MiSs Rs ArT RoOm

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

Over Under Frogs Paintings

Learning Targets

I can...

• Create an original Over Under Frogs Paintings 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 (2005-Present) Samuel Popovich
• Use painting techniques (impasto, alla prima, glazing, dry brush) and design principles (composition, movement, variation) based on American Art
• Define Anthropomorphic (a description of human form, personality, or attributes to non-human entities)

Lesson One
Day One, Art Start

1. Frog Ross (2024) Samuel Popovich

2. Read Tuesday by David Wiesner

3. Discussion Questions "Did you know some frogs can jump up to 20 times their body length? What else could be in the pond with the frog? How can we draw inspiration from the artist's life and art to explore the frog life cycles? How can we draw inspiration from the artist's life and art to understand the frog's role as an indicator species? How do these artworks make you feel? What do you think motivated the artist to create immersive art? What do you think the artist's artwork expresses about his own feelings? Do learners think this is an indicator that the frog did not feel healthy, safe, or creative in the previous environment? What kind of environment do learners require to feel heathy, safe, and creative? What elements of their environment can help them to thrive? What elements in their environment hinder their wellness? How do we affect our environment with art? How is our art an indicator of our environmental health?"

Lesson Activities

1. Use ruler, compass, or straightedge to draw the scenery (background, foreground, middle ground) of the Over Under Frog Paintings

2. Add details (leaves, flowers, trees, plants) with the scenery (foreground, middle ground, background) of the Over Under Frog Paintings

3. Use colored sharpies to outline the scenery (foreground, middle ground, background) of the Over Under Frog Paintings 

Day Two, Art Start

1. Retrieve Over Under Frog Paintings for Assigned Tables 

2. Honest Work (2025) Samuel Popovich

3. Discussion Questions "What do you think will happen to the frogs next Tuesday night? What would you do if you were one of the frogs flying on a lily pad? How can you tell what time of day it is in this picture? Why are the police officers so confused when they find the lily pads? What do you notice on the front cover? Why do you think the dog is looking up? Why do you think the author choose a day of the week for the title? What would you do if you saw frogs flying outside your window? Why are the townspeople puzzled about finding lily pads everywhere? What clues did the frogs leave behind? Why do you think David Wiesner decided not to use words? How would the story change if there were words on every page?"

Lesson Activities 

1. Add patterns (swirls, clouds, stars) into the scenery (foreground, middle ground, background) of the Over Under Frogs Paintings

2. Use color combinations (analogous, complementary, intermediate) to fill in the scenery (foreground, middle ground, background) of the Over Under Frogs Paintings

3. Use color combinations (analogous, complementary, intermediate) to fill in the scenery (foreground, middle ground, background) of the Over Under Frog Paintings

Day Three, Art Start

1. Retrieve Over Under Frogs Paintings for Assigned Tables 

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

Lesson Activities

1. Add highlights (reflective light, light source, reflection) within the scenery (foreground, middle ground, background) of the Over Under Frogs Paintings

2. Add shadows (cast shadow, reflective shadow) within the scenery (foreground, middle ground, background) of the Over Under Frog Paintings

3. Add details (animals, plants, accessories) within the scenery (foreground, middle ground, background) of the Over Under Sheep Paintings

Artist Examples

Student Examples 

 Clay Sorting Hats

Learning Targets

I can...

• Create an original Clay Sorting Hats using ceramic techniques learned in class
• Use form (two dimensional, three dimensional), shape variation (geometric, organic, free form), and texture (actual, visual, implied) inspired by Harry Potter Novel Series by J.K. Rowling
• Use sculpture techniques (carving, casting, modeling, assembling) and design principles (balance, proportion, emphasis) based on British Author (1965-Present) J.K. Rowling
• Define Crest (a decorative symbol placed on top of a hat in a coat of arms)

Lesson One

Day One, Art Start

1. The Sorting Hat 2016) Kelly Walker

2. Harry Potter And The Philosopher's Stone by J.K.Rowling

3. Discussion Questions "If the sorting hat could talk to you before it said your house, what would it ask first? What colors, patterns, or magical symbols would you add to your sorting hat to show your personality? Would your hat be old and patched? Would your hat be shiny and new? What magical things would your hat do (glow, whisper, show images)? What would you hope that the sorting hat would say about you? If you were in a different house for one day, which one would you pick/? What would your sorting hat song be about? Which house trait (bravery, cleverness, loyalty, ambition) feels most like you right now? When you must make a tough choice, do you try to be brave, smart, fair, or strategic? What is one thing you are good at? Does it sound like Gryffindor, Ravenclaw, Hufflepuff, or Slytherin? If you could have one magical power, what would it be, and which house would that power best fit with?"

