Lesson Plan Design “12 Days of Photoshop”

Step 1: Set the Ground Rules During each of the 12 days before winter break, students will have 1 class period to complete a given task. The time frame is based on a block schedule of 90 minutes per class, but could be extended to two days for 45 minute classes. Each day, students are provided a prompt and shown one example. They then have the remainder of that class time to complete the assignment.

Step 2: Present the Tasks !Below are a few sample tasks to get you started! Day One: Something Sliced Create something sliced! What you choose and how you slice it is up to you, however, your best bet is to consider matching shapes, colors, Objective: Students will utilize photo !textures and contours carefully. manipulation skills to produce an image Day Five: Show Something in Motion based on a prompt every day for 12 days. By using the right object and just enough blur you can make sure your object in motion will tend to stay in motion. Materials ! Day Eight, Literal Interpretations! • Computer Graphics Program i.e. Photoshop Pick ﬁve compound words and create 5 images • Drawing Tablet (Optional) that depict literal interpretations. What would a !car pool actually look like? Motivation Day Ten, An Inanimate Object Brought to Life! • Unique daily prompts and a tight time frame Use your skills to bring an inanimate object to life generate excitement. like a tree or a fork. • Students are enthusiastic about using skills they have learned through previous graphics projects. Step 3: Go on Break! • Prompts tap into a variety of content areas. Take a rest after all of that hard work and come back refreshed in the new year.

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Lesson Plan Color “50 Objects Drawings”

Step 1: Brainstorm After completing the activity outlined in the “Motivation” section, have students star or underline the objects that they DEFINITELY want to add to their drawings. As previously mentioned, if students get stuck, giving them categories or having them take a quick walk around the room can help spark ideas.

Step 2: Draw Discuss with students the rule of thirds, and have them put the objects they want to receive the most attention in the intersections determined by that rule. From there, they should continue to ﬁll space with objects from their list. They do not, however, have to work exclusively from the list they made. Once an object is seen Objective: Create detailed drawing of 50 on the paper, it often leads to other ideas that objects with a developed background. can make the drawing that much better.

Materials Step 3: Add Color and • Drawing paper 12” x 18” or larger • Pencils Background • Various drawing media: colored pencils, markers, This is where the drawing comes together. pastels, conte crayons, etc… Markers and colored pencil generally work the best, but only if colored pencils are used to create SOLID coloring. Pastels and conte Motivation crayons give a speciﬁc look, but sometimes the ability to create detail is lacking. Make sure that • Have kids brainstorm a list of 75 or 100 random objects without telling them what they will be white spaces are few and far between; partial doing with the list; this is a “mystery project,” if objects, patterns, or even shapes can be added to you will. The students’ curiosity leads to eliminate empty areas. anticipation for the project. Tip: Don’t let kids randomly place stuff on the • Categories like transportation, animals, foods, or page. Encourage them to overlap, create depth, musical instruments can help get them started. and ﬁll all of the space.

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Lesson Plan Form “Art History Kites”

Step 1: Design Before construction, the ﬁrst step is to have students plan what they will paint on their kites. This project should be modiﬁed depending on your desired outcome.

You may decide to have students copy a work of art from a particular artist or movement, or you may suggest that students create their designs based on an inspiration from an artist or art period. Students should create thumbnail sketches to gain an understanding of how their design will ﬁt into a triangular shape.

Step 2: Constructing the Frame Use two dowels to form the shape of a cross. It helps to tape the pieces together to hold them in place. Tie string around the center to bind the Objective: Students will create a functional dowels in place. Next, tie and tape, or glue the string at the end of one dowel. Connect and tie kite based on, or inspired by, a famous artist or the string to each of the other dowels till you artwork to increase artist/artwork recognition have create a diamond shape. This is the kite’s frame.

Materials • Dowels Step 3: Construct the Kite Body • Bulletin board paper Roll out a large sheet of bulletin board paper. • String Lay down the dowel frame on top of the paper. • Tape The paper needs to be larger than the kite frame • Tempera paint so that it can be folded back over the string. Cut the paper into the diamond shape created by the frame. Fold the paper over the string and tape or Motivation glue it down. Once it is dry, your kite is ready for painting. • To start the lesson, introduced the students to the concept of flight and art. This could cover everything from Leonardo’s flying machine to Add a tail and string, and wait for a windy day to Warhol’s silver balloons. take your students out to fly them for Kite Day!

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Lesson Plan Space “Baby Powder Street Art”

Step 1: Develop Ideas After a discussion on street art, have students create several thumbnails of what could appear at the end of a line. Roadsworth solution was to create a dandelion. Different types of ﬂowers make a suitable answer but challenge students to consider other possibilities. An umbrella, a ﬁshing pole or even a giraffe would be excellent solutions.

Step 2: Design / Cut the Stencil Have students design images in their sketchbooks using a black marker. Anything colored black will be cut out.

Objective: Students will use the concepts of It is important that a stencil contain no islands. In positive and negative space, and repetition to example, the letter O has a white island in the create a temporary work of street art. middle. If the black were to be cut out, the white center would fall out as well resulting in a circle, not an O. Have students study various stencil Materials lettering to understand how connector pieces • Poster or tagboard form peninsulas not islands. • Baby powder • x-acto knifes or scissors The next step is to transfer your image from the • cutting boards (if using x-acto blades) design to a piece of tagboard or poster board. • pencils or markers The easiest method is to tape the tagboard to • LCD projectors (optional) the wall and project the image using an LCD • a parking lot projector. Cut out stencils.

Motivation • To start the lesson, introduced the students to the Step 3: Take it to the Streets street art of Roadsworth and his street art, in Align the stencil with the top of the parking lines. particular, his dandelion paintings. For best results, have students work in teams. Topics for discussion might include: One student holds the stencil in place while the other student sprinkles baby powder. Wipe • Bikes on the road excess baby powder off the tagboard and onto • The questioning of "car culture" the parking lot. Gently rub the baby powder into the blacktop. • Art vs. Vandalism

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Lesson Plan Color “Bead Mosaics”

Step 1: Create Compositions Have students research their own cultural heritages and find color symbols that reflect those cultures in the past and present. Have students use their personal culture research to create compositions of symbols and colors. Have students sketch, then draw their final compositions on pieces of cardboard.

Step 2: Add Beading Using glue, have students adhere beads to the cardboard in a mosaic style until the cardboard pieces are completely covered. Some beads can be cut apart and applied individually, others can be glued still strung together. Objective: Students will create bead mosaics that reflect their cultural heritage. Step 3: Write Reflections Have students complete written reflections in Materials which they explain what they’ve learned about • Cardboard or thick tagboard the symbolism of their cultural heritages and • Glue how they’re artistic choices (color, shape, line) • Pencils reflect those cultures. • Mardi Gras Beads ! • Scissors Tip: Display work together to make a Stephan Wanger-style mural, which will reflect the cultural heritage of your whole class! Motivation ! • View work of New Orleans artist Stephan Wanger. Discuss the importance of art and art materials in healing or building a community. • Discuss the history of beadwork and how colors represent different things in different cultures.

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Lesson Plan Space “Bleached T-Shirts”

Step 1: Create Stencil Have students brainstorm images then sketch a design onto a piece of cardstock. Have students hold the cardstock up to their torsos to check for size. Then, take a few class periods to “fatten” up the pencil lines with black permanent markers. When ﬁnished, the drawing should be completely black and white without shading.

Step 2: Cut Stencil Have students write, “Black stays, white away,” in the negative space of their cardstock. It’s easy to get confused. This phrase becomes a mantra while cutting. Cut the outline of the stencil with scissors and the inside with an X-Acto blade. Use cutting mats or old cardboard to protect tables. Objective: Use positive and negative space When ﬁnished, only what was drawn with the to design a stencil for a t-shirt. permanent marker should remain.

Materials Step 3: Spray Bleach • Black Permanent Markers Have students stretch their shirts over a piece of • Cardstock or Tagboard foam board that is wide enough to keep the shirt • X-Acto Blades, Scissors, and Cutting Mats taught. Head outdoors for proper ventilation • Elmers Multi-Purpose Spray Adhesive and follow these steps. • Foam board • Spray backs of stencils with spray adhesive. • Bleach and Spray Bottle Wait 30 seconds to ensure the stencil can be • Dark, 100% Cotton T-Shirts removed later, then lay down onto the shirt, • Blow dryers making even contact with the shirt. • Using a solution of at least 1 part bleach to 1 Motivation part water (you may need to make yours more concentrated) lightly mist the t-shirt. Talk about trends in fashion design and t-shirt • • Remove the stencil and blow-dry the shirt to design. set the bleach reaction in place. • Pull up popular sites like Pinterest and Etsy to ﬁnd and explore trends. Tip: Do not rinse the shirt. Doing so will dilute and spread the bleach. Blow-drying is best. • Pull in artists that use stencils in their work, such as Banksy and other grafﬁti artists.

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Lesson Plan Line “Blind Contour Bobble Heads”

Step 1: Create Contour Drawing Have students work with partners to complete their blind contour drawings. Students should sit across from one another and draw at the same time. Working this way makes it more fun and also keeps students from peeking at their papers.

Each student should complete 4 blind contour drawings.

Step 2: Collage Body Have each student choose a favorite drawing. Then, have them look through magazines to ﬁnd bodies for their heads. To create the bobble head look, the body should seem too small for the head. Have students cut out the bodies and glue them down. Objective: Create blind contour drawing and work it into an imaginary background.

Step 3: Fill in the Background Materials Have students fill the background with • Drawing Paper information that tells people what is happening • Fine Point Permanent Markers in the drawing. Students can pencil in the details • Magazines first, then finish their pieces with colored pencils. • Colored Pencils Tip: To incorporate some writing into this project, have students write short stories to go with their images. Motivation • Blind contour drawing can be scary for students. Tip: To complete this project in less time, use By putting a comical twist on things, it makes smaller paper or create simple watercolor students more willing to participate. backgrounds instead of detailed drawings. • Ask if any students have bobble heads at home to bring in for inspiration on the day you do this project, or find a fun artist bobble head of your own!

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Lesson Plan Line “Draw the Line”

Step 1: Find an Image Using the internet or a book, ﬁnd a simple image for drawing. Crop it to 3x3 or 4x4 and print out.

Step 2: Grid Create a 4”x4” grid on a 12”x12” drawing paper. On the perimeter of the paper, make a mark every 4 inches and then connect the marks using a ruler.

Once the grid is drawn, lightly, transfer/trace object into boxes. To keep the object centered in the box, draw corner marks on the photocopy prior to tracing.

Discuss the purpose and application of the terms using the grid model. Objective: Students will identify and apply a variety of line types and personalities Step 3: Apply Line Types Materials Demonstrate how to apply line terms to object outlines with drawing tools. Using speciﬁc 12x12 Drawing Paper • drawing and design vocabulary. Apply one line 4x4 photocopy of an object • term to each box. • Pencil, black marker or calligraphy brush and ink • Erasers, rulers • Structural • Light table or overhead • Outline • Contour • Gesture Motivation • Sketch • Talk about different line types, and how each type • Calligraphy of line can evoke a different feeling or visual • Line Personality (3) experience for the viewer. Tip: This grid is a great formative assessment in • Go over new vocabulary and demonstrate drawing. Each month complete a drawing in one different types of lines. box to check for understanding.

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Lesson Plan Design “Fingerprint Portraits”

Step 1: Fingerprint Analysis Working in groups of 3 or 4, students will create a collection of their fingerprints on index cards using the side roll method. After each member has made prints, groups will exchange cards. Students should classify the fingerprints and write their classifications on the back of the card. You can google “finger print classifications” to find reference material for students to use. If time allows, exchange cards again. It is important to gain a consensus! Note: This portion is adapted from this lesson.

Step 2: Discuss and Plan Have students study the self portraits of two or three artists. Ask them to identify the central elements of art and what the portraits tell us Objective: Create unique fingerprint about the artists. Have students identify two ways this looking activity will influence their portraits using photo editing software work on their fingerprint portraits. Also have each student identify at least one element he or she plans on using to communicate something Materials about his or her own personality. • Index Cards • Stamp Pads Technology: scanner and photo editing software • Step 3: Create “Portraits” Students will print their fingers with black ink, Motivation then scan the resulting prints into the computer. • Have students vote: Do you think that Using a photo editing program of your choosing, fingerprints should be admissible in court? students should alter their prints in a way that Discuss and analyze the results as a class. gives the viewers a deeper insight into their personalities. • Have students explore the history of fingerprints ! including usage in court cases. Can they find cases Tip: Take this lesson a step further by having where fingerprints have wrongly or rightly students display their “portraits” with artist convicted a person of a crime? statements detailing how their alterations reflect • After researching, have them revisit their original deeper aspects of their personalities. answer.

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Lesson Plan Space “Light Graffiti”

Step 1: Manipulating Reference The ﬁrst step is to create a reference by manipulating a photograph in Photoshop or other photo manipulation software. To avoid copyright issues, consider having students take and use their own photographs. We want to convert our image into positive/negative space. In Photoshop, this is easily accomplished by selecting Image/Adjustments/Threshold.

Step 2: Creating the Stencil The next step is to transfer your image from the computer screen to a piece of tagboard or poster board. The easiest method is to tape the tagboard to whiteboard the board and project the image using an LCD projector.

Objective: The student will create light Shade in the area to be cut out, this helps students differentiate between areas. Cutting grafﬁti images with digital cameras set to can take a long time. Use an X-Acto knife or slow shutter speeds scissors.

Materials • PhotoShop (or other photo manipulation software) Step 3: Filming Digital cameras & Tripods • With the lights off and windows covered, set up a LCD projectors • digital camera on a tripod with an open aperture tag board • and 10 second shutter speed. • x-acto knifes or scissors & cutting boards pencils or markers • Have students work in teams of at least three. thick glow sticks • One student holds up the stencil, one student is in charge of taking the photo and the other Motivation students run the glow sticks behind the stencil. • This project merges technology with stencils and the concept of positive and negative space into The students should take many photos of the one fun and effective lesson. same stencil. It might take several times to get the best shot. • Students will learn how to easily manipulate photos to make stencils to create cool light grafﬁti images using glow sticks and digital cameras!

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Lesson Plan Design “Meaningful Metaphors”

Step 1: Introduce Introduce students to artists that make meaningful work through the use of modern metaphors. See “Motivation” for two examples. You might also include artists like Dalí and Beth Lipman and street artists like Banksy and Plastic Jesus.

Step 2: Warm Up As a warm up, have students research how symbolism is used in modern advertisements. You can ask them to ﬁnd hidden symbols in logos, think about symbolic color or the use of color theory in advertisements, and to explore symbolic metaphors that have been used in advertisements. Objective: Using a news story as inspiration, create a piece using metaphor and allusion.

Materials Step 3: Create • This project is not media specific and could be For the final project, students should research a completed in a number of different ways. The news story and create an illustration that uses teacher should determine the best media symbolism or metaphor to express the article’s necessary to complete the assignment based on point. Below is the student’s artist statement for the students’ previous experience. the piece featured: Motivation "This piece of artwork will represent the hasty tensions between the United States and Russia Introduce artists that capture meaning in art • during the Space Race in the '60's. The metaphor through modern visual metaphors. For example: is that it looks like a comic and that they are • Guitar Drag by Christian Marclay: an electric threatening each other with Ray/Space guns". ~ guitar is pulled down a dirt road in Texas as a Jacob metaphor for the murder of James Byrd Jr. Tip: Occasionally, students get stuck finding • Tar Baby vs. St. Sebastian by Michael Richards: news stories. Have a few ‘ready to go’ news items a bronze that memorializes the Tuskegee from different sections of the news to help. WWII Air Force Pilots by using the metaphor Consider weather, sports, current events, of St. Sebastian being shot full of arrows. In entertainment, and more. place of arrows, Richards uses fighter planes.

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Lesson Plan Design “Narrative Photography”

Step 1: Ideation Using a writing frame, have students begin to think about their narratives. Have them identify characters, setting, and conﬂict. As their narratives develop, ask them to identify which elements and/or principals can be used to help reinforce their story elements. Based on their ideation work, have students create a few composition sketches to get them thinking about the actual images.

Step 2: Photography Using their ideation work, students will take a number of photographs using whatever technology is available. Don’t discount cell phones! They are a great way to get quality images. Encourage students to take at least Objective: Students will use the elements 10-20 photographs. From these, students should and principles of design to evoke a feeling select the three that best tell the story using design principles. and tell a full story in a single photograph.

Materials Step 3: Critique and Writing Pencil and Paper • In small groups, students should critique the ﬁnal Camera or other technology that can take photos • 3 images to help choose their very best. Have Various props and costumes (optional) • groups exchange images and let students write short stories based on what they see in the peer- Motivation !generated photographs. • Students view the work of Jennifer Zwick, then Tip: To take things a step further, you could also write a brief story based on one of her images. have students use photo editing software to • Ask how Zwick might have worked: starting with enhance their images. the idea for the narrative, then staging the ! photograph? Or, starting with the image Tip: If the images are appropriate, make a elements? Talk about how much of the story is connection with an elementary or middle school possible to tell in one frame. classroom and have their students write stories based on your student images. • Brainstorm classic story genres or themes.

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Lesson Plan Design “Newimals”

Step 1: Tutorials Making Newimals is less advanced than it looks. With some basic photo manipulation knowledge such as cut and paste, transform and hue/ saturation, your students can be on their way to creating Newimals.

To gain the knowledge needed, have your students run through a few tutorials. Here are video tutorials I use with my students to get them up to speed quickly.

Step 2: Ideas and Referencing Before starting on the computers, have students create a list of animals with similar colors and textures. Brainstorming will lead them to more Objective: Students will use photo creative combinations. manipulation skills to synthesize two images by matching colors, textures and shapes to Next, have students look for animal photos. Be create a new, seamless image. mindful of copyright laws. If possible, look for images that are creative commons or have students use their own photos. Materials • Images of animals • Computer graphic application i.e Photoshop Step 3: Photo Manipulation • Drawing tablet (optional) Have students use photo manipulation skills to Motivation blend their two images into one Newimal. Along with cutting and pasting, this project is a great • You might start this lesson with a discussion about way to introduce the concept of layers. You can Chimeras. This word, originally associated with a also teach simple keyboard shortcuts such as mythical beast from ancient Greek, has most Control A (or Command A on a Mac) to select all. recently been used to describe a creature created by combining two or more animal parts. Tip: For best results, have students choose two • You could also discuss the topic of animals in art photos with similar textures and lighting. using Theo Jansen’s kinetic STRANDBEEST sculptures. Tip: Although designed for the computer, this lesson could easily be adapted for a drawing or • For more visual inspiration, check out these painting assignment. completed Newimals

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Lesson Plan Value “Palatable Portraits”

Step 1: Take Photos Each student needs a model, some food to feed to that model, and a camera to take the model’s picture. A bride and groom stufﬁng cake into each others’ faces? A little kid with a plate of spaghetti? A best friend devouring an energy drink? The possibilities are endless.

Step 2: Create Composition Students can make choices about their compositions with guidance from the teacher. Be sure to address issues of cropping, the rule of thirds, background, etc.

Objective: Students will create realistic, Step 3: Draw or Paint! nontraditional portraits that feature This is where your teaching skills and knowledge someone eating or drinking. come into play. If you’re drawing with graphite, focus on shading, highlights, capturing detail, and Materials realism. With colored pencil (like the example here), work on layering, creating solid colors, and • Digital Camera and Printer blending your colors. If you’re painting, talk • Drawing Paper about color mixing, painting techniques, and • Drawing or Painting Materials capturing details. This will be speciﬁc to your classroom and your students, but no matter the Motivation material, you can always share and demonstrate techniques your students can use. • Ask students to think about the following questions: When do you look spectacular eating ! Tip: Don’t ignore the background! Even a simple or drinking? At a coffee shop sipping a latte? At a background can add much-needed depth, fancy restaurant? When do you look terrible context, and visual information that will eating or drinking? Perhaps slumped on the couch, strengthen the piece. the Cheetos residue staining your face and ﬁngers? • Then ask them to think about which of these would make the better portrait and why. They’ll be well on their way to interesting compositions!

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Lesson Plan Space “Panoramic Printmaking”

Step 1: Select a Quality Reference As aforementioned, I ask students to use images they have photographed, observed, or drawn themselves. In my class, this is part of their summer homework, but it can serve as a standalone preparatory assignment as well.

