Thursday, October 29, 2026
HEART LOLLIPOPS
Heart Lollipops
Learning Targets
I can...
- Create an original Heart Lollipops using drawing techniques learned in class
- Use color combinations (warm/cool colors, analogous colors, monochromatic), shape variation (geometric, organic, free form), and value (lightness, darkness, tints, shades) inspired by American Artist (1920-2021) Wayne Thiebaud
- Use observational drawings (proportions, perspective, sighting, quality) and design principles (composition, proportion, balanced) based on American Art
- Define Subject Matter (the visual material, object, person, place, or event that the artwork depicts)
Lesson One
Day One, Art Start
1. Seven Suckers (1920) Wayne Thiebaud
2. Read Henry's Lollipop by Robert Quackenbush
3. Discussion Questions "What makes a candy look real or shiny in a painting? How did Wayne Thiebaud make a flat piece of candy look like it has weight, roundness, and a halo of bright light? How does the artist make these candies look real enough to eat? How can artists turn an everyday object into an interesting work of art? Can you think of an artist that uses everyday objects in artwork? How can you make your lollipop large enough to become the focal point? Which colors remind you of Valentines Day? How can artists use color, shape, and pattern to express love and kindness through art? How can we make our artwork unique while exploring a shared theme? What flavor or color makes you think of love and happiness? Do you want think to look like a tiny candy or a giant cartoon heart? How does liquid sugar turn into a hard candy stick?"
Lesson Activities
1. Choose 12" X 15" Drawing Paper
2. Use graphite pencil to draw shape variation (geometric, organic, free form) for the positive space (foreground, middle ground, lollipop) of the Heart Lollipops
3. Use graphite pencil to draw line types (horizontal, vertical, diagonal) for the positive space (foreground, middle ground, lollipop) of the Heart Lollipops
Day Two, Art Start
1. Retrieve Heart Lollipops for Assigned Tables
2. Little Red Suckers (1971) Wayne Thiebaud
3. Discussion Questions "What types of lollipops are there? Where are these lollipops? How are the lollipops displayed? How is the painting drawn? How many layers does this lollipop consist of? Which of the choices below are the smallest lollipops? What types of lollipops do you like? What is the shape of your lollipops? How would you decorate your lollipop? What colors are used for this type of lollipop? What materials did Wayne Thiebaud use? Who was Wayne Thiebaud influenced by? What color schemes does he use analogous, complementary, or secondary? How do you think these lollipops would feel? How do the shadows help this artwork to look real? What is the painting about? What is the mood in this artwork?"
Lesson Activities
1. Use oil pastels to fill in the positive space (foreground, middle ground, lollipops) with color combinations (analogous, complementary, secondary) for the Heart Lollipops
2. Use oil pastels to fill in the negative space (background) with color combinations (analogous, complementary, secondary) for the Heart Lollipops
3. Add details (background, decorations, wallpaper) to the negative space (background) of the Heart Lollipops
Day Three, Art Start
1. Retrieve Heart Lollipops for Assigned Tables
2. Set Up Studio Area (paintbrushes, tempera paint, water buckets, crayons)
Lesson Activities
1. Add highlights (light source, reflective light, highlight) to the positive space (foreground, middle ground, lollipops) of the Heart Lollipop
2. Add shadows (cast shadow, reflective shadow, shadows) to the negative space (background) of the Heart Lollipop
3. Add embellishments (glitter, beads, ribbons) to details (background, decorations, wallpaper) of the Heart Lollipops
Artist Examples
Student Examples
Thursday, October 1, 2026
WINTER VALUE PAINTINGS
Winter Value Paintings 
Learning Targets
I can...
- Create an original Winter Value Paintings using drawing techniques learned in class
- Use color combinations (neutral, monochromatic, grayscale), shape variation (geometric, organic, free form), and value (lightness, darkness, tonal, tints, shades) inspired by American Photographer (1902-1984) Ansel Adams
- Use photography techniques (exposure, dynamic, speed, rule of thirds) and design principles (movement, composition, emphasis) based on American Conservation Movement
- Define Tonal (the lightness or darkness of a color or area called value)
Lesson One
Day One, Art Start
1. Young Oaks In Snow (1938) Ansel Adams
2. Read First Edition Trees: Ansel Adams by Ansel Adams
3. Discussion Questions "How does an artist create a feeling of mood and drama without using any color? What words (cold, bright, majestic, silent) come to mind when you look at this snow? Why would capturing the beauty of nature might make people want to protect it? How did Ansel Adams use his art to show love and protection for nature? How does looking at a winter landscape make you feel? How can we arrange our trees so that some look very close to us (foreground) and others look far away (background)? How did limiting your palette to just values (black, white, grey) change how you focused on the textures (trees, snow, bark) in the value painting? In what ways did your painting capture the grand, powerful feeling of nature that Ansel Adams loved?"
