Famous Artist Clay Busts

Learning Targets

I can...

• Create an original Famous Artist Clay Busts using ceramic techniques learned in class 
• Use shape variation (geometric, organic, free form), form (two-dimensional, three-dimensional), and texture (actual, implied, visual) based on Classical Era
• Use hand building techniques (pinching, coiling, slab, building) and design principles (proportion, movement, variation) based on Classical Antiquity
• Define Bust (a sculpture of the upper part of the human figure including head, neck, and shoulders)

Lesson One
Day One, Art Start

1. Bust Of Queen Nefertiti (1340 BC) Thutmose

2. Read Making Faces A Guide To Modeling The Head And Face With Clay by Alexander Irvine

3. Discussion Questions "Do you think sculpting marble would be easier of harder than sculpting clay? Who were the greatest old masters in the history of art? Where can you find a list of the best artists in the world? What artwork is the most famous from the modern era? Which art the most famous and popular art movements? Which mediums were used by the first artists of he world to produce their artwork? Who was the first living person to have their art displayed in The Louvre? Which artists are famous for Pop Art? How old is the first known human work of art? Why is it important for artists to show and display their artwork?"

Lesson Activities

1. Turn clay slab into basic shapes (head, shoulder, neck) for the positive space (portrait) of the Famous Artist Clay Busts

2. Use modeling tools to draw features (clothing, jewelry, make up) for the positive space (portrait) of the Famous Artist Clay Busts

3. Add lines for the facial features (nose, eyes, mouth) for the positive space (portrait) of the Famous Artist Clay Busts

Day Two, Art Start

1. Retrieve Famous Artist Clay Busts for Assigned Tables 

2. Bust Of Napoleon I (1805) Lorenzo Bartolini

3, Discussion Questions "What is a bust? What is a portrait? What do these ceramic busts say about the artist? Portraits are about more than your appearance because it can show who you are or who you want to be/ If you could turn these photographs and paintings into a sculpture, how would you accomplish that? How can a ceramic portrait help you think about the identity of the famous artist? How can you use close observational skills to feel good about yourself and other people around you? How do artists sculpt portraits? Does the way a person is sitting or standing tell you anything about them? What makes this ceramic bust unique? Do you like the way the artist arranged the sculpture? What does the background and objects in the background tell us about the picture? How does the artist repeat shapes and forms with the ceramic work? Is this sculpture considered abstract or realistic?" 

Lesson Activities 

1. Add lines for proportions (head, neck, shoulders) within silhouette of the Famous Artist Clay Busts

2. Mold clay into basic shapes (oval face, crescent ears, rectangular neck) for the Famous Artist Clay Busts

3. Use needle tools to draw facial features (eyes, nose, mouth) within the silhouette of the Famous Artist Clay Busts

Day Three, Art Start

1. Retrieve Famous Artist Clay Bust for Assigned Tables

2. Set Up Studio Area (water bucket, needle tools, rubber mat)

Lesson Activities

1. Add tempera paint to the positive space (head, neck face shoulder) of the Famous Artist Clay Busts

2. Add tempera paint to the negative space (background, clothing) of the Famous Artist Clay Busts

3. Apply Gloss Finish to the facial features, facial proportions, and accessories of the Famous Artist Clay Busts

Artist Examples

Student Examples 

Clay Model Cars

Learning Targets

I can...

• Create an original Clay Model Car using ceramic techniques learned in class
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional) and texture (actual, implied, visual) inspired by American Designer (1893-1969) Harley Earl
• Use sculpture techniques (carving, assemblage, modeling, casting) and design principles (proportion, repetition, emphasis) based on American Art
• Define Concept Car (a car made to showcase new styling and technology)

