Patty Talbert Nonobjective Colors Wheels

Learning Targets

I can...

• Create an original Patty Talbert Nonobjective Color Wheels using drawing techniques learned in class
• Use line types (horizontal vertical diagonal), value (highlights shadows tints tones) and space (positive negative) inspired by African American Artist (1964-Present) Patty Talbert
• Use art element: color (achromatic analogous complementary cool/warm colors monochromatic polychromatic primary secondary tertiary) and design principles (repetition composition gradation) based on Public Art
• Define Color Wheel (a circular diagram that shows the relationship between colors arranged by the chromatic relationship)

Lesson One
Day One, Art Start

1. Sideways (2009) Patty Talbert

2. Read Optics: Or A Treatise Of The Reflections, Refractions, Inflections, and Colors Of Light by Sir Isaac Newton 

3. Discussion Questions "How do these colors, patterns, and textures celebrate the heritage of the artist? How does this style of painting bring honor to the ancestors of the artist and continue to have a modern relevance for the viewer? What are some color harmonies that you encounter in daily life? What color theory does your personality agree with? Is color theory important in art? Can artists create interesting artwork without using color? What is the purpose of a color wheel? Why is a color wheel organized in a specific way? How does adding these bold black lines change the way colors look next to each other? How does this color look different to another color? Did you know the artist was a self-taught artist whose work is rooted in her heritage and personal expression?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Draw three line types (horizontal vertical diagonal) for the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels 

3. Outline three line types (horizontal vertical diagonal) for the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels 

Day Two, Art Start

1. Retrieve Patty Talbert Nonobjective Color Wheels for Assigned Tables 

2. Reflections 1 (2001) Patty Talbert

3. Discussion Questions "What is abstract art? What do you think abstract means? Can you recognize anything in this painting? What emotion is being conveyed in this painting? What does this artwork remind you of? What do you think this work of art is made of? How would you describe the pattern in this artwork? What does art mean to you? What ideas, concerns, or objectives have motivated your own work? How would you describe our artistic style? What artistic movements or artists have influenced you? What sets you apart from other artists? What does this painting reveal about the personality of the artist? What events were happening in the world at the time when this artwork was created? What colors are prominent throughout the piece? What was the artist known for?" 

Lesson Activities

1. Use drawing techniques (contour outline continuous) to add basic shapes (geometric organic free form) to the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels

2. Use drawing techniques (contour outline continuous) to add basic shapes (geometric organic free form) to the negative space (background) of the Patty Talbert Nonobjective Color Wheels

3. Use drawing techniques (contour outline continuous) to add details (patterns, repetition, designs) to the Patty Talbert Nonobjective Color Wheels 

Day Three, Art Start

1. Retrieve Patty Talbert Nonobjective Color Wheels for Assigned Tables 

2. Set Up Studio Area (pencils, erasers, colored chalk, chalk) 

Lesson Activities

1. Use color combinations (intermediate, analogous, complementary) to fill in the positive space (foreground, middle ground) of the Patty Talbert Nonobjective Color Wheels

2. Use color combinations (intermediate, analogous, complementary) to fill in the negative space (background) of the Patty Talbert Nonobjective Color Wheels 

3. Add design details (geometric shapes, border, patterns) to the positive space (foreground, middle ground) of the Patty Nonobjective Color Wheels 

Artist Examples

Student Examples 

Treehouse Drawings

Learning Targets

I can...

• Create an original Treehouse Drawings using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and form (two dimensional, three dimensional) inspired by American Artist (1979-Present) Jedediah Corwyn Voltz
• Use perspective techniques (linear, one-point, two-point, three-point, atmospheric) and design principles (proportion, gradation, composition) based on American Art
• Define Architecture (the art or practice of designing and constructing buildings)

Lesson One
Day One, Art Start

1. Corner Store (2024) Jedediah Corwyn Voltz

2. Read Stuck by Oliver Jeffers

3. Discussion Questions "Are the houses below, in, or on top of the tree? How do you know? What shapes do you see in the structure of the houses? How do you access the houses? Is the tree sitting on a horizon line or inside of an area? What details do you notice in each of the houses? What windows do you notice in each of the houses? What is the secret purpose of the treehouse such as launching water balloons or high-tech makers space? What items would you throw up into the treehouse to keep them safe? Is your treehouse made of wood, giant sticks, crystal, or metal? Is the treehouse hidden by thick leaves, vibrant, or standing out as a statement piece? Is the treehouse drawing sitting on top of branches, wrapped around the truck like a spiral, or floating between multiple trees?"

