Wednesday, March 25, 2026
WATERCOLOR INFLATABLES
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
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
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