Lesson One
Day One, Art Lesson

1. Chevrolet Corvette (Robert Tate Collection) (1953) Harley Earl

2. Read Harley Earl And The Dream Machine by Stephen Bayley

3. Discussion Questions "Did you know Harley Earl was the first person in the automotive industry to create better paying jobs for women? What concerns existed with automobile styling? What other contributions did Harley Earl make? According to Yanek Mieczkowski, what concept did Harley Earl introduce? Which vehicle was used as the template for Batman's Batmobile? What was Harley Earl's role at General Motors? How can you design a model of a car from a block of clay? What are the practical uses (pottery, bricks, tiles) for clay? What are the artistic uses (sculpture, instruments, animation) for clay? What type of vehicle did you create? Where would you take this vehicle? What did you learn from carving? If you could make one change to your car, what would it be?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) for the proportions (front, back, sides) within the positive space (foreground) of the clay cars

2. Mold clay into basic shapes (wheels, windows, doors) for the positive space (car) of the clay cars

3. Use needle tools to draw details (rims, engine, wheels) for the positive space (car) of the Clay Model Cars

Day Two, Art Start

1. Retrieve Clay Model Cars for Assigned Tables

2. Buick Y-Job Concept (1920) Harley Earl

3. Discussion Questions "What can we make with these materials? How do artists make something look three dimensional when the material is flat? Do stories and artists like this matter to you? Why do artists need to understand how to represent form in art? What is the history of form in art? what is considered geometric or organic in art? How do artists help to change the world in a positive way? How does the understanding of this artist change our understanding of the artwork? What special features do these cars have? What is the hidden meaning behind these car models? What are the unique characteristics of these model cars? What is different about these model car examples?"

Lesson Activities

1.  Use compass, protractor, and texture plates to add symmetrical shapes and expressive lines to the clay cars

2. Use form (two dimensional, three dimensional) to fill in the positive space (foreground) of the clay cars

3. Use form (two dimensional, three dimensional) to fill in the negative space (background) of the Clay Model Cars

Day Three, Art Start

1. Retrieve Clay Model Cars for Assigned Tables 

2. Set Up Studio Area (roller, modeling clay, clay tools)

Lesson Activities

1. Add color combinations (analogous, secondary, complementary) to the positive space (foreground) of the Clay Model Cars

2. Add color combinations (analogous, secondary, complementary) to the negative space (background) of the Clay Model Cars

3. Apply Gloss Finish to the proportions (front, back, side, wheels), positive space (car), and negative space (background) of the Clay Model Cars 

Artist Examples

Student Examples

 Gaston Chiassac Style Paintings

Learning Targets

I can...

• Create an original Gaston Chiassac Style Painting using drawing techniques learned in class
• Use color combinations (analogous, complementary, secondary), shape variation (geometric, organic, free form), and line types (horizontal, vertical, diagonal) inspired by French Painter (1910-1964) Gaston Chiassac
• Use painting techniques (pigment, layering, blending, overlapping) and design principles (composition, proportion, variation) based on Art Brut
• Define Outsider Art (art made by self-taught artists with no contact with the art world)

Lesson One
Day One, Art Start

1. Two Figures In Abstract Space (1961) Gaston Chaissac

2. Read Chaissac by Sarah Clement

3. Discussion Questions "What is the difference between naive art and art brut? Can all people be artists? How does knowing the context of histories and traditions of art forms help us create works of art? Why do artists follow or break established traditions? How do artists appropriately use other's images and ideas? How do artists grow and become accomplished in art forms? How do artists take initiative to improve their work? How do images influence our views of the world? How do artworks convey meaning? How do visual arts experiences enhance the ability to understand art? How does art help us understand how people lived in different times, places, and cultures? How does one determine criteria to evaluate artwork?"

Lesson Activities

1. Use pencil to draw shape variation (geometric, organic, free form) of face parts (head, hair, shoulders ears) of abstract paintings

2. Use line types (straight, curved, narrow) to add facial features (eyes, eyelashes, hair, eye brows) to the abstract paintings

3. Use line types (horizontal, vertical, diagonal) to add details (buttons, ribbons, stripes, swirls) to the positive space (face) of the Gaston Chiassac Style Paintings

Day Two, Art Start

1. Retrieve Gaston Chiassac Style Paintings for Assigned Tables

2. Untitled (1963) Gaston Chiassac

3. Discussion Questions "How does knowing how people lived in different times and places influence our response to the artwork? What inspires people to make art? How do artists determine whether a particular direction in their work is effective? What responsibilities come with the freedom to create? What motivates and sustains artists in their practice? What factors prevent or encourage people to take creative risks? What role does persistence play in revising, refining, and developing work? How do people use creative and critical thinking skills their careers? How do people use creative and critical thinking skills their daily lives? How do people use art making knowledge and skills to enhance their homes, personal styles, and communities? How does creating enrich people's lives? Why do people learn about art in school and community settings?"