Lesson Activities

1. Use observational drawing techniques (composition, direct light, value) to draw the basic parts (roof, windows, door, base) of the Treehouse Drawings 

2. Add shape variation (geometric, organic, free form) to add details (windows, doorways, balcony) to the positive space (foreground, middle ground, treehouse) of the Treehouse Drawings 

3. Add shape variation (geometric, organic, free form) to add details (trees, dirt path, puddles) to the negative space (background) of the Treehouse Drawings 

Day Two, Art Start

1. Retrieve Treehouse Drawings for Assigned Tables 

2. Lorax Camp (2020) Jedediah Corwyn Voltz

3. Discussion Questions "What are some things happening in this artwork? What kind of person would live in this treehouse? What is the treehouse made of (leaves, sticks, mushrooms, magical)? Are there any special doors, windows, or stairs to this house? Does this house have a special feature, like a baloney, a look out, or a secret room? What could be added to this picture with more time? What are some famous examples of biomorphic architecture? How does the shape of the home reflect the inhabitants? How does the treehouse blend in with its environment? What types of lines and shapes are present in your house? How are details like windows, doors, and roofs designed to be functional or imaginative? What was the most challenging part of designing and building your treehouse?"

Lesson Activities

1. Use types of patterns (stripes, swirls, meanders) to fill in the positive space (foreground, middle ground, treehouse) of the Treehouse Drawings 

2. Add high contrast (shaded areas, shadows, value) and light/medium contrast (background, light areas, middle ground) to the white space of the Treehouse Drawings 

3. Add embellishments (scrap paper, aluminum foil, paper bags)) to the positive space (foreground, treehouse) of the Treehouse Drawings 

Day Three, Art Start

1. Retrieve Treehouse Drawings for Assigned Tables

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

Lesson Activities

1. Use color combinations (analogous, secondary, neutral) to fill in the positive space (foreground, middle ground, treehouse) of the Treehouse Drawings

2. Use color combinations (analogous, secondary, neutral) to fill in the negative space (background, landscape) of the Treehouse Drawings

3. Add additional types of patterns (stripes, swirls, meanders) to the negative space (background) of the Treehouse Drawings

Artist Examples

Student Examples 

Value Peeps

Learning Targets

I can...

• Create an original Value Peeps using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), value (highlights, shadows, tints, shades), and texture (actual visual implied) inspired by Racine Art Museum (RAM) Peeps Brand Exhibition
• Use collage techniques (layering, overlapping, photomontage, assemblage) and design principles (composition, gradation, balance) based on Pop Art
• Define Composition (the arrangement, organization, and position of visual elements within an artwork)

Lesson One
Day One, Art Start

1. Ode To Wayne Thiebaud (2022) Sarah Magana

2. Read Colorful Peeps by Random House 

3. Discussion Questions "Did you know peeps were first made in 1953 by Just Born? Did you know it took 27 hours to create one peep whereas now it takes 6 minutes to make a peep? Why would an artist pick a common item like candy to be art? How does changing the color of this peep change the mood of the artwork? How does repeating this shape make it look different? Why did you choose this specific artwork to recreate with peeps? What made it a good fit for these marshmallow characters? If your peeps could talk, what would they tell us about the time or the artist who created the original artwork? Did a peep fall over or a color change in a way that helped the scene? Why did you choose these specific colors for the background? How do they help the viewer focus on your main peep character? If you could jump into this scene, what would you hear, smell, or feel? Is it loud like a party or quiet like a library?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use graphite pencil to draw geometric shapes (circles, triangles, rectangles) for the positive space (foreground, peeps candies) of the Value Peeps

3. Use graphite pencil to draw perpendicular lines for the negative space (background, middle ground) of the Value Peeps 

Day Two, Art Start

1. Retrieve Value Peeps for Assigned Tables 

2. The Marshmallow Peep Rest In A Garden (2024) Lynnzie Palomaki

3. Discussion Questions "What is going on in this artwork? What do you notice? What do you see the artwork that makes you say that? What are the feelings and mood the 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 the artwork? What do you think will happen next, after they finish their peep candies? What kind of peep candies do you think they ordered? What details or little surprises do you notice in the background? Does this picture remind you anything you have seen or done before? What is the difference in this picture compared to a similar artwork? What else can you tell me about this artwork?" 