Step 2: Draw, Cut and Motivate Ideally, this project is done with advanced students who have some experience with Objective: Create a linoleum block print at printmaking. It takes a lot of time to draw, and least 24” long, featuring a panoramic image even more time to carve the linoleum, so that is that forms a quality composition. The print where the motivation aspect comes in. I’ve had should include details and/or expressive this project drag on for three weeks--sometimes marks that ﬁll the entire page. even longer--and it is difﬁcult to keep kids working for that long, no matter how much they love the project. I guarantee, though, that if they give it their best effort they will undoubtedly be Materials pleased with the results. Standard Block Printmaking Materials • Battleship Roll of Linoleum and Cutting Tools • Utility Knife to Cut Linoleum Step 3: Print! • Paper (long rolls or larger size paper) The printing process is the same for a panoramic • Printmaking Ink print as it is for any block print, with one major • Brayers exception: we use two people. This keeps the ink from drying when on the block, and it is much easier to handle both the block and the paper Motivation with four hands instead of two. Make sure you have plenty of space to dry these huge prints! • If students work from photos or sketches they have taken themselves, the work will be much Tip: Students should avoid having too much more meaningful. empty space in the prints. Consider adding • In addition, the challenge of a huge printmaking texture, hatching, or other details to break up the block will keep kids engaged and interested. space (van Gogh-esque swirls in an empty sky would be a good example of this type of addition).

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Lesson Plan Design “Self Portrait with a Cartoon”

Step 1: Tutorials This makes an excellent beginner project because it requires only a basic understanding of Photoshop.

Make sure students are capable of cutting and pasting images and using layers and an understanding of the transform capabilities such as scale and rotate are needed. To gain the knowledge needed, have your students run through a few tutorials before starting this project.

Step 2: Creating the Interaction Deciding which character the student wants to interact with is never an issue. Students will quickly select a character. However, deciding on Objective: Students will be able to use photo how the student and the character will interact manipulation skills to synthesize a hand drawn takes more thought. To encourage the students to be creative, have them write a list of 10 or 20 image or cartoon, a photo of themselves, and a ways they could interact with the character. This separate background image. will push their thoughts beyond something common like standing next to the character.

Materials Once they decide on an interaction, they will • Image of cartoon character, photo of self, need to consider how they will pose for their background image photo so as to create the interaction. • Computer graphic application i.e Photoshop • Drawing tablet (optional) Step 3: Putting it All Together Motivation Once the students have their images, all that’s • Begin the lesson with a discussion on cartoons left to do is combine them in Photoshop. They and live video footage in movies. will need to scale and rotate the images. They may need to erase or cut parts out to really bring • Movies selections for discussion could range from Mary Poppins, to Pete’s Dragon, to Who Framed the interaction to life. This is a higher level type Roger Rabbit to today’s computer generated of thinking that can be challenging. movies such as Alvin and the Chipmunks and even The Hobbit. Get more plans | www.theartofed.com HS

Lesson Plan Space “Shadow Art”

Step 1: Set Up Explain to your students that they will be working in teams, manipulating junk to create shadow art on the wall. Leave everything else: what they want to create, the theme of their art, even where they will project the light, up to them.

Step 2: The Junk You will need to formulate a plan for distributing the junk. If you have many items, you might be able to provide a box of junk for each team. If not, you might have all the junk on one table and have the students take turns choosing items from a centralized pile.

Objective: Students will create a positive space image to produce shadow art. Step 3: Taking Photos The interesting thing about this type of project Materials is there is no actual project. It is solely up to the photographer to capture the moment of the • A light source (old slide projectors work great) objects being cast onto the wall in shadow form. • A box of junk The photograph will be the only record. • tape, scissors and other tools to help connect the junk While students are working, it is important to • A camera to capture the final shadow image keep them up to speed on the amount of time left in class so they don’t finish too early or not finish on time. Motivation • To start the lesson, introduce the students to At the end of class, the projectors will be put various shadow artists. away, the piles of trash disassembled, and the box refilled with junk. • Start with the work Tim Noble, Sue Webster, Kumi Yamashita and street artist Ellis Gallagher. Tip: This project is a great way to get in a team • Share images and engage in discussions about collaboration activity in your art room. shadow art.

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Lesson Plan Color “Expressive Skittle Portraits”

Step 1: Set the Stage with History We looked at mosaic artists across time, from byzantine art to current mosaic artists like Christian Faur. There are lots of examples of mosaics created using modern materials such as t-shirts, tinted coffee cups and even rubix cubes.

Step 2: Take and Edit Photos Students posed for photos. We set up a light source to create contrast and value. Each student selected an emotion which was !displayed through his or her facial expression. The photos were imported into Photoshop where we applied a gradient map. This allowed the colors of our photos to match the colors of the Skittles. Next we applied the mosaic ﬁlter. This ﬁlter breaks the photograph down into small Objective: Students will create expressive squares. Each square represents one Skittle. self-portrait mosaics while using self-control These images were printed out in color and to not eat the art supplies. served as references for the rest of the project.

Materials • Digital Camera and Photoshop Step 3: Create Mosaics • Cardboard and White Glue Using their printed images as maps, students • Skittles, lots and lots of Skittles began the process of gluing Skittles. Large sheets of cardboard were used as canvases. Each Skittle was held in place using white glue. Most students Motivation developed a system to correlate the printed image and each Skittle they glued down. It is easy • Look at Christian Faur’s crayon mosaics. to get lost, so they would cross out the square on • Learn about applying Photoshop gradient maps the image whenever they glued down the and mosaic ﬁlters. This is linked to a description matching Skittle. on Ian’s blog. ! • View information about the entire process and Tip: Find a balance with the number of squares look at ﬁnished examples on the Art of Apex blog. you use: too many and you need too many Skittles, too few and the image is unrecognizable.

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Lesson Plan Value “Smashing Faces”

Step 1: Take Photos Break the ice by smashing your own face against the glass and having your picture taken ﬁrst. Then, have students try it. There’s not really a right way to do this, just make sure their faces are pressed hard enough against the glass so that their features are distorted. You can even let students bring in guest models after school.

Step 2: Edit and Print Photos Have students edit their photos, making decisions about cropping and composition. Guide students toward closely cropped images, as they work best for the drawings.

Objective: Focusing on value, students will Step 3: Do Some Drawing! create untraditional portraits based on the ! work of Ana Mendieta. Using a grid or working freehand, have students draw their edited photos. The drawing aspect works really well because of the way it Materials recontextualizes facial features and keeps kids • Digital Cameras from trying to make things perfect. When you • Printer distort features, change proportions, and alter • Drawing Materials visual cues, there’s not a lot of ‘perfect’ left; you can only draw what’s there. These changes can take away the mental block that often holds kids Motivation back while they’re working on portraits. They can work on softening shading, using and blending • Introduce the artist Ana Mendieta. Her values, sharpening details, and whatever other interesting life and her smashed face self- drawing techniques you (or they) may see ﬁt. portraits will draw in any high school student! ! • Let students play around with smashing their Tip: Teenagers are kinda gross. Find some faces against the glass to see how distorted they Windex and paper towels and make sure they can make them. clean the window after each photo is taken.

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Lesson Plan Shape “Social Issues Silhouettes”

Step 1: Social Issues Discussion Begin by discussing, as a class, some of the issues facing our students, our communities, our country, and our world. It may help to look at speciﬁc categories like international issues (war, Middle East conﬂict, human rights), family issues (divorce, abuse, alcoholism), or discrimination (racism, gender bias, income inequality, etc…) and list ideas on the board.

Step 2: Brainstorm and Sketch Students should select one issue that they feel strongly about or to which they have a strong reaction. From there, they can determine the specific images they will use to depict the issue-- without using words--and create a sketch of the silhouettes that will make up their artwork. Objective: Create a silhouette piece that depicts or comments on a critical social issue. Step 3: Cut, Compose, and Glue. Materials Students can then draw their silhouettes on • Pencils, Black Paper and White Paper black paper, cut with an X-ACTO knife, and • X-ACTO Knives and Glue arrange them on a white background. Make sure • Alternatively, students can draw and then fill in silhouettes are arranged in an interesting their silhouettes with marker. composition that fills the page, and ensure that enough detail is present that the silhouettes Motivation clearly depict the social issue. When everything is in order, the silhouettes can be glued down to • Introduce students to the work of Kara Walker complete the project. and discuss as a class. NOTE: Many of her images have very mature subject matter, so do your ! Tip: Have students show their sketches to research first. Use your professional judgment friends, family members, and classmates before when selecting the images you will share. they begin their final project. If the work can be • Ask your students: What role does an artist have understood without explanation, they are ready in the social aspects of society? Does an artist to begin. If the images are too vague or have a responsibility to comment on society? If so, ambiguous, the sketch should be reworked. how can they do so responsibly? Do they have to do so responsibly?

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Lesson Plan Line “Tape Murals”

Step 1: Generating Ideas A good way to generate mural ideas is by asking the class to name a topic that is important to being a teenager in high school. Subjects might include appearance, popularity, money, affection, family, the future and acceptance to name a few.

Once your list is compiled, ask the students to consider these topics and to personally select one or two. Have each student draw in their sketchbook or on paper, creating symbols and images that they associated with their selected topic.

Step 2: Form Teams & Sketching Forming teams can be based on the topics each Objective: Students will work in teams to individual has selected. Group the teams create tape murals using line variation or together and have them review each other’s hatching images. They can then compile a new sketch based on those ideas to use as a roadmap for their masking tape murals.

Materials Before hitting the walls, have students practice with the tape on the table to get used to working • Masking or Painters Tape with this medium. This practice is important • Pencils and paper for practice because creating curved lines with a straight line of tape is trickier than you might think.

Motivation • This group project is perfect for introducing the Step 3: Creating the Murals concept of line variation and hatching. Once a location is decided, (keeping in mind • Show several examples of hatching techniques. contrast and location’s trafﬁc) arm each team Students can practice hatching on paper with with rolls of masking tape and let them go to pencil. This is beneﬁcial so that the concept of work. Circulate around each team and hatching later transitions to the wall murals. For encourage them to use line variation to enhance an artist inspiration, show students the work of their tape drawings. street artist Buff Diss.

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Lesson Plan Value “Tool Drawings”

Step 1: Brainstorm Have students think through a typical 24 hour day, writing down of all the tools they use. From the alarm clock (or phone) as the ﬁrst thing in the morning, to the pillow or blanket as the last thing at night, anything they use throughout the day can be considered for this drawing. I also have an old toolbox full of options. Make sure whatever students choose can be brought in so they can draw from observation.

Step 2: Demo Techniques Students can make choices about composition with guidance from the teacher. From there, they should look closely at detail and try to draw precisely. I show how to use rulers for sharp angles, how to add highlights with an eraser, and Objective: Student will create a realistic different techniques for blending shadows and values. drawing of a tool with well-deﬁned values.

Materials Step 3: Get Expressive • Drawing Paper and Pencils (2B, 4B, 6B) • Erasers During drawing focus on shading, highlights, • Blending Sticks/Stumps/Tortillions capturing detail, and realism. For the background, however, change up the mark making. Practice hatching, cross-hatching, Motivation scribbling, adding incredibly dark values, and • Have students think about all the tools they use whatever other expressive lines or marks throughout the day. Hardware store tools, sure, students want to try. Once they ﬁnd techniques but also toothbrushes, combs, pencils and pens. If they think work with their drawings, they need to it helps get a job done, it can be considered a tool. dive (or sometimes be pushed) in and ﬁnish those backgrounds. • I love to show my students the work of Jim Dine ! so they can see how he juxtaposes clean, precise Tip: Encourage students to add A LOT of detail with expressive, imperfect mark making in contrast between the tool and the background. It order to create incredibly layered and interesting helps accentuate the realism and really makes drawings. the drawings “pop.”

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Lesson Plan Shape “Architectural Reﬂection Prints”

Step 1: Paint Background Paper Have students draw a horizon line on their watercolor paper and use different watercolor techniques to paint above and below the line to create sky and water spaces.

Step 2: Sketch and Indent Have students choose a structure and sketch it on their research worksheet. Then, have them transfer that sketch to the Styrofoam by taping the sketch to the Styrofoam and tracing over it with a pen. Have students add additional buildings or elements around the structure to ﬁll in the extra space on the foam printing plate.

Objective: Create a series of prints to Step 3: Ink and Print portray a famous architectural structure set Demonstrate how to ink and print the foam. within a fantasy cityscape. Students should line up the foam on one side of the paper, print it and then immediately ﬂip it Materials downward to print a “reﬂection” print without re-inking. Continue this process until the entire • Styrofoam printing plates (4”x6”) span of the horizon line has been printed. • Pens • Watercolor Paint Tip: Cutting off the negative space around the • Watercolor Paper (9”x12”) structures before printing gives the prints a • Brayers, Ink Trays and Printing Ink clean, clear look.

Motivation Tip: Suggest students create various backgrounds with the watercolor paint: night • Introduce the lesson with an overview of scenes, colorful sunsets, stormy skies, etc. architectural structures from around the world. The posted worksheet can be used as a guide for Tip: Encourage students to create multiple prints students’ independent research about a particular for reﬂection and process evaluation. structure. • Consider creating a list of structures you would like students to choose from. Get started with this list from AOE.

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Lesson Plan Design “Artist Trading Cards”

Step 1: Brainstorm Give students parameters. Tell students how many cards they need to make and how many they will be expected to share. Outline which materials they can use. Collage is an engaging choice, but any 2D media can work. Once students understand what is expected, have them sketch out a few ideas before turning them loose.

Step 2: Make Cards Have students create their ATCs on top of chipboard (thin cardboard) or other sturdy paper material. A good size is 2.5" by 3.5". With collage, there will be a great deal of cutting, overlapping, and arranging before the work is all attached. Between classes and before gluing, encourage Objective: Create 6 original artist trading students to snap a quick photo of their cards to trade with others. compositions with their laptop or cellphone to use as a reference. Materials • Something to give cards structure: cereal boxes, card stock, actual playing cards, etc… Step 3: Trade Cards! • A variety of collage materials Students have a hard time sharing, regardless of • Glue sticks, rubber cement, or white glue their age! However, trading is a huge part of • Scissors and X-Acto blades ATCs. Try a 33% model. For example, make six • Cutting boards to protect tables cards, two to take home right away, two to • Envelopes to store unattached collage materials display in the hallway display case, and two to • Additional 2D materials like paint, ink or pastels trade with another party. Trades can be within a single class, between two separate classes at Motivation school, or even with students from other towns. • Look at different collage artists and artists participating in ATC swaps. Students could even Tip: To display the students' work, use a nine- put together a Padlet page with their favorites. pocket plastic sheet, the kind used for card collectors. Four students’ ﬁt into the sheet in • Discuss how working on such a small scale spots 1-8. In the last pocket, put a ﬁnal card with requires careful planning. Discuss how students their names on it. will need to build their images from background to foreground. Get more plans | www.theartofed.com MS

Lesson Plan Design “Artist Treehouse”

Step 1: Research and Plan Have students select famous artists, then research the styles of those artists. Students should work to identify major themes in the work.

Using their research, have students plan and sketch treehouses speciﬁcally for their chosen artists.

Step 2: Draw Treehouse Demonstrate two point perspective. Once students are comfortable, have them draw their treehouses using two point perspective. Then, have students add details to the houses that reﬂect the styles of their artists. Objective: Use two point perspective to design a treehouse for a famous artist. Students should also draw the trees around their houses using stylistic elements of their chosen artists. You can see the student that created the example image was designing for Gustav Klimt. Materials • Information about famous artists (books, online resources, etc…) • 12”x18” Drawing Paper Step 3: Add Color and Details • Watercolor Paints Have students paint their images with • Colored Pencils watercolors. When they are dry, students can add ﬁnishing touches with colored pencils.

Motivation Tip: To make the concept of an architect really hit • Discuss the role of an architect. Tell students they home, discuss architectural features of your will become architects for this project. classroom or your school. What design elements do your students notice? • Discuss how architects must pitch their designs. Tell students they will be tasked with designing a treehouse for a famous artist. Knowing the style Tip: Have many different visual references of the artist and what he or she likes will be available from which your students can work. important.

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Lesson Plan Shape “Candy Triptych”

Step 1: Draw/Color Candy On the ﬁrst piece of paper, have students draw their candy in the wrapper with pencils, then color with colored pencils.

Step 2: Other 2 Drawings Have students unwrap the candy, take a bite, then draw and color what’s left on the second !piece of paper. Finally, have students ﬁnish the candy and draw the leftover wrapper on the third piece of paper.

Step 3: Mat Drawings Objective: Student will create a triptych drawing of candy. Students should arrange their three drawings in order on colored construction paper then glue them down, being sure to press the edges well. Materials ! • Candy Tip: This is a great project to teach after a holiday • Viewfinders when candy is on clearance. • White Construction Paper and Pencils ! • Colored Pencils Tip: If a student is drawing a piece of candy and is • Glue and Colored Construction Paper unable to take a bite out of it (like a sucker) have him or her draw the candy out of the wrapper for !the second drawing. Motivation Tip: Students need two pieces of candy that are • Show examples of triptychs to students. the same so they can work on the project over multiple class periods. For my students, it • Discuss how a triptych can change from panel to worked out this way: panel. Day 1: Complete Drawing 1 • Show some examples of hyperrealism for Day 2: Bite candy and work on Drawing 2 inspiration. Day 3: If needed, bite 2nd piece of candy, finish Drawing 2, then complete Drawing 3 • Introduce the concept of a viewfinder and demonstrate how it can be helpful.

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Lesson Plan Color “Chuck Close Grid Drawing”

Step 1: Grid and Draw Students will divide the 4x6 photograph into ½ inch squares. They will divide the 8x12 construction paper into 1 inch squares. Label the top and left row of squares on the photograph and ﬁnal paper. (1-8 for top row, 1-12 for left row.) Students start to draw the portrait on their ﬁnal paper looking at the squares one at a time.

Step 2: Colored Pencils Students will add pattern to each section using colored pencils. The sections are: background, hair, skin, and shirt. Students need to choose 3-5 different tints and shades of the color for each section. Use the colored pencils to add a different pattern to each square of their portrait. Each time they hit a pencil line, they change patterns. They need to work with one set of Objective: Students will draw a portrait in colors in one section at a time. Repeat process the style of Chuck Close using a grid. for each section.

Materials • White construction paper 8x12 Step 3: Outline (optional) • 4x6 Photograph If the different sections are difﬁcult to see, have • Pencils, Rulers, Erasers the students outline the pencil lines of the • Colored Pencils portrait in black permanent marker.

Motivation Tip: Students need to draw lightly when drawing the grid for their ﬁnal paper. Encourage students • Watch the Chuck Close Youtube video, CBS This to look around the classroom to ﬁnd different Morning: Artist Chuck Close writes note to patterns. Rubber band and label their colored younger self. pencils to use for the next class period. • Explain the basics of why grid drawing can help an artist. • Show examples of a completed grid drawing in the style of Chuck Close. Discuss how he uses color and pattern in his artwork.

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Lesson Plan Form “Clay Face Mugs”

Step 1: Sketch and Create Mug Using the activities in the Motivation section as inspiration, students will sketch plans for their face mugs.

Students will begin the bases of their mugs by creating pinch pots, with ﬂattened bottoms. Students will build up the edges of their mugs using the coil method. Emphasize building “up” instead of “out.” Also remind students to smooth as they go, being sure to score and slip for secure coil attachment.

Step 2: Add Facial Features Demonstrate attaching various facial features including eyes, eyebrows, noses, mouths, teeth Objective: Use hand-building techniques to and ears using the score and slip method. Students will work from their sketches and construct mug with 3D facial features. attach their features, giving their face mugs “personality.” Materials • Clay • Needle Tools Step 3: Refine and Finish • Other Clay Tools • Slip/Water Focusing on craftsmanship, students will go over • Glaze or Paint their finished pieces, smoothing and refining. They will then add their names to the bottoms of their mugs. Motivation Dry and fire the mugs, then have students add • Watch the segment of History Detectives: Civil color with paint, glaze, or another technique. War Face Jugs and read excerpts from Dave the Potter by Laban Carrick Hill. Tip: To ensure mugs are sturdy and will dry evenly, remind students that clay should be “no • Review clay vocabulary and construction thicker than their thumbs, and no thinner than techniques and view face jug examples. their pinkies”.

• Demo pinch pot and coil methods of construction, as well as scoring and slipping.

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Lesson Plan Form “Clay Mug”

Step 1: Introduction, Sketch Show examples of clay mugs and discuss different construction techniques like coil, slab, wheel, etc… For this project, students will use slab construction. Brainstorm ideas for mug themes, then have students create sketches.

