MiSs Rs ArT RoOm

 Diamond Mural

Learning Targets

I can...

• Create an original Diamond Mural using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), color combinations (neutral, warm/cool colors, analogous colors), and space (positive, negative) inspired by American Artist (1989-Present) Maya Nayuk
• Use mathematical concepts (measurements, patterns, functions, tessellations) and design principles (repetition, composition, proportion) based on American Art
• Define Cross Stitch Pattern (a grid-based guide that tells an artist where to place x-shaped stitches on fabric to create a pattern)

Lesson One
Day One, Art Start

1. Kilim 1 (2024) Maya Hayuk 

2. Read Mathterpieces: The Art Of Problem Problem Solving by Greg Paprocki 

3. Discussion Questions "Why would a human invent shapes, patterns, or tessellations? What if buildings were only made from one shape (triangles, circles, ovals, swaures)? How do artists use mathematics (geometric, tessellations, symmetry) to create artwork? How do design principles (repetition, balance, harmony) help to create a mural? How does a mural represent a school community and why would a school community create a mural? Why would an artist simplify an image into patterns, shapes, or pixels? How can your individual contributions strengthen a community artwork? What do you find difficult about working inside a grid or pattern system? How do these geometric shapes (circles, triangles, squares, rectangles) create a bigger picture? Did you know the artist used mandalas, Rorschach tests, and pysanka as visual inspiration for her artwork? What happens when you look at artwork up close compared to far away? Is Maya Hayuk's artwork more mathematical or emotional? Why do contemporary muralists often use geometric abstraction?"

Lesson Activities

1. Choose 5 2" X 2" construction paper diamonds 

2. Use a protractor, straight edge, and compass to draw lines to help divide the sections of each construction paper diamond 

3. Write name/positive message on each 2" X 2" construction paper diamond before adding the diamonds to the Diamond Mural 

Day Two, Art Start

1. Retrieve Diamond Mural for Assigned Tables 

2. Hammer Projects: Maya Hayuk (2024) Maya Mayuk

3. Discussion Questions "What are some similarities and differences between these examples of previous murals? How does an artist handle revisions to the design of a mural? How do artists create digital mockups or sketches to visualize the mural on the wall? What type of mural does the artist specialize in: realism, abstract, or illustrative? What is your experience with public art? Do you think this method would be helpful for drawing other things? How do artists make their artwork today? Is there something that could be improved in this artwork? How does someone become an artist? When did the artist start making artwork? What happens when two geometric shapes (triangles, squares, ovals, diamonds) overlap? Does the geometric shapes (triangles, squares, ovals, diamonds) create a new color?"

Lesson Activities

Day Three, Art Start

Lesson Activities

Artist Examples 

Student Examples 

Watercolor Inflatables

Learning Targets

I can...

• Create an original Watercolor Inflatables using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and texture (actual, visual, implied) inspired by Australian Artist (1988-Present) CJ Hendry
• Use technical skills (color theory, tool techniques, medium mastery, form management) and design principles (composition, gradation, repetition) based on Contemporary Art
•  Define Inflatables (a type of art made from large air-filled structures constructed from flexible materials (PVC, nylon, vinyl))

Lesson One
Day One, Art Start

1. Public Pool Las Vegas (2025) CJ Hendry 

2. Read The Lake Mess Monster by Beverly Komoda

3. Discussion Questions "Did you know inflatables have a long history dating back to the 18th century? Have you ever had lawn inflatables, bouncy houses, or party balloons at an event? Are you drawn to the dancing street inflatables near the stopping center or the massive blimp with a scrolling electronic sign flying over a stadium? What happens to our experience of large art filled objects encountered outddors when we place them in an art gallery and place with scale? What type of inflatable do you see in this picture? Where is the inflatable located? How does the audience interact or experience this artwork? Did you know Andy Warhol was the first artist to play with the concept of inflatable artwork with his art piece Silver Clouds? What effects can time have on a sculpture? Is it important to make public art durable to withstand time? What are some ways we are slowly destroying our earth? What are some things artists can do to help our environment? Did you know the Roman's first used boats made from animal skins before creating basic inflatables out of reed rafts or goat skinned boats?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use graphite pencil to draw the line types (horizontal, vertical, diagonal) of the positive space (foreground, pool inflatable) of the Watercolor Inflatables 

