MiSs Rs ArT RoOm

Symmetrical Lobsters

Learning Targets

I can...

• Create an original Symmetrical Lobsters using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by British Artist (1979-Present) Philip Colbert
• Use balance (symmetrical, asymmetrical, radial, mosaic) and design principles (composition, movement, emphasis) based on Contemporary Pop
• Define Bilateral Symmetry (two sides are mirror images) 

Day One, Art Start

1. Lobster Telephone (1938) Salvador Dali 

2. Read "Lobsterman" by Dahlo Ipcar

3. Discussion Questions "If you fold your paper, do the two sides match? What do you think of the sculpture? What two objects can you see? When do you think the sculpture was made? Could this artwork be contemporary? What art movement do you think it might be associated with? What do you know about Salvador Dali and Edward James? Which art movement were the artists associated with? What do you know about Surrealism? Does finding our more about the sculpture change what you think about the artwork? Does it matter that Salvador Dali and Edward James did not make the sculpture? What is more important the idea or the object? Do you think the sculpture looks shocking? Do you think it would have been shocking to people in the 1930s? What sort of sculptures do you think people saw in art galleries in the 1930s? Are we more used to the idea of surrealism now than people might have been in the 1930s? Can you think of any contemporary artosk that might have shocked people when they were first exhibited?"

Lesson Activities

1. Use a pencil to draw shape variation (geometric, organic, free form) of the selected lobster (cold water clawed, rock lobsters, Canadian lobsters) for Symmetrical Lobsters

2. Use line types (horizontal, vertical, diagonal) to add characteristics (antennae, claws, tail) for the Symmetrical Lobsters

3. Use texture tools (stamps, felt pens, folks, rollers) to add patterns (stripes, dots, swirls) for the Symmetrical Lobsters 

Day Two, Art Start

1. Retrieve Symmetrical Lobsters for Assigned Tables 

2. Sunflowers In Seoul (2025) Philip Colbert

3. Discussion Questions "What objects can you see in each of the artworks? How have the artists chagned the objects? What is the effect? What do the sculptures make you think and feel? Are there any features of the animals that you could make use of in relation to the objects? How would you describe the shape of lobsters body? Are all lobsters shaped the same? How would you describe the color of the symmetrical lobsters? Do you see any patterns on the lobsters? What kind of music do you think a lobster would dance to on the ocean floor? How would it feel to walk with ten legs at once? Did you know lobsters have two different kinds of claws? Which one is the crusher and which one is the pincher? What other colors could your lobster be if not red in the ocean? How would you draw a lobster's armor shell to show that it is hard and bumpy?" 

Lesson Activities

1. Use warm colors (red, orange, yellow) to fill in the positive space (foreground, middle ground, lobster) of the Symmetrical Lobsters

2. Use cool colors (blue, green, purple) to fill in the negative space (background) of the Symmetrical Lobsters 

3. Add line types (horizontal vertical diagonal) to the negative space (background) of the Symmetrical Lobsters 

Day Three, Art Start

1. Retrieve Symmetrical Lobsters for Assigned Tables

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

Lesson Activities

1. Add highlights (reflective light, light source, cast light) to the positive space (foreground, middle ground, lobster) of the Symmetrical Lobsters

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

3. Add relief pieces (styrofoam pieces, cardboard, poster board) behind the positive space (foreground, middle ground, background) of the Symmetrical Lobsters 

Artist Examples

Student Examples

 Enchanted Roses

Learning Targets

I can...