Step 2: Construction Demonstrate mug construction. Have students roll out long slabs and cut rectangles using the templates. Next, have students wrap the rectangular pieces of clay around the empty pop cans, scoring, slipping and smoothing the edges together. Finally, have students place the pop can on another slab and trace around the mug body to create a circle to attach for the base. Objective: Students create clay mugs using ! basic clay techniques. Have students add details using additive and subtractive methods and different clay tools. You Materials can also show students how to make various handles, like round, braided , slab or shaped. • Pencils and Sketch Paper • Earthenware Clay and Clay Tools • 4.5” x8.5” rectangular templates • Empty pop cans • Glaze or Paint Step 3: Add Color • Paper Towels Add color using glaze. Acrylic paint will work in a Motivation !pinch. • Present a wide variety of mugs in a Power Point Tip: This project usually takes 4 to 5 class presentation periods. One to demonstrate, one to design and sketch and two to three to create the mugs. • Show different mugs available for purchase on etsy.com. ! Tip: Be sure students don’t press down on the • Watch a You Tube video of an artist throwing a pop can, or they could press through the bottom mug on the wheel of the mug. • Tie the project to Ancient Greek pottery

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Lesson Plan Color “Mola Collage”

Step 1: Draw, Cut, Glue. Repeat. Students will look at animal photographs as motivation. Students draw an animal on colored construction paper. Then they will cut out the animal, and glue it to a second sheet of colored construction paper. They will cut a ¼ inch border around the animal. Then they will glue it to a 3rd sheet of paper. Repeat however many times they want. (Option: have students use pencil to draw the ¼ border around the animal before they cut.)

Step 2: Animal Details Students add details to their animals using layered pieces of construction paper. If a detail is very small, they can use extra ﬁne permanent markers for details. Objective: Students will create collage by designing a paper Mola Step 3: Background Pattern Materials Talk with students about how they can use • Colored construction paper 9x12 contrasting, warm and cool colors in their • Scissors patterns. Once they have 3-4 different colored • Glue stick borders around their animal, they need to glue • Scrap paper their animal down to a background piece of • Animal photographs paper. Students overlap the background shapes/ Motivation patterns using the same technique they did with the animal (see above) Cut a ¼ border around • Teach students about the history of the Kuna the shape. Repeat as many times as needed. Indians and Molas. Show examples of Mola Repeat for each shape in the pattern. patterns and designs. • Discuss the characteristics of Molas. How are Tip: Due to how time consuming this project can patterns used in Molas? Why is color important be, keep the ﬁnal 9x12 or smaller. Students can to Molas? What was the purpose for creating also choose their own theme for the Mola. Molas? • Connect to social studies.

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Lesson Plan Balance “Digital Radial Designs”

Step 1: Introduce New Concepts Review symmetrical and asymmetrical balance with the students.

Introduce the idea of radial balance by viewing and discussing different examples. Explain how radial balance is created.

Step 2: Demonstrate

Using a projector hooked up to your computer, demonstrate how to ﬁnd and use the app inspirARTion. Demonstrate how the symmetry feature allows you to select your number of axes before starting drawing. Show the students how to change colors and brushes. Objective: Use technology to create a design with radial symmetry. Create a radial image while the students watch. Discuss what makes an interesting radial design.

Materials • Computers with the free app InspirARTion Step 3: Create • A printer (for printing ﬁnal pieces) or a way to hand in digital artwork. Artsonia’s Classroom Allow the students to begin using the program. Feature works well for this purpose. Watch the magic happen. I have each of my students hand in his or her favorite image using the Artsonia Classroom Feature. Motivation Tip: This program also works well for studying • Introduce or review the concepts of symmetrical symmetrical balance — just use one line of and asymmetrical balance and line of symmetry. symmetry. • Introduce the concept of radial balance. View examples. Nature is a great place to look! Tip: Encourage students to layer different brushstrokes and colors to create rich designs. • Demonstrate the app. This app is mesmerizing to watch and to use. Your students will want to jump in and create right away!

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Lesson Plan Design “Empowered Self-Portraits”

Step 1: Practice Portraiture Use face-mapping techniques to create portraits in proportion. Use a mirror to guide this drawing and practice adding realistic color to eyes.

Step 2: Choose Quotes and Practice Lettering Show a variety of fonts, typefaces, and ways of displaying and designing words. Encourage students to reﬂect on advice they’ve received and write down lyrics and sayings that really speak to them. Sharing these sayings and advice can inﬂuence self-expression, individualism, and bullying. Talk about the roles in a bullying situation, and empathize with each of the roles. Discuss solutions for bullying situations.

Step 3: Draw and Reflect Objective: Create self-portraits with Students will draw themselves from the bridge of inspirational and empowering sayings. the nose to the top of the head in order to place emphasis on the eyes. This leaves room at the top of the paper for students to design their Materials sayings in quote or thought bubbles. • 12” x18” Drawing Paper • Colored Pencils Throughout the project have students reﬂect upon their views of bullying and empowerment. Have them create artist statements describing Motivation why they chose their quotes. Display these in • Discuss and practice portrait skills focusing on the hallway to create a sense of an empowered proportion, realistic colors, and the eye area. community.

• Lead students through a discussion about Tip: I love to introduce this lesson with Sara typography and designing lettering. Bareilles’ “Brave” and Katy Perry’s “Roar”. • Share and discuss inspiring and empowering songs, quotes, and sayings. Have students share their favorite examples as well.

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Lesson Plan Space “Fantasy ‘Bark’ Paintings”

Step 1: Draw After discussing and reviewing landscape composition and types of perspective, students will draw out their fantasy landscapes on sheets of kraft paper. A 1" border may be added around the perimeter. Suggest highly-patterned designs within the border in order to create contrast. Have students outline all pencil lines with a black permanent marker.

Step 2: Paint Demonstrate how to ﬁll in landscape features starting with the background ﬁrst and working towards the foreground. Review color mixing if necessary.

Students can begin ﬁlling in their landscapes, leaving areas intentionally blank to show the Objective: Create landscape with fantasy kraft paper underneath. theme that highlights the use of contrast

Step 3: Outline Materials Once the paint is dry, students can re-outline • 12” x 18” Kraft paper (to simulate bark) their shapes. They can also use the permanent • Fluorescent tempera paint marker to add additional details to their • White tempera paint landscape compositions. • Black tempera paint • Black permanent markers Tip: Since ﬂuorescent paint is being used, the contrast between the paint and paper is quite Motivation intense. Show students how to use this contrast to their advantage by leaving certain areas Compare and contrast linear and atmospheric • within their landscapes free of paint. perspective in landscape artwork. Review the process of one and two-point perspective. • Explore the tradition of Amate Bark Painting, focusing on the compositions seen in the artwork. Discuss the environmental and artistic impact of making Amate paper by hand.

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Lesson Plan Pattern “Fantasy Creature Prints”

Step 1: Draw Students will draw a fantasy creature with marker on a piece of cardboard. The teacher will have the cardboard pre-cut in various shapes. Remind them to draw their character larger than they normally would because they are going to be outlining their lines in glue.

Step 2: Glue Yarn Students will draw with glue on top of their lines. Then they will place the yarn on top of the glue. Two rules: 1. Measure and cut the yarn before you draw with glue. 2. Glue one section/line at a time.

Step 3: Print Objective: Students will create a print of Students will paint their yarn lines with black fantasy creature. tempera paint. Be sure they don’t get excess paint on the cardboard. They will make two Materials prints on white construction paper that is pre- cut and matches the size of the cardboard. • White construction paper & pencils • Black tempera paint • Watercolor paint & paint brushes • Cardboard, Glue & Yarn Step 4: Paint and Pattern • Various colors of construction paper After the prints have dried, students will paint them with watercolor paints. Students will paint one print using warm color and the other using Motivation cool colors. Use mixing trays so students can mix • Talk about and look different characters. Show their own colors. examples of comic book, movie, and video game characters. Have students discuss the purpose of After the watercolor has dried, students will add a character and how to draw one. patterns to the fantasy creatures with oil pastels.

• Demonstrate how different lines, shapes and Tip: Have students practice drawing a character patterns make a character. Have students on a piece of paper before drawing it on the collaboratively draw a character on the cardboard. whiteboard.

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Lesson Plan Space “Yarn and Foil Relief”

Step 1: Draw With Yarn Students should begin by drawing various types of line with a pencil on their cardboard pieces. Using glue, students should trace their lines and then apply yarn to the glue lines. Demonstrate how building yarn up to 3-4 pieces wide can help create emphasis within the work.

Step 2: Glue Tin Foil After the yarn lines are dry, paint glue over the cardboard piece and lay a piece of tin foil on top. The foil should be large enough to overlap the cardboard. Fold over and tape the foil to the back of the cardboard.

Step 3: Add Color Objective: Create a relief sculpture using line and positive and negative space. After the glue is dry, add colored permanent marker to the foil surface. Suggest coloring areas solid as well as blending marker colors by Materials overlapping marker ink areas into gradations or value changes. “Age” the edges of the artwork • Cardboard pieces (9” x 12”) with black or brown shoe polish to create a worn • Tin foil look. • Yarn • Glue Tip: Have students choose and use speciﬁc color • Colored permanent makers schemes to give each project a unique look. • Sandpaper, shoe polish (optional) Tip: Sandpaper can be used to distress the color Motivation and shine of the foil.

• Discuss various types of line and how they can Tip: Dry erase markers can be used as erasers. portray feeling in an artwork. Do the same with Simply color over permanent marker mistakes color and illustrate how color schemes can affect with dry erase marker and wipe off with a wet the overall emotion of an artwork. Consider paper towel. focusing on speciﬁc schemes such as monochromatic, complementary, triadic, etc. as the students move through the lesson.

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Lesson Plan Form “Found Object Sculptures”

Step 1: Drawing Pass out sketch paper, pencils, vine charcoal and erasers. Demonstrate how to draw one of the objects using a pencil. Demonstrate how to draw one of the objects using vine charcoal. Have students spend the class period drawing different objects.

Step 2: Demonstration Discuss how clay can be used to recreate an object. Have a student pick an object for you to recreate. Have a class discussion about what techniques would be best to create that object. Examples of techniques include, coil, slab, ball, etc. Recreate the object. Be sure to discuss the need to score, slip, and smooth when attaching pieces of clay together. Review how to add Objective: Students will create clay forms pattern and texture by pressing into the clay with different tools. using found objects as inspiration.

Materials Step 3: Student Work Time • Found Objects • Sketch Paper, Pencils and Vine Charcoal Students will choose objects they wish to • Clay and Clay Tools recreate and sketch their ﬁnal choices if they • Glaze or Paint hadn’t done so during the sketching day. Students should plan which techniques they are going to use to recreate their objects and decide Motivation if they will make any changes. • Set out different objects before students enter the classroom. Once objects have been created, dried and ﬁred, they can be glazed or painted to add color. • Have students discuss the question, “Are these objects art?” Tip: It works best if you have enough objects for • Ask students to have a conversation about how each student to have his or her own. they would make the objects out of clay. What methods or techniques would they use? What Tip: The objects are to be used as motivation, would they change about the objects? What they do not need to be copied exactly. would they keep the same?

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Lesson Plan Color “Grafti Names”

Step 1: Divide and Draw Students will divide their final paper and their graffiti names into 8 equal rectangles. They will lightly draw their name on their final paper, starting in the center.

They will label each section with the correct color. They will have two color wheels on their paper, one in the background and one inside the letters.

Step 2: Paint Colors Students will paint yellow in the background and letter labeled with a Y. They will add a little red Objective: Students will mix primary colors to maybe yellow orange. Students will paint to create secondary and tertiary colors. yellow orange in the background and letter labeled with a YO. Students will follow the same procedure to paint all around the color wheel. They paint the background then paint the letters. Remind them to paint both sections so Materials they don’t have to go back and remix colors. Walk around to help students make sure they’re • White construction paper 12x18 painting all the sections. • Pencils • Rulers • Tempera paint in red, yellow, blue and black Step 3: Outline with Black Paint Outline the letters and the diagonal lines in the background. If a student had trouble painting the Motivation colors next to each other, I will also have them outline inside their letters. I have also used black • Watch PBS video, The History of American permanent markers in the past, but found the Graffiti. markers wouldn’t last as long once they were • Review color theory with students. Show them used on top of paint. Frame on black paper. how to mix primary colors to make secondary and tertiary colors. Tip: When assessing this project, look for 12 colors to be mixed correctly and painted in the • Demonstrate how to draw Graffiti names. Students will print their names from correct order of the color wheel. www.graffiticreator.net

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Lesson Plan Form

“Grant Wood Ceramic Landscapes”

Step 1: Introduction and Sketch Introduce the artist Grant Wood. Show examples of the landscapes he created. Have students draw a sketch of a landscape in the style of Grant Wood.

Step 2: Create 3D Landscapes Demonstrate how to roll a coil and ball and how to form a cube to make the trees, buildings, and other objects. Cut a each student a slab of clay approximately ½ inch thick. Have students wad up paper towels and place under the slabs to create hills. Students will then combine building !techniques to create the details of the landscape. Discuss the various patterns seen in the landscapes in Grant Wood paintings. Pattern Objective: Create a landscape in the style of examples include shingles on a barn or house, Grant Wood using basic clay techniques. rows of crops, and patterns on trees. Using various tools, have students make patterns and textures in their landscapes. Materials • Grant Wood Visual References • Pencils and Sketch Paper Step 3: Add Color • Earthenware Clay and Clay Tools • Glaze or Paint Have student add color to their landscapes using paint or glaze. If you use tempera paint or acrylic paint, putting a clear varnish on top gives it the Motivation !look of glaze. • Have students view different works of art by Tip: I allow four days for this project: one for the Grant Wood introduction, one for sketching and two to create the landscape from clay. An extra day is needed • Present background information about Grant Wood, perhaps by reading the Getting to Know to add color after ﬁring. the World’s Greatest Artists: Grant Wood book. ! Tip: Have students write their names on the • Watch the video Dropping in On Grant Wood. landscapes using pasta alphabet noodles.

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Lesson Plan Line “Illuminated Initials”

Step 1: Draw Have students use reference materials to design the ﬁrst letters of their ﬁrst or last names. Encourage them to think about the overall design as well as adding details.

Step 2: Transfer and Trace Have students rub chalk all over the backs of their drawings. This works best with the chalk laying on its side (the position a crayon would be in if doing a texture rubbing). Have students rub over the chalk lightly with their ﬁngers to spread !it out over the entire back of the drawing. Tape the drawings, right side up, to pieces of Scratchboard. The chalk side of the paper should touch the black side of the Scratch Board. Objective: Student will create an initial ! With the drawings and Scratchboard taped design based on traditional Medieval motifs together, have students trace their original drawings with colored pencils. This will transfer Materials the designs to the Scratchboard. • Computer Paper and Pencils • Chalk • Colored Pencils and Tape Step 3: Scratch • Shiny Scratchboard • Reference Materials Have students remove their original drawings. • Wooden styluses They will be left with a chalky transfer. Using wooden styluses, have students scratch their designs into the Scratchboard. When ﬁnished, Motivation have them rub their hands over the • Look at examples of Medieval illuminated letters. Scratchboard to wipe away the chalk and seal the designs. • Watch a master calligrapher or illuminator at work. This video by the Getty Museum is a great ! Tip: Because the oils on the skin can make the introduction, taking you through the steps of Scratchboard harder to use, have students keep making an illuminated book in under 10 minutes. an extra piece of paper between their hands and the Scratchboard while working.

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Lesson Plan Design “Keep Calm Parody”

Step 1: Demonstrate and Sketch Demonstrate how to design the poster using your software of choice. I use this lesson as an introduction to using Adobe Photoshop. Show students how to choose and insert an image using a clip art. If Photoshop isn’t available, you can use other design software.

Demonstrate how to make a sketch of the parody poster.

Step 2: Final Design on Computer Students will design their poster on the computer. The ﬁrst step is to add color to the background. The second step is to add words. They need to think about the style, size and color of font they use. Once they have their wording Objective: Students will create a parody of ﬁnalized, they need to insert a clip art image. the Keep Calm and Carry On poster

Materials • Photoshop (Or any other design software Step 3: Other Options including Microsoft Word) Here are some options if computers are • Keep Calm and Carry On poster reproductions unavailable: • Pencils • Sketch paper 1. Students create a poster using paper and markers. Stencils, how to draw books and Motivation photographs or clip art can be used as resources. • Watch the Youtube video, The Story of Keep Calm 2. Students create a collage. Use magazines for and Carry On. Discuss the history behind the lettering and image. Keep Calm and Carry On poster. • Deﬁne what a parody is and show examples of parodies of famous artwork. Show examples of Keep Calm and Carry On parodies. • Discuss how color and images affect design.

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Lesson Plan Form “Mini Monumental Sculptures”

Step 1: Design and Plan Have each student design a shape that communicates an idea or a feeling. Then, have students draw those shapes on two pieces of cardboard and cut them out. These will become the sides of the sculptures.

Step 2: Construct the Sculpture Using glue and the sections of paper towel tubes as spacers, join the two cardboard shapes together. Once dry, have students tape 1 inch strips of cardboard along the open sides. Don't !be afraid to use A LOT of tape. Paper mache the sculptures using the art paste !and strips of paper towel. Objective: Student will work with shape and When dry, paint the sculptures. Have students form to create a miniature sculpture. think about how their color choices will reinforce their messages or ideas. Materials • Cardboard and/or Tagboard • Paper Towel Tubes Cut into 1” Segments • Masking Tape Step 3: Create an Environment • Art Paste (or other paper mache medium) Use construction paper and model magic to • Paper Towels create miniature parks on which to display the • Acrylic or Tempera Paint sculptures. By adding some small plastic art- • Construction Paper lovers, you can really give a monumental feel to • Model Magic (optional) !these miniature sculptures! Motivation Tip: Use exit slips during the planning stages to • If you don't live close enough to a sculpture help students solidify their ideas. garden, show students images of monumental ! minimalist sculptures. Ask students to give each a Tip: When the sculptures are ﬁnished, repeat the title based on its color or form. Have students introductory activity, but this time use the share and compare their ideas. Start a student pieces. conversation about the viewer's relationship to abstract art.

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Lesson Plan Value “Oil Pastel Nature Drawings”

Step 1: Draw Image Students should begin by drawing an image from nature from observation. In addition to ﬂowers, pine cones, shells, animal skulls, etc… make great options. Suggest cropping and zooming in on the image for varied composition.

Step 2: Outline with Glue Students can then trace over their drawing pencil lines with white glue. Small details should be ignored as the glue will run together. The glue outline creates a beautiful organic line quality after it is dry.

Step 3: Fill with Oil Pastels Objective: Create an abstract, blended- Once the glue is dry, have students begin to ﬁll in value oil pastel nature drawing. the white space with oil pastel.

Suggest blending techniques like overlapping of similar hues, as well as more complex methods Materials such as non-directional blending (colorless • Black construction paper blenders and baby oil work wonders as well). • White school glue • Oil pastels To finish, wipe off any pastel from the glue lines. • Various items from nature • Optional: metallic of fluorescent oil pastels Tip: Using a viewfinder can help students practice cropping images.

Tip: The white school glue outline does take 24+ Motivation hours to dry, so plan accordingly. • Discuss nature as subject matter in art. • You could introduce the lesson by comparing/ contrasting Georgia O’Keeffe’s large-scale artwork to contemporary work such as Martin Klimas’ ﬂower explosion photographs.

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Lesson Plan Space “Painted Paper Landscapes”

Step 1: Tear and Paint Paper Students will tear 7-8 strips of paper from one 12" x 18" sheet. On each strip, students should use watercolor techniques that evoke a texture of a particular landscape part. For example, dry brushing works great for grassy areas and plastic wrap makes a great mountain texture.

Step 2: Arrange Landscape Once the paint is dry, students can continue to tear the paper to create more deﬁned parts of a landscape. Demonstrating how to tear a mountain outline is crucial here. Students should position the strips in a way that gives the feeling of space within a landscape by arranging the strips from background to foreground. Construction paper strips can be added in Objective: Create a painted-paper collage between watercolor strips to help create using watercolor techniques to emphasize emphasized areas of space. space and texture within a landscape.

Materials Step 3: Glue to Background • Watercolor Paint With a background piece of paper underneath, • 12” x 18” white paper students can glue down the strips of painted • Construction Paper paper/construction paper starting at the top and • Materials for Watercolor Techniques (salt, plastic working down. Students should take careful wrap, rice, etc…) consideration to make sure only torn edges of • Brushes and Water Cups paper are showing. Trim the sides of the artwork • Glue Sticks with a paper cutter when ﬁnished. Additional torn details can be added such as a sun, snow Motivation caps on mountains, clouds, etc. • Introduce the lesson by practicing various Tip: Plenty of glue is needed to keep strips ﬂat watercolor techniques. and adhered to the background paper. • Show examples of landscape paintings and how texture and space (atmospheric perspective) can Tip: Ironing painted paper strips when dry can be created in art. Examples of Impressionist also help keep artwork from curling. landscapes make a great art history tie-in.

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Lesson Plan Form “Paper Mache Animal Trophies”

Step 1: Sketch and Create Form Students should brainstorm and sketch what forms make up their chosen animal head. Quick sketches on newsprint do the trick.

After sketching, move on to building the form out of crumpled newspaper and securing it with masking tape.

Add a cardboard mount at the bottom of the neck so the animal head can lay ﬂat against the wall when displayed.