3. Use graphic pencil to draw the decorative lines (waves, curved, straight, scalped) of the positive space (foreground, pool inflatable) of the Watercolor Inflatables 

Day Two, Art Start

1. Retrieve Watercolor Inflatables for Assigned Tables 

2. Pool Party Hong Kong (2025) CJ Hendry

3. Discussion Questions "How can we use curved lines to make the inflatable look like it is filled with air? Where should we add the highlights and shadows to make it look like wet plastic? If this design needed to be three-dimensional, how would the shape change from different sides? What is the funniest thing that could happen to someone riding your inflatable? If you could build a giant version of this for a real pool, who would be the first person you would invite? What was the trickiest part of drawing something that looks bouncy? How can we use white paint or crayons to show where the sun reflect off the smooth surface? Is your inflatable meant for a calm backyard pool or a giant waterpark with huge waves? What is the coolest part of your design that you think no one else thought of?" 

Lesson Activities

1. Use watercolor to fill in the positive space (foreground, pool inflatables) with warm colors (red orange yellow) for the Watercolor Inflatables 

2. Use watercolor to fill in the negative space (background) with cool colors (purple blue green) for the Watercolor Inflatables 

3. Add details (patterns, waves, ripples) to the negative space (background, middle ground) of the Watercolor Inflatables 

Day Three, Art Start

1. Retrieve Watercolor Inflatables for Assigned Tables 

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

Lesson Activities

1. Add highlights (light source, reflective light) to the positive space (foreground, pool inflatables) of the Watercolor Inflatables 

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

3. Add embellishments (glitter glue, tape, yarn) to details (water ripples, pool inflatables) of the Watercolor Inflatables 

Artist Examples

Student Examples

Value Peeps

Learning Targets

I can...

• Create an original Value Peeps using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), value (highlights, shadows, tints, shades), and texture (actual visual implied) inspired by Racine Art Museum (RAM) Peeps Brand Exhibition
• Use collage techniques (layering, overlapping, photomontage, assemblage) and design principles (composition, gradation, balance) based on Pop Art
• Define Composition (the arrangement, organization, and position of visual elements within an artwork)

Lesson One
Day One, Art Start

1. Ode To Wayne Thiebaud (2022) Sarah Magana

2. Read Colorful Peeps by Random House 

3. Discussion Questions "Did you know peeps were first made in 1953 by Just Born? Did you know it took 27 hours to create one peep whereas now it takes 6 minutes to make a peep? Why would an artist pick a common item like candy to be art? How does changing the color of this peep change the mood of the artwork? How does repeating this shape make it look different? Why did you choose this specific artwork to recreate with peeps? What made it a good fit for these marshmallow characters? If your peeps could talk, what would they tell us about the time or the artist who created the original artwork? Did a peep fall over or a color change in a way that helped the scene? Why did you choose these specific colors for the background? How do they help the viewer focus on your main peep character? If you could jump into this scene, what would you hear, smell, or feel? Is it loud like a party or quiet like a library?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use graphite pencil to draw geometric shapes (circles, triangles, rectangles) for the positive space (foreground, peeps candies) of the Value Peeps

3. Use graphite pencil to draw perpendicular lines for the negative space (background, middle ground) of the Value Peeps 

Day Two, Art Start

1. Retrieve Value Peeps for Assigned Tables 

2. The Marshmallow Peep Rest In A Garden (2024) Lynnzie Palomaki

3. Discussion Questions "What is going on in this artwork? What do you notice? What do you see the artwork that makes you say that? What are the feelings and mood the artwork evokes? What do you think the artist intended to communicate? What does this artwork remind you of? How do the elements like size, color, or line affect an audience? What would it be like to experience the scene within the artwork? What do you think will happen next, after they finish their peep candies? What kind of peep candies do you think they ordered? What details or little surprises do you notice in the background? Does this picture remind you anything you have seen or done before? What is the difference in this picture compared to a similar artwork? What else can you tell me about this artwork?" 

