a unicorn? Why or why not?"

Lesson Activities

1. Use color combinations (analogous, rainbow order, secondary) to fill in the positive space (foreground, middle ground, unicorn) of the Unicorn Collages 

2. Use color combinations (analogue, rainbow order, secondary) to fill in the negative space (background) of the Unicorn Collages 

3. Use oil pastels to add patterns (dots, stripes, swirls, waves) to the positive space (foreground, middle ground, unicorn) of the Unicorn Collages 

Day Three, Art Start

1. Retrieve Unicorn Collages for Assigned Tables 

2. Set Up Studio Area (oil pastels, watercolor paint, glue sticks, construction paper)

Lesson Activities

1. Use oil pastels to add patterns (dots, stripes, swirls, waves) to the positive space (foreground, middle ground, unicorn) of the Unicorn Collages 

2. Use neutral colors (black, white, brown, grey) for the negative space (background) of the Unicorn Collages

3. Add embellishments (jewels, glitters, fabric) to the positive space (foreground, middle ground, unicorn) of the Unicorn Collages 

Artist Examples

Student Examples 

 Oil Pastel Dragon Eyes

Learning Targets

I can...

• Create an original Oil Pastel Dragon Eye using drawing techniques learned in class
• Use analogous colors (red, purple, blue; yellow, orange, green), line types (horizontal, vertical, diagonal), and shape (two dimensional, three dimensional) inspired by Renaissance Artists
• Use value techniques (shades, tints, shadows, highlights) and design principles (composition, proportion, balance) based on Medieval Art
• Define gradation (a small change from one shade, tone, or color to another)

Lesson One
Day One, Art Start

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Add line types (horizontal, vertical, diagonal) to the positive space (dragon) of the Oil Pastel Dragon Eyes

3. Outline line types (horizontal, vertical, diagonal) with analogous colors (red blue purple; green yellow orange) for the positive space (dragon) of the Oil Pastel Dragon Eyes

Day Two, Art Start

1. Retrieve Oil Pastel Dragon Eyes for Assigned Tables

2. Articulated Dragon (1880) Myochin School Japan

3. Discussion Questions "What decision did you make on the dragon's appearance and behavior? What kind of dragon are you making? What type of personality does the dragon have? Is your dragon made up of different creatures? What colors have you chosen for your dragon? Do those colors have symbolic meaning? What kind of background color or pattern does your dragon want to perch? What is the name of your dragon? How are dragons a part of the Lunar New Year celebrations? What does the word culture mean to you? What are some different cultures from around the world? What sorts of traditions and symbols are specific to these different cultures? What sorts of traditions and symbols are found in your own culture? Why might it be important to understand cultures other than your own? What is the relationship between art and culture? Are they connected? If so, how?"

Lesson Activities

1. Use analogous colors (red blue purple; green yellow orange) to fill in the positive space (dragon) of the Oil Pastel Dragon Eyes 

2. Use analogous colors (red blue purple; green yellow orange) to fill in the negative space (background) of the Oil Pastel Dragon Eyes

3. Use embellishments (plastic eyes, bubble wrap, brown paper) to fill in the positive space (dragon) of the Oil Pastel Dragon Eyes

Day Three, Art Start

1. Retrieve Oil Pastel Dragon Eyes for Assigned Table

2. Set Up Studio Area (oil pastels, erasers, pencils) 

Lesson Activities

1. Add highlights (reflective light, light source) to fill in the positive space (dragon) of the Oil Pastel Dragon Eyes

2. Add shadows (cast shadow, reflective shadow) to fill in the negative space (background) of the Oil Pastel Dragon Eyes

3. Add details (eyelashes, spots, whiskers) to the positive space (dragon) of the Oil Pastel Dragon Eyes

Artist Examples

Student Examples

 Chinese New Year Dragons

Learning Targets

I can...

• Create an original Chinese New Year Dragons using painting techniques learned in class
• Use metallic colors (gold, silver, bronze), shape variation (geometric, organic, free form), and space (positive, negative) inspired by Chinese Painter (1235-1266) Chen Rong
• Use drawing techniques (gesture, sketch, outline) and design principles (composition, gradation, repetition) based on Asian Art
• Define Mythology (collection of stories belonging to a particular religious or cultural tradition)

Lesson One
Day One, Art Start

1. A Dragon Emerging From The Clouds (1201) Chen Rong 

2. Read Dragon Dance: A Chinese New Year by Joan Holub

3. Discussion Questions "What is the Chinese New Year called? What animal does the dragon have based on Chinese mythology? Which dynasty in China does the dragon dance date back from? Why do people welcome the Dragon Dance? Which style of dragon dance has the most decorative dragon? What do different Chinese dragons symbolize? How do you say 'red dragon' in Mandarin Chinese? What is the world record for the longest dragon? Why are Chinese Dragons important to Chinese culture?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Add line types (contour, outline, perspective) to positive space (dragon) of the Chinese New Year Dragons

