Value Snow Landscapes

Learning Targets

I can...

• Create an original Value Snow Landscapes using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and value (lightness, darkness) inspired by Russian Painter (1877-1932) Ivan Fedorovich Choultse
• Use painting techniques (blending, layering, dry brush, underpainting) and design principles (gradation, composition, proportion) based on Realism
• Define Value (the lightness or darkness of a color)

Lesson One
Day One, Art Start

1. Garden Under The Snow (1920) Ivan Fedorovich Choultse

2. Read Winter Dance by Marion Dane Bauer

3. Discussion Questions "What do you notice? What would you pack for your trip (clothing, supplies, gifts)? How did the environment influence your experience? What strategies has the artist used to communicate a sense of space? What do you notice about the view we have of this scene? How might your impression of the landscape change if you were standing on the path in the foreground? What do you notice from this vantage point? What evidence of the human would you see in this landscape? How would you describe the relationship between humans and the natural world in this scene? How does your community relate to this natural environment? What similarities and differences do you notice? What opportunities or challenges might work form sketches in a studio present? How do you think the installation of this work in a dark room with concealed skylights, a huge windowlike farame, and plants impacted viewers experiences?"

Lesson Activities

1. Use pencil to draw the basic shapes (geometric, organic, free form) of the positive space (landscape) of the winter landscapes

2. Use line types (horizontal, vertical, diagonal) to add details (plants, insects, flowers) to the positive space (landscape) of the winter landscapes

3. Use line types (horizontal, vertical, diagonal) to add details (clouds, wind lines, snowflakes) to the negative space (background) of the Value Snow Landscapes

Day Two, Art Start

1. Retrieve Value Snow Landscapes from Assigned Tables

2. Rayon Du Matin, Snow Scene (1921) Ivan Fedorovich Choultse 

3. Discussion Questions "Would you like living in a forest? What are some advantages to living in a forest? What are some disadvantages to living in a forest? What strikes you most about this landscape? What mood does this landscape evoke? What is the main idea of this painting? What is the focal point? Where is the highest contrast and sharpest edge? Is there a dominant color temperature in the landscape? What are the dominant atmospheric effects? What are the elements in the landscape? Where is the lightest and darkest part of the painting? What do you find inspiring about winter?"

Lesson Activities

1. Use color combinations (analogous, secondary, intermediate) to fill in the positive space (landscape) of the winter landscapes 

2. Use color combinations (analogous, secondary, intermediate) to fill in the negative space (background) of the winter landscapes

3. Use line types (horizontal, vertical, diagonal) to fill in the positive space (landscape) with winter details (snowflakes, insects, plants) of the Value Snow Landscapes

Day Three, Art Start

1. Retrieve Value Snow Landscapes for Assigned Tables

2. Set Up Studio Area (water bucket, paint brushes, oil pastels)

 Lesson Activities

1. Add highlights (reflective light, light source) to the positive space (landscape) of the winter landscapes

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

3. Use stop motion program (iMotion, FlipaClip, Stop Motion) to add an animation to the Value Snow Landscapes

Artist Examples

Student Examples

 Judy Chicago Value Grids

Learning Targets

I can...

• Create an original Judy Chicago Value Grid using assemblage techniques learned in class
• Use symbolic colors (blue pink orange), space (positive negative), and value (lightness darkness) inspired by American Artist (1939-Present) Judy Chicago
• Use drawing techniques (blending smoothing smudging) and design principles (balance proportion gradation) based on Contemporary Art
• Define Ombre (blending one color hue to another)

Lesson One
Day One, Art Start

1. Big Blue Pink (1971) Judy Chicago

2. Read "Women's Art Work: More Than 30 Female Artists Who Changed The World" by Sophia Bennett

3. Discussion Questions "Do you think the art world has changed? How as her work as an artist, photographer, and educator impacted the recognition and preservation of women's achievements? Are there challenges today artists face today that were not an issue in the past? What do you think is the future of print art publications? What do you think artist took away from her current show? How has digital mediums impacted artists work? What inspires artists to continue working and collaborating with other artists? What colors did she include in each of her pieces? How does this work celebrate women's accomplishments?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Assemble a value grid with collage techniques (overlapping, cropping, layering) by filling in the value (lightness darkness) of the Value Grids

3. Choose three different symbolic colors (blue pink orange) by filling in the positive space (foreground) of the Judy Chicago Value Grids

Day Two, Art Start

1. Retrieve Judy Chicago Value Grids for Assigned Table

2. Green Glow (1971) Judy Chicago 

3. Discussion Questions "Why do you think it is important to understand and apply correct proportions? Do you think you accurately created a value grid? Did the artist create the illusion of form through the use of full shading? How did the artist use the space on the paper? What do you see in this work? How is the work organized? What is the artist trying to communicate? Is this a successful work of art? What do value drawings teach us about art? What does value mean? How do you create a tint? How do you create a value? How do you create a shade?"

Lesson Activities

1. Use symbolic colors (blue orange pink) to fill in the positive space (foreground) of the Judy Chicago Value Grid

2. Use symbolic colors (blue orange pink) to fill in the negative space (background) of the Judy Chicago Value Grid

3. Use felt tip pens to add line types (contour line, cross hatching outline) to the positive space (foreground) of the Judy Chicago Value Grid

Day Three, Art Start

1. Retrieve Judy Chicago Value Grids for Assigned Table

2. Set Up Studio Area (colored pencils, erasers, scissors)

Lesson Activities

1. Add tints (adding white, reflective light, light source) to the subject matter (squares) of the value grids

2. Add shades (adding black, cast shadow, shadow) to the negative space (background) of the value grids

3. Using drawing tools (rulers, straight edge, pencils) to add details to the Judy Chicago Value Grids

Artist Examples

Student Examples

 Tint And Shade Bumblebees

Learning Targets

I can...