Lesson Activities

1. Use tempera paint to fill in the positive space (foreground, peeps candies) with color combinations (analogous, complementary, intermediate) for the Value Peeps 

2. Use tempera paint to fill in the negative space (background, middle ground) with color combinations (analogous, complementary, intermediate) for the Value Peeps

3. Add details (shadows, highlights, texture) for the positive space (foreground, peeps candies) with color combinations (analogous, complementary, intermediate) for the Value Peeps 

Day Three, Art Start

1. Retrieve Value Peeps for Assigned Tables

2. Set Up Studio Area (charcoal, blending tools, tempera paint, paint brushes)

Lesson Activities

1. Add highlights (reflective light, light source, shadow, cast shadow) to the positive space (foreground, peeps candies) of the Value Peeps

2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background, middle ground) of the Value Peeps

3. Add embellishments (glitter, beads, ribbon) to the positive space (foreground, peeps candies) of the Value Peeps 

Artist Examples

Student Examples 

Clover Robin Porcelain Cabinets

Learning Targets

I can...

• Create an original Clover Robin Porcelain Cabinets using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), space (positive, negative) and texture (actual, visual, implied) inspired by Collage Artist (2007-Present) Clover Robin 
• Use collage techniques (layering, snipping, cutting, assemblage, found objects, decoupage, mixed media) and design principles (composition, variation, proportion) based on Illustration
• Define Collection (an accumulation of works of art by a private individual or a public institution)

Lesson One
Day One, Art Start

1. Almond Croissant (2026) Clover Robin

2. Read The Incredible Cabinet Of Wonders by Joe Fullman 

3. Discussion Questions "Did you know rich individuals owned fancy cabinets to show off wealth and power? Did you know scholars and scientists owned cabinets to show off learning and discovery? How do cabinets show the wonders of nature and the achievements of human creativity? How do artists create their own cabinets of art and curiosity to show off the collectibles from classroom experiences throughout the year? How do cabinets of art and curiosity remind you of places or collections you have seen or visited? What objects or items would you include in your own cabinet or art and curiosity? In what ways do cabinets of art and curiosity inspire you to explore and learn about the world around you? What does the physical object you choose look like, feel like, smell like, and sound like? What do you notice about the different displays? What do they tell you about the different collections of your classmates? What objects or cabinets are you most curious about? How does your collection represent you? If someone from 100 years in the future found your cabinet, what would they learn about your life?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use geometric shapes (oval, circles, rectangles, squares) to draw the basic shapes of the positive space (cabinet, windows, door handles, cupboards) for the Clover Robin Porcelain Cabinets

3. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow, shadow) and highlights (reflective light, light source) for the Clover Robin Porcelain Cabinets 

Day Two, Art Start

1. Retrieve Clover Robin Porcelain Cabinets for Assigned Tables 

2. Cake Shop (2026) Clover Robin

3. Discussion Questions "What items (dishes, pitchers, bowls, plates, mugs) do you see on these shelves? Which items appears the smallest and which items appear the largest? What different patterns can you find in this artwork? How many colors can you name in this artwork? Does the artist use realistic colors or are these colors more fun? Do you any shapes (circles, rectangles, squares) repeating in this artwork? How do you think the artist made this? Can you see where paper might have been cut out and glued on top of the brown background? Whose cupboard do you think this is? Is it from a giant's house, a colorful cafe, or a grandma's kitchen? If you could pick one item to use for breakfast, which one would it be? What do you think is missing from the shelves in this artwork?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) to make decorative patterns (stripes, swirls, waves) for the Clover Robin Porcelain Cabinets

2. Use decorative patterns (stripes, swirls, waves) to add designs to the positive space (foreground, cabinet, windows, cupboards) of the Clover Robin Porcelain Cabinets

3. Use color combinations (analogous, secondary, intermediate) to fill in the negative space (background) of the Clover Robin Porcelain Cabinets

Day Three, Art Start

1. Retrieve Clover Robin Porcelain Cabinets for Assigned Tables 

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

Lesson Activities

1, Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground, cabinet, windows, cupboards) of the Clover Robin Porcelain Cabinets 

2, Add highlights (reflective light, light source) to the positive space (foreground, middle ground, cabinet) of the Clover Robin Porcelain Cabinets

3. Add illusion of depth by adding shadows (cast shadow, reflective shadow, shadow) to the negative space (background) of the Clover Robin Porcelain Cabinets 

Artist Examples

Student Examples 

Catching Butterflies Collages

Learning Targets

I can...