Lesson Activities

1. Use tempera paint to fill in the positive space (foreground, peeps candies) with color combinations (analogous, complementary, intermediate) for the Value Peeps 

2. Use tempera paint to fill in the negative space (background, middle ground) with color combinations (analogous, complementary, intermediate) for the Value Peeps

3. Add details (shadows, highlights, texture) for the positive space (foreground, peeps candies) with color combinations (analogous, complementary, intermediate) for the Value Peeps 

Day Three, Art Start

1. Retrieve Value Peeps for Assigned Tables

2. Set Up Studio Area (charcoal, blending tools, tempera paint, paint brushes)

Lesson Activities

1. Add highlights (reflective light, light source, shadow, cast shadow) to the positive space (foreground, peeps candies) of the Value Peeps

2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background, middle ground) of the Value Peeps

3. Add embellishments (glitter, beads, ribbon) to the positive space (foreground, peeps candies) of the Value Peeps 

Artist Examples

Student Examples 

Clover Robin Porcelain Cabinets

Learning Targets

I can...

• Create an original Clover Robin Porcelain Cabinets using drawing techniques learned in class
• Use shape variation (geometric, organic, free form), space (positive, negative) and texture (actual, visual, implied) inspired by Collage Artist (2007-Present) Clover Robin 
• Use collage techniques (layering, snipping, cutting, assemblage, found objects, decoupage, mixed media) and design principles (composition, variation, proportion) based on Illustration
• Define Collection (an accumulation of works of art by a private individual or a public institution)

Lesson One
Day One, Art Start

1. Almond Croissant (2026) Clover Robin

2. Read The Incredible Cabinet Of Wonders by Joe Fullman 

3. Discussion Questions "Did you know rich individuals owned fancy cabinets to show off wealth and power? Did you know scholars and scientists owned cabinets to show off learning and discovery? How do cabinets show the wonders of nature and the achievements of human creativity? How do artists create their own cabinets of art and curiosity to show off the collectibles from classroom experiences throughout the year? How do cabinets of art and curiosity remind you of places or collections you have seen or visited? What objects or items would you include in your own cabinet or art and curiosity? In what ways do cabinets of art and curiosity inspire you to explore and learn about the world around you? What does the physical object you choose look like, feel like, smell like, and sound like? What do you notice about the different displays? What do they tell you about the different collections of your classmates? What objects or cabinets are you most curious about? How does your collection represent you? If someone from 100 years in the future found your cabinet, what would they learn about your life?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use geometric shapes (oval, circles, rectangles, squares) to draw the basic shapes of the positive space (cabinet, windows, door handles, cupboards) for the Clover Robin Porcelain Cabinets

3. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow, shadow) and highlights (reflective light, light source) for the Clover Robin Porcelain Cabinets 

Day Two, Art Start

1. Retrieve Clover Robin Porcelain Cabinets for Assigned Tables 

2. Cake Shop (2026) Clover Robin

3. Discussion Questions "What items (dishes, pitchers, bowls, plates, mugs) do you see on these shelves? Which items appears the smallest and which items appear the largest? What different patterns can you find in this artwork? How many colors can you name in this artwork? Does the artist use realistic colors or are these colors more fun? Do you any shapes (circles, rectangles, squares) repeating in this artwork? How do you think the artist made this? Can you see where paper might have been cut out and glued on top of the brown background? Whose cupboard do you think this is? Is it from a giant's house, a colorful cafe, or a grandma's kitchen? If you could pick one item to use for breakfast, which one would it be? What do you think is missing from the shelves in this artwork?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) to make decorative patterns (stripes, swirls, waves) for the Clover Robin Porcelain Cabinets

2. Use decorative patterns (stripes, swirls, waves) to add designs to the positive space (foreground, cabinet, windows, cupboards) of the Clover Robin Porcelain Cabinets

3. Use color combinations (analogous, secondary, intermediate) to fill in the negative space (background) of the Clover Robin Porcelain Cabinets

