MiSs Rs ArT RoOm

 Monochromatic Jacks

Learning Targets

I can...

• Create an original Monochromatic Jacks using drawing techniques learned in class
• Use monochromatic colors (color, black, white), shape variation (geometric, organic, free form), and space (positive, negative) inspired by the World's Oldest Game: Jacks 
• Use observational drawing techniques (outline, perspective, measurements) and design principles (composition, balance, proportion) based on Prehistoric Art
• Define Monochromatic (a composition using variations of a single color, known as a hue)

Lesson One
Day One, Art Start

1. Guernica (1937) Pablo Picasso 

2. Read National Toy Hall Of Fame by The Strong National Museum Of Play

3. Discussion Questions "Did you know jacks is one of the oldest and most widespread games in the world? Our jacks are made of metal, but what other materials do you think people used to play jacks a long, long time ago? Did you know in other cultures beans, rocks, stones, or bones were used for jacks? Did you know in ancient Egypt children played a version called knucklebones using sheep bones? Did you know the game of jacks made the nursery rhyme "This Old Man" popular? Did you know archeologists have found evidence of jacks in ancient Egypt murals? Did you know archeologists have found jacks to be one of the oldest known toys? Did you know a game of jacks can improve your eye-hand coordination, concentration, and memory skills? Did you know the game of jacks was found in prehistoric caves in Ukraine and depicted on jars from Ancient Greece? Did you know the ancient game of jacks comes from before 5000 BC?"

Lesson Activities

1. Use geometric shapes (oval, circle, rectangle) to draw the positive space (foreground, jacks) of the Monochromatic Jacks 

2. Use geometric shapes (oval, circle, rectangle) to draw the negative space (background) of the Monochromatic Jacks

3. Use line types (horizontal, vertical, diagonal) to draw the positive space (foreground, jacks) of the Monochromatic Jacks 

Day Two, Art Start

1. Retrieve Monochromatic Jacks for Assigned Tables 

2. The Old Guitarist (1903-1904) Pablo Picasso

3. Discussion Questions "Does an artist have to mirror real life for a painting to be an artwork? Can artists interact with inanimate objects as a subject in a different way? How do artists move their arms to create a work of art? Where was the artist standing in conjunction with the work of art? Do depictions of a still life  have to be beautiful? Does an artist need firsthand experience to represent it successfully? Are paintings of nature a reflection of an artist's lifetime? How do works of art concerned with inanimate objects reflect socioeconomic, cultural, or political context in which they were made? How does the meaning of an artist change over time? How might an artwork be interpreted different at different moments in history? Do you think artists see the work differently than non-artists? Is being an artist a stewardship? Do artists have a responsibility to share their artwork with the world?" 

Lesson Activities 

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

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

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

Day Three, Art Start

1. Retrieve Monochromatic Jacks for Assigned Tables 

2. Set Up Studio Area (oil pastels, charcoal. erasers, pencils, chalk, drawing paper) 

Lesson Activities

1. Add game of jacks parts (metal color, bouncing ball, metal jacks) with neutral colors (black grey white) for the Monochromatic Jacks 

2. Use texture techniques (erase, cloth, sponge) to add details (metal color, bouncing ball, metal jacks) to the Monochromatic Jacks 

3. Add highlights (reflective light, light source) and shadows (cast shadow, shadow) to the negative space (background) of the Monochromatic Jacks 

Artist Examples

Student Examples 

 Hand Contour Drawings

Learning Targets

I can..

• Create an original Hand Contour Drawing using drawing techniques learned in class
• Use line types (outline, contour, continuous), shape (geometric, organic, free form), and space (positive, negative) inspired by Drawing On The Right Side Of The Brain by Betty Edwards 
• Use drawing techniques (contour, outline, continuous) and design principles (emphasis, proportion, movement) based on Instructional Art Books
• Define Contour (the outline of a subset using lines to emphasize mass and volume)

Lesson One
Day One, Art Start

1. Portrait Of Erik Satie (1920) Pablo Picasso

3. Discussion Questions "What do you see in this artwork? What else do you notice in this artwork ?what content and subject matter are in this artwork? How does the artist create a sense of interest? How does the use of color impact the painting? What do you think is the meaning behind this artwork? What was the artist trying to communicate in this artwork? What clues do you see that support your ideas? What materials were used in the making of this piece? What would you change about your own artwork? How would you go about making this artwork yourself? What did you like best about this artwork? Why did the artist choose these shapes, lines, or colors? What is the different between blind contour and modified contour?"