3. Outline line types (contour, outline, perspective) with neutral colors (black, grey, brown) for the positive space (dragon) of the Chinese New Year Dragons

Day Two, Art Start

1. Retrieve Chinese New Year Dragons for Assigned Tables

2. Nine Dragons (1201) Chen Rong 

3. Discussion Questions "What is the difference between a myth and a legend? What adjectives would you use to describe the Chinese Dragon? Do you have a story about a dragon in your culture? How is the New Year celebrated in the Chinese Culture? Why is the Chinese New Year important? How long does the Chinese New Year celebration last? Have you ever been to a parade? Did the artist choose and use the proper method of construction that would work best for their dragon? Is the basic structure of the dragon formed properly? Do the walls have a consistent thickness throughout the piece? Are the dragons' features joined together using an assemblage method? What is hidden in the depths of the ocean?"

Lesson Activities

1. Use warm colors (red orange yellow) to fill in the positive space (dragon) of the Chinese New Year Dragons 

2. Use cool colors (blue green purple) to fill in the negative space (background) of the Chinese New Year Dragons

3. Use embellishments (plastic eyes, bubble wrap, brown paper) to fill in the positive space (dragon) of the Chinese New Year Dragons

Day Three, Art Start

1. Retrieve Chinese New Year Dragons for Assigned Tables

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

Lesson Activities

1. Add highlights (reflective light, light source) to fill in the positive space (dragon) of the Chinese New Year Dragons

2. Add shadows (cast shadow, reflective shadow) to fill in the negative space (background) of the Chinese New Year Dragons

3. Add details (whiskers, spots, eyelashes) to the positive space (dragon) of the Chinese New Year Dragons 

Artist Examples

Student Examples

 Garden Gnomes

Learning Targets

I can...

• Create an original Garden Gnomes using drawing techniques learned in class
• Use form (two dimensional three dimensional), space (positive negative), and texture (rough smooth) inspired by German Painter (1849-1923) Heinrich Schlitt
• Use ceramic techniques (slab coil pinch) and design principles (composition proportion balance) based on Mythology
• Define Hand Building (using hands, fingers, and simple tools to create forms)

Lesson One
Day One, Art Start

1. The Wasp Sting (2015) Heinrich Schlitt

2. Read "Secrets Of The Gnomes" by Will Huygen

3. Discussion Questions "Where do Gnomes live? Why do Gnomes were pointed caps? Are Gnomes magic? Do Gnomes ever show themselves to humans? Do Gnomes talk to animals and plants? Is it true that Gnomes do not get along with cats? What secrets are gnomes guardians of? Where were decorative garden gnomes first created? What do garden gnomes always wear? How do garden gnomes give greetings, farewells, and goodnights? Which of the gnomes knows the mot about mankind? Where do garden gnomes come from? What is the difference between garden gnomes and regular gnomes? What do you think about garden gnomes? What do you like about garden gnomes?"

Lesson Activities

1. Add lines for proportions (beard, hair, boots) within the silhouette of the ceramic garden gnome 

2. Mold clay into basic shapes (oval face, triangle hat, circle boots) of the ceramic garden gnomes

3. Use a needle tool to draw facial features (eyelids, nostrils, ears) within the silhouette of the Garden Gnomes

Day Two, Art Start

1. Retrieve Garden Gnome for Assigned Table

2. A Traveling Gnome With His Toadstool (2005) Heinrich Schlitt

3. Discussion Questions "Why are gnomes important in mythology and folklore? What special features do gnomes have? What are gnomes a sign of? What is the hidden meaning of seeing a gnome? What are unique characteristics of gnomes? What type of gnomes are in our story? Do either or both of these gnomes live where you do? What do you notice about this work? What impact do gnomes have with in America and more widely on the Western World? Where is the light and shadow in this artwork? Does the gnome look real in this painting? Is this subject matter symbolic in any way- of what?"

Lesson Activities

1. Add facial features (nostrils, eyelids, beard) within the silhouette of the ceramic garden gnomes

2. Add details (eyebrows, patterns, pupils) to the facial features (nostrils, eyelids, beard) of the ceramic garden gnomes

3. Use modeling tools (brush grip paddle) to smooth out facial features (nostrils eyelids beard) of Garden Gnomes

Day Three, Art Start

1. Retrieve Garden Gnome for Assigned Table

2. Set Up Studio Area (simple tools, ceramic mat, air dry clay)

Lesson Activities

1. Add tempera paint to the positive space (neck head body) of the ceramic garden gnomes

2. Add tempera paint to the negative space (background) of the ceramic garden gnomes

3. Apply Gloss Finish to face proportions, facial features, and accessories of the Ceramic Garden Gnomes

Artist Examples

Student Examples