Step 2: Paper Mache After the armature is built from newspaper and masking tape, begin the paper mache process. Be Objective: Create an animal head trophy sure to leave a day of drying time in between using paper mache sculpture techniques. each layer (2-3 layers is sufficient). The last layer (3rd or 4th layer) should be small torn pieces of patterned paper. Materials • Newspaper and Masking Tape • Paper Mache Paste Step 3: Add Details and Seal • Patterned Scrapbooking Paper Once the last layer of patterned paper is dry, • Materials for details: flat marbles, faux fur, etc… students should finish their pieces with a sealer • Cardboard and Hot Glue Gun to ensure all paper pieces stay smooth and flat. • Mod Podge or other sealing product Additional features like flat marble eyes or faux fur manes can be glued on using a hot glue gun. Motivation Tip: Adding patterned paper as the last layer of • Begin by looking at the traditional views and the paper mache process speeds up the project history of taxidermy. immensely since no primer or paint is needed. • Compare and contrast this to contemporary No fancy patterned paper? Old sheet music, versions of animal head trophies such as Andreas newspaper or even paper towels can make great Scheiger’s faux taxidermy heads or these popular substitutions. cardboard versions.

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Lesson Plan Shape “Picasso Pop Can Portraits”

Step 1: Can Crushing Have students crush the cans by squeezing them in while bending the tops down. The bottoms of the cans will follow. Step on the cans to ﬂatten them as much as possible. Encourage students to start looking for features in the crushed cans that might resemble all the views in a Picasso- style portrait. The bottom of the can makes a great mouth!

Step 2: Skewed Background Demonstrate how to draw a one-point perspective interior room on the 6” x 9” paper. Contrast how Picasso’s work (e.g. Dora Maar with Cat, Weeping Woman) uses a skewed perspective in the background. Objective: Create recycled art inspired by the abstract portraits of Picasso. Add contrasting patterns on the walls and ﬂoor by drawing with marker and colored pencil.

Materials • Empty soda cans • 6” x 9” pieces of construction paper Step 3: Puffy Paint Detail • Colored markers (permanent, water-based) Students can add facial features and details on • Colored Pencils their crushed cans using permanent markers. • Squeezable paint (such as Tulip brand) They can then go over the details and add others • Hot glue gun with the squeezable paint.

Motivation Cans should dry overnight. Once dry, glue cans to perspective paper backgrounds with hot glue. • Begin by exploring the Cubist works of Pablo Picasso and George Braque. Analyze how Cubist Tip: It may be beneﬁcial to demonstrate artworks show multiple views of the subject in emphasizing one facial feature in the portrait one artwork as well as challenge conventional art over the others since the portraits can become rules such as linear perspective. overcomplicated quickly due to their small size. • Practice drawing a Picasso-style portrait. Picasso Head is a fun way to do this!

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Lesson Plan Form “Personalized Plaster Masks”

Step 1: Plaster Faces Students will work in groups of two or three. Students put their hair into plastic bags and tape along the edges of their faces and chins. They apply Vaseline to their faces and lie on the tables, using mirrors to watch the process. The other students in the groups dip the plaster strips into water and carefully apply 2 layers to the others’ faces. After the plaster is ﬁrm enough, the masks !are removed. Students wipe off the remaining Vaseline and wash their faces. Then, they attach pipe cleaner loops to each side of their masks using plaster strips so that the masks can be hung when ﬁnished and write their names on the back of the masks in pencil. Masks are left to dry for a day.

Objective: Student will create a personalized plaster mask with a theme Step 2: Plaster Extra Features Each student will choose a theme for his or her Materials mask. Using cardboard and rolled pieces of • Plaster Cut Into 1.5”-2” strips and Water Buckets magazines, students will add details. For • Trash or Shopping Bags and Paint Shirts example, students may add ears, animal features • Vaseline, Masking Tape and Pipe Cleaners or horns. Finally, students will cover these extra • Mirrors features with plaster strips. • Vaseline and Facial Soap • Newspaper • Paint and Other Embellishments Step 3: Add Color and Details • Hot Glue Gun Students will design their masks using tempera Motivation or acrylic paint and random supplies you’ve accumulated. They will use the hot glue gun to • Discuss the importance of masks in art history. attach the materials. Talk about the characteristics of masks from other ! cultures. Be sure to show a variety of masks. Tip: These are beautiful when displayed in the • Discuss: What materials are masks made out of? hall hanging from ﬁshing line with artist What are the purposes of masks? What are some statements below. common themes?

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Lesson Plan Color “Pop Art Pets”

Step 1: Draw Pets Using their personal references, have each student create a single drawing of his or her pet on a square of paper. Focus on contour line and breaking down values into shapes. Students may keep their backgrounds plain, or add patterns as an extension.

Step 2: Create Multiples Using a light box or a window, have students trace their original drawings onto multiple squares of paper using pencils. Students that work more slowly may want to make a series of Objective: Student will create a series of two paintings, while students that work more paintings inspired by pop art of either a quickly or that want to push themselves, may special pet or favorite animal. want to make a series of three or four.

Materials Step 3: Paint Pets • Close-up photos of pet or animal faces After introducing or reviewing color theory, have • Pencils students choose a color scheme to work with. • Paper appropriate for wet media cut into squares Complimentary always makes things pop! The • Light Boxes or Windows remainder of the project is spent painting pets • Masking Tape and backgrounds before mounting them all • Acrylic Paint !together on black paper. Tip: This project can get quite long. To keep Motivation things moving, choose smaller paper sizes, • Introduce students to the idea of Pop Art. Talk request students keep the background a single about some of the famous artists, especially those color or limit students to creating series of two. who worked in series. Warhol is an obvious tie-in! ! Tip: These make great gifts for parents or • Show examples of websites that are dedicated to grandparents. Asking students to choose photos the art of turning pets into pop art. Tell students, of special pets that are no longer with them they can make their own! makes the project a wonderful tribute. • Ask students to bring in photos of their family pets, past or present. If students don’t have pets, help them ﬁnd photos of favorite animals.

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Lesson Plan Design “Quilt Prints”

Step 1: Design and Grid Students draw their quilt designs on 4”x4” paper then transfer those designs to linoleum by redrawing or using charcoal. They label each section of the design 1 through 4 and make note of which side is the top with an arrow pointing up on the back. Next, each student gets a piece of 12”x12” construction paper and use a pencil to lightly divide it into 9 equal squares of 4”x4”.

Step 2: Demo and Carve Section 1 Demo the reduction printing method. Students use the linoleum cutting tools to carve out section #1. Once finished, they use a brayer to apply the lightest color of printing ink to the linoleum. Then, they print in the top left square of their final 12”x12” paper. They repeat the Objective: Students will create quilt square printing process in each of the 8 remaining prints using reduction printmaking. sections on the final paper. Finally, students wash and dry the linoleum squares. Materials • Pencils, Rulers and Drawing Paper • E-Z Cut Linoleum (4”x4” squares) Step 3: Carve and Print • Linoleum Cutting Tools Remaining Sections • Printing Ink and Brayers Students then carve out section 2, use the next • 12”x12” Construction Paper darkest color of ink and print in each of the 9 • Newspaper squares on their final paper. When finished, students again wash and dry the linoleum. Motivation ! • Quilts have played an important role throughout Students carve out section 3 and repeat the history. One role is their use as communication printing process with the darkest color of ink, during slavery. Discuss the connection between then wash the linoleum for a final time. quilts and the Underground Railroad with ! students. For a local connection, discuss the Tip: Because the ink needs time to dry, students history of quilts in your city or town. will only be able to print one color per day. If students finish printing, they should begin • Introduce important vocabulary. carving in preparation for the next day.

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Lesson Plan Shape “Radial Printmaking”

Step 1: Introduction Introduce (or review) radial balance. Introduce the steps needed to create a block print. Help students understand that they need to carve away areas where they want the paper color to show and leave areas where they want the ink color to show.

Step 2: Create Printing Blocks Students will need to create one “slice” of a radial design on their printing blocks. Starting in one corner, have students draw out their designs. Then, have them carve their image according to their positive/negative space plan.

Objective: Create a design with radial Step 3: Print balance using a block printing process. Have students mark the center point on the back side of their printmaking blocks. Students should print the block four times on the same paper, Materials making sure to keep the center point in the • Square Carving Blocks middle each time. • Carving Tools • Printing Paper Tip: Once dry, trim prints and mount on colored • Printing Ink paper to finish them off! • Brayers Tip: Some students may need to sketch out a complete radial design first to get a feel for what Motivation a “slice” of a design might look like. I start this lesson with photos of yummy food on • Tip: These would look awesome printed with the board. We talk about how all the pieces of a black ink on fluorescent paper. pizza, an ice cream cake, etc… meet in the middle to make a whole image. • Then, we talk about how images that exhibit radial balance are the same “no matter how you slice it.”

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Lesson Plan Form “Slab Box”

Step 1: Draw a Template First students need to decide what shape they want their box to be. They need to draw the base of their box, life size. Once they have the base drawn, they need cut it out. Then they need to draw the walls of the box and cut them out.

Step 2: Roll Slabs Next, students will roll out a slab on the canvas using a rolling pin and sticks as guides. Once the clay is rolled to an even thickness, students will cut the base, walls and lid of their box. They won’t start constructing it until all sides are cut out.

Step 3: Construct the Box Objective: Students create a ceramic box Students will use the score and slip method to using clay slabs. construct their box. Once their boxes are constructed, they will use the additive and or Materials subtractive method to add detail to their box. Details include, line, shape, and pattern. • Scrap paper • Pencils & Rulers • Canvas • Sticks Step 4: Dry and Fire • Rolling pin Be sure you let these dry out for a long time. • Clay tools & Clay Students tend to make them thicker because of • Glaze or tempera paint all the decoration they add to it. Motivation • Show students examples of 3D ceramic artwork. Step 4: Add Color (Glaze or Paint) • Review and demonstrate different clay Once the boxes are ﬁred, have students add construction and attachment methods used in the color to their boxes using paint or glaze. I use past. Amoco Teachers Palette glazes. • Vocabulary: additive, subtractive, coil, sphere, slab, score, slip, texture, pattern, three dimensional.

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Lesson Plan Design “Superhero Self-Portraits”

Step 1: Practice Have students draw a face on a practice piece of paper and set it aside. Then, use a guided drawing activity to help students draw a generic face using the correct rules of facial proportion. Have students compare their two drawings. Discuss the differences.

Step 2: Design Discuss superheroes and their “normal” alter egos (Batman = Bruce Wayne, Superman = Clark Kent, Iron Man = Tony Stark, etc…)

Have students plan out their superhero alter egos and design superhero costumes to go with them. Have students focus on both form and function. Does the suit need to ﬂy? Stretch? Blend into surroundings? Objective: Use rules of facial proportion to create superhero self-portrait. Step 3: Draw Materials Have the students create a comic book cover featuring their superhero self. Encourage special • Drawing Paper lettering, correct facial proportion, and • Pencils craftsmanship. • Thin Permanent Markers • Colored Pencils Tip: This lesson could tie in nicely with a graphic design lesson focusing on what makes a good comic book cover. It would also be interesting to Motivation see it done digitally. Look at and discuss various comic book covers. • Tip: For students that have trouble with facial Choose both vintage and contemporary pieces to proportion, you may want to provide a few engage student interest and provide contrast. drawn up guides of different sizes to help them • Discuss superheroes and their powers. visualize where features should go. • Ask students: “What would you want as your superhero power? How would you use it?”

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Lesson Plan Line “Surrealist Zentangle Portraits”

Step 1: Find Face, Create Body Students should begin by ﬁnding a magazine portrait (human or animal) and gluing it to their background paper.

Demonstrate how to draw a body/form/ continuation of the magazine portrait then have students do the same. Students can outline in black marker if desired.

Step 2: Add Color Students will create a bleed effect with water- based markers. First, have students outline their shapes in water-based markers. Then, students should go over the marker in each shape with a wet brush, causing the color to bleed. To create value changes, students should blend each color Objective: Create a surrealism-inspired towards the center of the shape it outlines. This piece using collage and Zentangle patterns way, the color will be darker at the edges of the shapes and lighter in the center.

Materials • Magazines Step 3: Overlay Patterns • 9” x 12” gray construction paper Once the marker-bleeding is dry, students • Glue sticks should draw Zentangle patterns over the colored • Water-based markers areas. Encourage high contrasting patterns and • Black permanent markers variation of design. Outline in black marker. If desired, students can also add designs on top of the magazine portion and/or in the background.

Motivation Tip: It may be beneﬁcial to iron or press the • Begin by showing students the work of Dalí, paper after the marker bleeding since the Magritte, and other Surrealist artists. Assist in technique will cause the paper to ripple. helping students discover what makes up a Surrealist work and how artists portray Surrealist Tip: Washable markers do not bleed as well as ideas/themes in their work. regular water-based markers.

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Lesson Plan Value “Typographic Drawings”

Step 1: Sketch Have students select a simple form to draw. Before using the app, have students do a practice version with pencil and paper. Once the image is sketched, have students shade it using different values.

Step 2: Experiment Introduce students to the iPad app TypeDrawing. TypeDrawing allows students to type in text and then “draw” with that text. Demonstrate how it works, including how to change fonts and how to change colors.

Let students play around with the app to get the hang of it. Objective: Use typography to practice using value in a drawing. Step 3: Create Have students create their images on the iPads Materials using the app. Here, they will be combining their • Paper and pencil previous knowledge of value and shading with a • iPads with the TypeDrawing app loaded new tool. Encourage them to build different • Alternately, you can do this project with values within their drawings by layering text on traditional pen and ink. top of other text.

Tip: After they ﬁnish drawing, students can press the “play” button to replay their image being Motivation created. It’s a fun way to end the project! • Study the art of typography. What goes into designing a font? Look at different fonts. Ask Tip: This app could be used in collaboration with students to choose their favorites and explain why the English department, especially with poetry! they chose them. • Review shading and value. • Demonstrate all of the cool effects that students can achieve with the app.

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Lesson Plan Value “White Cups with a Twist”

Step 1: Observe Discuss the shapes that make up a white paper cup (what we think we know). As a warm up activity, have students lay transparencies on top of photos of the cups and trace the shapes. Then, discuss the resulting shapes (what we see). Discuss the difference between drawing what we think we know vs. drawing what we see. Drawing what we see is observational drawing.

Step 2: Brainstorm and Draw After the students have practiced drawing their cups, have them plan what they could do with the cups to make the drawing exciting. Could they add something? Turn the cups into something? Remove parts of the cup? Have students draw out their ﬁnal compositions and add their Objective: Create an observational drawing creative elements. of white cups with imagined details.

Materials Step 3: Add Value • White cups Discuss all the values students can see on the • Photos of white cups cups and discuss how adding those values to the • Clear plastic for tracing , like transparencies drawings will make them appear three- • Markers for tracing dimensional. (You can reﬂect on the shading • Drawing paper used in the photorealistic images here as well.) • Pencils and erasers Have students add values to their drawings using • Blending stumps the blending stubs as needed. Make sure students don’t forget to add shading to their Motivation creative elements as well! • Start by showing some photorealistic images by Tip: Have students create value scales using only artists such as Richard Estes, Ralph Goings and the lightest of values before shading. Audrey Flack. Then surprise students by telling them they are paintings and drawings, not Tip: Having several different cup compositions photographs. photographed and printed can help students • Discuss how much time and effort the artists had come up with their own arrangements. to put in to create such drawings.

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Lesson Plan Color “Abstract Tech”

Step 1: Introductory Activities Show works by Pollock, Kandinsky, and Motherwell. Facilitate a discussion about Abstract Expressionism. Is it art? Why or why !not? Have students debate. Next, play the emotion game: Students view one of the paintings then must assign an emotion to the painting and be able to defend their interpretations using evidence (colors, lines, etc.)

Step 2: Brushster Compositions After demonstrating the features of Brushster ,allow students some time to practice. Each student will then create a ﬁnal composition using color, line and shape to communicate an emotion. Objective: Using a digital program, students will use color and line to communicate a feeling or an emotion. Step 3: Critique and Reflection Using a similar set-up as step one, students will play the emotion game, but this time with their Materials own pieces. Based on feedback, students may • Laptop or desktop computers compatible with choose to use the photo editing software of their Adobe Flash !choice to make changes and then resubmit. Tip: Allowing students time to become familiar Motivation with Brushster before beginning allows them to • Introduce the ideas and artists associated with better use it to communicate. You may want to abstract expressionism. Find reference material use one class period to demonstrate and let here and here. students explore before beginning ﬁnal pieces. Introduce the concept of manipulating art with ! • Tip: Because Brushster requires Adobe Flash, technology. View the Pollock and NGA websites. iPads will not work for this project. • Have students discuss whether or not each of these kinds of art is “real art.” You may even want to set up a debate!

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Lesson Plan Color 12 Hue Color Wheel

Step 1: Trace and Lines Trace a 6x6 template in all 4 corners of your 12x12 white paper. This will provide you with a central point. Divide each quadrant using a ruler with 2 more lines. This will give you 12 total spaces in a radial design.

Step 2: Labeling Label your Color Wheel with Primary, Secondary and Intermediate colors around the outside edges, using a small color wheel to guide you.

Step 3: Paint and Cut Using a mixing tray, mix 2 primaries to create a secondary. Paint in the primaries and secondary. Objective: Students will mix primary colors to Next, use that secondary you mixed to create an create both secondary and intermediate colors. intermediate. Repeat process until you have gone around the whole wheel. You may use a color wheel to look at while you mix. Learn to use Materials the wheel as a tool to help you! • White construction paper 12x12 When wheel is dry, fold into fourths. Cut around • Tempera Cake Paint in Red, Teal and Yellow the edge in a design like a paper snowﬂake. • Scissors / Ruler Unfold and glue to the black paper. • Black Paper cut 12x12 • Card-stock that is cut 6x6 Tip: When evaluating this, the teacher should look for all 12 colors to be different and accurately represented in the correct order of Motivation the color wheel. • How do the primary colors mix to create secondary colors. Show students how to read a color wheel. How do you know what colors to mix to create new colors. Use the wheel as your tool. • Walk students through he process of mixing colors. Talk about starting with the lightest color ﬁrst.

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Lesson Plan Line “Aboriginal Bark Painting”

Step 1: Tear Paper Start with the brown piece of paper. Have student carefully tear away all of the straight edges around the paper, making it look as if it’s bark. Try to keep the paper as large as you can, by only tearing small bits off the edges.

Step 2: Drawing Choose an animal to draw. I give students a visual library of examples of animals. You will only be drawing the contour our outside edges. Try to make it large and as accurate as you can.

Aboriginal artists drew in X Ray Vision style inside of their animals. Imagine what might be inside the animal. You can draw realistic things or use your imagination to draw shapes and Objective: Students will create an accurate designs. Outline both the contour edges and contour line drawing through the production of inside details with a black Sharpie marker. aboriginal art. Using construction paper crayons, color the Materials inside details of your animal. • Brown Const. paper 12x18 • Sharpie markers and Construction Paper Crayons • Animal Example pictures Step 3: Dot Paintings • Red, Black, White and Yellow tempera paint Now you will paint the contour edges of your • new Pencil erasers animal with four layers of dots. Using the eraser of a pencil, dip it in the paint and make dots all Motivation the way around the animal. Repeat with all four • Show students examples of Aboriginal bark colors. Now, choose one of the colors to go paintings from Australia. Aboriginal art starts around the contour edges of the paper, if you with an animal drawing. Then, artist would draw have room. as if they could see through the animal in X Ray Vision. Then, dots are added. Tip: Assess this based upon the accuracy of the contour line drawing. Does it look like the • The colors that are most often used in Aboriginal animal? art are red, black, yellow and white. Why do you think?

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Lesson Plan Form “A Playful Portrait Pairing”

Step 1: Set the Stage View and discuss images of Marisol Escobar’s work. Look at examples, including past student examples, if you have them, and review deﬁnitions of relevant vocabulary including the words “form” and “assemblage”. Have a discussion about the fact that creating three- dimensional work requires artists to make conscious decisions about what to put on each side, as the work can be viewed in the round.

Step 2: Prep Model Magic and Start Foldify Have each student create 3 cubes with model magic. Leave these to dry for the next class period. Next, have students make a sketch of Objective: Student will create two different !what will need to be on each side of each cube. three-dimensional self-portraits Demonstrate using the app Foldify. When students are done with the model magic prep, Materials have them start Foldify portraits using the iPads. • Model Magic (3, 1oz packages per student) • Craft glue • Fabric • Yarn Step 3: Finish Both Portraits • Permanent Markers Demo how to wrap the model magic cubes with • Found objects fabric (like presents). Have students add details • Technology: iPad and Foldify app with yarn, markers and found objects. When all cubes are ﬁnished, glue them together. Then, Motivation !have students ﬁnish up their Foldify portraits. • View and discuss Marisol Escobar’s artwork and Tip: Encourage students to work on one model role in the art world. magic cube at a time. • Discuss the difference between shape and form, ! and the difference between collage and Tip: Adding shoes to the model magic portraits assemblage. allows them to stand. • View previous student examples.