Lesson Activities

1. Choose 12" X 12" Drawing Paper 

2. Use shape variation (geometric, organic, free form) to draw positive space (foreground, hands) of the hand drawings

3. Use value (lightness, darkness, highlights, shadows) to fill in the shape variation (geometric, organic, free form) of the Hand Contour Drawings

Day Two, Art Start

1. Retrieve Hand Contour Drawings for Assigned Tables

2. The Flowers Of Peace (1958) Pablo Picasso

3. Discussion Questions "Do you think line is the most important element? Why or why not? What is the difference between contour line, continuous contour line, modified contour, and blind contour? What happens when you turn an artwork around to view it from different angles? What do you notice about these self portrait? What do you think of this artwork? Does it remind you of anything you have seen before? What kind of characteristics would you attribute to this artwork? Why do you think artists like to create paintings with hands? Why is light important to artists?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) and decorative patterns (stripes, swirls, dots) to the positive space (foreground, hands) of the hand drawings

2. Use patterns (swirls, dots, stripes) to add decorative patterns to the negative space (background) of the hand drawings 

3. Use color combinations (analogous, neutral, secondary) to fill in the negative space (background) of the Hand Contour Drawings

Day Three, Art Start

1. Retrieve Hand Contour Drawings for Assigned Tables

2. Set Up Studio Area (sharpie markers, watercolor, red string, yarn, glue sticks) 

Lesson Activities

1. Blend color combinations (analogous, neutral, secondary) for the positive space (foreground, hands) of the hand drawings

2. Add value (lightness, darkness, highlights, shadows) to the negative space (background) of the hand drawings 

3. Add illusion of depth by adding value (highlights, shadows, cast shadow, reflective light) to the Hand Contour Drawings

Artist Examples

Student Examples

 Picasso Paper Cut Outs

Learning Targets

I can...

• Create an original Picasso Paper Cut Outs using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual, implied, visual) inspired by Spanish Artist (1881-1972) Pablo Picasso
• Use sculpture techniques (carving, assembling, modeling, casting) and design principles (composition, proportion, balance) based on Cubism
• Define Interconnect (having different parts or things connected or related to each other)

Lesson One
Day One, Art Start

1. Woman (1943) Pablo Picasso

2. Read Picasso Cut Papers by Cythnia Burlingham

3. Discussion Question "Did you know Pablo Picasso painted on vessels? Did you know Pablo Picasso made giant sculptures out of stone, steel, and cardboard? Do you notice how the artist used monochromatic colors to have the face looking in different directions? How many faces can be seen and how does each face feel? How did Cubist artists use collage to discuss the relationship between different people? What two animals did we see that are cut out of the paper? What is the mood in this paper sculpture? What would the impact of this work be if it were in color instead of black and white? How is this artwork similar and different to photographs?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) for the proportion (head, neck, shoulder) within the silhouette of the face paper sculptures 

2. Turn construction paper into basic shapes (oval face, crescent ears, rectangle neck) for the positive space (face) of the face paper sculptures

3. Use tools (scissors, glue sticks, pencils) to draw facial features (oval eyes, round nose, thin mouth) within the silhouette of the Picasso Paper Cut Outs

Day Two, Art Start

1. Retrieve Picasso Paper Cut Outs for Assigned Tables

2. Chair (1961) Pablo Picasso

3. Discussion Questions "What influenced Pablo Picasso's work? What is Cubism? where did Pablo Picasso grow up? Which political movements was Pablo Picasso associated with? Who invented Cubism with Pablo Picasso? Which political movements was Pablo Picasso associated with? Who invited Cubism with Pablo Picasso? When did Picasso start signing his artwork? How many works of art did Picasso create during his lifetime? How old was Pablo Picasso when he completed his first painting? Which is not a characteristic of Cubism? What is the name of this sculpture? What do you know about one of the greatest artists of the 20th century? What was the first of the most commonly accepted periods of Pablo Picasso's work?"