Lesson Activities 

1. Turn clay slabs into basic shapes (oval, cylinder, organic) for the positive space (foreground, hat) of the Clay Sorting Hats 

2. Use modeling tools to draw features (crest, facial expressions, patches) for the positive space (foreground, hat) of the Clay Sorting Hats 

3. Add lines for the facial features (nose, mouth, yes) for the positive space (foreground, hat) of the Clay Sorting Hats 

Day Two, Art Start

1. Retrieve Clay Sorting Hats for Assigned Tables 

2. The Sorting Ceremony (2018) Harry Potter and the Sorcerer's Stone

3. Discussion Questions "What was the most challenging part of working with the clay? What did you learn about clay properties (wet, dry, hard, soft) as you were working with it? What part of the process was your favorite? How is your ceramic artwork different from anything you have seen before? What choices did you make to ensure your creation would stand up or hold together? What story does your artwork tell, or what adventure is your sorting hat going on? If your artwork could make a sound or a piece of music, what would it sound like? What title would you give your artwork, and why did you choose that name? How does your finished project make you feel, and how might it make others feel? What advice would you give a friend who is about to start their first clay project? How does this project remind you of something else you have seen or done in another class?"

Lesson Activities

1. Add lines for proportions (head, body) within the silhouette (foreground, hat) of the Clay Sorting Hats 

2. Mold clay into basic shapes (oval face, long top, crescent bottom) for the positive space (foreground, hat) of the Clay Sorting Hats 

3. Use needle tools to draw features (eyes, nose, mouth) for the positive space (foreground, hat) of the Clay Sorting Hats 

Day Three, Art Start

1. Retrieve Clay Sorting Hats for Assigned Tables 

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

Lesson Activities

1. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the positive space (foreground, hat) of the Clay Sorting Hats 

2. Add tempera paint with color combinations (complementary colors, analogous colors, earth tones) to the negative space (background) of the Clay Sorting Hats 

3. Apply Gloss Finish to the facial features, facial proportions, and accessories of the Clay Sorting Hats 

Artist Examples

Student Examples 

Jacques Cousteau Scuba Diver Collages

Learning Targets

I can...

• Create an original Jacques Costeau Scuba Diver Collage using drawing techniques learned in class
• Use color combinations (warm colors, cool colors, analogous colors), shape variation (geometric, organic, free form), and line types (horizontal, vertical, diagonal) inspired by French Oceanographer/Filmmaker (1910-1997) Jacques Cousteau
• Use collage techniques (overlapping, layering, assemblage, cutting) and design principles (movement, proportion, gradation) based on French Photography
• Define Tinker (to experiment with making, changing, or fixing something) 

Lesson One
Day One, Art Start

1. Calypso Oceanographic Expedition: Cousteau, Taillez, and Dumas (1952) Jacques Cousteau

2. Read Man Fish: A Story Of Jacques Cousteau by Jennifer Berne

3. Discussion Questions "What do you see in this picture? What colors and shapes stand out? Does this artwork remind you of anything you have seen in real life or in a movie (Finding Nemo; Octonauts)? How does this art make you feel about the ocean? If you could jump into this picture, what do you think it would feel like, sound like, and smell like? Do you see any special tools or machines in this picture? What do you think they are used for? Did you know Jacques Cousteau co-invented the Aqua Lung (SCUBA)? How did this help people explore the ocean differently than before? Why was it important for him to have a special camera to take picture and videos underwater? Can you stop the Calypso, his famous research ship, or a small submarine (diving saucer)? What title would you give this piece of artwork?" 

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use geometric shapes (oval, circle, cylinder) to draw the basic shapes of the positive space (gear, swim wear, sea creatures) for the scuba diver collages 

3. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow, shadow) and highlights (reflective highlight, light source) for the Jacques Cousteau Scuba Diver Collages 

Day Two, Art Start

1. Retrieve Jacques Cousteau Scuba Diver Collages for Assigned Tables 

2. Guy Morandiere and Octopus (1950) Jacques Cousteau

3. Discussion Questions "What kinds of animals or plants can you identify in the artwork? Does this artwork show a healthy ocean, or one that needs our help? What part of the ocean would you like to explore, and why? If you were an ocean explorer, what promise would you make to help take care of the Earth's waters? Can you find the iconic red beanie hats that were iconic for his crew in this artwork? What do you think it was like to be part of his team? What title would you give this piece of artwork? What story do you think the artist is trying to tell us about Jacques Cousteau or the ocean? What is something in nature that you love and would want to project? What is one thing you could do to help it right now? Who is the first sea creature you want to visit, and what do you hope to learn from it? If you could make a new show about the ocean today, what would you name it and what hidden creature would be the star? IF you were an inventor like Jacques Cousteau, what is one new invention you could create to help clean up the seas or protect the animals in them?" 

