MiSs Rs ArT RoOm

Heart Shaped Chocolate Boxes

Learning Targets

I can...

• Create an original Heart Shaped Chocolate Boxes using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and color combinations (metallic,  monochromatic, neutral) inspired by Contemporary Artist (1963-Present) Peter Anton
• Use oil pastel techniques (blending, layering, scratching, smudging) and design principles (repetition, contrast, balance) based on American Art
• Define Chocolatier (a culinary artist, person, or company that turns premade, raw chocolate into finished confections like truffles, bonbons, bars, and showpieces)

Lesson One
Day One, Art Start

1. Incredible Assortment (2009) Peter Anton

2. Read The Chocolate Touch by Patrick Skene Catling

3. Discussion Questions "How did the artist create the illusion of space and depth? Where is the light source? How would you describe the colors he used? Did you know handmade chocolates have special markings to indicate the filing or flavor of the chocolate? How did adding white highlights change the flatness of geometric shapes? What do you notice about the shapes of the chocolate? Why do some chocolates have swirls, stripes, dots, or different toppings? If you could invent your own chocolate, what would it look like? What did you first notice when you look at this sculpture? Does it make you feel hungry? What clues tell you that this artwork is made from materials like metal, wood, or plaster instead of real chocolate? What different geometric shapes (circles, squares, hearts) can you use to make each piece look unique?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Add shape variation (geometric, organic, free form) to the positive space (foreground, middle ground, chocolate) of the Heart Shaped Chocolate Boxes 

3. Add line types (horizontal, vertical, diagonal) to the positive space (foreground, middle ground, chocolate) of the Heart Shaped Chocolate Boxes

Day Two, Art Start

1. Retrieve Heart Shaped Chocolate Boxed for Assigned Tables

2. Grand Deluxe Assortment (2024) Peter Anton

3. Discussion Questions "What do you notice when you first look at this artwork? Why do you think the artist uses such bright colors? How do the thick black outlines change the appearance of the objects? What do you notice about the lines surrounding the objects? How can an artist make an ordinary object look extraordinary? What everyday object would you choose to turn into a pop art masterpiece? Why do you think an artist would make a tiny piece of candy as big as a pillow or a car tire? How does changing the size change how we look at it? How does the artist trick our eye into believing there is texture on the chocolate? What different surface designs (zig zags, swirls, dots, drizzle) can you use to make each piece look unique? How will you organize your chocolate inside the box so that the layout looks balanced and interesting?"  

Lesson Activities

1. Use color combinations (analogous, metallic, neutral) to fill in the positive space (foreground, middle ground, chocolates) of the Heart Shaped Chocolate Boxes

2. Use color combinations (analogous, metallic, neutral) to fill in the negative space (background) of the Heart Shaped Chocolate Boxes

3. Use shape variation (geometric, organic, free form) to add details to the positive space (foreground, middle ground, chocolate) of the Heart Shaped Chocolate Boxes 

Day Three, Art Start

1. Retrieve Heart Shaped Chocolate Boxes for Assigned Tables

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

Lesson Activities

1. Add highlights (reflective light, light source, highlights) to the positive space (foreground, middle ground, chocolates) of the Heart Shaped Chocolate Boxes 

2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Heart Shaped Chocolate Boxes 

3. Outline details (patterns, objects, chocolate boxes) in the positive space (foreground, middle ground, chocolate boxes) of the Heart Shaped Chocolate Boxes 

Artist Examples

Student Examples

Paper Lantern Paintings

Learning Targets

I can...

• Create an original Paper Lantern Paintings using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and color combinations (analogous, complementary, monochromatic) inspired by Chinese Lanterns (618 CE -907 CE) Tang Dynasty
• Use painting techniques (blending, dry brush, underpainting, alla prima) and design principles (composition, repetition, gradation) based on Asian Art
• Define Illumination (how is represented falling across an object or scene to create realistic textures, depth, and three-dimensional volume)

Lesson One
Day One, Art Start

1. Octagonal Lantern, China (1662-1722) William T. Walters

2. Read Playing With Lanterns by Wang Yage

3. Discussion Questions "How do different cultures show compassion through symbolism? What are your favorite holiday decorations? Have you ever seen a Chinese Lantern? When are these lanterns used? What do these lanterns symbolize? How do children in China use these decorative lanterns? Did you know the Chinese Lantern Festival started 2000 years ago? Did you know traditionally lanterns were made from paper, silk, or animal hide wrapped around a wood or bamboo base? What type of special Hanzi or Chinese characters are decorated on this lanterns? What celebration will you use your Chinese lantern for? Can you think of other holidays where people hang up lights to celebrate? What New Year's traditions do you have? How do you decorate for holidays and celebrations? How does the releasing of lanterns represent peace, family unity, prosperity, and community strength during Tang Dynasty?"