Lesson Activities

1. Add facial features (eyes, nose, mouth) to the positive space (face) of the silhouette of the face paper sculptures 

2. Add details (eye sockets, brow bone, moles) to the facial features (eyes, nose, mouth) of the face paper sculptures 

3. Use modeling tools (paddle, brush, grips) to smooth out facial features (eyes, nose, mouth) of the Picasso Paper Cut Outs

Day Three, Art Start

1. Retrieve Picasso Paper Cut Outs for Assigned Tables

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

Lesson Activities 

1. Add color combinations (analogous, complementary, secondary) to the positive space (neck, face, shoulder) of the face paper sculptures

2. Add color combinations (analogous, complementary, secondary) to the negative space (background) of the face paper sculptures 

3. Apply Gloss Finish to the face proportions, facial features, and accessories of the Picasso Paper Cut Outs

Artist Examples

Student Examples

 Pablo Picasso Inspired Guitars

Learning Targets

I can...

• Create an original Pablo Picasso Inspired Guitar using collage techniques learned in class
• Use line types (horizontal, vertical, diagonal), monochromatic colors (light blue, dark blue), and value (tints, shades, hues) inspired by Spanish Painter (1881-1973) Pablo Picasso
• Use drawing skills (perspective, observational, contour) and design principles (balance, composition, repetition) based on Cubism
• Define Distort (elongate parts and shorten others to reposition an object)

Lesson One
Day One, Art Start

1. Guitar, Sheet Music, And Glass (1912) Pablo Picasso

2. Read The Three Musicians: A Children's Book Inspired By Pablo Picasso by Veronique Massenot

3. Discussion Questions "What is cubism? Who is Pablo Picasso? Why is Pablo Picasso important? Does this artwork show an understanding of cubism style by showing still life from multiple views or factoring planes? Did the artist create interest through value, contrast, various textures, and collage elements? Did the artist create variety using both white and black charcoal? How did cubism influence 20th century art culture? Which stages of art did Pablo Picasso create? Why was the Blue Period given its name? When was the Old Guitarist painted? What sort of shapes do you recognize in this work of art? Where do you see curved lines? Where do you see straight lines? what objects do you see? What does this artwork show?"

Lesson Activities

1. Use shape variation (geometric, organic, free form) to draw the musical instrument (guitar) on the positive space (foreground) of the guitar collages

2. Use a straight edge or ruler to add line types (horizontal, vertical, diagonal) to the positive space (foreground) of the guitar collages

3. Use black sharpie marker to outline the positive shape (foreground) and negative shape (background) of the Pablo Picasso Inspired Guitars

Day Two, Art Start

1. Retrieve Pablo Picasso Inspired Guitar for Assigned Tables

2. Guitar (1913) Pablo Picasso

3. Discussion Questions "How is Pablo Picasso's depiction of a guitar similar to a real guitar? How does Pablo Picasso's depiction of the guitar differ from a real guitar? What might be the idea of Cubism? What shapes can you identity in the guitar you have chosen? How do we come up with completely new and original things? Have you drawn something never seen before? Do you have a new perspective after looking at this artwork? What is a different way of seeing this same artwork? What differences do you notice between the Spanish and French compared to Russian Cubism? What choices would you have made if you were Pablo Picasso? How can you distinguish the parts of the Three Musicians? How would you use warm and cool colors? How would you use monochromatic colors?"

Lesson Activities

1. Use monochromatic colors (light blue, dark blue) to fill in the positive space (foreground) of the guitar collages 

2. Use monochromatic colors (light blue, dark blue) to fill in the negative shape (background) of the guitar collages 

3. Fill in the white space found within the positive space (foreground) and negative space (background) of the Pablo Picasso Inspired Guitars

Day Three, Art Start

1. Retrieve Pablo Picasso Inspired Guitars for Assigned Tables 

2. Set Up Studio Area (glue sticks, construction paper, pencils)

Lesson Activities

1. Use line variation (horizontal, vertical, diagonal) to add patterns (swirls, florals, stripes) to the positive space (foreground) of the guitar collages 

2. Add tint (white) to fill in the positive space (foreground) with highlights (reflective light, light source) of the guitar collages

3. Add shade (black) to fill in the negative space (background) with shadows (cast shadow, reflective shadow) of the Pablo Picasso Inspired Guitars

Artist Examples

Student Examples