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) to decorative patterns (stripes, swirls, waves) of the Jacques Cousteau Scuba Diver Collages 

2. Use decorative patterns (stripes, swirls, waves) to add designs to the positive space (gear, swim wear, sea creatures) of the Jacques Cousteau Scuba Diver Collages 

3. Use color combinations (analogous, warm colors, cool colors) to fill in the negative space (background) of the Jacques Cousteau Scuba Diver Collages 

Day Three, Art Start

1. Retrieve Jacques Cousteau Scuba Diver Collages for Assigned Tables 

2. Set Up Studio Area (scissors, glue sticks, texture templates, sea creature references) 

Lesson Activities

1. Use color combinations (analogous, warm colors, cool colors) to fill in the positive space (foreground, middle ground, scuba diver) of the Jacques Cousteau Scuba Diver Collages 

2. Add highlights (reflective light, light source) to the positive space (foreground, middle ground, scuba diver) of the Jacques Cousteau Scuba Diver Collages 

3. Add illusion of depth by adding shadows (cast shadow, reflective shadow) to the negative space (background) of the Jacques Cousteau Scuba Diver Collages 

Artist Examples

Student Examples 

Primary Colored Pipes

Learning Targets

I can...

• Create an original Primary Colored Pipes using drawing techniques learned in class
• Use primary colors (red yellow blue), space (positive negative), and value (lightness darkness highlights shadows) inspired by American Illustrator (1894-1964) James E. Allen
• Use drawing techniques (stippling, hatching, scribbling, shading) and design principles (proportion, composition, gradation) based on American Realism 
• Define Cylinder (a three-dimensional form consisting of two ovals connected with a set of parallel lines)

Lesson One
Day One, Art Start

1. Four Line Pipes (1937-1938) James E. Allen

2. Read Color Blocked by Ashley Sorenson

3. Discussion Questions "How did James E. Allen's distinct periods as an illustrator and printmaker, support the recurring themes of industrial heroism? What early experience growing up in Montana instilled his deep appreciation for labor and rugged outdoor life, which layer appeared in his artwork? What did you learn about gravity and fluid dynamics? Which artists and movements influenced Allen's work during his studies at the Art Institute of Chicago and the Art Students league? What drew him to printmaking and what distinguishes his technique in each medium? How does his artwork depict the daily heroism of American Industrial workers? What steps did he take to capture that realism such as making exhaustive life size charcoal drawings? What drove his series of industrial prints, including those commissioned by companies like the United States Pipe and Foundry Company?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Add three dimensional shapes (cylinder, sphere, pyramid) to the positive space (foreground, middle ground, pipes) of the Primary Colored Pipes 

3. Use charcoal to add line types (horizontal vertical diagonal) to the positive space (foreground, middle ground, pipes) of the Primary Colored Pipes 

Day Two, Art Start

1. Retrieve Primary Colored Pipes for Assigned Tables 

2. Standing Pipe (1937-1938) James E. Allen

3. Discussion Questions "How does James E. Allen's prints depict daily heroism of America's industrial workers? How did the economic and social conditions of the Great Depression influence the subject matter and tone of his industrial prints? What prompted his major shift from studying printmaking to abstract painting as an artistic focus? What led him to eventually focus more on fine art, including prints and paintings, rather than commercial illustration? What was the critical reception of his work, particularly his acclaimed industrial prints of the 1930s? How has the Stanford University online exhibit contributed to the preservation and study of Allen's body of work? What do you think the workers are doing in this artwork? How is the artist using light and shadow to tell a story in this artwork? If you were a worker in this picture, what job would you have? If you could add a sound effect to the picture, what would it be?"  

Lesson Activities

1. Use primary colors (red yellow blue) to fill in the positive space (foreground, middle ground, pipes) of the Primary Colored Pipes 

2. Use neutral colors (black grey white) to fill in the negative space (background) of the Primary Colored Pipes

3. Use drawing techniques (overlapping, cropping, arrangement) to fill in the negative space (background) of the Primary Colored Pipes 

Day Three, Art Start

1. Retrieve Primary Colored Pipes for Assigned Tables 

2. Set Up Studio Area (sharpie markers, colored chalk, black charcoal, erasers) 

Lesson Activities

1. Add highlights (reflective light, light source) to the positive space (foreground, middle ground, pipes) of the Primary Colored Pipes 

2. Add shadows (cast shadows, reflective shadows, shadows) to the negative space (background) of the Primary Colored Pipes 

3. Outline details (patterns, arrangement, paint splatter) to the positive space (foreground, middle ground, pipes) of the Primary Colored Pipes 

Artist Examples

 

Student Examples