• Create an original Catching Butterflies Collages using drawing techniques learned in class
• Use line types (horizontal vertical diagonal), shape variation (geometric organic free form), and texture (actual visual implied) inspired by German Illustrator (1647-1717) Maria Sibylla Merian
• Use collage techniques (juxtaposition, layering, composition, adhesive) and design principles (variation emphasis movement) based on Scientific Illustrations
• Define Illustration (a visual representation (drawing, painting, photograph, digital image) created to explain, interpret, decorate, or enhance text, concept, or process)

Lesson One
Day One, Art Start

1. Merian's Branch Of West Indian Cherry With Achilles Morpho Butterfly (1702-1703) Maria Sibylla Merian

2. Read Butterfly Park by Elly MacKay

3. Discussion Questions "Did you know Merian traveled to Suriman with her daughter at the age of 52 to study tropical flora and fauna? Did you know she was the first artist to embark on a field excursion when these did not exist in science yet? Did you know her step father was the renowned still life painter Jacob Marrel? Do you think art, science, natural observation, and artistic intention work well together? Are there any aspects of her life and work that you find particularly remarkable? Did you know Merian was alive during the Dutch Golden Age? How do you think she was a successful artist despite many restrictions on women at the time? Did you know Merian funded her own artwork by selling her drawings, engravings, and books? Did you know Merian invented the field of ecology we know today? What advice do you think Merian would give young women considering science as a career path today?"

Lesson Activities

1. Choose a butterfly reference photograph for the positive space (foreground, butterfly) of the Catching Butterflies Collages

2. Use line types (horizontal, vertical, diagonal) to fill in positive space (foreground, butterfly) of the Catching Butterflies Collages

3. Use line types (horizontal, vertical, diagonal) to fill in the negative space (background) of the Catching Butterflies Collages

Day Two, Art Start

1. Retrieve Catching Butterflies Collages for Assigned Table

2. Butterfly Peacock Mirror On Forage Plant (1705) Maria Sibylla Merian

3. Discussion Questions "What medium do you think the illustrator used? Why do you think that they choose these colors? Is there a reason yellow is shown only on a couple of pages? Why do the colors change on this page when the main character is sad? Are all the lines in this book pointing in only one direction? Why are the lines pointing in one direction? How many patterns are on this single page? How can we care for our caterpillars and butterflies? Can you show me the flight path the butterfly took before it reached the net? Do you see any patterns or designs on the wings that might help the butterfly hide? What kind of background should we add to show where this butterfly lives- a garden, a river, or a mountain? What can you tell me about the person with the net- are they running fast or sneaking quietly? If your butterfly escaped the net, where is the first place it would fly too? How can we make both sides match like a mirror? Where does your butterfly go when it rains? Should we catch this butterfly to study in a journal or is it going to a special butterfly garden?" 

Lesson Activities

1. Draw an outline of the selected butterfly reference for the positive space (foreground, butterflies) onto the watercolor paper

2. Use graphite techniques (engraving, carving, scratching) with a stylus to add highlights (light source, reflective light) to the Catching Butterflies Collages

3. Use graphite techniques (engraving, carving, scratching) with a stylus to add shadows (reflective light, cast shadow) to the Catching Butterflies Collages 

Day Three, Art Start

1. Retrieve Catching Butterflies Collages for Assigned Tables

2. Set Up Studio Area (glue sticks, scissors, watercolor, paint brushes)

Lesson Activities

1. Use graphite techniques (carving, scratching, engraving) with a stylus to finish adding details (clouds, leaves, net) to the Catching Butterflies Collages

2. Add value (lightness, darkness, highlights, shadows) to the positive space (foreground, butterflies) of the Catching Butterflies Collages

3. Add details (clouds, leaves, nets) using illustrative techniques (hatching, stippling, cross hatching) to the final Catching Butterflies Collages

Artist Examples

Student Examples