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Lesson Plan Shape “Bean Mosaics”

Step 1: Draw Shape Have students choose one geometric shape to draw in the center of their cardstock. This can be done freehand or with tracers. Make sure the shapes are neither too large or too small.

Step 2: Outline Shape Using muffin trays, make kits for students to share. For each kit, place a different type of bean in each section of the tray. Include a variety of sizes and colors. Lima beans, pinto beans, black beans, white beans and even other !legumes like lentils or peas all work well. Have students start by putting a line of glue around their original shape and following that line using one type of bean. Objective: Students will create mosaics, focusing on shape and pattern, using beans. Step 3: Create Pattern Materials Students can create patterns of their • Cardboard or Thick Cardstock, 6”x6” choice, building out and around the • Pencils shapes until they reach the edge. Students can • Glue do a border design as well. The goal is to fill in all • Variety of dried, uncooked beans of the white space with beans and have !an intentional pattern created. Motivation Tip: These look great displayed together with • Review geometric shapes and patterns. !black borders as a mural in the hallway. • Use this project as an introduction to mosaics. Tip: By simplifying the designs, you can adapt this Show different examples of mosaics throughout lesson for students as young as 1st grade. art history. One example would be mosaics from ! Ancient Greece. Tip: You may find yourself running to the store • Zoom in on mosaics to show how mosaic images for more beans. Keeping the work smaller will are made up of many smaller parts. cut down on materials cost.

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Lesson Plan Design “Chinese Dragons”

Step 1: Draw and Paint Have students draw large dragons on the tagboard, concentrating on the outline and major details (eyes, mane, spikes, etc…).

Using various warm colors, have students paint their dragons. Emphasize neatness as it will make Step 2 easier. Students may want to paint each section twice to hide brushstrokes.

Step 2: Trace and Add Details When the paint is dry, have students use permanent black markers to trace their drawings to add contrast.

Using permanent markers, metallic markers and/ or metallic colored pencils, have students add Objective: Students create original dragons details to their dragons such as scales, spots, inspired by Chinese New Year. spikes, or stripes. Materials • 12”x18” tagboard and Pencils Step 3: Background and Mount • Tempera Paint in Warm Colors Have students carefully cut out their dragons. • Permanent Markers and Metallic Colored Pencils Have students use gold paint and Koosh balls or • 12”x18” Black Construction Paper fake ﬂowers to stamp ﬁreworks onto pieces of • Gold Tempera Paint and Stampers black construction paper to create backgrounds. • 3D-Os or Glue sticks Using 3D-O’s or glue sticks, have students attach their dragons to the backgrounds. Motivation • Introduce students to the traditions of the Tip: Make sure students don’t add too many Chinese New Year Celebration. The book The spikes to the outside so cutting out doesn’t take Dancing Dragon is a fun book to use. forever.

• Watch YouTube videos of dragon and lion dance Tip: You can do cutting and backgrounds on the competitions and/or of Chinese New Year same day. Set up a few stations to stamp parades. backgrounds, while the rest of the students • Demo how to draw different dragon parts and work on cutting. have students practice.

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Lesson Plan Form “Clay Cartouche”

Step 1: Practice Hieroglyphics Students will use reference sheets to practice writing their names in hieroglyphics. I give the students the option of writing their ﬁrst names, last names, nicknames or initials.

Have students practice their hieroglyphics fairly small to ensure they can ﬁt their designs on the clay slabs.

Step 2: Create Clay Cartouches Cut students slabs of clay approximately Objective: Students will use Egyptian 3”x8”x1/2”. Have students gently pound the slabs with their palms to ﬂatten them slightly. Hieroglyphics to create original name designs. On the back, students should write their names in English letters. On the front, students should write their names in hieroglyphics using the Materials small wooden sticks.

• Red or white clay After creating their names with hieroglyphics, • Small wooden sticks have students design decorative borders for • Metallic paint their pieces. As an option, you could add two • Hieroglyphic alphabet reference sheets holes to the tops of the pieces so they can be hung after ﬁring.

Motivation • Show examples of Ancient Egyptian writing. Step 3: Paint with Metallic Paint Images of tombs are especially engaging for After ﬁring, have students use metallic tempera students. paint to highlight their designs. • Show different examples of cartouches. A cartouche is an oval-shaped Ancient Egyptian Tip: I found the reference sheet I use with name design often created for an important students by googling “simple Egyptian person. Hieroglyphics.” • You could even create a secret message made with hieroglyphics for students to decode before the lesson starts!

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Lesson Plan Form “Clay Cupcakes”

Step 1: Construct the Bottom First, students make the bottom of the cupcake. I purchased silicone cupcake liners that are re- usable. They make a pinch pot and then press it into the mold. Turn it upside down to peel the ﬂexible mold back! A perfectly sized cupcake bottom that is realistic in size.

Step 2: Construct the Top Next, students start on the top of the cupcake. They make a small pancake slab and cut it it to ﬁt on their bottom. Then, they make a small coil they attach the bottom of that pancake. This will keep the top from sliding out of the bottom.

On the top of their pancake, students can design the top of the cupcake. I demonstrate several Objective: Student will use slip, score, pinch methods to design the top. Students choose what they want to do. I demo a large coil, a pinch and coil to create a 3D work of art. pot you can carve away at, and how to pinch up the top to design it how you choose. Some kids Materials add cherries, candles or even little ﬁgurines. • Clay (any kind!) • Clay Tools • Glaze Step 3: Glaze • Silicon Cupcake molds After they dry, and come out of the kiln, students paint the bottoms white. This gives the cupcakes a uniform look when they are displayed together. Motivation Then, we glaze the tops. I use Speedball Low Fire • Talk about Thiebauld and the subject matter he Glazes. created with (Food)! Tip: For the design, I tell the students to please • Talk about and review the different types of clay choose a color scheme, instead of making it look attachment and construction methods from the like a rainbow exploded on the cupcake! It helps past years. them plan our their design better and make them • Vocabulary includes: Coil, Slip, Score, Pinch and look a little more reﬁned. I limit to 4 colors. Pull.

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Lesson Plan Space “Collaborative Mural”

Step 1: Drawing in Pencil After dividing into groups of 3-5 students, it works best to give each group a theme. You could give each group the same theme such as “Spring” or “Friendship” or give each group something different based on classroom studies such as “countries around the world” or “habitats.” Designate a few minutes of planning time WITHOUT pencils, and then have them start drawing.

Step 2: Trace in Sharpie Because students will be adding paint, I ﬁnd that having students trace over their pencil lines is a Objective: Students will work collaboratively nice middle step. Alternately, you could have to create original mural designs students paint ﬁrst and do some outlining later.

Materials Step 3: Paint Murals • Large paper (I just rip off large pieces of roll paper) • Pencils Discuss where students might want to use • Sharpies different sizes of brushes, large for larger areas • Cake Tempera Paint and/or watercolor paint and small for smaller areas. I love tempera cake • Various paint brushes paint for this project, but watercolors or liquid watercolors would work well too. Encourage Motivation students to paint slowly and carefully and to all be on the same page before painting any large • Show students examples of Diego Rivera’s (or your background areas. favorite muralist’s) work. The book Diego by Jonah Winter is a great resource. Tips: It usually takes my students one class • Discuss how working in a group is different than period to draw, one to trace and one to two class working alone. All students’ ideas must be periods to paint their murals. Instead of rafﬂing included; all art styles must be celebrated. off murals or cutting them into sections to send Thoroughly frontloading these topics really helps home with students, consider taking and printing with disagreements later in the process. You may photos of the murals for students to keep want to role-play different situations that may instead. arise: What if two students want to draw in the same space? What if someone has a different style than someone else?

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Lesson Plan Color “Color Wheel Fish”

Step 1: Paint Students divide a piece of 12”x18” white construction paper into 12 equal parts, one for each color of the color wheel. Students will paint the 3 primary colors, mix and paint the 3 secondary colors, and mix and paint the 6 intermediate colors. Let dry.

Students can also use blue tempera cakes to paint wavy blue lines on their blue backgrounds during this step.

Step 2: Construct Shark Students will create a collage shark mouth and head with construction paper. Encourage students to draw the shark vertically, and incorporate the existing edge of the page. This straight edge will help students line up the Objective: Use the primary colors to mix the shark’s head with the blue background. secondary and intermediate colors. Materials Step 3: Create Fish, Put Together • Red, Yellow, and Blue Tempera Paint • Paintbrushes and Palettes When the paint is dry, students will draw fish • Paper Towels with Sharpie on top of their painted colors. • Gray, White, and Blue Construction Paper There should be 12 different fish, one for each • Sharpies, Scissors, and Glue color of the color wheel. Students will cut these fish out and glue them in color wheel order to Motivation their blue background, swimming away from the shark. • Lead students through a discussion about color mixing and color theory using an interactive color Tip: Display a variety of color theory visuals wheel. Students will familiarize themselves with during this unit. Students will examine them color vocabulary with this activity. often. • Additional preparation and demonstrations can include short color theory videos, books, Tip: Encourage peer discussion throughout the worksheets, or mixing demonstrations. project. Problem solving together will help make color theory more concrete.

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Lesson Plan Form “Day of the Dead Skulls”

Step 1: Intro, Make Sketch Introduce Day of the Dead. Show examples of sugar skulls eaten by children during the celebration. Have students make their own skull design sketch.

Step 2: Cut out Shapes, Label Cut each student a slab of clay approximately ½ inch thick. Students trace skull shapes onto their slabs and cut them out with needle tools. Have students label their skulls with their names and smooth out the edges.

Step 3: Add Detail, Glaze Objective: Students will create unique Day Using small, wooden styluses, have students of the Dead skull designs using basic clay press their skull designs into the skull shapes. techniques. Students may also add small clay decorations to build up the forms of their skulls. After skulls are Materials dried and ﬁred, add color using paint or glaze. Day of the Dead visual references • Tip: I allow three days for this project, one for the Pencils • sketch, one for prepping the skull shapes and one Sketch Paper • for adding decoration. • Skull tracers made from tag board Earthenware Clay • Tip: Dry these pieces very slowly under layers of Various Clay tools including needle tools • newspaper to prevent cracking. If a crack does Glaze or Paint • occur, just tell the student it looks like a cool “ancient” skull. Motivation Activities could include: Tip: In addition, sometime during the project, I like to have students compare and contrast Day • Presenting images in a power point of the Dead and Halloween. In this way, they • Reading a Day of the Dead book such as Day of really grasp the concept that Day of the Dead is the Dead by Tony Johnston or Clatter Bash! A not a scary holiday, but rather a beautiful Day of the Dead Celebration by Richard Keep, celebration of people’s families. • Watching a Day of the Dead Video.

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Lesson Plan Shape “Frank Lloyd Wright Homes”

Step 1: Create House Have students choose one American architecture style to focus on. Create handouts with examples for students to use as inspiration. Consider including styles such as Prairie, Log Cabin, Ranch, Colonial, or Victorian. Have each student choose a 12”x18” piece of construction paper for his or her home and draw out the main shape using a ruler. Encourage original designs. Students can then begin to add details.

Step 2: Add Texture Talk about texture and the different materials an architect might use to design a home. Have students add at least 3 real or implied textures using colored pencils, markers or collage. Have each student cut around the perimeter of his or her finished house. Objective: Design home and environment inspired by American Architecture Step 3: Add Background and Materials Environment • Variety of Colored Construction Paper, 12” x 18” Talk about what it means to be a landscape • Pencils, Rulers and Glue architect. Have students choose a 12”x18” paper • Markers and/or Colored Pencils for the sky color, and cut another paper in half to use for the ground color. Have students choose colors that fit their environments, glue them together and glue the houses on top. Then, have Motivation students add at least 3 landscape elements to • Look at images and take a virtual tour of Frank the home using materials of your choice. Lloyd Wright’s Falling Water. Talk about how it fits with the surrounding environment. Tip: To assess, ask students to point out the 3 textures they used, and tell you what style of • Read some fun facts about Frank Lloyd Wright’s life and work and go over architecture vocab. architecture they chose for their home designs. • Show a few American architecture styles to Tip: If students finish early, they can create floor students and ask if they’ve seen examples in their plans for their homes. communities.

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Lesson Plan Design “Funky Chickens”

Step 1: Folk Art Drawing, Coloring Review the characteristics of folk art and introduce some folk art motifs. Have each student draw a chicken shape that fills the paper. The weirder or funkier their chicken looks, the better, that’s folk art! Have students trace over their lines with Sharpies for better definition !when translating to the digital format. Have students add color to their drawings. The more colorful, the better! Encourage students to blend colors, add patterns, and fill the background.

Step 2: Percolate! Have students use the iPad to photograph their chickens in the Percolator app. Using the toggles Objective: Students explore the relationship at the bottom of the screen, students can between traditional and technology-driven art. customize the look of their percolated chickens. You may have them do two or three, then choose the best one to print. Materials • 12”x18” Drawing Paper and Pencils • Colored Pencils or Oil Pastels Step 3: Reflect, Compare, Assess • Sharpie Markers • iPad with Percolator app Ask students to think about their own traditional and non-traditional pieces: Which process did they enjoy more? Why? What is art? What is not Motivation !art? Why do they think that way? • Introduce ideas of folk art: community-based, Tip: Extend the lesson by having your students often decorative, self-taught artists, etc… Use use particular color schemes such as analogous www.folkart.org as a reference. or complimentary colors. • Introduce concept of manipulating art with ! technology. Show this clip about Percolator. Tip: Have students write down their thoughts about the differences between traditional and • Facilitate conversation about whether or not each non-traditional art to display with the pieces. of these kinds of art is real art. Have students take part in a debate.

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Lesson Plan Color “Impressionism Painting”

Step 1: Painting the Water Show how to hold the brush in different ways in order to make different sized marks. There is no “How to Draw” or “Follow Me,” just an open demonstration allowing the students to make marks that ﬁts in with an impressionistic style.

Start at the horizon line and work your way down, ﬁlling the whole paper with brush strokes. Be sure to leave some paper showing in between!

After adding some blue and purple “brush strokes” in the water, demonstrate how to take white paint and go over your already wet blue paint to create a tint. Show where the light might be hitting the water when you add white. Never wipe off or rinse your brush. The depth of color will be much better this way. Objective: Students will create a unique painting in an impressionistic style Step 2: Painting the Trees Next, you will use the exact same technique to Materials create trees above the horizon line and reﬂect • Blue construction paper 12x18 them below in the water. Add in white to show • Tempera paint: White, Blue, Purple, Green the light hitting the objects. • Brown/Grey Construction Paper

Motivation Step 3: Collage Design your own unique bridge using • “Today we are going to learn to paint like an impressionist.” construction paper, and some construction paper water lilies and tissue paper, and you have • Why approach it this way? Because students an impressionist painting! value content they can use again. They want to know WHY they are learning something, not just a Tip: To assess, ask students if they can “follow me and you will have an impressionist independently show you the steps to create a painting.” painting in an impressionistic style.

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Lesson Plan Design “LEGO Self-Portraits”

Step 1: Practice and Sketch Provide a variety of visuals featuring LEGO mini- figures, LEGO faces, and LEGO hair. Discuss how drawing LEGO features differs from drawing realistic features. Have students sketch the basic LEGO mini-figure body and then decide upon a facial expression and hair style true to LEGO design. Students can then design and draw an outfit that they currently wear.

Step 2: Begin Final Drawing Discuss and approve sketches with each student. Once they are working on the final drawings, encourage students to draw large to fill the paper. Once the LEGO figures are fully sketched in pencil, have students trace with Sharpies. This step will help the figures stand out against the Objective: Students will develop LEGO background. Discuss proper colored pencil techniques and demonstrate how to create mini-figures that resemble themselves. smooth, blended color. Then, have students fill the LEGO-figures with color. For authenticity, keep the standard yellow for “skin.” Materials • White Drawing Paper • Pencils, Erasers and Sharpies Step 3: Add Background • Colored Pencils and Watercolor Paints Students will sketch a background with pencil, then fill the large areas with watercolor. Details are encouraged. Students may highlight or Motivation outline areas in the background with colored • Have students watch a video featuring LEGO pencil so there is contrast. Encourage students artist Nathan Sawaya. to work their way around the page so that colors don’t run together. • Have students practice creating the basic LEGO ! mini-figure body and observe and sketch a variety Tip: Remind students to “draw light until they’ve of different LEGO facial expressions, hair, and got it right” to help keep the final pieces looking outfits. neat.

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Lesson Plan Shape “Matisse Underwater Collage”

Step 1: Make Background Have students cut the blue scrap paper into different geometric shapes. Once they have a variety of shapes, they can glue them to their 9”x12” blue construction paper.

Step 2: Cut Organic Shapes Have students look at different sea animals and sea life in books. Notice how they are organic shapes. Demonstrate “drawing with scissors” by creating a few organic shapes in front of the students. Encourage students to practice for a bit before cutting out their final sea shapes from white paper. Objective: Use organic and geometric shapes to create a Matisse- style collage. Step 3: Put it All Together Have students glue their organic sea shapes on Materials top of their geometric blue backgrounds. • 9”x12” Dark Blue Construction Paper Encourage them to think about composition. • Tints/Shades of Blue Construction Paper Scraps Give students a goal to meet. 5 shapes usually fill • White Construction Paper the space nicely. • Scissors and Glue ! Tip: To take this project a step further, challenge students to create some sort of pattern in their geometric blue background. Motivation ! • Watch a video on the life and work of Matisse. Tip: Although the point is to “draw” freehand with the scissors, some students may feel more • Discuss how his disability didn’t stop him from comfortable drawing their shapes at first. making art, but just made him have to work in a Encourage them to be detailed, but not make any different way. part of their shapes too small. • Show how he “drew with scissors” to make organic shapes in his artwork.

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Lesson Plan Shape “Maya Names”

Step 1: Practice Glyphs Have students practice writing their names in Maya glyphs. You may want to have students work in partners to help each other ﬁgure out the symbols they need to use.

Step 2: Sketch and Trace When students have created designs they like using the phonetic sounds of their names, have them sketch the designs onto the tagboard. !Make sure to have students ﬁll the whole space. After sketching, students should trace their designs with black permanent markers.

Objective: Students will create original Step 3: Add Color name designs based on Maya glyphs. Review warm and cool colors and the concept of a gradient. Demonstrate how to blend colored pencils. Ask each student to choose either a Materials warm or cool color scheme. Using the colored pencils, have students fill in their glyphs, creating • Pencils and Black Permanent Markers gradients with the colored pencils. • Smooth Drawing Paper or Tagboard, 6”x6” ! • Good Quality Colored Pencils Tip: If you can swing it in your budget, • Reference Materials for Students (easily found Prismacolor colored pencils make this project with an internet search) !pop. Motivation Tip: These look spectacular when displayed in grid form. • Investigate the writing system of the Mayan people. Discuss how the Maya wrote with glyphs ! Tip: When finished coloring, students may want arranged in different configurations. to add some texture to the background of their • Discuss how some Maya glyphs are phonetic. glyphs with neutral colored pencils to simulate Practice writing a few names together using your stone. choice of reference materials. • Review warm and cool colors.

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Lesson Plan Value “Meet Me in the Middle”

Step 1: Practice and Sketch Set up a face using face-mapping lines and techniques. Review how to draw realistic eyes, ears, noses and mouths using these lines to help with proportion. Practice realistic hair, using a variety of lines for the strands.

Step 2: Set Up Drawing Hand out the students’ cropped faces. Use a ruler to line up their eye line, nose line, mouth line, and brow line based on the half of the photo that is there. Have students study the shape of their face and work to make it symmetrical, but not a perfect oval. Once these face-mapping lines are drawn, students may add their realistic features. Objective: Explore facial proportions and value shading to complete a self-portrait Step 3: Fill in Values Materials Have students create a simple value scale of 5 – • Grayscale image of each student, printed on 7 grays. They will use this to help determine the 8.5”x11” paper, cropped down the middle pressure needed when matching and drawing • Pencils and Erasers the different values on their faces. Students are • Mirrors (optional) encouraged to start their shading lightly and !smooth the pencil lines with their ﬁngers. Motivation Tip: Encourage students to “draw light until • Teach or review how to draw facial features. !they’ve got it right”to minimize eraser marks. • Discuss symmetry and asymmetry. Tip: Sometimes it’s easier to see value changes if • Have students observe and investigate the you squint your eyes. Encourage your students different values in their photographs. to do this if they are having trouble seeing the changes in value on their photographs. • Demonstrate and practice shading. Using “real” drawing tools is a big motivator for elementary students!