Lesson Activities
1. Use ruler, compass, or straightedge to draw the scenery (background, foreground, middle ground) of the Winter Value Paintings
2. Add details (buildings, animals, plants) within the positive space (foreground, trees) and scenery (foreground, middle ground, background) of the Winter Value Paintings
3. Use permanent marker to outline the positive space (foreground, trees) and scenery (middle ground, background, foreground) of the Winter Value Paintings
Day Two, Art Start
1. Retrieve Winter Value Paintings for Assigned Tables
2. Oak Tree, Snowstorm (1948) Ansel Adams
3. Discussion Questions "Why might an artist choose to work outside? What mood do you feeling when looking at Ansel Adams' black and white photographs? Why do you think Ansel Adams chose to focus so deeply on nature and national parks? Where do you see the brightest whites and the darkest blacks in the snowy landscapes? How does light change the way the tree trunk looks when it is covered in snow? How can you use brushstrokes to show the texture of rough bark versus soft, fluffy snow? What happens to your horizon line when you want to show a vast, heavy winter sky versus a massive blanket of snow? How does removing color help us notice details like texture, shape, and light that we might normally ignore? Do you think Ansel Adams work was purely about documenting nature, or was he trying to tell a story?"
Lesson Activities
1. Add patterns (swirls, clouds, stripes, stars) to the scenery (foreground, middle ground, background) of the Winter Value Paintings
2. Use color combinations (monochromatic, analogous, neutral) to fill in the scenery (foreground, middle ground, background) of the Winter Value Landscapes
3. Use color combinations (monochromatic, analogous, neutral) to fill in the scenery (foreground, middle ground, background) of the Winter Value Landscapes
Day Three, Art Start
1. Retrieve Winter Value Paintings for Assigned Tables
2. Set Up Studio Area (paintbrushes, tempera paint, water buckets, pencils)
Lesson Activities
1. Add highlights (reflective light, light source, cast light) within the scenery (foreground, middle ground, background) of the Winter Value Landscapes
2. Add shadows (reflective shadow, cast shadow) within the scenery (foreground, middle ground, background) of the Winter Value Landscapes
3. Add details (animals, buildings, people) within the scenery (foreground, middle ground, background) of the Winter Value Landscapes
Artist Examples
Student Examples
Wednesday, September 30, 2026
IGLOOS WITH NORTHERN LIGHTS
Igloos With Northern Lights
Learning Targets
I can..
- Create an original Igloos With Northern Lights using drawing techniques learned in class
- Use color combinations (monochromatic, neutral, cool colors), shape variation (geometric, orgnaic, free form), and space (positive, negative) inspired by Inuvialuktun Artist (1925-2001) Agnes Nanogak Goose
- Use architectural concepts (domes, framed structures, arches, vaults) and design principles (composition, proportion, repetition) based on Inuit Graphic Art
- Define Igloo (a dome-shaped temporary winter dwelling made of hard, compressed snow blocks (pukaangajug))
Lesson One
Day One, Art Start
1. Building An Igloo (1973) Agnes Nanogak Goose
2. Read Aurora: A Tale Of The Northern Lights by Mindy Dwyer
3. Discussion Questions "Did you know her drawings from Tales From The Igloo brought historic legends to a global audience, preserving oral history through visual art? Do you notice her stylized representation of hunters, birds, and bears? Did you know Agnes Nanogak Goose was a graphic artist and printmaker from Ulukhaktok? Did you know her dynamic artwork captured the activity and movement of her community? Did you know she completed over 200 prints in her lifetime? What visual techniques (line work, color, composition) did she use to make her figures look active rather than static? How did her style transition from her early drawings introduced in the 1967 Holman Print Collection to her late, large-scale masterpieces like the Mural (1971-1972)? What role did the Ulukhaktok Arts Centre play in translating her original drawings into finished prints? How does her artwork function as a tool for preserving and teaching cultural knowledge to younger generations?"
