Wednesday, March 25, 2026
DRIPPING ICE CREAM CONES
Dripping Ice Cream Cones
Learning Targets
I can...
- Create an original Dripping Ice Cream Cones using drawing techniques learned in class
- Use color combinations (neutral colors, intermediate colors, metallic colors), shape variation (geometric, organic, free form), and value (lightness, darkness, tints, tones) inspired by American Artist (1983-Present) Jen Stark
- Use painting techniques (impasto, underpainting, dry brush, sgraffito) and design principles (composition, balance, emphasis) based on Contemporary Art
- Define Focal Point (specific area of a composition that captures a viewer's attention first acting as the center of interest)
Lesson One
Day One, Art Start
1. Triangle (2021) Jen Stark
2. Read Bleezer's Ice Cream by Jack Prelutsky
3. Discussion Questions "How is ice cream made? What ingredients does it take to make ice cream? Why do you think the artist decided to open an ice cream shop? What the positives and negatives of making ice cream by hand? What are the positives and negatives to using a machine to make ice cream? What does the artist say about hard work involved in making ice cream? What is your favorite ice cream flavor? If you had a magical ice cream machine, what kind of flavor would it make for you, and what would it do? Which illustration style did you like the best? If you could eat one of these paintings, which one would it be and what is the reason?"
Lesson Activities
1. Choose 12" X 15" Drawing Paper
2. Use graphite pencil to draw geometric shapes (circle, triangle, rectangle) for the positive space (foreground, ice cream, sugar cone) of the Dripping Ice Cream Cones
3. Use graphite pencil to draw line types (horizontal, vertical, diagonal) for the negative space (background, middle ground) of the Dripping Ice Cream Cones
Day Two, Art Start
1. Retrieve Dripping Ice Cream Cones for Assigned Tables
2. Ablaze (2018) Jen Stark
3. Discussion Questions "What is going on in this artwork? What do you see in the artwork that makes you say that? What are the feelings and mood that this 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 this artwork? What do you think will happen next? What details or little surprises do you notice in the background? Does this picture remind you of anything you have seen or done before? What else can you tell me about this artwork?"
Lesson Activities
1. Use oil pastels to fill in the positive space (foreground, ice cream cone) with color combinations (neutral, intermediate, metallic) for the Dripping Ice Cream Cones
2. Use oil pastels to fill in the negative space (background) with color combinations (neutral, intermediate, metallic) for the Dripping Ice Cream Cones
3. Add details (cherries, whip cream, toppings) for the positive space (foreground, ice cream) for the Dripping Ice Cream Cones
Day Three, Art Start
1. Retrieve Dripping Ice Cream Cones for Assigned Tables
2. Set Up Studio Area (paintbrushes, watercolor, glitter crayons, water buckets)
Lesson Activities
1. Add highlights (reflective light, light source, cast shadow) to the positive space (foreground, middle ground, ice cream cone) of the Dripping Ice Cream Cones
2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Dripping Ice Cream Cones
3. Add embellishments (glitter, beads, ribbon) to the positive space (foreground, middle ground, ice cream cone) of the Dripping Ice Cream Cones
Artist Examples
Student Examples
Saturday, February 21, 2026
CATCHING BUTTERFLIES COLLAGES
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
Thursday, January 15, 2026
CLAY FRIDA CATLO CATS
Clay Frida Catlo Cats
Learning Targets
I can...
- Create an original Clay Frida Catlo Cats using sculpture techniques learned in class
- Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual, visual, implied) inspired by Mexican Painter (1907-1954) Frida Kahlo
- Use ceramic techniques (pinching, coiling, slab building, hand building) and design principles (balance, proportion, repetition) based on Surrealism
- Define Artist (a person who produces paintings or drawings as a profession or hobby)
Lesson One
Day One, Art Start
1. Self Portrait With Thorn Necklace and Hummingbird (1940) Frida Kahlo
2. Read Wild Bios: Frida Catlo by Courtney Acampora and Maggie Fischer
3. Discussion Questions "How did the artists come up with the concept for this illustration? How did the artist pick which historical figures to include in the series? What do you think of the writing process and artistic process? Does the artist have a favorite place to write or draw? Did you know Frida Kahlo kept ten cats in her home? What gives us hints about her experiences and Mexican identity in these illustrations? Did you know Frida Kahlo had a black cat whose fur mimicked the dark hue of parakeets, a parrot, sparrows, cat, fawn, monkey, eagle, and hairless dog? Do you have any companion animals like Frida Kahlo?"
Lesson Activities
1. Turn clay slab into basic shapes (oval, cylinder, organic) for the positive space (foreground, animal) of the Clay Frida Catlo Cats
2. Use modeling tools to draw features (feathers, flowers, ribbon, unibrow) for the positive space (foreground, animal) of the Clay Frida Catlo Cats
3. Add lines for the facial features (nose, ears, paws) for the positive space (foreground, animal) of the Clay Frida Catlo Cats
Day Two, Art Start
1. Retrieve Clay Frida Catlo Cats for Assigned Tables
2. Frida Kahlo in Chair with Her Cat Black And White Photograph (1907-1954) Frida Kahlo
3. Discussion Questions "What was the most challenging part of working with the clay? What did you learn about the clay properties (wet, dry, hard, soft) as you were working with it? What part of the process was your favorite? How is your ceramic artwork different from anything you have seen before? What choices did you make to ensure your creation would stand up or hold together? What story does your artwork tell or what adventure is your creature going on? If your artwork could make a sound or a piece of music, what would it sound like? What title would you give your artwork, and why did you choose that name? How does your finished project make you feel, and how might it make others feel? What advice would you give a friend who is about to start their first clay project? How does this project remind you of something else you have seen or done in another class?"