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Lesson Plan Space “Negative Space People”

Step 1: Draw Students will draw 3 human forms, one on each square of colored paper. The form needs to be proportional and touch at least two sides of the square. No two forms can be the same.

Accommodations: Use 3 different colors of paper squares, use human form models, human form tracers may also help.

Advanced options: challenge students to design 3 movements of one activity (for example: a cartwheel, sports play, high dive, etc.), connect all their ﬁgures in some way or try more than three.

Step 2: Cut Discuss the importance of cutting carefully and Objective: Students will draw various line with good craftsmanship. Students should cut types to create a composition. out all three human forms. Make sure to KEEP ALL THE SCRAPS. Materials • Black Construction Paper 6 X 18 • Various Colored Construction Paper 5 x 5 squares Step 3: Layout Series & Glue • Pencils, erasers Students will lay out all the negative space • Scissors and Glue (scraps from each square) to create a 3 person series. Series can be horizontal or vertical.

Motivation Quick tip: It helps to use the human form to put • Introduce the work of artist Keith Haring. the negative space pieces together and then Discuss proportion of the human body and remove it before gluing. positive/negative space. Students could practice sketching each other as models. They should glue the side with the pencil lines down and leave a ﬁnger width between all edges • You can have a lot of fun with this activity by of the squares and the black background paper. relating it to extracurricular activities or the Olympics!

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Lesson Plan Space “O’Keeffe Flowers”

Step 1: Drawing the Object Have students choose an object from nature to !draw BIG. Here are 5 tips to help kids draw larger. • Tell them the ﬂower feel off right off the paper! • Students MUST touch all 4 sides of the paper with their object • Give several examples and non examples of what is the right size and what isn’t • Give students many different examples of TYPES of ﬂowers to ensure variety • Review the word OVERLAPPING and talk about how petals overlap

Step 2: Sharpie & Color Planning After students outlined with Sharpie, I had them also define some parts with colored watercolor Objective: Student will understand use of markers. Then, the filled in the spaces with “Space” in artwork by drawing large. watercolor. If students choose a cool color for the flower, I asked them to do a warm background. If they had a warm colored flower, I Materials asked for a cool background. This was a great review of Warm and Cool Colors for the • White construction paper 12x12 students as well. • Pencil and Sharpie Marker • Watercolor Paints

Step 3: Paint Motivation Allow students to paint independently, knowing • Talk about Warm, Cool and Neutral Colors. the color rules and having color planned ahead of Review the Color Families. time. Students as young as 2nd grade can do this. • Introduce the artist O’Keeffe and talk about how ! she used very little background space in her Tip: You can assess students on both their artwork. knowledge of warm and cool colors AND their ability to use the entire space of their paper to • Talk about the subject matter she created with. create a large design.

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Lesson Plan Shape “Optical Illusions”

Step 1: Demonstration Show students the basics of starting an optical illusion. When you change the shape or change the pattern, an illusion will result. Give students a handout with a variety of background options.

Step 2: Drawing Choose a pattern for your background. You could do stripes, a checkerboard, zig zag, etc. It is your choice, but the background should cover the entire paper. Map this out in pencil ﬁrst.

Choose 2 or more shapes to layer over the top of your background. The pattern inside the shape must be different from the background pattern. Make your marks in pencil ﬁrst.

Objective: Students will use lines and Label using an X or small line every other section shapes to create an optical illusion in both your background and shapes. The areas with a mark will get colored in black. The areas without will stay white. Its important to label Materials because this will prevent any mistakes when you start in permanent marker. • White construction paper 12x12 • Sharpie markers • Ruler and Compass • Variety of shapes to trace Step 3: Sharpie • Erasers Using a black permanent marker, carefully color in all of the sections you marked in pencil. If Motivation there are mistakes along the way, whiteout works great. • Show students examples of Op Art, such as works by Victor Vasarely from the 1960’s. The goal of this is to trick the eye. Hold your • The goal of Op Art was to fool or trick the eye by paper back for a neighbor. Does it fool their eye combining and layering different shapes, patterns or make them dizzy? Did you change pattern and lines. Black and white were often used. each time you created a new shape?

• Where have you seen optical illusions in your everyday life?

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Lesson Plan Color “Chalk Pastel Silhouette”

Step 1: Draw the Silhouette Each student will brainstorm a winter scene and then draw an outline. The scene can tell a story. Students should keep the scenes simple and avoid details. The scenes should take up 1/3 of the bottom half of their papers. If students draw inside their outlines to help them, it’s ok because they will ﬁll the shapes in with black paint later.

Step 2: Paint the Silhouette Black Students will paint in the entire outlines with black using tempera paint. They should be sure to keep as much detail as possible by painting carefully and extend the black all the way to the bottom of the papers. Let the black paint dry.

Objective: Students will use value to create a winter silhouette. Step 3: Create the Sky Materials Choosing a color scheme of either warm or cool colors, students will use chalk pastels to show • White construction paper 12” x 18” value in the sky. The lighter color will highlight • Black Tempera Paint the most important part of the drawing, and • Chalk Pastels colors will blend out, lightest to darkest, on both • Pencils !sides. Encourage students to be careful not to get chalk Motivation on the black paint. Students can blend with their • Talk about silhouettes and look at other examples ﬁngers, or with the pastels themselves. of artists using silhouettes. ! Tip: The chalk step is last because it’s messy! You • Talk about value and how color can graduate from may want to laminate or spray these to keep light to dark. the chalk from getting everywhere. • Ask students: What colors do you often see in the winter sky at sunset? Warm or Cool? Both?

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Lesson Plan Shape “Paul Klee Chalk Portraits”

Step 1: Practice Drawing Faces with Geometric Shapes Have students practice drawing multiple faces that have been abstracted using lines and shapes. Discuss and explore the principle of balance when considering placements of lines and shapes. Have each student choose one sketch to enlarge to a ﬁnal paper.

Step 2: Draw and Add Glue Have students draw their geometric faces in pencil, making sure they ﬁll most of the page. Then, have students go over the pencil lines with the white school glue. Let the glue dry.

Objective: Create portraits based on Klee’s Step 3: Color with Chalk Senecio using chalk. Have students practice chalk blending techniques and color choices prior to adding color to their final pieces. Discuss color families Materials and color schemes at this time. • 12” x 18” black paper Have students fill in the shapes on their final • White school glue portrait. Students can use a damp paper towel to • Colored chalk clean up the negative space around the portrait.

Motivation Tip: Remind students to create a balance of large and small shapes in their faces. Areas that are Read Getting to Know Paul Klee by Mike Venezia. • either too large or too small may be difﬁcult to • Show students images featuring Klee’s work and color. have a group discussion about the observations. Tip: Have students keep damp paper towels by • Compare and contrast traditional portraits with their workspaces to prevent major trafﬁc the style seen in Klee’s Senecio. congestion around the room.

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Lesson Plan Space “Positive Negative Designs”

Step 1: Overview Students are given two papers, one large colored and one smaller black square. They cut out a shape, and ﬂip it to create a design.

Step 2: Demo and Design Demonstrate a technique (ie: Cutting a wavy shape) and then have them try it. Do this for a few of the shapes before you let them go on their own. This one technique upped the quality of this project and also inspired conﬁdence in students while still maintaining freedom and creativity. (Notice no two look the same).

Objective: Students will create a design Step 3: Work Time using positive and negative space. Have students glue down the small pieces as they work around the square, but leave the center piece to be glued down until the very end. Materials No loose pieces to be lost and it helps kids work more systematically. • Construction Paper 12x12 and 6x6 • Scissors Make a little guideline on the corners of the • Glue Stick template so they know where to line up the center square each time they cut out a new shape. Encourage large and small shapes and to Motivation ﬁll the entire black square with designs. Talk about Positive and Negative Space and show • The very last step will be to glue down the large examples. piece in the center using your guidelines. • Demonstrate how easy it can be to create a positive negative design, while having students Tip: Demonstrating and working together on the identify the terms throughout the demo. ﬁrst few shapes will help the students get started.

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Lesson Plan Line “Russian Buildings”

Step 1: Draw Main Building Students will come up with an original building to draw using features of Russian architecture. Examples could include an art museum, pet store, police station or library. Students should focus on ﬁlling the page and using different features of Russian architecture.

Step 2: Trace and Add Details Because students will eventually be painting these pieces, tracing over the pencil lines with a permanent marker is important. An extra ﬁne tip will work best. After the main building shape has been traced, encourage students to add line designs and patterns to simulate the decorative nature of Russian buildings. The designs and patterns can be added directly with the Objective: Students will use features of permanent marker. Russian Architecture to come up with an original building design.

Materials Step 3: Paint Using watercolor paint and small brushes, have Watercolor paper 10” x10” • students paint in their buildings. This step is a Pencils and Thin Permanent Markers • great time to talk about brush control and Watercolor Paint • craftsmanship. Remind students to “jump” Small Paint Brushes • around their paintings so that wet areas do not run together. A watercolor set with 16 colors Motivation provides lots of great choices. • Read Iggy Peck Architect by Andrea Beaty. Tip: I allow one day for drawing, a second day • Share examples of Russian Architecture. Talk for tracing and adding details, and two days for about the different distinct features such as painting. domes, onion domes, arches, and spires and overall decorative appearance. Tip: These look great displayed as a set either on a bulletin board or in an art show. and cool • Have students look at a Russian building and try colors in the correct place before you move on. to ﬁnd the different features as a group.

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Lesson Plan Movement “Starry Night”

Step 1: Draw the Ground Have students choose a place they want their starry night to exist over. Maybe the desert? Perhaps the Paris Skyline? It’s fun for students to make this artistic decision. Draw the horizon line and any details very small you want to add on the horizon line. Fill in with construction paper crayons. Outline in Sharpie if you want more emphasis.

Step 2: Paint the Stars Using a sharpened pencil as your tool, show students how to dip the sharp end and eraser in yellow, red and orange tempera paint to create 11 unique stars. Wipe with a paper towel in between colors.

Objective: Students will show movement in The stars should not touch. You should be able to artwork see 11 different stars in different sizes, just like Van Gogh.

Materials You can add a moon if you want. • Blue construction paper 9x18 • Tempera Paint (red, yellow, orange and blue) • Construction Paper Crayons Step 3: Movement in the Wind White Colored Pencil • Using light blue tempera, paint movement lines in between the stars. Start with a few large lines, Motivation and build upon them like ripple lines in a pond. Cover all the negative space with lines. Deﬁne • Talk about Van Gogh and how he created using using white colored pencil. lots of texture and movement. Have a discussion about his painting “Starry Night” Tip: Show students how lines can look as though • Explain the difference between “Movement” in art they are traveling right off the paper. This shows and what students might typically think of when movement, too! they hear the word “Movement”

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Lesson Plan Shape “Symmetrical Paper Masks”

Step 1: Prepare Watch the entire video Maskmaking with Paper by Peggy Flores. This gives students a larger view of the project they will be doing.

Step 2: Create Mask Shape Students will fold a 12x18 sheet of colored construction paper in half and cut out a symmetrical oval.

Students will cut slits at the top and bottom so that when they fold one piece over the other, the mask will become 3D. Peggy introduces this step at the beginning, but I had students wait until the end so they could work ﬂat while adding details.

Objective: Create a symmetrical, 3D mask out of paper. Step 3: Add Details and Hair Have students add details one at a time, making Materials sure they are symmetrical. The nose and lips tend to be the trickiest. It’s rewarding for • Construction Paper students to work through learning to fold and • Scissors cut symmetrical shapes. • Glue Stick • White Glue There are many ways to add hair. Watch the video for inspiration, but give students freedom. Motivation Tip: Allow students creative freedom wherever • Discuss symmetry. possible during this lesson. The results will be • Show Maskmaking with Paper. It’s a blast from the fantastic! past, but students LOVE it! Have students watch clips of the video, stop, then complete the step Tip: Allow plenty of time for this lesson. Remind they just watched on their own masks. students if they don’t watch, they won’t get it. It really forces them to pay attention and sharpens • It’s great for students to get instruction from their listening skills. That said, you still may need someone other than you. Peggy is an art ed to rewind a few times. rockstar!

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Lesson Plan Color “The Scream”

Step 1: Draw the Basics Using Pencil (and then tracing with Sharpie) students will draw the face and body step by step with the teacher. They will also draw the bridge and horizon line with the teacher.

Step 2: Add Your Personal Touch Add your own creative designs to the sky and water using different line types. Then, draw why YOU think the screamer is screaming... Maybe its something in the sky, the water, or on the bridge. You can’t have the same idea as someone at your table.

Objective: Students will use Warm, Cool and Step 3: Paint Neutral Colors in a piece of artwork and come up Paint the sky with warm colors, the water with with an original idea for “The Scream” painting. cool colors, and the bridge and person with neutral colors. Do not guide students on this. Let them show you what they know about color Materials families. • White 12x18 construction paper • Watercolor paints Tip: Have a gallery time where kids share their • Sharpie Marker stores about what might be happening in this • Images of Munch’s “The Scream” picture. Could be a great writing connection, too!

Motivation Tip: Although the initial steps of this lesson are • Display Edvard Munch’s “The Scream” painting ‘follow me’ the creativity component is a great very large. Have a discussion with students about balance. You will be amazed at what kids come up the art: with. The best one I’ve ever seen is a bird snatching away ‘the screamer’s wig. • Why is the screamer screaming? What clues do you see? Tip: You can do this with as young as “2nd grade” • How does it make you feel? as well. • Where did he use warm, cool and neutral colors in the artwork?

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Lesson Plan Form “Seasonal Tree Sculptures”

Step 1: Create the Branches For branches, students need to make evenly spaced vertical cuts down each side of their bags. Have students create guidelines so they know when to stop cutting. The guideline should be a horizontal line drawn 4” down from the opening of the bag. Next, have students draw the lines they will cut to form branches. These lines will be vertical lines that run from the guideline to the top of the bag. Lines should be spaced 1 ¼” apart. Have students cut along the vertical lines.

Step 2: Form the Sculpture With the bags open, have students crunch and twist each vertical section until it starts to resemble a branch. Once the branches are formed, have the students grab the bags near the bottom. Have them use one hand to hold the Objective: Use changing seasons as base flat and use the other hand to twist and inspiration to create 3D tree sculptures. form the tree trunk. Finish by having students tug and twist on the branches until they are satisfied with their tree shapes. Materials • Brown paper lunch bags • Rulers, Scissors, Pencils and Glue Step 3: Add the Leaves • Assorted tissue paper squares, 1”x1” Have students pick a season to emulate. Will they add snow, leaves, blossoms, grass, or a combo to the branches and ground? Demo Motivation several ways to manipulate the tissue paper. Let • Have students “Think-Pair-Share” about what students choose whether they want to form it trees look like in different seasons and discuss around the top of a finger or a pencil top, crunch how trees change seasonally. it, leave it flat, or use a different method they come up with. Use dots of glue to add the tissue Take students on a nature walk to observe what • paper to the sculptures. trees look like. ! • Once you start utilizing the rulers, remind Tip: Tape a penny to the bottom of the trees to students that art and math can go together! help them stand on their own.

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Lesson Plan Color “Warm and Cool Picasso”

Step 1: Trace and Lines In the center of your paper, trace a circle, leaf, or any other shape you want. Then, draw 5 lines with a ruler that intersect the shape you traced somewhere. The lines must touch the edges.

Step 2: Labeling Going around in a circle in the outside section around your shape, label your sections with W for warm and C for cool, going every other. Then, repeat the procedure inside your shape going around in a circle. If the outside section has warm colors, the inside section should have cool colors. Warm and cool can’t touch with a line, only by corners.

Teacher should check your labeling before you Objective: Student use warm, cool, and move on to pastel. neutral colors in artwork. Step 3: Pastels Materials Demonstrate how to take 3 warm colors and blend them together (using the color wheel White construction paper 9x12 • order) to make a warm design in each W space. Pencil • Repeat with cool. Neutral are not allowed to be Oil Pastels (I use Cray-Pas) • used. When you blend, take a pastel and rub it over the previous color to make the colors blur.

Motivation Tip: Take your time blending and use good • Talk about Warm, Cool and Neutral Colors. craftsmanship on the lines in between. Review the Color Families. Tip: Put a paper behind your work so they pastel • Introduce the artist Picasso who invented does not get all over the table. “Cubism” and talk about how he “Broke Up” his artwork into shapes. Tip: Ask a neighbor to make sure you have warm • Introduce oil pastels as an art tool and and cool colors in the correct place before you demonstrate proper use of this media. move on.

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Lesson Plan Form “Whimsical Coil Pots”

Step 1: Create Base Using a wire, cut a clay block into 1/2” thick slabs for students. Have students roll the slabs a bit ﬂatter, then use tracers to cut out circular bottoms. Frosting container lids provide a perfect, manageable size. Make sure students !add their names. Have students roll and attach a few coils with the leftover clay.

Step 2: Add Coils Have students continue to build their pots using coils. Students can choose to continue adding plain coils directly on top of one another but also may build their pot using “fancy” coils. You can have students roll coils into swirls, bend them Objective: Students will use basic clay into zig-zags, or even form them into letters or techniques to create decorative coil pots. !shapes before attaching. Make sure students score and slip these coils well! Materials • Clay and Clay Tools • Slip • Glaze Step 3: Glaze Once pots are dried and ﬁred, have students add color with glaze. Alternately, you can paint or Motivation even stain these. The interesting coils speak for themselves! • Delve into the history of coil pots by studying a culture of your choice. From Ancient Greece to ! Tip: If you’d like some help ﬁguring out how to Native American, there are many choices! glaze with a large group, check out this helpful • Review and demonstrate basic clay techniques: video. rolling a coil, scoring, slipping ! Tip: Have students smooth the coils together on • For a literary connection, read The Pot That Juan the inside of the pot for added support. Built by Nancy Andrews-Goebel.

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Lesson Plan Line “Winter Castles”

Step 1: Draw Castle Have students use a few features from each type of architecture to come up with an original castle design. Students should draw on the sketch paper ﬁrst.

Step 2: Transfer (optional) If students want their pencil drawings to become their ﬁnal castle designs exactly, they will need to transfer their designs to the Scratch-Art paper. Students can do this by rubbing chalk over the back of their drawings, then taping the drawings to the Scratch-Art Paper and tracing over them with colored pencils. The pressure from the !colored pencil will transfer the design. Alternatively, students can use their pencil drawings as rough drafts and move directly to Step 3. Objective: Use elements of Russian and Gothic architecture to design an original castle.

Materials Step 3: Scratch Castle and Seal • 8.5” x11” Sketch Paper and Pencils • Chalk and Colored Pencils (optional) Using the wooden styluses, have students • Metallic Scratch Art Paper scratch their castles into the Scratch Art paper. • Wooden Styluses Encourage them to scratch away larger areas for contrast and add snowﬂakes for sparkle! When ﬁnished scratching, students should rub their Motivation hands over their designs to seal them. • View and discuss elements of different kinds of ! architecture. I introduced my students to Gothic Tip: Encourage students to draw neatly with and Russian architecture. pencil, as this will help with all other steps. View different buildings and have students guess ! • Tip: Have students put a piece of sketch paper if they are Gothic buildings or Russian buildings. between their hands and the Scratch-Art board • Introduce vocabulary from each type of while working, as oils from hands can make the architecture. Scratch-Art paper harder to scratch.

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Lesson Plan Line, Shape “Blue-Prints”

Step 1: Draw the Grid Talk with students about why an architect may need a grid on a blue print. Using the white crayon, have students create the grid with out without rulers, depending on the grade level.

Step 2: Print the Building Have students dip the edge of their cardboard pieces in the paint and print lines and shapes to create a building. Stress that they are to be printing, not painting with their materials. Demonstrate how to create different shapes and lines. Suggest that students leave details for the next step.

Objective: Students use drawing and printmaking to create a blueprint for a Step 3: Details building of their own design. Once the paint has dried, use the white or silver marker to go back and add details like shingles, Materials bricks, and door handles. You may need to review the lists the class created during the motivation • Blue construction paper 12x18 lesson. Older students may want to add labels • White Crayons and/or measurements to their blueprints. • White or silver tempera paint • Cardboard scraps • White or silver markers (optional) Tip: Use this lesson as a connection career paths • Rulers (optional) in art.

Motivation Tip: Extend this lesson for older students by • Explain to students what an architect is and how adding in a measurement element. buildings have a purpose. Practice drawing some buildings on white boards. Tip: Extend this lesson by having students also create a ﬂoor plan for their buildings. • Questioning: Why do people need to draw plans for buildings? What kinds of things would you need to put in a blueprint so that the building is completed the right way? What would happen if information were missing from a blueprint?

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Lesson Plan Form “Chinese Teacup”

Step 1: Pinch Pot Make pinch pot using white clay together. You write names on bottom. While earthenware is drying and ﬁring, make a paper vase, following Step 2.

Step 2: Paper Vase Talk about Chinese porcelain and show images. Make a Paper Vase - Make copies of Chinese paper vase template on white paper.

