MiSs Rs ArT RoOm

 Pumpkins On Plaid Blankets

Learning Targets

I can...

• Create an original Pumpkins On Plaid Blankets using collage techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and value (lightness, darkness, tone) inspired by Contemporary Artist (1929-Present) Yayoi Kusama
• Use shading techniques (tone, darkness, lightness, depth) and design principles (composition, repetition, balance) based on Contemporary Art
• Define Pipette Painting (an art technique where liquid paint is applied to a surface using a dropper instead of traditional brush) 

Lesson One
Day One, Art Start

1. Pumpkin (2018) Yayoi Kusama

2. Read The Runaway Pumpkin by Kevin Lewis

3.  Discussion Questions "Does this pumpkin symbolize abundance, harvest to transformation, or playfulness? How was the pumpkin significant in different art movements? How does this painting, with its quiet simplicity, offer insight into how art can serve as a form of resilience or refuge during dark times?  What does it suggest about how art reflects emotional and historical realities? How can we apply this idea to other areas of life or creative expression? In what ways can simplicity and calmness be forms of resistance to suffering? How might this reflect the artists view of the world? Can you think of other ways artists (writers, filmmakers) use everyday objects to explore bigger ideas like time, mortality, or beauty? How does knowing about the artists personal life change the way you view these pumpkins?"

Lesson Activities

1. Use geometric shapes (oval, circle, rectangle) to draw an assorted vegetable (pumpkin, onion, squash) for the pumpkin collages

2. Use geometric shapes (oval circle rectangle) to draw details (stems, leaves, table) for the pumpkin collages 

3. Use line types (horizontal, vertical, diagonal) to draw the positive space (pumpkin) and details (stem, leaves, table) of the Pumpkins On Plaid Blankets

Day Two, Art Start

1. Retrieve Pumpkins On Plaid Blankets for Assigned Tables 

2. Red Colored Pumpkin (1994) Yayoi Kusama 

3. Discussion Questions "If you had to paint something from your own background or daily life, what would you choose? How does art help us celebrate ordinary things? What emotions or ideas do you think this artist is trying to express with these choices? How does this painting challenge traditional still-life paintings you have seen before? What makes it feel more modern or different? What objects from nature would you choose to paint or draw to show themes of growth or life? How do you think color alone can make us think of objects or seasons, even if they are not there? How does the artist use lines and colors to represent a well-known object? How does the use of subtle colors change the mood of the painting? Why do you think artists' styles change over time? Can you think of an example of an artist, musician, or write whose style has changed as they have gotten older or experienced new things?"

Lesson Activities 

1. Use line types (horizontal, vertical, diagonal) to add details (stems, leaves, vines) to the positive space (pumpkins, foreground) of the pumpkin collages 

2. Use oil pastels to fill in the positive space (pumpkins, foreground) with neutral colors (black, grey, white) for the pumpkin collages

3. Use oil pastels to fill in the negative space (background, blanket) with neutral colors (black, grey, white) for the Pumpkins On Plaid Blankets 

Day Three, Art Start

1. Retrieve Pumpkins On Plaid Blankets for Assigned Tables 

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

Lesson Activities

1. Add pumpkin parts (brown stem, green leaves, vines) with neutral colors (black, white, grey) for pumpkin collages

2. Use texture techniques (eraser, cloth, sponge) to add details (stems, green leaves, vines) for the pumpkin collages

3. Add highlights (reflective light, light source) and shadows (cast shadow, shadow) to the negative space (background) of the Pumpkins On Plaid Blankets

Artist Examples

Student Examples

 Origami Drawings

Learning Targets

I can...

• Create an original Origami Drawings using drawing techniques learned in class
• Use line types (contour, outline, continuous), shape variation (geometric, organic, free form), and value (lightness, darkness, highlights, shadows) inspired by Japanese Artist (1911-2005) Akira Yoshizawa
• Use drawing techniques (crosshatching, stippling, sketching, shading) and design principles (composition, gradation, movement) based on Japanese Art
• Define Origami (the art of folding paper)

Lesson One
Day One, Art Start

1. Giraffe (1999) Akira Yoshizawa

2. Read Paper Magic: The Art Of Paper Folding by Robert Harbin 

3. Discussion Questions "Did you know the Chinese discover paper making in 105 AD? Did you know this process of paper making is still used today? Do you think origami should be a geometrical and technical accomplishment or represent the subject matter closely? Should children and adults study paper folding? What kind of surprises can a book have? What makes this an important artwork to study? What do you find most interesting about this work of art? What are some things you can fold that are not paper? What are things you use paper for? Why do you think the artist would want to use only one piece of paper? Have you ever made origami before? What did you make out of origami? Did you find origami easy or difficult to recreate?" 