Lesson Activities
1. Use a ruler, compass, or straightedge to draw the scenery (middle ground, background) of the Igloos With Northern Lights
2. Add objects (animals, grasses, wildlife, rocks, mountains) within the positive space (foreground, igloo) of the Igloos With Northern Lights
3. Use permanent marker to outline the foreground (igloo), middle ground (snow, mountains, valleys), and background (sky, northern lights, background) of the Igloos With Northern Lights
Day Two, Art Start
1. Retrieve Igloos With Northern Lights for Assigned Tables
2. Thunder (1970) Agnes Nanogak Goose
3. Discussion Questions "What did you see in the pictures? What colors did the Northern Lights have? Where do you think you can see the Northern Lights? How was this snow structure constructed? How do these designs demonstrate generations of Inuit knowledge about the land, climate, and Arctic environment? Did you know that First Nations, Inuit, and Metis are distinct people with unique cultures? How do the Inuit use the environment to solve the challenge of winter survival? What history, values, and languages are associated with the craft, techniques, and materials needed to construct an igloo? In multiple scene works like her famous Mural, how do individual smaller scenes- depicting hunting, fishing, or games- weave together to tell a cohesive story about community life? How does her narrative style change when creating standalone art versus illustrating a specific text?"
Lesson Activities
1. Add texture (actual, visual, implied) to the positive space (igloo, foreground), and middle ground (snow, wildlife, mountains, valleys) of the Igloos With Northern Lights
2. Use color combinations (analogous, complementary, neutral) to fill in the positive space (igloo, foreground) of the Igloos With Northern Lights
3. Use color combinations (analogous, complementary, neutral) to fill in the negative space (background) of the Igloos With Northern Lights
Day Three, Art Start
1. Retrieve Igloos With Northern Lights for Assigned Tables
2. Set Up Studio Area (paintbrushes, glue sticks, scissors, stamps, chalk)
Lesson Activities
1. Add highlights (reflective light, light source, cast light) to the positive space (foreground, igloo) of the Igloos With Northern Lights
2. Add shadows (reflective shadow, cast shadow, shadow) to the negative space (background) of the Igloos With Northern Lights
3. Add details (animals, mountains, rivers, northern lights) within the scenery of the Igloos With Northern Lights
Artist Examples
Student Examples
Wednesday, September 16, 2026
LOONEY TUNES GRID DRAWINGS
Looney Tunes Grid Drawings
Learning Targets
I can...
- Create an original Looney Tunes Grid Drawings using drawing techniques learned in class
- Use color combinations (neutral, complementary, analogous), shape variation (geometric, organic, free form), and space (positive, negative) inspired by Looney Tunes (1930-Present) Warner Brothers
- Use grid method (proportion, scale, square, diagonal lines) and design principles (composition, proportion, balanced) based on American Animation
- Define Cartoon (a drawing, illustration, or animated film that uses nonrealistic, stylized, or exaggerated art to entertain, tell a joke, or offer political and social commentary)
Lesson One
Day One, Art Start
1. Daffy Duck (1937) Tex Avery and Bob Clampett
2. Read Learn To Draw Looney Tunes: Learn To Draw All Your Favorite Looney Tunes Characters by Walker Foster
3. Discussion Questions "Why do artists create artwork about cartoons and pop culture? How do artists master the basic principles when drawing favorite characters? Which specific character (Daffy Duck, Tweety, Sylvester) would you like to draw? Can you tell me the history of the characters and the men who created them? What do you know about the Warner Brothers Animation? How was the animation unit established and how did it go? Did you know Hugh Harman helped design animated characters like Bosko, Bugs Bunny, and Daffy Duck? Did you know Rudolf Ising was the lead animator for Looney Tunes? Did you know Rudolf Ising served in the army as part of the animation and film division? Did you know the first Looney Tunes series launched in the 1930s? Did you know Rudolf Ising became famous from his interviews with historian Mark Kausler? Did you know that Bosko was the first character to say "That's All Folks?"
Lesson Activities
1. Choose 12" X 15" Drawing Paper
2. Use pencil to add line types (horizontal, vertical, diagonal) to the subject matter (character, foreground, middle ground) of the Looney Tunes Grid Drawings
3. Use line types (horizontal, vertical, diagonal) to add details (hat, facial features, accessories) to the positive space (foreground, middle ground, character) of the Looney Tunes Grid Drawings
Day Two, Art Start
1. Retrieve Looney Tunes Grid Drawings for Assigned Tables
2. Tweetie Pie (1947) Bob Clampett
3. Discussion Questions "What colors do you see? What kinds of lines can you find? What kind of shapes can you find? What new title would you give this artwork? Why do you think the artist made the artwork this way? How would you tell someone about this artwork? What are some mathematical techniques you could incorporate into your own artwork? Does an artist need firsthand experience to represent it successfully? How might an artwork be interpreted differently at different moments in history? Do you think artists see the world differently than non artists? Is being an artist a stewardship? Do artists have a responsibility to share their artwork with the world? Can artists interact with cartoons as subject matter in different ways?"