• Create an original Enchanted Roses using drawing techniques learned in class
• Use color combinations (metallic, cool colors, warm colors, neutral colors), value (lightness, darkness, highlights, shadows), and space (positive, negative) inspired by French Author (1685-1755) Garbrielle-Suzanne Barbot de Villeneuve
• Use painting techniques (splatter, mixing, pouring, wash) and design principles (contrast, movement, emphasis) based on Children's Literature: Beauty and the Beast
• Define Focal Point (the main subject matter that draws the viewer's eyes)

Lesson One
Day One, Art Start

1. Meditative Rose (1958) Salvador Dali

2. Read Beauty and the Beast by Garbrielle-Suzanne Barbot de Villeneuve 

3. Discussion Questions "Did you know the concept of magical roses are ancient coming from fossil records showing these plants existed 30 million years ago? What does the red rose symbolize (passion, love, sacrifice) here? What does the thorn (pain of love, loss, grief) represent? What is the magical curse linked to this rose? What happens as the petals fall? What is the central theme of the story, and how does the enchanted rose symbolize that message? What the examples of enchanted or magical roses acan you remember from movies, video games, or artwork? What does this enchanted or magical rose symbolize? What magical powers or properties does it have? How does the appearance (color, petals) reflect its meaning? What story or message does it tell?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use line types (horizontal vertical diagonal) to draw the positive space (glass container, enchanted rose, foreground) of the Enchanted Roses 

3. Use color combinations (metallic, cool colors, warm colors, neutral colors) to fill in the positive space (glass container, enchanted rose, foreground) of the Enchanted Roses

Day Two, Art Start

1. Retrieve Enchanted Roses for Assigned Tables 

2. Mystic Rose (1959) Salvador Dali 

3. Discussion Questions "How would you describe the petals in this artwork? Are the petals of each flower the same shape? How many petals does this flower have? How would you describe the center of this flower? Where do you find each flower? How would you describe the leaves, stem, and petals? What is different about these roses? How many different colors can you find of this flower? Are some of the flowers more colorful than others? How would you describe the shape of these petals? How many petals does this flower have? How would you describe the center of this flower? Is the flower part of something else or is it growing by itself? Are there more flowers like this one nearby? What kind of flower would you like to have for your enchanted flower?" 

Lesson Activities

1. Add shape variation (geometric, organic, free form) to the negative space (background, middle ground) of the Enchanted Roses 

2. Use patterns (stripes, swirls, zig zag) to add a design to the negative space (background, middle ground) of the Enchanted Roses

3. Use painting techniques (splatter, mixing, pouring, wash) for the negative space (background, middle ground) of the Enchanted Roses

Day Three, Art Start

1. Retrieve Enchanted Roses for Assigned Tables 

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

Lesson Activities

1. Blend color combinations (cool colors, warm colors, metallic colors, neutral colors) for the positive space (glass container, enchanted rose, foreground) of the Enchanted Roses 

2. Add highlights (reflective light, light source) to the positive space (glass container, enchanted rose, foreground) of the Enchanted Roses 

3. Add shadows (cast shadow, reflective shadow, shadow) to the negative space (background, middle ground) of the Enchanted Roses 

Artist Examples

Student Examples 

 Frida Kahlo Still Life

Learning Targets

I can...

• Create an original Frida Kahlo Still Life using drawing techniques learned in class
• Use color combinations (analogous, complementary, secondary), shape variation (geometric, organic, free form), and space (positive, negative) inspired by Mexican Painter (1907-1954) Frida Kahlo
• Use observational drawing techniques (perspective, proportion, grid measurement) and design principles (composition, alignment, movement) based on Symbolism
• Define Still Life (a work of art that shows inanimate objects from the natural or man-made world)

Lesson One
Day One, Art Start

1. Still Life With Parrot (1951) Frida Kahlo

2. Read Understanding Frida in Context Through Her Still Life: Pitahayas by MMOCA

3. Discussion Questions "How does still life represent the artist's unique identity? What elements in each piece show realism, surrealism, and symbolism? What is unique about Frida Kahlo? What does she tell us about herself in this artwork? What gives hints about her experiences and Mexican Identity in these paintings? What stories do the background of her image tell? What is unique about you that you would like to capture in a still life? Would you consider Still Life: Pitahayas a self portrait? Why or why not? What do objects depicted in this painting tell you about Kahlo's life? What fruits are native to Michigan or the Midwestern United States? What do the volcanic rock and cactus depicted in the painting tell you about the geology and climate of central Mexico? How do they compare to the landforms and vegetation of Michigan? Why do you think Kahlo included a skeleton in this painting? What would you include in your still life that reflects who you are, where you are, and something about your life?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Add three dimensional shapes (cylinder, pyramid, cone) to the composition of arranged fruit (watermelon, strawberries, oranges) for the personal identity still life