Lesson Activities

1. Choose 12" X 15" Watercolor Paper

2. Use shape variation (geometric, organic, free form) to fill in the positive space (lights, lanterns, patterns) of the Paper Lantern Paintings

3. Use line types (horizontal, vertical, diagonal) to draw the patterns (stripes, dots, swirls, waves) onto the positive space (foreground, lanterns) of the Paper Lanterns Paintings

Day Two, Art Start

1. Retrieve Paper Lantern Paintings for Assigned Tables

2. Lamqua, Design For A Hall Lamp (1800) The Metropolitan Museum Of Art

3. Discussion Questions "When is the Chinese New Year? What is the weather like during the festival? Where do people go? What do they do and what do they eat? Do you like to celebrate festivals? Why is the Chinese New Year important? What does the Chinese New Year symbolize? What happens on the Chinese New Year? Why is the Chinese New Year celebrated for fifteen days? What is the story behind the Chinese New Year? What is good luck on Chinese New Year? Why do the Chinese wear red? Can you point out the positive space and negative space? Can you make your eyes switch between the positive and negative shapes? How are the positive and negative shapes the same? How is the Chinese New Year similar or different than how we celebrate the New Year in America?"

Lesson Activities

1. Add highlights (reflective light, light source) to positive space (foreground, lights, lanterns) of the Paper Lantern Paintings

2. Add shadows (reflective shadow, shadows, cast shadow) to the negative space (background) of the Paper Lantern Paintings

3. Add embellishments (glitter, metallic paint, jewels) to the positive space (foreground, lanterns, lights) of the Paper Lantern Paintings

Day Three, Art Start

1. Retrieve Paper Lantern Paintings for Assigned Tables

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

Lesson Activities

1. Use line types (horizontal, vertical, diagonal) to add patterns (dots, waves, stripes, swirls) to the negative space (background) of the Paper Lantern Paintings

2. Use warm colors (red, orange, yellow) to fill in the positive space (foreground, lights, lanterns) of the Paper Lantern Paintings

3. Use cool colors (blue, green, purple) to fill in the negative space (background) of the Paper Lantern Paintings

Artist Examples

Student Examples 

Snowmen Portraits

Learning Targets

I can...

• Create an original Snowmen Portraits using drawing techniques learned in class
• Use color combinations (analogous, complementary, secondary), shape variation (geometric, organic, free form), and value (lightness, darkness, tints, shades) inspired by American Illustrator (2001-Present) Stephen Gilpin
• Use mathematical concepts (counting, cumulative addition, mental math, grouping) and design principles (movement, repetition, gradation) based on Children's Literature
• Define Portrait (an intentional representation of a living or once living person -or group of people- where the face and its expression are the focus)

Lesson One
Day One, Art Start

1. Seven Snowmen (2013) Stephen Gilpin

2. Read "100 Snowmen" by Jen Arena 

3. Discussion Questions "How many snowmen were there by the end of the story? Can you try counting all the way to 100 by tens? At the beginning, did you notice that more snowmen joined in? What started happening to the groups of snowmen about halfway through the book? When looking at the big picture with all the 100 snowmen, can you find a snowman wearing a funny hat? Can you find the ones playing hide-and-seek? Did you notice the snowmen did many winter activities? Can you name three different active things the snowmen did in the snow? Could real snowmen slide down hills, laugh, and play hide-and-seek? Does that make this story fiction (made-up) or nonfiction (real)? If you were one of the snowmen in this book, which group would you want to join? Have you ever built a real snowman? If you could build 100 snowmen in your yard, what would you dress them in?"

