Pastel Resist Water Lilies

Learning Targets

I can...

• Create an original Pastel Resist Water Lilies using painting techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and value (lightness, darkness, tints, shades) inspired by Impressionist Painter (1840-1926) Claude Monet
• Use observational drawing techniques (outline, contour, continuous) and design principles (proportion, movement, composition) based on Impressionism
• Define Observational Drawing (to draw objects, still life arrangements, portrait studies, landscapes, or realistic views from real life) 

Lesson One
Day One, Art Start

1. Water Lilies (1919) Claude Monet 

2. Read The Magical Garden of Claude Monet by Laurence Anholt

3. Discussion Questions "What details in this painting can you tell the artist spent time looking closely at water lilies? What do you think the artist is trying to capture? Do you think the painting represents a water lily accurately? Why? What does the painting tell you about a water lilies habitat? What characteristics do you notice about the water lilies based on the information in this painting? What type of water would you expect to see water lilies- a fast-flowing river, a lake, a pond, or the ocean? Where do plants get the energy they need to grow and make food? If you were looking at a real lily pond, what types of living things might you see? Where do the animals living in or near the pond get the energy they need?" 

Lesson Activities

1. Choose 12" X 15" Painting Paper 

2. Use pencil to draw horizon line in the positive space (middle ground) of the water lilies paintings

3. Add scenery (ocean, blue sky, lilies) to the negative space (background) of the Pastel Resist Water Lilies

Day Two, Art Start

1. Retrieve Pastel Resist Water Lilies for Assigned Table

2. Water Lilies, Willow Reflection (1916-1919) Claude Monet

3. Discussion Questions "What colors dominate this painting? How does this painting make you feel? How would you describe this painting? What is the painting of? What season is shown in the painting? How do you know/? What wildlife would you expect to see if you visited this pond? What sounds would you hear? What would you smell? What would you see? Which lily pad would you choose to settle on for a while? Where was Monet when he painted this? What would he be able to see, hear, smell, or feel? Which colors (yellows, pinks, lavenders, greens, blues, silvers) did the artist use? How does mOney give the feeling of distance? How does Monet give the feeling of perspective?"

Lesson Activities

1. Add flowers (roses, carnations, tulips, lilies, flowers) to the positive space (middle ground) of the water lilies paintings

2. Add shadows (reflective shadow, cast shadow) to the negative space (background) of the water lilies paintings

3. Use black sharpie marker to outline the positive space (foreground) and negative space (background) of the Pastel Resist Water Lilies 

Day Three, Art Start

1. Retrieve Pastel Resist Water Lilies for Assigned Tables

2. Set Up Studio Area (oil pastels, water bucket, tempera paint)

Lesson Activities

1. Use earth tones (brown yellow blue green) to fill in the positive space (foreground) of the water lilies paintings

2. Use earth tones (brown yellow blue green) to fill in the negative space (background) of the water lilies paintings

3. Add highlights (reflective light, light source) and shadows (cast shadow, shadow) with colored pencils for the Pastel Resist Water Lilies

Artist Examples

Student Examples

 Miroco Machiko Inspired Illustrations

Learning Targets

I can...

• Create an original Miroco Machine Inspired Illustration using drawing techniques learned in class
• Use metallic colors (bronze, gold, silver), shape variation (geometric, organic, free form), and space (positive, negative) inspired by Japanese Illustrator (1981-Present) Miroco Machiko
• Use watercolor techniques (layering, underpainting, wash) and design principles (composition, balance, variation) based on Contemporary Art
• Define Emphasis (to create a center of interest in an artwork through color contrast and direction lines)

Lesson One
Day One, Art Start

1. Vegetables (2019) Miroco Machiko

2. Read Vegetables by Sara Anderson

3. Discussion Questions "What did we learn throughout this project? Do artists like to use paint? What kind of paint? What was the world like when the artist made this artwork? How have you used formal elements such as line, tone, color, and shape? What materials did you use and why? Did they work successfully? What meaning, theme, or message did you want to convey? Were you successful? Are you happy with your final piece? Are any elements or qualities you like in particular? Does your final work they way you thought it would initially? How effective is it? Is there anything you would change?"

Lesson Activities

1. Choose 12" X 15" Painting Paper

2. Add three objects (tomatoes, carrots, cucumber, mangos, strawberries) to the positive space (fruits, vegetables) of the watercolor illustrations 

3. Add patterns (stripes, swirls, diagonal lines) to the negative space (background) of the watercolor illustrations

Day Two, Art Start

1. Retrieve Miroco Machiko Inspired Illustrations for Assigned Tables 

2. Plants (2019) Miroco Machiko

3. Discussion Questions "How does the artist use design, patterns, and color to inspire others? Do these look like real plants or flowers you have seen before? How does the artist use bold and bright colors? What are the names of these fruits and vegetables? Do these vegetables look three dimensional or two dimensional? What childlike imagery does the artist include with her work? Why would an artist want to draw plants as a still life? How would you describe the artists style? What are your favorite fruits and vegetables?"