Go over symbols that were used to represent different items. Step by step add these things to your picture with blue marker.

Give students choices where they add different elements of the Chinese landscape. Objective: Student will make a pinch pot teacup while learning about Chinese Pottery Step 3: Glazing Materials Glaze pots using blue glaze or paint. Keep it simple. You can even have a mock “Chinese Tea Clay • Party” when these are ﬁnished. Kids will love it. • Blue Glaze / Paint White and Blue Paper - Blue Thin Markers • Finish your “Paper Vase” by cutting and gluing it down to blue paper.

Motivation Tip: Make sure you allow students to practice • What is pottery? What is clay? Go over power making pinch pots before they create the ﬁnal point. Practice making pinch pots together using piece. practice clay. You write names on bottom. Tip: When possible, bring in real samples of • Talk about Chinese pottery. They used Porcelain Chinese pottery for students to see and feel. to create blue and white designs. What types of pictures did they create? Tip: These look great displayed together above book shelves in the library.

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Lesson Plan Form “Clay Self-Portraits”

Step 1: Create face shape Before the lesson, create tracers for students to use. The tracers should be shaped like an oval with a rectangle hanging off one of the ends. Students will fold the rectangular piece over an unsharpened pencil to create a pocket for the hanging wire to pass through once the pieces are dry and ﬁred.

Give each student a piece of clay about the size of a small ﬁst. Have them ﬂatten the clay to 3/8” thick, then cut out the face shape using a tracer. Next, have students fold the rectangular part over a pencil and smooth down.

Step 2: Add details Demonstrate different additive and subtractive methods of adding details. Then, have students Objective: Create self-portrait out of clay add all of their facial features. Encourage using basic clay techniques. students to include what makes them unique (glasses, missing teeth, freckles, hairstyle, etc…) Materials Once pieces have dried a bit, carefully remove • Clay and Clay Tools the pencils. Twisting the pencils slightly as you • Tagboard Tracers pull helps them come out easily. • Unsharpened Pencils • Wire or String • Metallic Tempera Paint Step 3: Add color and wire Motivation After ﬁring, students can add color with metallic tempera. Be sure to include many choices for • Discuss the difference between a portrait and a self-portrait. View and discuss a variety of self- various skin, hair and eye colors! Run wire or portraits from famous or working artists. string through the hole at the top to hang. • Discuss the difference between 2D and 3D art. Tip: It can be tricky to ﬁnd the right color for red Play a game where you point to art/objects and hair. Try mixing your own using a combination of see if students can tell you if they’re 2D or 3D. red, brown and orange paint. Metallic copper • Talk about embracing differences with Todd Parr’s also sometimes is a good match! book It’s Okay to Be Different.

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Lesson Plan Form “Collaborative Wire Mobiles”

Step 1: Warm Up Give each student a piece of yarn and have them practice making shapes. Doing so helps them practice making a shape from a line before they get the wire.

Step 2: Create Shape Cut the Twisteez wires in half and give each student one piece. Make sure to note that the ends can be sharp. Each student should manipulate the wire to create a shape of their choice. Be sure to demonstrate the twisting action needed to close the shape. A document camera is great for this step!

Step 3: Create Group Mobile Objective: Create collaborative wire mobile. Give each student a second piece of wire to attach to their shape as a hanger. Then, split students into small groups. Each group should Materials create a circle of wire and then attach their • Twisteez Wire (cut in half) shapes. These look great hung as a group • Scissors display! • Yarn (1 piece per student) Tip: Twisteez Wire is recommended for the older age range of this lesson - around 2nd grade and Motivation above. I’ve had luck with 1st grade, but wanted • Introduce artist Alexander Calder and the to point this out. Older students can make more following vocab words: sculpture, mobile, stabile. complex shapes. Show students mobiles and stabiles and ask: Tip: This is an excellent activity for the beginning • What material do you think the mobiles are or end of the year when supplies are put away made of? and class times are irregular. Students love it. • What objects do you think the mobiles look like? • Where have you seen examples of mobiles in your everyday life?

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Lesson Plan Color “Color Mixing Gumballs”

Step 1: Prepare White Paper Have students trace a large circle on the white construction paper.

Step 2: Print Gumballs Have students dip their packing peanut into the primary colors and print primary gumballs ﬁrst. Suggest and emphasize balance and variety. Remind students to leave space for the secondary gumballs.

Then, have students mix and print the secondary colors.

Step 3: Make Gumball Machine Objective: Mix primary colors and print Once dry, have students cut out the white circle primary and secondary gumballs. with the printed gumballs. A smaller red circle can be attached to the top, and a red rectangle can be attached to the bottom. A black or silver Materials half-circle can be added as the dispenser. • White, red, and black construction paper Students can even add coin slots and prices! • Red, yellow, and blue tempera paint • Packing peanuts or another item for stamping • Palettes, water cups, and brushes Tip: Prior to printing, have students look at • Optional: tin foil images of real gumball machines to discuss how the gumballs look and ﬁt in the sphere.

Motivation Tip: Use disposable palettes like paper plates or • Read through White Rabbits Color Book and/or old magazine sheets for easy disposal! Mix It Up. Tip: Rigid plastic tracers, like gallon ice cream • Construct a magnetic color wheel using only the lids, work best. primary and secondary colors. Have students take turns and manipulate the magnetic color wheel. • Demo color mixing with this diluted watercolor experiment. You can also use food coloring.

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Lesson Plan Color “Color Wheel Creatures”

Step 1: Paint Color Wheel Give students red, yellow and blue paint and instruct them to paint every other section of their color wheel using one of the primaries. Telling students their color wheel should look like a beach ball is helpful. Then, demonstrate mixing colors. Explain how the color that is made by mixing red and yellow belongs in-between red and yellow, how the color that is made by mixing red and blue belongs in-between red and blue and so on. Having students work in partners helps! Let dry.

Step 2: Cut and Glue Color Wheel During the second class, have students cut out their now dry color wheels and glue them to 12”x18” sheets of paper. I ﬁnd glue sticks work Objective: Mix colors and correctly paint best. color wheel.

Materials Step 3: Add Creature • White construction paper 12”x18” After the color wheels are glued down, have • Color wheels printed on computer paper students turn them into creatures using Sharpie • Tempera Paint markers, Then, have them add color using • Glue Sticks crayons or another medium. • Sharpies and Crayons Tip: When painting, have students paint the Motivation yellow section ﬁrst to keep it clear and vibrant. • Talk about color mixing. You could read Mouse Tip: To extend the lesson, have students name Paint or another favorite color book and and write about their creatures. demonstrate mixing colors in different ways. • Read your favorite monster or creature book. I Tip: The creature is a great place to work on really like Eric Carle’s The Mixed Up Chameleon, craftsmanship. Encourage students to draw and because it helps kids brainstorm different things color carefully. they could add to their made-up creatures!

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Lesson Plan Line “Contour Self-Portraits”

Step 1: Practice Have students practice all three types of contour line drawings with pencil. You may want to create a visual that shows the difference between the three for students to reference.

Step 2: Draw Split or fold the large piece of paper into three equal parts. In the top section, have students create a regular contour portrait. In the middle section, have students create a continuous contour portrait. In the bottom section, have students create a blind contour portrait.

Encourage students to use the mirrors and take their time.

Step 3: Add Color Have students use the watercolors to paint some Objective: Use different contour line of the closed shapes in their pieces. If you’d like, techniques to create self-portraits. review the primary colors by limiting students to red, yellow, and blue. Materials Tip: When talking about continuous line, tell the • Mirrors kids to pretend their markers are “stuck” to the • 6”x18” construction paper paper. • Black permanent markers • Watercolors in primary colors Tip: Encourage students to observe what they actually see in the mirror instead of what they Motivation think they should be seeing. • Read parts of Alexander Calder: Meet the Artist! by Patricia Geis. Tip: You may want to pre-fold the papers to make the three-way split more obvious for the • Discuss and explore images of Calder’s wire students. sculptures, focusing on the element of line. • Discuss the difference between contour line, continuous contour line, and blind contour line.

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Lesson Plan Shape “Cut Paper Circus”

Step 1: Model, Cut & Glue

Model: Demonstrate how to cut different shapes in order to build animals, circus performers, background decorations, etc. Students will be challenged to use NO PENCILS for this project.

Cut: Discuss the importance of cutting carefully and with good craftsmanship as well as scissor safety. Let students cut and lay out the pieces of their circus scene. Encourage them to work on any big pieces on day 1. The circus could be horizontal or vertical.

Glue: When there is about 10 minutes remaining, pass out the glue bottles and have Objective: Students will create a students glue all their pieces. Only now can they use a pencil to write their name on the back and composition from shapes. put their work on the drying rack.

Materials Step 2: Details and Title • Colored Construction Paper 11 x 15 • Construction paper scraps in a wide variety of colors Add details: Students can add details to their • Scissors animals and performers. They could also add • Glue backgrounds, an audience, ﬂoor & ceiling decorations, etc.

Title: Visit with students and have them tell you Motivation the title of their circus. Encourage them to make • Introduce the work of artist Henri Matisse, it sound thrilling! Record titles for display. including everything from his paintings to his cut paper collages. End with his Circus (Jazz) Series from 1943 and brainstorm things that you might see at a circus.

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Lesson Plan Line “Fall Line Leaves”

Step 1: Trace and Draw Students will trace 5 leaves with a black crayon using their small leaf tracer. The teacher will have these pre-made out of card stock. This is a great ﬁne motor skill.

Each leaf will have a different pattern inside using different lines. The ﬁrst four leaves you will direct the students on their line types. Straight, Zigzag, Wavy, and “realistic,” looking at a real leaf. The last leaf they can choose a line type and choose how they design their leaf.

Step 2: Paint Warm Colors Talk with students about warm colors, and how they match the colors we see in the fall. Students can choose to paint their leaves with warm Objective: Students will draw various line colors. Two Rules: 1. You may not paint the types to create a composition. leaves all one color and 2. No two leaves can be painted the same way.

Materials • White construction paper 9x12 Step 3: Background • Black Crayons Using a blue crayon, students will draw lines that • Leaf Tracers represent water and waves all around the leaves. • Red, Yellow, Orange and Blue watercolor paints I will let them come up with their own line types for this. Motivation Using a diluted blue paint, have students ﬁll the • Review with students different line types. Have entire background with blue paint. Why a diluted students practice these on whiteboards. paint? Because if the blue is too dark, it will cover • Talk about and look at a leaf, and how there are up the blue water lines the students drew. many different lines and patters within the veins of a leaf. Why do leaves have veins? Connect Tip: These look great framed on blue or black science. Also talk about how when leaves fall off paper. the trees, sometimes they fall into a stream or river and ﬂoat away.

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Lesson Plan Space “Fall Perspective Landscape”

Step 1: Drawing the Tree As a class, demonstrate how to draw a “Y Tree” and make sure some of the branches go off the paper. Next, draw your horizon line behind the tree.

Step 2: Adding Details and Color Using creative ideas (generate ideas with a brainstorm) students may draw in pencil some TINY items on the horizon line, MEDIUM items in the middle ground and LARGE items in the foreground. Must be realistic for fall. Must include something in each of the 3 areas.

As a class, demo how to draw texture on a tree. Outline the texture with dark brown crayon or colored pencils. Color in with light brown crayon. These are neutral colors. Using colored pencils Objective: Students will show perspective color in all your SMALLEST details using colors in artwork for the ﬁrst time. of your choice. Using crayon color in the larger details.

Materials • White construction paper 12x18 Step 3: Painting the Trees • Brown colored pencils/crayons Using Cool Colored rubbing crayons, color the • Red and Yellow Tempera Paint grass and sky. Be sure to go around your other • Colored Pencils and Crayons objects.

Using warm colored paint (red and yellow) show how to use a dabbing technique with a small Motivation brush to create a leaf texture. As you mix, you will have orange between the yellow and red. • Talk about how the leaves change in the fall, and how leaves are usually warm colors. Don’t over mix. Drying rack when done. • Introduce Landscape and perspective. Do objects Tip: To evaluate this, have students put a sticky appear larger or smaller when they are far away? note on their artwork labeling the background, • What types of things might we see outside in the middle-ground and foreground. fall?

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Lesson Plan Form “Found Object Sculptures”

Step 1: Make the Base Demonstrate how to lay two craft sticks down, run a bead of glue along each, and set more craft sticks on top to create a “bridge.” This is the base for the sculpture.

Step 2: Create the Sculpture Demonstrate how to add art junk to create a relief sculpture. Make sure students use plenty of glue. (It is helpful to have a paper placemat underneath each project that students can use !as a tray to carry the project to the drying rack.) Emphasize that students should look at the shape and form of their sculptures, rather than the colors. Which shapes look best together? Where should shapes go on the base? Objective: Students will use found objects to create relief sculptures. Step 3: Paint Materials When dry, and after the students have gone home, spray paint the sculptures all one color. • large craft sticks You may want to have a few colors available that • white glue students can choose from. If you’re sticking with • art room junk: beads, buttons, toothpicks, foam Nevelson as inspiration, black, white and gold are shapes, wood pieces, etc… good options. • spray paint ! Tip: Have each student write his or her name on Motivation the back of one of the large craft sticks BEFORE • Show the work of artist Louise Nevelson, Have starting the project. students try to guess how she made her ! sculptures. Tip: Have students label their placemats with their names and their color choices for easy • Review the difference between two-dimensional sorting later. and three-dimensional art. ! • Discuss the concept of “trash to treasure” or Tip: This is one project where more glue is taking something old and making it new. better!

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Lesson Plan Shape “Kandinsky Abstract Painting”

Step 1: Make the Template Give students the piece of 3x4 card stock. Each student will draw a geometric shape of their choice very large on the card stock. Cut out your shape.

Cut out your shape and trace it 5 times on your white 7x12 paper. You can overlap, go off the paper or not touch at all. Outline your shapes with sharpie marker.

Step 2: Design Using your sharpie marker, make 3 lines on your paper (review line types) anywhere you want, as long as they go across the page. Objective: Students will produce 1 geometric shape and 3 line types while Using permanent colored markers, color in 3 shapes any color they wish. Leave 2 shapes learning about the work of Kandinsky white, or the outlines of 2 shapes white.

Materials • Card-stock 2x4 or 3x4 Step 3: Painting • White construction paper 7x10 Paint the background using watercolor paints. • 9x12 black construction paper Talk about strong colors like black and brown. • Sharpie markers and colored permanent markers These are not allowed because they are too • Watercolor paints powerful.

Motivation Listen to classical music just like Kandinsky did • Show students PowerPoint with slides of for inspiration. The background colors are the Kandinsky’s work. His work is abstract. It is not a choice of the student. picture of something we can recognize. He used lines, shapes and colors to create paintings with a When dry, frame on a black piece of 9x12 paper lot of energy. Tip: When assessing the artwork, think about the • Tell them how he created. He was an lawyer, but started painting later in his life. He also student’s ability to create an abstract incorporated music into his work. He listened to composition using accurate shapes and lines. classical music while he painted, and so will the students. Get more plans | www.theartofed.com Grades K-2

Lesson Plan Shape Kandinsky Cut Circles

Step 1: Large Circles Trace circles 6 circles (using a template) onto 6 different 6x6 colored squares. Glue them to the black paper.

Step 2: Medium Circles Using your 4x4 colored construction paper squares and NO TEMPLATE, have students draw 6 circles on 6 squares. Cut out and glue to larger circles. Demonstrate them using the 4x4 paper to draw as large of circles they can.

Step 3: Smallest Circles Using your 3x3 colored construction paper squares and NO TEMPLATE, have students draw Objective: Students will independently more 6 circles on 6 squares. Cut out and glue to produce circles, and practice cutting and gluing. larger circles. Demonstrate them using the 3x3 paper to draw as large of circles they can.

Materials Using any scraps, students will draw out baby circles and place them in the center of all 4 • Black construction paper 12x18 circles. • Colored construction paper squares (6x6, 4x4, 3x3) pre-cut Tip: Show students how to ﬂip their circles • White Glue and Scissors before they glue so their pencil lines don’t show • 5 inch Circle Tracers Tip: Remind students they should always be sure the smaller circles do not cover the larger. use Motivation dots of glue around the circle. • Talk about and review the geometric shapes. Tip: When evaluating, the teacher might look for • Talk about circles. Look at works of Kandinsky and the following things: Did the student talk about how he used shapes to create artwork independently draw circles (NOT OVALS) in the focusing on his concentric circles. squares? How were the cutting skills? Did they • What is the difference between a circle and an use small drops of glue? oval?

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Lesson Plan Color “Kandinsky Color Study”

Step 1: Divide Paper Using a series of three folds, students will divide their papers into eight sections. First, students will take their papers and fold them in half from left to right to create folders. Next, students will fold the folders in half from left to right to create long, skinny rectangles. Finally, students will fold these rectangles from top to bottom. When the papers are opened back up, each student will have eight equal rectangles to work with.

Step 2: Mark Grid and Centers Using yellow paint, have students trace over the Objective: Students will explore color folds with their brushes to make the sections mixing to create Kandinsky-inspired work more prominent. Using the red, yellow and blue paint, have students paint small circles in the centers of each section of paper.

Materials • 12”x 18” White Drawing Paper Step 3: Paint Concentric Circles • Red, Yellow and Blue Liquid Tempera Paint Have students create concentric circles around • Medium-sized paintbrushes their center circles using the primary colors as • Reference: Color Study: Squares with Concentric well as colors they mix themselves. You can ask Circles by Kandinsky them to mix and use the secondary colors, or • Paper plates or other mixing trays simply let them experiment. Remind students to stop each set of circles once they touch the yellow grid. Motivation ! Tip: If using paper plates, encourage students to • Review the primary colors. keep their mixed colors separate so they don’t • Read Mouse Paint by Ellen Stoll Walsh and/or watch end up with just one shade of brown to use. OK Go’s Primary Colors video to introduce or ! review color mixing. Tip: To extend this lesson, you can have students add details (stripes, spots, lines, designs, etc…) View Color Study: Squares with Concentric Circles by • with paint or oil pastels during a subsequent Kandinsky. Ask students how they think class period. Kandinsky created some of the different colors in the painting.

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Lesson Plan Shape “Mondrian Collage”

Step 1: Plan the Lines Give students a pile of black strips of paper. Have them place the strips on their white paper however they would like. The catch is, like Mondrian, all the strips must be either vertical or horizontal. No diagonal lines allowed!

Demonstrate how to trim a strip down to a smaller size, such as in half or quarters to make smaller lines within the piece.

Have students aim to use around 5-10 total strips to ﬁll the space.

Step 2: Add Colored Paper Pass out a box of yellow, red, and blue rectangles to each table group. Make sure the rectangles Objective: Use geometric shapes and lines are large enough for students to cut down. to create artwork in the style of Mondrian. Students can then cut out their own rectangles and squares, and place them on the artwork Materials wherever they would like. • White construction paper,9” x9” Show students how to create smaller squares by • Black construction paper cut into 9”x9” strips cutting down one of the pieces. Show students • Red, yellow and blue construction paper how the squares and rectangles can touch the • Glue black strips or stand alone.

Again, the catch is to work like Mondrian did. No Motivation circles, triangles or octagons here! • Look at the art of Mondrian. Have students point out the shapes and lines they see. Talk about the Tip: Throughout the lesson, remind students to difference between organic and geometric keep their work horizontal and vertical by re- shapes. Also talk about the difference between viewing some of Mondrian’s artwork. vertical, horizontal, and diagonal lines. Tip: This makes a fantastic ﬁrst lesson to • Ask students “What colors did Mondrian like to use?” as a starting point for a discussion about the introduce simple color theory to young students. primary colors.

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Lesson Plan Color “Mouse Paint Color Wheel”

Step 1: Trace Shapes and Label Have students trace 6 teardrop shapes onto their white construction paper and label them with the 3 primary colors and 3 secondary colors. Include color wheel examples at each table so that students can label independently.

Step 2: Mix Colors Have students paint three of their shapes with the primary colors ﬁrst, using their labels as a guide. Then, have students mix the secondary colors from the primary colors and ﬁnish painting the remaining three shapes. Let the paint dry for the next class period.

Objective: Students will mix secondary colors and create a 6 hue color wheel. Step 3: Cut and Paste Have students cut out each of the mouse shapes Materials and paste them onto the grey paper. The ‘mice’ • White Construction Paper 9”x12” must be in color wheel order, which is another • Gray Construction Paper 9”x9” great skill for students. • Teardrop Tracers ! • Pencils and Sharpie Markers Using Sharpies, students can add details to the • Red, Yellow and Blue Watercolor Paints (or paints mice like ears, noses, whiskers, and tails using of your choice) different types of line. Using a hole punch, each • Small white mixing trays student can also punch into a small piece of yellow construction paper to make cheese and Motivation !glue it to the center. • Read the book Mouse Paint By Ellen Stoll Walsh. Tip: Provide small color wheels at each table as a reference for students. This creates • Talk with students about how the primary colors mix to make the secondary colors. !independence! • Provide demonstrations of color mixing in a Tip: Pink paper scraps make cute ears for these variety of ways before students actually mix mice! colors themselves.

