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

 Matisse Inspired Still Life Collages

Learning Targets

I can...

• Create an original Matisse Inspired Still Life 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 French Artist (1869-1954) Henri Matisse
• Use collage techniques (photomontage, assemblage, decoupage, mixed media) and design principles (composition, repetition, balance) based on Modernism
• Define Symmetry (when two or more parts are identical after a flip, slide, or turn)

Lesson One
Day One, Art Start

1. Vase With Two Handles (A Bunch Of Flowers) (1907) Henri Matisse

2. Read Matisse: The King Of Color by Laurence Anholt

3. Discussion Questions "How does the effect of the collage change when layering multiple shapes on top of each other? Can you create your own Matisse inspired artwork with a collage of cut outs? How does Henri Matisse's artwork make you feel? How would this picture make you feel if bright or dark colors were used instead? Who is Henri Matisse? Do you like this painting? How many colors do you see? Do you think what you see is exactly how the room looked when he painted it, with all those colors and patterns going every which way? How many different patterns do you see? How many of the patterns are variations on the bold vertical stripes? Do his pictures make you feel happy?"

Lesson Activities

1. Choose 12" X 15" Painting Paper 

2. Use ruler to draw three line types (horizontal, vertical, diagonal) for the interior (window, wallpaper, background) of the still life collage

3.  Use oil pastels to add patterns (swirls, dots, stripes) to the negative space (background) of the Matisse Inspired Still Life Collages

Day Two, Art Start

1. Retrieve Matisse Inspired Still Life Collages for Assigned Tables

2. Flowers And Fruit (1909) Henri Matisse

3. Discussion Questions "Where did Henri Matisse grow up? What process or techniques did Matisse use to create his artwork? What materials did Matisse you to create his artwork? What is an art element? Who can share some examples of elements? What is a principle? Who can share some examples of principles?Can you use a book to find information about Henri Matisse? How would you describe his artwork? What are some key features of his artwork? How could you describe the construction of this artwork? What do you think Matisse is trying to say with this artwork? Do you like or dislike his artwork?"

Lesson Activities

1. Add details (fruit, vegetables, cloth, plants) to the negative space (background) of the still life collages

2. Add details (fruit, vegetables, patterns, ribbon) to the positive space (flowers, vases) of the still life collages

3. Use collage materials (fabric, construction paper, scrapbook paper) to add details (tablecloth, curtains, towel) for the Matisse Inspired Still Life Collages

Day Three, Art Start

1. Retrieve Matisse Inspired Still Life Collages for Assigned Tables

2. Set Up Studio Area (oil pastels, scissors, glue sticks, watercolor)

Lesson Activities

1. Use tissue paper to add plants (leaves, flowers, lilacs) within the negative space (background) of the still life collages

2. Use complementary colors (red, green; blue, orange; yellow, purple) too fill in the positive space (foreground) of the still life collages 

3. Use complementary colors (red, green; blue, orange; yellow, purple) to fill in the negative space (background) of the Matisse Inspired Still Life Collages

Artist Examples

Student Examples

 Checkerboard Spiderwebs

Learning Targets

I can...

• Create an original Checkerboard Spiderwebs using drawing techniques learned in class
• Use form (two dimensional, three dimensional), texture (implied, smooth), and shape (geometric, organic) based on Avant-Garde Artist (1911-2010) Louise Bourgeois
• Use science connections (life cycle, main insect parts, surroundings) and design principles (balance, proportion, variety) relating to African Folk Art
• Define Illusion (the technique of using realistic imagery to create the optical effect of depth)

Lesson One
Day One, Art Start

1. Avante-Garde Artist (1911-2010) Louise Bourgeois

2. World's Largest Sculpture- Mayan (1999) Louise Borgeois

3. Read Famous Quote "The Spider is an ode to my mother. She was my best friend. Like a spider, my mother was a weaver. My family was in the business of tapestry restoration, and my mother was in charge of the workshop. Like spiders, my mother was very clever. Spiders are friendly presences that eat mosquitoes. We know that mosquitoes spread disease and are therefore unwanted. So, spiders are helpful and protective, like my mother."

