MiSs Rs ArT RoOm

 Paper Mache Pencils

Learning Targets

I can...

• Create an original Paper Mache Pencil using sculpture techniques learned in class
• Use shape variation (geometric, organic, free form), form (two diemsniona,, three dimensional), and texture (actual, implied, visual) inspired by American Artist (1929-2022) Claes Oldenburg
• Use paper mache techniques (combining, armature, construction) and design principles (movement, proportion, unity) based on Public Art 
• Define Form (an object seen from all sides, having height, width, and length)

Lesson One
Day One, Art Start

1. Clothespin (1976) Claes Oldenburg

2. Read Art For All: What Is Public Art (Culture In Action) by Laura Hensley

3. Discussion Questions "What size is this sculpture? What strikes you most about this object/ Which parts of the artwork are recognizable? Which parts of the artwork are less recognizable? How does Oldenburg balance the real and the fantastical? How does Oldenburg's use of white canvas impact the feel of the sculpture? How might a different material -like the black vinyl on the New York analog to this piece- change your reaction to the artwork? How does gravity impact the form of this sculpture? How would the form and impact change? How might the sculpture interact with the environment? How does Claes Oldenburg create a sense of otherworldliness in this sculpture?"

Lesson Activities

1. Choose 12" X 15" Newspaper

2. Use modeling techniques (hand building, assemblage, collage) to make the form (cylinder, cone, sphere) of the pencil sculptures

3. Use sculpture techniques (attaching, blending, smoothing) to connect details (top, bottom, sides) of the Paper Mache Pencils

Day Two, Art Start

1. Retrieve Paper Mache Pencils for Assigned Table

2. French Fries And Ketchup (1963) Claes Oldenburg

3. Discussion Questions "How is popular culture influenced by advertising? How are people influence by the media and advertising? How and why do advertisers promote products? How does media have an effect on an artist's life? Why or why not? Who decides what is art and what is not art? Do their ideas change? What materials did the artist use? How did the artist use them? What can we learn about the artist by looking at this? How is this different from traditional works of art? How did an object go from being ordinary to becoming art? What colors did the artist use? What does his sculpture remind you of? What might the location smell like? Is it somewhere you would like to visit? What kinds of materials are representative of the American experience today? What is Public Art?"

Lesson Activities

1. Use addictive techniques (container, toothpick, straw) to add texture (implied, actual) to the pencil sculptures

2. Use paper mache paste to layer forms (cylinder, cone, sphere) to the positive space (pencil) of the pencil sculptures 

3. Use paper mache paste to layer forms (cylinder, cone, sphere) of the negative space (background) of the Paper Mache Pencils 

Day Three, Art Start

1. Retrieve Paper Mache Pencils for Assigned Table

2. Set Up Studio Area (acrylic paint, puff paint, paint brushes)

Lesson Activities

1. Use color combinations (complementary, secondary, analogous) to fill in the positive space (pencil )of the pencil sculptures

2. Use color combinations (complementary, analogous, secondary) to fill in the negative shape (background) of the pencil sculptures

3. Use tint (white) and shade (black) to add depth within the positive space (pencil) and negative space (background) of the Paper Mache Pencils

Artist Examples

Student Examples

 Marc Chagall Inspired Dreams

Learning Targets

I can...

• Create an original Marc Chagall Inspired Dream using drawing techniques learning in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and value (lightness, darkness) inspired by Surrealist Painter (1887-1985) Marc Chagall
• Use painting techniques (overlapping, layering, dry brush) and design principles (composition, proportion, gradation) based on Fantastic Art
• Define Visual Diary (a collection of visual references (notes, collages, photographs, images, diagrams) compiled by an artist)

Lesson One
Day One, Art Start

1. I And The Village (1991) Marc Chagall

2. Read Through The Window: Views of Marc Chagall's Life And Art by Barb Rosenstock

3. Discussion Questions "What is going on in this painting? What do you see that makes you say that? Is it a real or imaginary place? What elements of this painting seem real and what elements seem dreamlike? What emotions do you notice in the artwork? How did the artist use line, shape, and color to contribute to the mood or meaning? Why do you think the artist created this work? What is the person thinking or dreaming about? What do animals think or dream about? What colors do you see in the painting? why did he use unrealistic colors? What kind of shapes do you see? What other things do you see? Why do you think he painted some people upside down or up in the air? Does the painting remind you of a dream?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Add line types (contour, outline, sketches) to the positive space (people, animals, magical objects) of the dream drawings

3. Outline positive space (animals, people, magical objects) with metallic colors (gold, silver, bronze) of the Marc Chagall Inspired Dreams

Day Two, Art Start

1. Retrieve Marc Chagall Inspired Dreams for Assigned Tables

2. Cow With Parasol (1946) Marc Chagall

3. Discussion Questions "How do the fine arts use conflict and harmony to help show emotion? How do we experience conflict and harmony through the different arts disciplines? How do dreams and art evoke emotion? Is there a connection between colors in the visual arts and dreams? What emotions do you feel when you look at these paintings (chaos, conflict, confusion)? What is happening intros painting? Does this painting portray anything in particular? In what ways has the artist been able to translate the idea of conflict through this painting? Can you share examples of dreamlike imagery from our world?"