Lesson Activities
1. Add lines for proportions (head, body, paws) within the silhouette (foreground, figure) of the Clay Frida Catlo Cats
2. Mold clay into basic shapes (oval face, long ears, big eyes, paws) for the positive space (foreground, animal) of the Clay Frida Catlo Cats
3. Use needle tools to draw features (eyes, nose mouth, paws) for the positive space (foreground, animal) of the Clay Frida Catlo Cats
Day Three, Art Start
1. Retrieve Clay Frida Catlo Cats for Assigned Tables
2. Set Up Studio Area (water bucket, needle tools, rubber mat)
Lesson Activities
1. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the positive space (foreground, animal, accessories) of the Clay Frida Catlo Cats
2. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the negative space (background) of the Clay Frida Catlo Cats
3. Apply Gloss Finish to the facial features, facial proportions, and accessories of the Clay Frida Catlo Cats
Artist Examples
Student Examples 
Monday, November 17, 2025
UNICORN COLLAGES
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
Tuesday, October 21, 2025
DASHING DACHSHUNDS
Dashing Dachshunds
Learning Targets
I can...
- Create an original Dashing Dachshund using drawing techniques learned in class
- Use color combinations (cool colors, warm colors, neutral colors), shape variation (geometric organic free form), and value (lightness, darkness, highlights, shadows) inspired by British Illustrator (1972-Present) Rob Biddulph
- Use painting techniques (splatter painting, dabbing, dry brush, wash) and design principles (composition, emphasis, repetition) based on Children Literature
- Define Movement (the path the viewer's eyes take through a piece creating a sense of action or direction)
Lesson One
Day One, Art Start
1. Snow Dog (2016) Rob Biddulph
2. Read An Odd Christmas: A Fabulously Festival Tale Of Friendship by Rod Biddulph
3. Discussion Questions "Did you know Pablo Picasso had a dachshund named Lump? Did you know Frida Kahlo also had a dachshund as a pet? What does odd mean? Does the word odd have other meanings? What do you notice about the dog on the cover? How is it different from the others? What do you think this dog will do? What is the dog doing that is different from others? What would you do if you were one of the other dogs? What is something that makes you different from other people? What do you like about yourself that is unique to you? How can we make sure everyone feels included? What do you think the author, Rob Biddulph, would like us to learn from this story? How can we be kind to people who are different from us? How are the illustrations at the beginning of the book different from the illustrations at the end? What colors and patterns do you see?"
Lesson Activities
1. Use neutral colors (black, brown, grey, white) to draw the negative space (background, snow) of the Dashing Dachshunds
2. Use neutral colors (black, brown, grey, white) to draw the positive space (foreground, middle ground, dachshunds) of the Dashing Dachshunds
3. Use neutral colors (black, brown, grey, white) to draw the accessories (ugly sweater, scarf, reindeer antlers) in the positive space (foreground, dachshunds) of the Dashing Dachshunds
Day Two, Art Start
1. Retrieve Dashing Dachshunds for Assigned Tables
2. Happy Christmas (2022) Rob Biddulph
3. Discussion Questions "What is your favorite Rob Biddulph book and why? What do you think about the characters in his books? If you were a character in one of his books, which one would you be? What kind of story do you think Rob Biddulph is trying to tell with this book? How do the characters in Rob Biddulph's books show friendship? What colors does Rob Biddulph like to use in his drawings? Do his characters look more like cartoons or do they look realistic? What makes these characters look that way? How does Rob Biddulph use shadows and lines to make his drawings look special? If you were one of the characters in his books, what would you look like? Where does Rob Biddulph say he gets his ideas from? Why do you think it is important for an artist to always carry a sketchbook? What would you draw in your own sketchbook to help you come up with a story?"
Lesson Activities
1. Add line types (horizontal, vertical, diagonal) to the negative space (background, sky, clouds, snow) of the Dashing Dachshunds
2. Add line types (horizontal, vertical, diagonal) to the positive space (foreground, middle ground, dachshunds) of the Dashing Dachshunds
3. Add line types (horizontal, vertical, diagonal) to the accessories (ugly sweater, scarf, hat) in the positive space (foreground, dachshunds) of the Dashing Dachshunds
Day Three, Art Start
1. Retrieve Dashing Dachshunds for Assigned Tables
2. Set Up Studio Area (tempera paint, paint brushes, water bucket)
Lesson Activities
1. Use color combinations (analogous colors, warm colors, cool colors) to paint in the negative space (background) of the Dashing Dachshunds
2. Use color combinations (analogous colors, warm colors, cool colors) to paint in the positive space (foreground) of the Dashing Dachshunds
3. Use value (lightness, darkness, highlights, shadows) to paint the positive space (foreground, middle ground, dachshunds) of the Dashing Dachshunds
Artist Examples
Student Examples
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