Lesson Activities

1. Use warm/cool colors (red, orange, yellow, green) to fill in the positive space (fruit, vegetables) of the watercolor illustrations 

2. Use neutral colors (black, brown, grey) to fill in the negative space (background) of the watercolor illustrations

3. Use felt tip pens to add line types (contour line, crosshatching outline) to the positive space (fruit, vegetables) of the Miroco Machiko Inspired Illustrations

Day Three, Art Start

1. Retrieve Miroco Machiko Inspired Illustrations for Assigned Tables 

2. Set Up Studio Area (watercolor, paintbrushes, water bucket) 

Lesson Activities

1. Add tints (adding white, reflective light, light source) to the subject matter (fruit, vegetables) of the watercolor illustrations 

2. Add shades (adding black, cast shadow, shadow) to the negative space (background) of the watercolor illustrations

3. Use drawing tools (vine charcoal, kneaded eraser, spray fixative) to add details (fruits, vegetable) to the Miroco Machiko Inspired Illustrations

Artist Examples

Student Examples

 Girl With Rainbow Fan Paintings

Learning Targets

I can...

• Create an original Girl With Rainbow Fan Paintings using drawing techniques learned in class
• Use color theory (color order, color mixing, color wheel), line types (horizontal, vertical, diagonal), and value (tints, shades) inspired by Impressionist Painter (1841-1919) Pierre-Auguste Renoir
• Use painting techniques (layering, overlapping, cropping) and design principles (gradation, repetition, emphasis) based on Impressionism 
• Define Rainbow Order (ROY G BIV; red, orange, yellow, green, blue, indigo, violet)

Lesson One
Day One, Art Start

1. Girl With Fan (1879) Pierre-Auguste Renoir

2. Read Renoir And The Boy With The Long Hair by Wendy Wax

3. Discussion Questions "What are some ways you can use a fan (cool off, hide facial expressions, point)? If you're a warrior and your fan was made of hard metal, how could it be useful? What role do the directions on the fans play? How could the decorations on this fan be helpful to the warrior in a symbolic way? What do you think of when you hear the word "Impressionism"? What types of art do you believe to be created in this culture? Why do artists paint or draw fans? What other familiar objects do artists like to paint or draw?"

Lesson Activities 

1. Choose 12" X 15" Drawing Paper

2. Add three dimensional shapes (organic, free form, geometric) to the composition of the arranged objects (fan) for the rainbow fan paintings

3. Add a horizon line in the negative space (background) to separate the foreground, clouds, and individual for the rainbow fan paintings

Day Two, Art Start

1. Retrieve Girl With Rainbow Fan Paintings for Assigned Table

2. Lady With Fan (1880) Pierre Auguste Renoir

3. Discussion Questions "Is there a distinct mood? hat do you notice about the colors, shapes, lines, and textures? Does it make you think of anything? Does anything jump out at you? Does this work create a strong emotional response? What did the artist say about the piece? What events are happening in the world at the time this piece as created? What are the five elements of impressionism? Does this work introduce a thought, concept, idea, or make you think on a higher level? Why did the artist do it that way? What was the artist trying to convey?"

Lesson Activities

1. Use rainbow order (ROY G BIV; red, orange, yellow, green, blue, indigo, violet) to fill in the positive space (foreground) of the rainbow fan paintings

2. Use rainbow order (ROY G BIV; red, orange, yellow, green, blue, indigo, violet) to fill in the negative space (background) of the rainbow fan paintings

3. Use shape stamps to add patterns (floral, silk, wood) and texture plates (wood, leather, metal) to the Girl With Rainbow Fan Paintings

Day Three, Art Start

1. Retrieve Girl With Rainbow Fan Paintings for Assigned Table

2. Set Up Studio Area (oil pastels, water buckets, tempera paint)

Lesson Activities

1. Add highlights (reflective light, light source) to the subject matter (rainbow fan) of the rainbow fan paintings

2. Add shadows (cast shadow, shadow) to the negative space (background) of the rainbow fan paintings

3. Outline details (patterns, objects, rainbow fan) in the positive space (foreground) of the Girl With Rainbow Fan Paintings

Artist Examples

Student Examples

 Watercolor Watermelon

Learning Targets

I can...

• Create an original Watercolor Watermelon using painting techniques learned in class
• Use color theory (warm colors, cool colors), line types (horizontal vertical diagonal), and space (positive negative) inspired by Mexican Painter (1907-1954) Frida Kahlo
• Use drawing techniques (overlapping cropping layering) and design principles (composition repetition variation) based on Surrealism
• Define Style (artist portrays subject matter and expressed visual elements through a work of art)