 Lesson Activities

1. Use traditional colors (red, blue, green, white, yellow) to fill in the positive space (people, animals, magical objects) of the dream drawings

2. Use traditional colors (red, blue, green, white, yellow) to fill in the negative space (mountains, scenery, background) of the dream drawings

3. Use metallic colors (gold, silver, bronze) to outline the negative space (mountains, scenery, background) of the Marc Chagall Inspired Dreams

Day Three, Art Start

1. Retrieve Marc Chagall Inspired Dreams for Assigned Tables

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

Lesson Activities

1.  Add highlights (light source, reflective light) to fill in the positive space (people, animals, magical objects) of the dream drawings

2. Add shadows (reflective shadow, cast shadow) to fill in the negative space (mountains, scenery, background) of the dream drawings

3. Add details to the positive space (people, animals, magical objects) of the Marc Chagall Inspired Dreams

Artist Examples

Student Examples

 Pastel Peacocks

Learning Targets

I can...

• Create an original Pastel Peacock using drawing techniques learned in class 
• Use metallic colors (bronze, silver, gold), line variation (horizontal, vertical, diagonal), and space(positive, negative) inspired by English Painter (1660-1716) Marmaduke Cradock
• Use types of texture (actual, implied, tactile) and design principles (composition, proportion, variation) based on London Art
•  Define Texture (the feel or appearance of a surface)

Lesson One
Day One, Art Start

1. A Peacock and Other Birds In A Landscape (1700) Marmaduck Cradock

2. Read The Spooky Tail of Prewitt Peacock by Bill Peet

3. Discussion Questions "What are female peacocks called? Why do we say that peacocks and peahens are omnivores? What is another name for a group of peacocks and peahens? What is special about peacocks? What countries are native to peacocks? Did the artist fill the composition? Did the artist take the time and effort to make the color vibrant? Why are peacocks important to the Indian culture? Did you know that there is even a color called peacock blue? What do peacocks represent in different culture? Why is this bird colorful?"

Lesson Activities

1.  Choose 12" X 15" Drawing Paper

2. Draw foreground (peacock), middle ground (feathers), and background (wallpaper) of the peacock drawings

3. Use drawing techniques (blending, smudging, smearing) to add layers to subject matter (bird) of Pastel Peacocks

Day Two, Art Start

1. Retrieve Pastel Peacock for Assigned Table

2. A Peacock and Peahen With Other Ornamental Fowl by a Lake (1660) Marmaduck Cradock

3. Discussion Questions "What factors influenced the artist as a child that impacted his art career? What are some characteristics from this artwork that sets it apart from other artists work? What is the symbolism found within his work? What are some indicators that provide he is an important artist? What are some different types of art produced at different stages of his life? What makes you think this artist is a great artist? How did the artist become interested in peacocks? Does his work change your view of the world?"

Lesson Activities

1. Add thin layers of pastel to the foreground (bird), middle ground (feathers), and background (wallpaper) of the peacock drawings

2. Use drawing techniques (blending, smudging, smearing) to add details (beak, eyes, eyelashes) to the peacock drawings

3. Use drawing techniques (blending, smudging, smearing) to add texture (implied actual visual) to the Pastel Peacocks

Day Three, Art Start

1. Retrieve Pastel Peacock for Assigned Table

2. Set Up Studio Area (paint brushes, watercolor, felt tip pen)

Lesson Activities

1. Use iridescent colors (green blue purple) to fill in the positive space (peacock) of the peacock drawings

2. Use iridescent colors (green blue purple) to fill in the negative space (background) of the peacock drawings

3. Use tint (white) and shade (black) to add the illusion of depth within the Pastel Peacocks

Artist Examples

Student Examples

 Paper Mache Teacups

Learning Targets

I can...

• Create an original Paper Mache Teacup using sculpture techniques learned in class
• Use color combinations (secondary, analogous, primary), shape variation (geometric, organic), and form (cone, cylinder, sphere) inspired by Freelance Artist (2017-Present) Meyoco
• Use sculpture techniques (forming, modeling, building) and design principles (composition, proportion, balanced) based on Illustration
• Define Form (an object seen from all sides, having height, width, and length)

Lesson One
Day One, Art Start

1. Tea Cup I (2021) Meyoco 

2. Polaris by Meyoco 

3. Discussion Questions "How did the artist use balance? How do you think the artist is feeling about the final product? How do you think this artwork was made? What does this artwork say about the culture in which it was produced? What is the function of this artwork? What is happening in history when this artwork was made? How does that change your understanding of the artwork? How might your interpretation of this artwork be different from someone in another culture? What are the values and beliefs of the culture in which this artwork was made?"