Lesson Activities

1. Use geometric shapes (ovals, circles, rectangles) to draw the positive space (origami paper) of the origami drawings

2. Use geometric shapes (ovals, circles, rectangles, squares) to draw the negative space (background) of the origami drawings

3. Use line types (horizontal, vertical, diagonal) to draw the positive space (foreground, origami paper) and negative space (background) of the Origami Drawings 

Day Two, Art Start

1. Retrieve Origami Drawings for Assigned Tables 

2. Butterfly (1999) Akira Yoshizawa

3. Discussion Questions "Why might an artwork be interpreted differently at different moments in history? Do you think artists see the world differently than non-artists? Do artists have a responsibility to share their artwork with the world? How does the meaning of an artwork change overtime? What would you like to learn most about Japanese Culture? What types of artwork do you believe to be created in Japanese Culture? What do you think is happening in this artwork? What does this artwork tell us about the environment in which it was made? What materials were available for the creation of this artwork? What shape do you see in this work of art? Does this artwork remind you of anything? How is this work of origami different than the previous one we discussed? Why do you think this artist wanted to use more than one sheet of paper?" 

Lesson Activities

1. Use line types (horizontal, vertical, diagonal) to add details (shadows, highlights, texture) to the positive space (foreground, origami) of the origami drawings

2. Use oil pastels to fill in the positive space (foreground, origami) with neutral colors (black, white, grey) for the origami drawings

3. Use oil pastels to fill in the negative space (background) with neutral colors (black, white, grey) for the Origami Drawings 

Day Three, Art Start

1. Retrieve Origami Drawings for Assigned Tables

2. Set Up Studio Area (white chalk, erasers, white colored pencils, black construction paper)

Lesson Activities

1. Add paper details (string, texture, folds) with neutral colors (black, white, grey) for the origami drawings

2. Use texture techniques (eraser cloth sponge) to add details (string, texture, folds) to the origami drawings

3. Add highlights (reflective light, light source) and design principles (cast shadow, shadow) to the negative space (background) of the Origami Drawings

Artist Examples

Student Examples

 Scarecrow Silhouette Paintings

Learning Targets

I can...

• Create an original Scarecrow Silhouette Paintings using drawing techniques learned in class
• Use sharp variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by American Writer (1939-Present) Jane Yolen
• Use painting techniques (overlapping, cropping, layering) and design principles (composition, variation, proportion) based on The Scarecrow's Dance by Jane Yolen
• Define Silhouette (the image of person, animal, object, or scene represented as a single solid color)

Lesson One
Day One, Art Start

1. Scarecrow and Rooster (1932) Alpha Andrews

2. Read The Scarecrow's Dance by Jane Yolen

3. Discussion Questions "What are scarecrows known for? Are you ready to celebrate the fall season? Did you know the first recorded scarecrow was by the Egyptians to protect their wheat fields from flocks of birds? Did you know in Medieval times, the scarecrow involved children running in the fields making loud noises to scare off birds? How do scarecrows help farmers in their gardens? What does fulfilling your responsibilities have on the lives of others? What do you know about scarecrows? What do scarecrows look like? What are scarecrows made of? Where would you find a scarecrow? What are scarecrows made of? Where would you find a scarecrow? Why is the purpose of a scarecrow? What feelings are evoked as you read about the scarecrow?" 

Lesson Activities

1. Use three geometric shapes (rectangle, square, triangles) to create a three dimensional silhouette for the scarecrow paintings

2. Add details (plaid shirt, jean pants, straw, crows) to the positive space (scarecrow, silhouette) of the scarecrow paintings

3. Outline the positive space (scarecrow, silhouette) with neutral colors (black, grey, white) for the Scarecrow Silhouette Paintings 

Day Two, Art Start

1. Retrieve Scarecrow Silhouette Painting for Assigned Tables

2. Old Scarecrow (1969) Werner Drewes

3. Discussion Questions "Is there more to this scarecrow than what we might assume? What is the scarecrow's behavior strange when the scared crow shows up? Why do the scarecrow and the crow make the oddest friends? How does the scarecrow feel when the crow is able to fly away? How do the cold, dark days of winter mirror the scarecrow's demeanor, feelings, and body language? What is the significance of the scarecrow and the crow reunion? How does the scarecrow's character transform from the beginning to the end of the story? What does this story teach us about assumptions and the ability to change?" 

Lesson Activities

1. Add details (fence, barn, windmill) to the negative space (background, landscape) of the scarecrow paintings

2. Use neutral colors (black, grey, white) to outline the details (fence, barn, windmill) of the scarecrow paintings

3. Use earth tones (brown, tan, orange, yellow) to the negative space (background, landscape) of the Scarecrow Silhouette Paintings 

Day Three, Art Start

1. Retrieve Scarecrow Silhouette Paintings for Assigned Tables 

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

Lesson Activities

1. Add highlights (reflective light, light source) to the positive space (scarecrow) of the scarecrow paintings

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

3. Add details (crows, moon, wind lines) to the negative space (background) of the Scarecrow Silhouette Paintings

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