Day Three, Art Start

1. Retrieve Clover Robin Porcelain Cabinets for Assigned Tables 

2. Set Up Studio Area (scissors, glue sticks, texture plates, colored pencils) 

Lesson Activities

1, Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground, cabinet, windows, cupboards) of the Clover Robin Porcelain Cabinets 

2, Add highlights (reflective light, light source) to the positive space (foreground, middle ground, cabinet) of the Clover Robin Porcelain Cabinets

3. Add illusion of depth by adding shadows (cast shadow, reflective shadow, shadow) to the negative space (background) of the Clover Robin Porcelain Cabinets 

Artist Examples

Student Examples 

 Charcoal Flower Studies

Learning Targets

I can...

• Create an original Charcoal Flower Studies using drawing techniques learned in class
• Use neutral colors (black, grey, brown, white), value (highlights, shadows, tints, tones), and texture (actual, visual, implied) inspired by German Photographer (1865-1932) Karl Blossfeldt
• Use drawing techniques (shading, hatching, contouring, cross hatching) and design principles (contrast, proportion, variation) based on New Objectivity
• Define Chiaroscuro (the treatment of light and shade in a drawing or painting)

Lesson One

Day One, Art Start

1. Astrantia Major, Large Hollyhock (1915-1925) Karl Blossfeldt

2. Read The Burgess Flower Book For Children by Thornton W. Burgess

3. Discussion Questions "How can we create a bright, white flower on this pitch-black paper without using white paint or crayons? If you had to draw the texture of these petals using only your fingertips and black dust, how would you start? Are the petals in this photograph triangular or almond shaped? If you touch the petals, are the petals feathery, glossy, or velvety? How can we make the paper look like texture we are describing? Which part of the flower the bright white and where are the darkest shadows hiding? How can you make a ghost line? What will happen if you draw a line and then smudge the line with a tissue? Can. you draw with your eraser? Can you make five different shades of grey between the blackest black and the white of the paper? What story does the flower tell? If this flower could talk, what kind of personality would it have? Why might an artist choose a black-and-white (monochromatic) medium to reprint a brightly colored object like a flower?"

Lesson Activities

1.  Choose 12" X 15" Drawing Paper 

2. Use line types (horizontal, vertical, diagonal) to draw positive space (foreground, flower) of the Charcoal Flower Studies 

3.  Use color combinations (monochromatic, neutral) to fill in the positive space (flower, foreground) of the Charcoal Flower Studies 

Day Two, Art Start

1. Retrieve Charcoal Flower Studies for Assigned Tables 

2. Campanula, Canterbury Bell (1942) Karl Blossfeldt

3. Discussion Questions "How did you use large shapes and small shapes to make your artwork interesting? What happens when you put a large flower next to small details? Can you find straight and curved lines in your work? How do these straight lines and curved lines differ from other artwork? How did you use think and thin lines to make parts of your flower stand out? If you could change one thing to make the contrast stronger, what would it be? What was the hardest part about creating contrast in this artwork? What is the first thing your eye is drawn to in this picture? How would you describe the difference between your flower and your background? What title would you give your artwork? How does the smooth peels feel different from the rough stem or soft center?  Where is the light coming from in this artwork? Do you see any dark shadows that make the bright parts look even brighter?" 

Lesson Activities

1. Add shape variation (geometric, organic, free form) to the negative space (background) of the Charcoal Flower Studies

2. Use pattern (stripes, swirls, curls) to add a design to the negative space (background) of the Charcoal Flower Studies

3. Use chalk to blend patterns (swirls, stripes, curls) for the negative space (background) of the Charcoal Flower Studies 

Day Three, Art Start

1. Retrieve Charcoal Flower Studies for Assigned Tables 

2. Set Up Studio Area (charcoal sticks, white charcoal, erasers, charcoal pencils)

Lesson Activities

1. Blend color combinations (monochromatic, neutral) for the positive space (flower, foreground) of the Charcoal Flower Studies

2. Add highlights (light source, reflective light) to the positive space (foreground, flower) of the Charcoal Flower Studies

3. Add illusion of depth by add details (glitter, details, petals) to the positive space (foreground, flower) of the Charcoal Flower Studies 

Artist Examples

Student Examples