Lesson Activities

1. Choose 12" X 15" Newspaper

2. Use modeling techniques (hand building, assemblage, collage) to make the form (cylinder, cone, sphere) of the teacup sculptures

3. Use sculpture techniques (attaching, blending, smoothing) to connect details (handle, bottom, saucer) to the Paper Mache Teacups

Day Two, Art Start

1. Retrieve Paper Mache Teacup for Assigned Table

2. Teacup II (2021) Meyoco

3. Discussion Questions "How is popular culture influenced by advertising? How are people influenced by the media and advertising? How and why do advertisers promote product? How does the media have an effect on an artist's life? Why or why not? Why do people decide what art is and what is not art? Do these ideas change? What materials did the artist use? How did the artist use them? What can we learn about the artist by looking at this? How is this different from traditional artwork?"

Lesson Activities

1. Use addictive techniques (container, toothpick, straw) to add texture (implied, actual) to the teacup sculptures

2. Use Paper Mache paste to layer forms (cylinder, cone, sphere) of the positive space (teacup) of the teacup sculptures

3. Use Paper Mache paste to layer forms (cylinder, cone, sphere) of the negative space (background) of the Paper Mache Teacups

Day Three, Art Start

1. Retrieve Paper Mache Teacups for Assigned Table

2. Set Up Studio Area (newspaper, paper clippings, paste)

Lesson Activities

1. Use color combinations (complementary, analogous, secondary) to fill in the positive space (teacup) of the teacup sculptures

2. Use color combinations (complementary, analogous, secondary) to fill in the negative space (teacup) of the teacup sculptures

3. Use tint (white) and shade (black) to add depth within the positive space (teacup) and negative space (teacup) of the Paper Mache Teacups

Artist Examples

Student Examples

Aminah Brenda Lynn Robinson Collages

Learning Targets

I can...

• Create an original Aminah Brenda Lynn Robinson Collage using computer techniques learned in clas
• Use basic shapes (circle, oval, triangle), value (lightness, darkness), and texture (visual, actual, implied) inspired by American Artist (1940-2015) Aminah Brenda Lynn Robinson
• Use fiber techniques (weaving, stitching, sewing) and design principles (balance, repetition, composition) based on American Art
• Define Symbolism (using something to represent something else) 

Lesson One
Day One, Art Start

1. Jerusalem, a Walk Through Prophet Street (1998) Aminah Brenda Lynn Robinson
2.  Read Symphonic Poem: The Art of Aminah by Aminah Brenda Lynn Robinson
3. Discussion Questions "How do you think it would feel to touch this artwork? Why do you think Aminah Robinson include symbolism in her work? How do you think this artwork symbolizes community? How does this artwork reflect the artist's community? How do you define your community? How would you go about researching the history of the community where you live? Where and when were you born? Where did you grow up? Who were your parents? What were your parents like? Do you have sisters or brothers? What were they like growing up? What is your best memory? How did you spend a perfect day when you were younger? Are you still friends with anyone for that time in your life? Do you have a teacher who greatly influenced you? If so, what can you tell me about him or her?"

Lesson Activities

1. Choose 12" by 15" Scrapbooking Paper
2. Use ordinary objects (music boxes, buttons, shells, clothespins) to fill in the negative space (background) of ones Aminah Robinson Collage
3. Use ordinary objects (music boxes, buttons, shells, clothespins) to fill in the positive space (foreground) of ones Aminah Robinson Collage

Day Two, Art Start

1. Retrieve Aminah Brenda Lynn Robinson for Assigned Table
2. To Be A Drum (Jazz) (1996-98) Aminah Brenda Lynn Robinson
3. Discussion Questions "Why is art important to people? If so, where did they hear it and what was the subject matter? Why does Aminah include music boxes in sho much of her work? What do you think these art elements might symbolize? What kind of event or person do you think is important enough to be the subject of your artwork? Do you think using recycled materials (cancelled postage, stamps, envelopes, buttons) is more or lesson meaningful than using new materials? Would you rather receive or give an artwork to someone? What traditions have been passed down in your family? What is the most important thing you have learned from life?"

Lesson Activities

1. Add fabric (mud cloth, kente cloth, miscellaneous) to fill in positive space (middle ground) of ones Aminah Robinson Collage
2. Add stitching (running, basting, zigzag) to fill in positive space (middle ground) of ones Aminah Robinson Collage 
3. Add found objects (paper clips, twigs, pins) to fill in the positive space (middle ground) of ones Aminah Robinson Collage 

Day Three, Art Start

1. Retrieve Aminah Brenda Lynn Robinson for Assigned Table
2. Set Up Studio Area (glue sticks, printed papers, foam pieces)

Lesson Activities

1. Use highlights (reflective light, light source) to positive space of found objects (paper clip, twigs, pins) of ones Aminah Robinson Collage 
2. Use shadows (cast shadow, shadow) to negative space of found objects (paper clip, twigs, pins) of ones Aminah Robinson Collage
3. Add embellishments (glitter, sequins, rhinestones) to positive space (foreground) of ones Aminah Brenda Lynn Robinson 

Artist Examples

Student Examples