Lesson One
Day One, Art Start

1. Viva La Vida, Watermelons (1954) Frida Kahlo

2. Read Viva La Vide! Long Live Life! by Carmen T. Bernier-Grand

3. Discussion Questions "What was Frida Kahlo's full birth name? Why did Frida Kahlo change her date of birth of her birth certificate? Why was Kahlo pretending to be three years younger? What was Frida Kahlo's nationality? Who or what is depicted in most of Frida's paintings? In what year did she join the Mexican Communist Party and fall in love with Diego Rivera? What was the first solo exhibition of Frida Kahlo's work held? Frida began her career as an artist after what? What was Frida and Diego's marriage often called? Who was Frida Kahlo? What are some of Frida Kahlo's most famous paintings? Do you have a favorite artist? What will you include in your artwork that represents what matters to you?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Add three dimensional shapes (cylinder, pyramid, sphere) to composition of arranged fruit (watermelon) for watermelon drawings

3. Add horizon line in line background (table, fabric, wallpaper) to separate the subject matter from the wallpaper

Reminder:

• Initials & Home Teacher on Back Of Paper

Day Two, Art Start

1.  Retrieve Watercolor Watermelon for Assigned Table

2. Still Life With Watermelons (1953) Frida Kahlo 

3. Discussion Questions "How have you used formal elements such as line, tone, color, and shape? What materials did you use and why? Did they work successfully? What meaning, theme, or message did you want to convey? Were you successful? Are you happy with your final piece? Are any elements or qualities you like in particular? Does your final work the way you thought it would initially? How effective is it? Is there anything you would change? What did we learn throughout this project? Did Frida Kahlo use paint? What kind of paint? What was the world like during her time? what type of failures did Frida Kahlo experience during her life? How do you think this affect her?"

Lesson Activities 

1. Use warm colors (red orange yellow) to fill in the positive space (fruit) of the watercolor watermelon

2. Use cool colors (blue green purple) to fill in the negative space (background) of the watercolor watermelon

3. Use painting tools (brayer, palette, paint brush) to add patterns (floral silk wood) to the Watercolor Watermelons

Day Three, Art Start

1. Retrieve Watercolor Watermelons for Assigned Table

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

Lesson Activities

1. Add highlights (reflective light, light source) to subject matter (fruit) of the watercolor watermelon

2. Add shadows (cast shadow, reflective shadow) to the negative shape (background) of the watercolor watermelon

3. Outline details (pattern floral objects) in foreground (fruit) and middle ground (fabric table) of Watercolor Watermelon

Artist Examples

Student Examples

Chinese Style Paper Fans

Learning Targets

I can...

• Create an original Chinese Style Paper Fan using sculpture techniques learned in class
• Use space (positive, negative), line (zig zag, stripes, straight), and texture (implied, actual) inspired by Iron, Bamboo, Paper, Colors, and Lacquer Bequest of Frank D. Stout F1988.40.2.5 (1615-1868) Edo Period
• Use watercolor techniques (splatter, blend, dipping) and design principles (repetition, gradation, balance) based on Functional Art
• Define Concertina Fold (an accordion fold with parallel folding on printed material)

Lesson One
Day One, Art Start

1. Iron, Bamboo, Paper, Colors, and Lacquer. Bequest of Frank D. Stout F1998.40.2.5 (1615-1868) Edo Period
2. Read Ruby's Chinese New Year by Vickie Lee & Joey Chou
3. Discussion Questions "What are some ways you can use a fan (cool off, hide facial expressions, point)? If you were a warrior and your fan was made of hard metal, how could it be useful? What role do the decorations on the fans play? How could the decoration on this fan be helpful to the warriors in a symbolic way? What do you think of when you hear the words "Japanese Art"? What types of art do you believe to be created in Japanese Culture? What would you like to learn most about Japanese Culture?"

Lesson Activities

1. Choose one 15" X 15" Kami Origami Paper 
2. Use a paper cutter to cut the origami paper into a geometric shape (rectangle) for the paper fan style
3. Use decorative side to fold paper inward one third down for the paper fan style

Day Two, Art Start

1. Retrieve Chinese Style Paper Fan for Assigned Table
2. Bronze. The Avery Brundage Collection, B62M37 (1615-1868) Edo Period
3. Discussion Questions "What will the main image be, that will uniquely represent who I am? What colors will I include that are unique to who I am? Will my theme be based on that of Japanese culture and art studied thus far? Is there additional information I will need to include? How will I place all of these components together to create a uniform composition? What are the similarities and differences between these dances and the Chinese Dance you learned today? What kind of instruments can you hear? Can you create a similar sound using instruments you have in school? Can you create instruments using junk from home?"

Lesson Activities

1. Fold paper vertical in half and add a crease in center for the decorative paper fan style
2. Fold right and left edges toward center crease for the decorative paper fan style
3. Cut a handle (string, yarn, cord) to the length of the Chinese Style Paper fan 

Day Three, Art Start

1. Retrieve Chinese Style Paper Fan for Assigned Table
2. Set Up Studio Area (embellishments, glue sticks, yarn)

Lesson Activities

1. Add multiple Chinese Symbols & Calligraphy to the sides of the Chinese Style Paper Fan
2. Use watercolor techniques (splattering, dipping, blending) to fill in the positive (pictures) and negative (handle) of the Chinese Style Paper Fan
3. Add embellishments (sequins, rhinestones, glitter) to the positive (pictures) and negative (handle) of the Chinese Style Paper Fan

Artist Examples

Student Examples