Lesson Activities
1. Use drawing techniques (blending, smudging, smearing, shading) to add highlights (highlights, light source) to the Looney Tunes Grid Drawings
2. Use drawing techniques (blending, smudging, smearing, shading) to add shadows (reflective shadow, cast shadow, shadow) to the Looney Tunes Grid Drawings
3. Use neutral colors (black, grey, brown, white) to add contrast to the positive space (foreground, middle ground, characters) of the Looney Tunes Grid Drawings
Day Three, Art Start
1. Retrieve Looney Tunes Grid Drawings for Assigned Tables
2. Set Up Studio Area (oil pastels, pencils, erasers, grid paper)
Lesson Activities
1. Use drawing techniques (blending, smudging, smearing, shading) to add value (lightness, darkness, tints, shades) to the Looney Tunes Grid Drawings
2. Use drawing materials (kneaded erasers, conte crayons, pencil sharpeners) to blend in the positive space (foreground, middle ground, character) of the Looney Tunes Grid Drawings
3. Use drawing materials (kneaded erasers, conte crayons, pencil sharpeners) to blend in the negative space (background) of the Looney Tunes Grid Drawings
Artist Examples
Student Examples
Tuesday, September 15, 2026
SASQUATCH PAINTINGS
Sasquatch Paintings
Learning Targets
I can...
- Create an original Sasquatch Painting using drawing techniques learned in class
- Use color combinations (analogous, complementary, monochromatic), shape variation (gometric, organic, free form) and value (lightness, darkness, tints, shades) inspired by Pacific Northwest Indigenous Tribes
- Use perspective techniques (atmospheric, linear, curvilinear, alternative) and design principles (proportion composition, gradation) based on Folklore Art
- Define Cryptids (an animal or creature claimed to exist through folklore, legend, or eyewitness accounts, but whose existence has never been proved or verified by mainstream science)
Lesson One
Day One, Art Start
1. Untitled (2025) Ryan Henry Ward
2. Read Following Sasquatch by Molly Leach
3. Discussion Questions "Did you know many Pacific Northwest Tribes view the Sasquatch as a relative, neighbor, or protector? How does this change how we think about the forest if we view the creatures inside as our relatives? Did you know that Indigenous stories often show Sasquatches living in nature and taking only what is needed to survive? What lesson can we take from that about how we should treat the environment? In Anishinaabe traditions, the creature Sabe represents the sacred value of Honesty. why do you think a large, powerful forest being would be chosen to teach humans about being true to themselves? What are some stories your family uses to teach you how to stay safe? Why do you think television shows focus on hunting Bigfoot, while Indigenous stories focus on listening to or respecting them? How does learning that different tribes have different views of Sasquatch- some seeing a gentle giant, others a trister- show us that Native cultures are diverse?"
Lesson Activities
1. Choose 12" X 15" Painting Paper
2. Use line types (contour, outline, continuous) to draw positive space (Sasquatch, foreground, middle ground) of the Sasquatch Paintings
3. Outline line types (contour, outline, continuous) with neutral colors (black, grey, white, brown) for the positive space (foreground) of the Sasquatch Paintings
Day Two, Art Start
1. Retrieve Sasquatch Paintings for Assigned Tables
2. Inspiring Rascals (2026) Ryan Henry Ward
3. Discussion Questions "What does leave no trace mean? How does Sasquatch practice these principles in the story? How would you spend your day in the forest and how would you leave no trace behind? How can artists use line, shape, color, and texture to create an imaginary creature? How can an artist make a creature look like it belongs in its environment? How can artists use scale and composition to tell a story? How can we make something imaginary look believable? Do artists need to agree about what Bigfoot looks like because he is an imaginary or legendary creature? How can we let the viewer know something enormous has been walking through our forest? What clues would convince you that a creature was nearby? How can artists use scale and overlapping to create depth?"
Lesson Activities
1. Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground, middle ground, Sasquatch) of the Sasquatch Paintings
2. Use color combinations (analogous, complementary, secondary) to fill in the negative space (background) of the Sasquatch Paintings
3. Use neutral colors (black, white, grey, brown) to fill in the positive space (foreground, middle ground, Sasquatch) of the Sasquatch Paintings
Day Three, Art Start
1. Retrieve Sasquatch Paintings from Assigned Tables
2. Set Up Studio Area (paint brushes, tempera paint, water buckets)
Lesson Activities
1. Add highlights (reflective light, light source) to fill in the positive space (foreground, middle ground, Sasquatch) of the Sasquatch Paintings
2. Add shadows (reflective shadow, cast shadow, shadow) to fill in the negative space (background) of the Sasquatch Paintings
3. Add details (hiking backpack, accessories, walking stick) to the positive space (foreground, middle ground, Sasquatch) of the Sasquatch Paintings
Artist Examples
Student Examples
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