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use pencils to draw contour lines of positive space (insects, spider) onto drawing paper for the spiderweb drawings

3. Use permanent marker to outline the line types (contour, outline, continuous) of the Checkerboard Spiderwebs

Day Two, Art Start

1. Retrieve Checkerboard Spiderwebs for Assigned Tables

2. African Folklore & Culture- Anansi Spider

3. Discussion Questions "Why are insects so colorful? Which insects are bigger, the male or the female? What are some differences between moths and butterflies? What types of shapes can you use to break up the drawing? Which wings look transparent like you are looking through the wing of an insect? Where are spiders commonly found? How many legs does a spider have? How many body parts do spiders have? What is the smallest spider in the world? What is the most poisonous spider in North America?" 

Lesson Activities

1. Add line variation (horizontal, vertical, diagonal) and patterns (stripes, polka dots, waves) within the positive space (spider) of the spiderweb drawings

2. Use complementary colors (red, green; yellow, purple; blue, orange) to fill in the negative space (background) of the spiderwebs drawings

3. Use neutral colors (black, white, grey) to fill in the positive space (spider) of the Checkerboard Spiderwebs

Day Three, Art Start

1. Retrieve Checkerboard Spiderwebs for Assigned Tables

2. Set Up Studio Area (paintbrushes, water buckets, painting paper)

Lesson Activities

1. Use value (lightness, darkness) to add highlights (reflective light, light source) to the positive space (spider) of the spiderwebs drawings

2. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow) to the negative space (background) of the spiderweb drawings

3. Use implied texture to add details (eyeballs, legs, designs) to the positive space (spider) of the Checkerboard Spiderwebs 

Artist Examples

Student Examples

Roman Mosaics 

Learning Targets

I can...

• Create an original Roman Mosaics using drawing techniques learned in class
• Use earth tones (red orange brown black), shape variation (rectangle square diamond), and line types (horizontal vertical diagonal) inspired by Ancient Rome
• Use computer techniques (multitasking dragging transferring) and design principles (balance composition repetition) based on 1st Century Art Movements
• Define Mosaic (created by putting many small pieces of different colors in a design to make one picture or shape)

Lesson One
Day One, Art Start

1. Mosaic with a Peacock and Flowers (3rd AD) Unknown
2. Read Mosaic of Greek and Roman World by Katherine MD Dunbabin
3. Discussion Questions "Did the Romans like art? What was Roman Architecture like? Is any Roman architecture still around? What was Roman engineering like? What were some Roman inventions? What was the Colosseum used for? What other forms of recreation did the ancient Romans enjoy? Why do we study ancient Rome? How were the Romans able to spread their culture? Does anyone know what this image is? Do you know why Romans are able to spread their culture? Do you know why Romans might have had it in their villas? What sort of house do these descriptions fit? What is Roman Art?"

Lesson Activities

1. Choose 9" X 9" Drawing Paper
2. Use basic shapes (rectangle, square, triangle) to lightly draw design with pencil in center of paper
3. Outline with black sharpie basic shapes (rectangle, square, triangle) of imagery of Roman Mosaics

Day Two, Art Start

1. Retrieve Roman Mosaics for Assigned Table
2. Geometric Mosaic (101-200) Unknown
3. Discussion Questions "What is Mosaic art? What do you notice about the mosaic art? How is it different from a painting? How is it similar? Does this mosaic remind you of anything you have seen before? How did artists make outdoor mosaics last? How did artists mosaic an outdoor patio floor, fountain, or birdbath? How did artists transfer and enlarge mosaic patterns? Where did artists find inspiration for patterns of mosaics? What can we learn from ancient forms of mosaic art?"  

Lesson Activities

1. Use earth tones (red orange brown) to fill in the positive space (plants, animals) of mosaic drawings
2. Use earth tones (red orange brown) to fill in the negative space (background) of mosaic drawings
3. Use colored squares to form a decorative border around the positive space (plants, animals) of mosaic drawing

Day Three, Art Start

1. Retrieve Roman Mosaics for Assigned Table
2. Set Up Studio Area (glue sticks, construction paper, square paper cutter)

Lesson Activities

1. Use colored squares to form a decorative border around the negative space (background) of the mosaic drawing
2. Use highlights (reflective light, light source) to fill in positive space (plants, animals) of the mosaic drawing
3. Use shadows (cast shadow, shadow) to fill in the negative space (background) of the mosaic drawings

Artist Examples

Student Examples