• Create an original Tint And Shade Bumblebee using drawing techniques learned in class
• Use line types (contour, outline), texture variation (smooth, rough, soft), and space (positive, negative) inspired by Russian Composer (1844-1908) Nikolai Rimsky-Korsakov
• Use art element: value (tint, shade, tone) and design principles (repetition, balance, gradation) based on Russian Compositions
• Define Pattern (lines, shapes, forms, or colors repeated in a design)

Lesson One
Day One, Art Start

1. Listen to Flight of the Bumblebee and Other Russian Classics by Nikolai Rimsky-Korsakov

2. Read Flight of the Honeybee (Read And Wonder) by Raymond Huber

3. Discussion Questions "Can you imagine a bumblebee buzzing around Tsar and then quickly flying away so it doesn't get caught? Can you tell what musical instruments are playing in this musical piece? How does the computer make the bee "buzz"? What is a chromatic note pattern? What does it sound like? What are the notes doing? What do you think this piece could be called? Do you think this is hard to play? What would make it difficult? What instruments would be good to use? How do you know the bumblebee is going up? How do you know when it is going down? Can you tell if it is going around in circles or flying straight?"

Lesson Activities

1. Choose 8 X 12 Drawing Paper 
2. Add line types (contour, outline, sketch) to positive space (bumblebee) of bumblebee drawings
3. Outline positive space (bumblebee, flowers, pollen) with metallic colors (gold, silver) of Tint And Shade Bumblebees

Day Two, Art Start

1. Retrieve Tint And Shade Bumblebees for Assigned Table

2. Bumblebee (2016) Daniel Mackie

3. Discussion Questions "What can we make with this now? What is we made something found in nature? What if it was a habitat for an insect? How can we make the cylinder shape or a real beehive when the cardboard is flat? Are bees going to school? Are bees living in houses or at a birthday party? What would be going on in there? Why do bees like the smell of nectar? What makes honey bees buzz? What colors are bees? How many legs do bees have? How many wings does a bee have? Bumble bees are bigger ,smaller, or the same size as honey bees? How many species of bees are there in the world? What kind of bees are there in a colony?"

Lesson Activities

1. Use monochromatic colors (light yellow, yellow, dark yellow) to fill in the positive space (bumblebee) of the bumblebee drawings

2. Use monochromatic colors (light yellow, yellow, dark yellow) to fill in the negative space (background) of the bumblebee drawings

3. Use metallic colors (gold, silver) to outline the negative space (background) of the Tint And Shade Bumblebees

Day Three, Art Start 

1. Retrieve Tint And Shade Bumblebees for Assigned Table

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

Lesson Activities 

1. Add highlights (light source, reflective light) to fill in the positive space (bumblebee) of the bumblebee drawings

2. Add shadows (cast shadow, reflective shadow) to fill in the negative space (background) of the bumblebee drawings

3. Add details to the positive space (bumblebee) of the Tint And Shade Bumblebees

Artist Examples

Student Examples

Spring Finger Print Snapdragons

Learning Targets

I can...

• Create an original Spring Finger Print Snapdragon using finger painting techniques learned in class
• Use value (tint, shade), shape (geometric, organic), and space (positive, negative) inspired by Snapdragons and Stock (1930) Hamilton Jig-Saw Puzzle 
• Understand finger painting techniques (application, smoothing, modeling) and design principles (movement, repetition, variation) based on Western Art
• Define Mixed Media (an art form combining different mediums into a single artwork)

Lesson One
Day One, Art Start

1.  Snapdragons and Stock (1930) Hamilton Jig-Saw Puzzle
2. Snapdragon Seeds (1926) Deposit Seeds Co. Depositely
3. Reflective Discussion "Legend has it that concealing a snapdragon will make a person appear fascinating and cordial. Some say this represents deception, concealment, and graciousness. This plant is known for evoking memories of the past-including those of parents and grandparents. The flower looks like the jaws and snout of a dragon. These flowers have a persona, cultural, and religious significance to many people."

Lesson Activities

1. Choose one 12" X 15" Painting Paper
2. Use geometric shapes (oval, circle, cylinder) to draw a decorative vase for the Spring Snapdragons
3. Use value (lightness, darkness) to fill in the geometric shapes (circle, cylinder) of the Spring Snapdragons

Day Two, Art Start

1. Retrieve Spring Finger Print Snapdragon for Assigned Table
2.  Read Feathers for Lunch by Lois Ehlert
3. Discussion Questions "What is going on in this artwork? What was your first reaction to this artwork? Why do you think you had that reaction? Does your opinion about the artwork change the longer you look at it? Which area of the artwork is emphasized by the artist? Which area of this artwork is important? How does the artist use space? How does the artist use proportion? What elements seem dreamlike or imaginary? What is exciting about this artwork? Who do you think this artwork was created for?"

Lesson Activities

1. Add line types (vertical, horizontal, diagonal) to add decorations to the decorative vase of the Snapdragons
2. Use patterns (swirls, zig zags, stripes) to add a table cloth to the negative space (background) of their Snapdragons
3. Use chalk pastel to smear patterns (swirls, stripes, zig zags) to add wallpaper to the negative space (background) of the Snapdragons

Day Three, Art Start

1. Retrieve Spring Finger Print Snapdragon for Assigned Table
2. Set Up Studio Area (finger paint, water bucket, tissues)

Lesson Activities

1. Use one finger to make three colors (red, blue, purple) for blossoms of the Spring Snapdragons
2. Add highlights (white) to the three colored blossoms of the Spring Snapdragons
3. Add illusion of depth by having blossoms fill inside of the positive space (oval) of the Spring Snapdragons

Artist Examples

Student Examples