3. Add horizon line in the background (table, fabric, wallpaper) to separate the subject matter from the wallpaper of the Frida Kahlo Still Life 

Day Two, Art Start

1. Retrieve Frida Kahlo Still Life for Assigned Tables

2. Viva La Vida, Watermelons (1954) Frida Kahlo

3. Discussion Questions "What was Frida Kahlo's full birth name? Why did Frida Kahlo change hr date or birth on her birth certificate? Why was Kahlo pretending to be three years younger? Why was Frida Kahlo's nationality? Who or what is depicted in most of Frida's paintings? In what year did she joint Mexican Communist Party and fall in love with Diego Rivera? What was the first solo exhibition of Frida Kahlo's work held? When did Frida Kahlo begin her career as an artist? What was Frida and Diego's marriage often called? Who was Frida Kahlo? What are some of Frida Kahlo's most famous paintings? Do you have a favorite artist? What will you include in your artwork that represents what matters to you?"

Lesson Activities

1. Use color combinations (analogous, secondary, complementary) to fill in the positive space (fruit, inanimate objects, flag) of the personal identity still life

2. Use color combinations (analogous, secondary, complementary) to fill in the negative space (background) of the personal identity still life

3. Use painting tools (brayer, palette, paint brush) to add patterns (floral, swirls, dots) to the negative space (background) of the Frida Kahlo Still Life 

Day Three, Art Start

1. Retrieve Frida Kahlo Still Life for Assigned Tables

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

Lesson Activities

1. Add highlights (reflective light, light source) to subject matter (watermelon, oranges, strawberries) of the personal identity still life

2. Add shadows (cast shadow, reflective shadow) to the negative space (background) of the personal identity still life 

3. Outline details (pattern, floral, inanimate objects, fruits, vegetables) in the positive space (foreground, middle ground) of the Frida Kahlo Still Life 

Artist Examples

Student Examples

 Jean Dubuffet Surreal Paintings

Learning Targets

I can...

• Create an original Jean Dubuffet Surreal Painting using drawing techniques learned in class
• Use primary colors (red, blue, yellow), shape variation (geometric, organic, free form), and space (positive, negative) inspired by French Painter (1901-1985) Jean Dubuffet
• Use art element: line (contour, continuous, outline) and design principles (composition, repetition, unity) based on Art Brut Movement
• Define Hourloupe (a type of doodle using black lines fill with unmixed color to symbolize a physical and mental representation of the mind)

Lesson One
Day One, Art Start

1. Coffee Pot, Cup, and Sugar Bowl II (1965) Jean Dubuffet 

2. Read Dubuffet Prints From The Museum Of Modern Art by Museum Of Modern Art

3. Discussion Questions "What inspired Jean Dubuffet? What art style did Jean Dubuffet use? Who is Jean Dubuffet? What made his artwork so famous? What were his favorite colors to use in his artwork? How did he use his imagination to understand pictures? What makes his artwork surrealistic? What materials did he use in his artwork? Is there a distinct mood? Does it make you think about anything? How does it make you feel? What did the artist say about the piece? What types of lines are being used in this artwork? What story is being told, if any? How did the artist use line, shape, and color to contribute to the mood or meaning? What symbols do you notice in the artwork?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Add three line types (horizontal, vertical, diagonal) to the positive space (foreground) of the line designs

3. Use black sharpie marker to outline three line types (horizontal, vertical, diagonal) to the positive space (foreground) of the Jean Dubuffet Surreal Paintings

Day Two, Art Start

1. Retrieve Jean Dubuffet Surreal Paintings for Assigned Tables

2. Site Inhabited By Objects (1965) Jean Dubuffet 

3. Discussion Questions "If art could talk, what would it say? If this artwork had eyes, what would it see? If you could ask this artwork a question, what would you ask it? How has this changed your understanding of the artwork? How does this artwork teach us about the future? Was this intended to be a work of art or not? Why do you think that? How does this impact your understanding of the artwork? If you could change this artwork, how would you change it? What do you like about this artwork? What do you dislike about this artwork?"