Lesson Activities

1. Use cool colors (blue, green, purple) to draw the negative space (background, snow) of the Snowmen Portraits

2. Use warm colors (red orange yellow) to draw the positive space (foreground, middle ground, snowmen) of the Snowmen Portraits

3. Use neutral colors (black, grey, brown, white) to draw the accessories (ugly sweater, scarf, reindeer antlers, hat) in the positive space (snowmen) of the Snowmen Portraits

Day Two, Art Start

1. Retrieve Snowmen Portraits for Assigned Tables

2. 100 Snowmen (2013) Stephen Gilpin

3. Discussion Questions "What do you notice about the snowmen on the cover? Do you think all 100 snowmen will look exactly the same? How could an artist make one snowman look different from another? What do you think makes a snowman look like a snowman? How many different snowman do you think you could create? Can you find a snowman that looks happy, silly, surprised, or serious? What could you add to tell us something about your snowman? If you had to create the 101st snowman, what would it look like? What make your snowman different from your classmates snowmen? Why might an artist choose to repeat the same subject many times? Which classmates snowman has an interesting artistic choice, and what do you notice about it?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) to the negative space (background, snow) of the Snowmen Portraits

2. Add line types (horizontal, vertical, diagonal) to the positive space (foreground, middle ground, snowmen) of the Snowmen Portraits

3. Add line types (horizontal, vertical, diagonal) to the accessories (ugly sweater, scarf, hat) in the positive space (snowmen) of the Snowmen Portraits 

Day Three, Art Start

1. Retrieve Snowmen Portraits for Assigned Tables

2. Set Up Studio Area (washable markers, erasers, pencils, gel pens)

Lesson Activities

1. Use color combinations (analogous colors, warm colors, cool colors) to paint the negative space (background) of the Snowmen Portraits 

2. Use color combinations (analogous colors, warm colors, cool colors) to paint the positive space (foreground, middle ground, snowmen) of the Snowmen Portraits

3. Use value (lightness, darkness, highlights, shadows) to paint the positive space (foreground, middle ground, snowmen) of the Snowmen Portraits 

Artist Examples

Student Examples 

Stacked Pumpkins

Learning Targets

I can...

• Create an original Stacked Pumpkins 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 American Artist (1981-Present) Stephanie Buscema 
• Use painting techniques (impasto, alla prima, glazing, dry brush) and design principles (composition, movement, variation) based on American Art
•  Define Overlapping (two or more things share the same space, time, or characteristics by partially covering or coinciding with each other)

Lesson One
Day One, Art Start

1. The Pumpkin Balloon (2018) Stephanie Buscema

2. Read The Ugly Pumpkin by Dave Horowitz

3. Discussion Questions "How is his shape different from other pumpkins on the patch? How does the ugly pumpkin feel when people walk past him? How can you tell by looking at his face? Is your squash feeling lonely like the beginning of the book, or happy like the end? What shape should we make the mouth to show that? What is more exiting that all of our artwork looks different instead of exactly the same? What is something unique about you that makes you special? What is one specific detail that the artist added to their squash that you really like? How can artists use overlapping shapes to create the illusion of depth? How can artists arrange simple shapes to create an interesting composition? How can color, pattern, and value make pumpkins appear three-dimensional? How can artists turn simple pumpkins into expressive works of art?"

Lesson Activities

1. Use geometric shapes (oval, circle, rectangle) to draw an assorted vegetable (pumpkin, gourd, squash) for the Stacked Pumpkins

2. Use geometric shapes (oval circle rectangle) to draw the details (stems, leaves, wind) of the Stacked Pumpkins

3. Use line types (horizontal, vertical, diagonal) to draw the positive space (foreground, middle ground, pumpkin) of the Stacked Pumpkins

Day Two, Art Start

1. Retrieve Stacked Pumpkins for Assigned Tables

2. Spirit Of Autumn (2014) Stephanie Buscema

3. Discussion Questions "How does the pumpkin feel on the cover? Why do you think no one is picking him from the patch? Have you ever felt like you did not fit in? How is the main character's shape different from the other pumpkins? How did he feel when he was teased? How did he feel when he found his family? Just like the squash, what makes each of us unique and special? How can artists use shapes, colors, lines, and patterns to make a character unique? What could you change about a pumpkin to make it funny, silly, spooky, happy, or surprised? Can you create a pumpkin character that communicates a specific emotion without sharing the emotion? What is a squash, and why does this discovery make him happy? How can we use different colros to shaow all those unique bumps?"