Lesson Activities

1. Use pencil to draw shape variation (geometric, organic, free form) of the face parts (head, shoulder, ears, hair) of the abstract paintings 

2. Use line types (horizontal, vertical, diagonal) to add facial features (eyes, eyelashes, ears) to the positive space (face) of the abstract paintings

3. Use line types (horizontal, vertical, diagonal) to add details (buttons, fabric, floral) to the positive space (face) of the Gaston Chiassac Style Paintings

Day Three, Art Start

1. Retrieve Gaston Chiassac Style Paintings for Assigned Tables

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

Lesson Activities

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

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

3. Add value (lightness, darkness) to the positive space (face) and negative space (background) of the Gaston Chiassac Style Paintings

Artist Examples

Student Examples

 J.E.H MacDonald Landscapes

Learning Targets

I can...

• Create an original J.E.H MacDonald Landscape using drawing techniques learned in class
• Use warm/cool colors (red orange yellow; green blue purple), shape variation (geometric organic), and texture (rough smooth) inspired by Canadian Artist (1873-1932) J.E.H MacDonald
• Use painting techniques (wet on wet, dry brush, blending) and design principles (composition, balance, movement) based on Canadian Art
• Define Perspective (illusion of space and depth on a flat surface)

Lesson One
Day One, Art Start

1. Algoma Waterfall (1920) JEH MacDonald

2. Read The Tangled Garden: The Art of JEH MacDonald by Paul Duval

3. Discussion Questions "How well do you know the gardens of art history? Where did JEH MacDonald paint some of his most famous garden scenes? what events lead you to become the artist you are today? What do you think are the happiest and most difficult moments of an artist? How does your eye move throughout the artwork? What elements seem dreamlike or imaginary? What is mysterious doubt this artwork? What is normal about this artwork? what is exciting about this artwork? How do you think this artwork was made?"

Lesson Activities

1. Choose 12" X 15" Painting Paper

2. Draw three thumbnail sketches of scenery using observational drawing skills (contour, outline, continuous) for the landscape paintings

3. Add details (reflective light, light source) to the negative space (background) of the JEH MacDonald Landscapes

Day Two, Art Start

1. Retrieve JEH MacDonald Landscapes for Assigned Table

2. The Little Falls (1919) JEH MacDonald

3. Discussion Questions "Why is the bottom of a waterfall important? How are waterfalls formed? What makes a waterfall different from other bodies of water? What is the different between a river, lake, or streams? Why is the water that color? What causes foam to gather at the shoreline? What kinds of species are in the Michigan lakes? Which of the Great Lakes is entirely within the United States territory?" 

Lesson Activities

1. Use drawing techniques (contour outline continuous) to add basic shapes (circle oval triangle) to landscape paintings

2. Use design principles (composition repetition gradation) to fill in the positive space (scenery) of the landscape paintings

3. Use drawing techniques (contour outline continuous0 to add patterns (loops swirls wavs) to the negative space (background) of the JEH MacDonald Landscapes

Day Three, Art Start

1. Retrieve JEH MacDonald Landscapes for Assigned Table

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

Lesson Activities

1. Use analogous colors (green blue purple) to fill in the positive space (waterfall) of the landscape paintings

2.Use analogous colors (red orange yellow) to fill in the negative space (background) of the JEH MacDonald Landscapes

3. Add designs (shadows, reflective light) to the negative space (background) of the JEH MacDonald Landscapes

Artist Examples

Student Examples