Lesson Activities

1. Use primary colors (red, yellow, blue) to fill in the positive space (foreground) of the line designs 

2. Use primary colors (red, yellow, blue) to fill in the negative space (background) of the line designs

3. Use patterns (dots, swirls, stripes) to fill in the positive space (foreground) and negative space (background) of the Jean Dubuffet Surreal Paintings

Day Three, Art Start

1. Retrieve Jean Dubuffet Surreal Paintings for Assigned Tables

2. Set Up Studio Area (paint brushes, water bucket, paper towel) 

Lesson Activities

1. Use highlights (reflective light, light source) to fill in the positive shape (foreground) of the line designs

2. Use shadows (cast shadow, reflective shadow) to fill in the negative space (background) of the line designs

3. Use texture tools (combs, plates, stamps) to add details (patterns, decorations) to the Jean Dubuffet Surreal Paintings

Artist Examples

Student Examples 

 Magritte Dove Collages

Learning Targets

I can...

• Create an original Magritte Dove Collages using drawing techniques learned in class
• Use color combinations (warm colors, cool colors, analogous colors), shape variation (geoemtroic, organic, free form), and texture (actual, implied, visual) inspired by Surrealist Artist (1898-1967) Rene Magritte 
• Use collage techniques (assemblage, arrangement, mixed media) and design principles (emphasis, repetition, proportion) based on Surrealism
• Define Composition (the way different elements of an artwork are combined or arranged together

Lesson One
Day One, Art Start

1. The Big Family (1963) Rene Magritte 

2. Read Magritte's Imagination by Susan Goldman Rubin

3. Discussion Questions "Who is the artist? What is the name of the artwork? when was it painting? Is there a subject? What is it? What kinds of shapes do you see? What are the materials used? How are the colors used? What effect do they have on the artwork? How has the artist used shadows? What is the artist trying to say? What is going on in the paining? What do the different elements mean? Do you think it is a good piece of artwork? Do you like the artwork? Why or why not? What is your least favorite thing about the painting? What is your favorite ting about the painting? Is there symmetry in this painting? What type of symmetry do you see in the painting?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use graphite paper to outline three dimensional shapes (dove, cylinder, cone) for positive space (foreground) of the dove collages

3. Use graphite pencil to add texture (clouds, treetops, sand) to the positive space (foreground) of the Magritte Dove Collages 

Day Two, Art Start

1. Retrieve Magritte Dove Collages for Assigned Table 

2. The Return (1940) Rene Magritte

3. Discussion Questions "How would you describe this scene? what are some of the items you see and what do you think they mean? Is this a realistic painting? Which images are realistic? What makes it look surreal (dreamlike imaginary)? Where do you see examples of texture? Where do you see examples of replacement and juxtaposition? Why do you think the artist gave this artwork a title? How does this painting make you feel? Do you like it? Why or why not? Where were these objects placed in his artwork? What do you know about Surrealism, or the Surrealism movement? What do you think is the focal point of this painting? What is the background? Do the objects in the painting seem to be moving or still?"

Lesson Activities

1. Use cool colors (blue, green, purple) to fill in the positive space (foreground) of the dove collages

2. Use warm colors (red, orange, yellow) to fill in the negative space (background) of the dove collages

3. Use neutral colors (brown, grey, black) to add contrast to the positive space (foreground) of the Magritte Dove Collages

Day Three, Art Start

1. Retrieve Magritte Dove Collages for Assigned Table

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

Lesson Activities

1. Use neutral colors (black, grey, white) to add highlights (reflective light, light source) to the positive space (foreground) of the dove collages 

2. Use neutral colors (black, grey, white) to add shadows (reflective shadow, cast shadow) to the negative space (background) of the dove collages

3. Fill in the positive space (foreground) and negative space (background) to remove any white space from the Magritte Dove Collages

Artist Examples

Student Examples