Lesson Activities

1. Use line types (horizontal, vertical, diagonal) to add details (stems, leaves, branches) to the positive space (foreground, middle ground, pumpkin) of the Stacked Pumpkins

2. Use oil pastels to fill in the positive space (foreground, middle ground, pumpkins) with neutral colors (black, grey, white, brown) for the Stacked Pumpkins

3. Use oil pastels to fill in the negative space (background) with neutral colors (black, grey, white, brown) for the Stacked Pumpkins

Day Three, Art Start

1. Retrieve Stacked Pumpkins for Assigned Tables

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

Lesson Activities

1. Add pumpkin parts (brown stem, green leaves, shell) with neutral colors (black, grey, brown, white) for the Stacked Pumpkins

2. Use texture techniques (eraser, cloth, sponge) to add details (brown stem, green leaves, shell) to the Stacked Pumpkins

3. Add highlights (reflective light, light source) and shadows (cast shadow, shadow) to the negative space (background) of the Stacked Pumpkins 

Artist Examples

Student Examples 

 Art Museum Sculptures

Learning Targets

I can...

• Create an original Art Museum Sculpture using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual visual implied) inspired by Chinese American Architect (1917-2019) I.M. Pei
• Use sculpture techniques (carving, casting, assembling, modeling) and design principles (proportion, movement, composition) based on Modern Architecture
• Define Museum (a public or private non-profit institution that collects, preserves, studies, and exhibits works of visual art for entertainment)

Lesson One
Day One, Art Start

1. Louvre Pyramid (1983-1984) I.M.Pei

2. Read The Glass Pyramid: A Story Of The Louvre Museum And Architect I.M.Pei by Jeannie Walker Harvey

3. Discussion Questions "What do museums want people to learn and why? Who are museums hoping to attract and why? Are there any culturally significant objects you would include in your museum? Is there an item passed down from your family or an item from your home country you could include? How can you document the important information about each item? Did you know most museums record the date it was collected, where the artwork came from, and a brief description of the object? How does visiting museums help motivate us to learn more about art history? What are the colors, shapes, and objects you can see without giving any facts? Why is touching artwork forbidden and how do guards protect the work for the future? How can buildings reflect the relationship between people and the environment?" 

Lesson Activities

1. Choose Three 12 X 12 Cardboard Sheets 

2. Use three compositional elements (shape, color, texture) to represent a memory, place, or event from ones own heritage 

3. Use line variation (wavy, straight, curved) as a design principle (balance, movement, repetition) with the Art Museum Sculptures 

Day Two, Art Start

1. Retrieve Art Museum Sculptures For Assigned Tables 

2. Rock And Roll Hall Of Fame (1995) I.M. Pei

3. Discussion Questions "What do you notice about this art museum building? How would you describe it to someone who has never seen it? What do you see that makes you say that? What details might have been inspired by nature or ancient civilizations? What might this museum suggest about the relationship between local people and their environment? What evidence supports your ideas? What might this suggest about your communities outlook on the natural world? How does each work of art reflect the natural world? How does your building look from different sides? How do visitors walk through this museum? What is the mood of your museum, and how will your building shape reflect that? Will your building be historical and classical, or sleek and modern? How will people enter your museum? What makes your building look like a museum rather than an office building, home, or school?"

Lesson Activities

1. Use compass, protractors, and texture plates to add symmetrical shapes (circle, triangles, squares) to the Art Museum Sculptures 

2. Use form (two dimensional, three dimensional) to fill in the positive space (foreground, middle ground) of the Art Museum Sculptures 

3. Use form (two dimensional, three dimensional) to fill in the negative space (background) of the Art Museum Sculptures 

Day Three, Art Start

1. Retrieve Art Museum Sculptures for Assigned Tables 

2. Set Up Studio Area (washable markers, glue sticks, scissors, colored pencils) 

Lesson Activities

1. Use scissors to cut out two dimensional symmetrical shapes (circles, triangles, squares) to create a three dimensional Art Museum Sculptures

2. Glue Down three dimensional symmetrical shapes (circles, triangles, squares) to create a three dimensional Art Museum Sculptures

3. Add decorations (old art, newspaper, fabric scraps, colored paper, buttons, collage) to positive space (foreground, middle ground) of the Art Museum Sculptures 

Artist Examples

Student Examples