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Lesson Plan Color “Oil Pastel Sunﬂowers”

Step 1: Practice and Sketch

Students will practice drawing sunﬂowers, beginning with the center. Demonstrate how to draw “layered” petals, giving the illusion of some petals in front of others. Emphasize drawing large and to the edge of the page.

Step 2: Create Sunflower

Demonstrate layering pastels, and explain how the colors blend together to make richer hues. Students will begin by drawing a sunflower with pencil on their 12”x12” white paper. When adding the oil pastel, emphasize covering most of the white space and careful coloring. Objective: Use oil pastel techniques and warm colors to draw sunflowers inspired by VanGogh’s Sunflowers.

Materials Step 3: Cut and Add Background • White construction paper 12”x12” Students will cut out their sunflowers, and use • Black construction paper 12”x12” glue bottles to glue them to the 12”x12” black • Pencils, Scissors and Glue paper. • Oil Pastels in warm colors Tip: It’s best to start with the lightest colors, the Motivation yellows, when coloring the sunflower. Then, layer • Introduce students to the work of Van Gogh. The on the oranges, reds and browns. video“Getting to Know: Vincent van Gogh” and the book Camille and the Sunflowers by Laurence Tip: Adding a little orange to the brown centers Anholt are great resources for young students. make them pop!

• Have students view and discuss van Gogh’s Tip: Show students how to cut away excess paper Sunflowers, the warm and cool color families, and as they are cutting out their sunflowers so it the shapes and parts of real sunflowers. doesn’t get in the way.

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Lesson Plan Line “Pastel Landscape”

Step 1: Draw Landscape Lines Students use black pastel (or charcoal) to draw a landscape of their choice. They can draw hills, ﬁelds, mountains, etc., but their horizon line must reach from one side of the paper to the other.

Step 2: Color Landscape Students ﬁll in each part of the landscape with colored chalk pastels. They should use one ﬁnger to smooth and blend the pastel.

Step 3: Add Sky Details (optional) Students can add a few sky details with chalk pastels. Objective: Students will draw various lines to create a landscape composition. Tip: It helps to rotate the paper and work on the sky details upside down to prevent smudging.

Tip: This lesson can even be done with students Materials in Pre-K or Preschool. • Blue construction paper (15 x 12) • Chalk pastels Step 4: Artist Signature (optional) • Charcoal (optional) Students use a black chalk pastel (or charcoal) to write their ﬁrst name in the bottom right-hand corner. Motivation • Introduce landscapes by showing a collection of artists' work and/or photographs. Draw close attention to the horizon line in each image.

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Lesson Plan Form “Pinch Pot Frogs”

Step 1: Create Pinch Pot Give students a ball of clay about the size of a golf ball or a bit larger. Have them roll the piece of clay into a ball.

Show students how to create a pinch pot (thumb inside, and pinch around!). Instead of sitting the pinch pot upright, turn it on its side. The opening then becomes the mouth of the frog.

Step 2: Add Details Students can then add different details to their frogs. They can either pinch a tongue or add one with extra clay by scoring and slipping. Two small balls with holes poked in the centers make great eyes. Students may even want to add nose holes. Objective: Student will create and add to a basic pinch pot form. Step 3: Glaze Materials After bisque firing, have students use glaze to embellish their frogs. The limited color palette Clay • helps young students have a successful first Basic Clay Tools • glazing experience. • Glaze or Paint: Green, Red, Black Tip: As it may be the students’ first time with glaze, make sure you focus on teaching proper Motivation glaze rules, procedures and safety. • Introduce the idea of a pinch pot to students. Tip: Pour tiny amounts of the red and black glaze • Have students practice with ‘practice clay’ first. into small cups to prevent overuse. Tiny brushes • Show students how a pinch pot doesn’t have to be also help with this issue. a boring pot! It can be transformed. In this case, into a frog! • It would be great to add a science component to this lesson!

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Lesson Plan Design “Pysanky Eggs”

Step 1: Trace and Draw Students will use egg tracers to create a basic egg shape on the white construction paper. Students will use designs found on real Pysanky eggs to create their own patterns and designs with wax crayons. Encourage students to choose one large symbol for the center of their eggs. Handouts can help students make these choices. Remind students that the professionals also use wax, they just heat theirs up!

Step 2: Paint Using very diluted liquid watercolor, have students carefully paint over the entire egg using one or two colors. Limiting the background color (I like blue or green) helps make the wax resist stand out. Objective: Students will create Pysanky Eggs using wax resist. Step 3: Cut and Frame Materials Cut the eggs out during the following class • White Construction Paper 9”x12” period, once the paint is dry. Glue them to • Colored Construction Paper 9”x12” colored pieces of 9”x12” construction paper to • Egg-shaped Tracers create a frame and make displaying them easier. • Crayons ! • Liquid watercolors ! Tip: If you have an actual Kistka (the traditional Motivation tool used apply the wax in Pysanky egg making) you could pass this around and show the • Share the movie or book Rechenka’s Eggs by students. They will love it! Patricia Polacco with students. ! • Look at some of the traditional symbols and patterns used in real Pysanky egg design. Many of the symbols relate to springtime. This particular tradition is popular in Ukraine.

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Lesson Plan Color “Rainbow Cities”

Step 1: Draw and Paint Buildings Using pencils, have students lightly draw six buildings on white 12” x 18” pieces of !construction paper. Giving students only red, yellow, and blue tempera paint, have them mix the secondary colors and paint each building a different color of the rainbow. Older students can draw seven buildings so they can include Indigo. Let dry.

Step 2: Cut and Paste Buildings Once dry, have students cut out their buildings and paste them to blue construction paper in Objective: Students will mix the primary rainbow order. You can have students place buildings side-by-side, or overlap them for added colors to paint buildings that span the colors visual interest. of the rainbow, then add details to create creative cityscapes. Step 3: Add Details Materials Have students add details to their buildings and Pencils, Scissors and Glue Sticks • backgrounds using oil pastels. You can Blue and White Construction Paper 12” x 18” • encourage them to use lighter and darker Red, Yellow and Blue Tempera Paint • versions of the building colors themselves to Oil Pastels • keep the rainbow theme, or let them choose whatever colors they’d like for each building. Drawing a rainbow in the sky is a fun, ﬁnishing Motivation touch. • Read a book about rainbow order. My favorite for ! very young students is the magic ribbon book, Tip: Ask students drawing rainbows what else What Makes a Rainbow by Betty Ann Schwartz. they might need in their skies to create those rainbows (sun and rain!). • Ask students to brainstorm what kinds of ! buildings cities need. Places to live, places to eat, Tip: To take this lesson a step further, have places to shop, etc… students create paste paper to use for the • Review color mixing, perhaps with a game! buildings.

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Lesson Plan Space “Rainforest Paintings”

Step 1: Paint Trees Students will ﬁrst think about space with their trees. Have students paint 4 trees evenly spaced across their papers, going from the bottom of the paper to the top. Remind students they will need plenty of space between their trees to add animals. Students can ﬁnish with details like roots and leaves.

Step 2: Add Animals Although any rainforest animals will work here, monkeys are an especially fun choice. Let students practice drawing monkeys. Using markers, students can then add monkeys of different sizes to their rainforest scenes. Monkeys can be upside-down, swinging from branches or peeking out from behind the trunks. If you want to do other animals, having some Objective: Students will learn about space ‘how to draw’ books on hand is nice for the while creating rainforest scenes. younger students to feel successful.

Materials • Blue Construction Paper Step 3: Add Flowers • Tempera Paint and Brushes • Colored Tissue Paper and Glue At the bottom of the pieces, students can add • Brown, Grey and Black Markers grasses with paint, and also can collage crumpled tissue paper for rainforest flowers. Students may want to add more animals, such as snakes or Motivation butterflies. • Talk specifically about the types of trees in a Tip: This lesson lends itself to storytelling. Have rainforest. I had an actual piece of rainforest wood students tell stories about what is happening in from a contractor that I showed the students. their pictures. Encourage them to use the spacial • Students will talk about space, using the following words from the lesson. terms: above, below, beside, under, over, in front, and in back, throughout the lesson. Tip: To drive the concept and vocabulary home, don’t forget to have students put their names on the BACK.

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Lesson Plan Line “Silly Line People”

Step 1: Draw the Main Shape Using the construction paper crayons, have students begin by drawing the main body shape- head, torso and legs. Demonstrate how to make these open shapes instead of “stick people” so that they can be ﬁlled in with designs.

Step 2: Add the Silly Hair Have students begin to decorate their silly people with lines. It’s easiest to start with some wacky hair. Encourage students to use as many different lines as they can and to go slowly so the lines look neat. You may also want to encourage students to switch colors often to make the people look even sillier!

Objective: Students will use a variety of Step 3: Decorate the Clothing lines to create a silly portrait. Using more lines, have students decorate the clothing. You could also demonstrate how to color in some larger areas between their silly Materials !lines to add interest and contrast. • Black Construction paper 12”x18” ! • Construction Paper Crayons Tip: If you start class by having students draw different lines on the board, it serves as a great reference for those students that tend to get stuck. Motivation ! • Read your favorite book about line. Lines That Tip: If students ﬁnish early, encourage them to Wiggle by Candace Whitman is a fun choice. draw silly line backgrounds or add silly line pets to their pictures. • Have students draw as many lines as they can think of for a warm up activity. This could be done ! individually on scratch paper or together as a Tip: These look great displayed on a colorful group at the board. background. • Introduce some basic line vocabulary: zig-zag, wavy, dashed, dotted, etc…

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Lesson Plan Shape “Symmetry Butterﬂies”

Step 1: Outline Using black tempera paint, students will paint the middle section of their butterﬂy (a long oval) and then paint the outline of the wings, keeping in mind that the wing sizes must match on either side of the middle.

Next, students can draw 2 circles and 3 lines anywhere on their butterﬂy. Repeat to make it symmetrical.

Step 2: Painting Using yellow, paint shapes or ﬁll in areas in the background. Repeat to make it symmetrical. Do this step again with orange and then again with red. Some students will leave white space showing, others will not. It’s a choice. Objective: Students will demonstrate Bi- Lateral Symmetry within artwork. Step 3: Details Using black tempera, outline the points you want Materials to highlight, with a very thin paintbrush. • White glossy paper 12x18 Students can decide what areas they want to • White, Black, Red, Yellow and Orange tempera outline. Putting a black line every time you paint. switch colors is a good rule of thumb. • New pencil erasers Using white tempera and the eraser of a new pencil, paint dots around the perimeter of the butterﬂy wings. Motivation • Talk about symmetry and the line of symmetry. Tip: Students can cut these out and mount them on bright yellow paper. They really look great in • Show examples and non-examples of symmetrical the hallways! pictures and objects. Have students sort shapes that are symmetrical and not symmetrical. Tip: Evaluate based on the students demonstration of a symmetrical design on both sides.

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Lesson Plan Texture “Texture Pumpkins”

Step 1: Roll and Flatten Ball Pass out clay. Have students set aside a small piece of clay to use for the stem, then roll the rest of the clay into a ball. Demonstrate ﬂattening the ball until it is about as thick as a pancake, and have students follow your lead.

Step 2: Add Name and Stem On one side of the pumpkin, have students press in their names with small wooden styluses or pencils . On the other side, have them use the pieces of leftover clay to create small, coil stems. Encourage students to press ﬁrmly so the stems stay attached. You may need to have students score and slip.

Objective: Students will create simple clay Step 3: Add Texture and Color forms with different textures. Demonstrate adding texture by gently pressing the different texture tools into the pumpkins. Encourage students to be thoughtful about what Materials they want their final pumpkins to look like. Give • Clay students the option of adding details, such as • Texture Tools (shells, buttons, stamps, etc...) drawing a few lines into the pumpkins or stems. • Metallic Tempera Paint Let dry and fire. After firing, have students paint the pumpkins using regular or metallic tempera paint Motivation • Read a fall book about pumpkins. The Runaway Tip: Use balls of clay that are slightly larger than Pumpkin by Kevin Lewis is a fun choice. golf balls to ensure students can finish in one class period. • Introduce the concept of texture. Have students spend some time exploring different textures in Tip: Layer finished pumpkins between sheets of the art room. What is the texture of the walls? The newspaper to slow drying time and reduce the floor? Their hair? The bottoms of their shoes? risk of cracking. • Send students on a texture hunt. Can they find something smooth, rough or bumpy?

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Lesson Plan Shape “Thiebaud Ice Cream Cones”

Step 1: Draw Cones and Paint Have students draw three ice cream cones on their tagboard lightly in pencil. Using tempera paint, have students paint the area around their cones one color, and then paint their cones another color. I like to mix some pastels for the backgrounds and mix up a “cone color” using white, brown and orange. More advanced students could mix their own colors. Let dry.

Step 2: Add 3D Ice Cream Paint In a large container (a gallon ice cream container works well) mix one part glue to two parts shaving cream. If you want “flavored” ice cream, you can add a squirt of tempera paint. Divide the !puffy mixture into smaller containers. Objective: Students will create a series of Have students add the puffy paint to the tops of ice cream cones using a variety of mediums. their cones. Demonstrate scooping a blob onto a large brush and gently swirling it on the paper. The lighter the touch, the better! Materials • 12” x 18” Tagboard and Pencils • Tempera Paint Step 3: Add Details • White Glue and Foam Shaving Cream (Barbasol) • Large container for mixing With short classes, take three days and add • Oil Pastels details with oil pastels after the ice cream paint is dry. With longer classes, set up 2 stations. Have students add details with oil pastels first, then Motivation paint with the ice cream paint. • Look at the artwork of Wayne Thiebaud. Notice ! how he often paints multiples. This counting book Tip: To take this lesson a step further, ask is a great introduction to his work for young students to use different types of line to students. decorate their cones. • Have a chat about ice cream. Read about where ! Tip: Have students keep their puffy paint under ice cream comes from. Have students tell you 1/4” high, so it will fit on the drying rack. about their favorite flavors. Create a bar graph showing which flavors are the most loved.

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Lesson Plan Color “Van Gogh Sunﬂowers”

Step 1: Vase and Table First glue the black strip of paper to the bottom of your large orange paper. This is the table. Next, give each student a brown square and have them freehand draw a vase of their choice. Cut it out. Demo different types and shapes of vases. Write your name in Sharpie on the vase with a line like Vincent did. Just write your ﬁrst name!

Step 2: Tearing and Gluing Tear 4 stems using your light green paper. If you make a mistake, try again! Make sure to glue the stems behind the vase, not in front. Then, using the dark green paper, add 2 leaves to each stem, again tearing a small piece for a leaf.

Using your light orange paper, tear 4-5 petals to Objective: Students will use real textures to be added like pinwheel to the top each stem. create artwork inspired by Vincent Van Gogh

Materials Step 3: Adding Texture Using drippy glue, attach real sunflower seeds to • Orange Paper (9x12) the center of each flower (Add 1-3 in the center • Brown Paper Squares (5x5) of each) Be sure to use enough glue. • Light Green paper strips (2x6) • Light Orange paper strips (2x6) Take small tissue paper pieces and pinch and • Dark Green paper strips (5x9) scrunch them up. Glue them around the • Black paper strip (3x9) sunflower seeds in the middle of the petal. Make • Real Sunflower Seeds sure you go all the way around the seeds, but • Tissue Paper Squares in warm colors (1x1) don’t cover up all of the orange petals. • Sharpie Markers, Glue, Scissors Tip: Encourage students that mistakes are ok! If Motivation a stem is too short try again! Every mistake can • Van Gogh was an artist who used a lot of texture be used in this project. Each product will be in his paintings. He painted so thick. He needed a unique and wonderful. lot of paint to do this! Sometimes he would buy paint instead of food.

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Lesson Plan Shape “Watercolor Ducks”

Step 1: Watercolor Wash Start the students with green watercolor paint. Have them choose a type of line they want to paint and use that to create a wash of lines on their watercolor paper. Switch to blue watercolor and have the students paint the same line style over some of the green paint and any remaining white areas.

Step 2: Geometric Shapes Have students choose construction paper colors for their ducks. You may want to consider yellow, brown and white. Demonstrate how to cut an oval for the body, a circle for the head, and a triangle for the tail. To minimize paper waste, it’s helpful to precut the colored paper to speciﬁc sizes. I give students 6” x 4.5” pieces for the ovals, 3” x 3” pieces for the circles and 4” x 2” Objective: Explore watercolor techniques pieces for the tails. and use results to create a collage. Distribute small pieces of orange paper and have Materials students draw and cut out “U” shapes for the • White watercolor paper 9”x12” beak and eye. • Blue and green watercolor paint • Yellow, brown, white, and orange paper • Wiggly eyes and feathers Step 3: Glue and Details • Brushes, glue, scissors Have students glue their shapes together to form ducks on their watercolor paper. Use the Motivation larger orange “U” shape for the beak and the • Read 10 Little Rubber Ducks by Eric Carle. smaller “U” shape where the wiggly eye will eventually go. Using dots of glue, add the wiggly • Talk about color mixing and discuss what happens eye and feather. when blue and green mix together. Then demonstrate how artists create watercolor Tip: Have younger students simply trim the washes. corners off the pre-cut rectangles to make the • Review geometric shapes with your students. oval and circle shapes.

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Lesson Plan Space “Flower Bouquets”

Step 1: Model Introduce the life and work of Pablo Picasso and show Picasso's Posies for inspiration. Demonstrate how to observe and draw a flower. Talk about the importance of the stem having two lines so that water and nutrients can feed the flower. Show students how to look for shapes in the leaves, petals and centers of the flowers and incorporate them into their artwork. This is also time to discuss overlapping.

Step 2: Trace Hands At their desk, students should trace their hands horizontally on their paper. They can work with a friend to trace their dominant hand.

Objective: Students will create a Step 3: Draw composition from lines and shapes. Students It is now time to observe and draw flowers. I will demonstrate watercolor painting usually suggest around 5, although advanced techniques and material care. Students will students can branch off and draw more flowers. use overlapping to create space. I also give students the freedom to move around the class and observe flowers at different tables during the last 5 minutes of class. Also add Materials details to their flowers, leaves and hands. • Watercolor paper 11 x 15 • Pencils/ Erasers Day 2: • Watercolor paint • Paint brushes Color: Students color in their hands and flowers. • Crayons Model: Demonstrate correct watercolor • Sharpies techniques and care and use of a paint brush. • Flowers for display Paint: Students spend time painting the background. Encourage students to turn their painting so they can reach all areas without Motivation smudging.. move on. • As students walk into the art room, they Sharpie: Outline with Sharpie: Optional are surprised to find flowers in vases on all of the tables.

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Lesson Plan Shape “Winter Birch Trees”

Step 1: Create Border and Trees with Masking Tape Students need to tape their watercolor paper to their construction paper and create a border in the process. To do this, have students run long pieces of tape along each side of their watercolor paper, extending them past the edges to stick to the construction paper. The construction paper will act as a placemat and secure the artwork between class periods.

Next, have students use long strips of tape to create tree trunks, running the tape from the bottom of the watercolor paper to the top. Have them rip or cut smaller pieces for the branches.

Objective: Students will use observation Step 2: Add Watercolor skills to create winter birch trees. Have students lightly paint a horizon line, then ﬁll in the snow below and sky above using colors of their choosing. Sprinkle a light dusting of salt Materials over the sky. As the salt dries, it will absorb the watercolor around it and create a snowy effect. • 9” x 12” watercolor paper • Masking Tape and 12”x18” Construction Paper • Watercolor Paint and Salt • Oil pastels Step 3: Remove Tape, Add Details Once dry, rub the extra salt off of the paper and Motivation discard. Have students carefully and slowly remove all of the tape, holding their papers with • Look at photos of birch trees. Ask students to one hand and removing tape with the other. observe what is different about birch trees Then, add details to the bark with oil pastels. compared to other trees (thinner trunks and Finally, show students how to add a shadow to branches, white bark, etc…). one side of their trees with watercolor paint. • Talk about why trees lose their leaves in the winter. You may want to read your favorite book Tip: A little salt goes a long way! Show students about winter or snow to get students in the mood how to lightly sprinkle it from high above so it to create snowy art! disperses evenly.

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Lesson Plan Line “Action Jackson Lines”

Step 1: Draw Lines Before starting, have students practice making different line types. Then, on a 9x12 paper, ask students to make each line type one by one across their paper using a Sharpie. Some may want to use pencil ﬁrst.

Zigzag Line, Curvy Line, Dashed Line, Thick Line, Straight Line, Spiral Line The lines must go across the paper and touch 2 edges. It’s important for students to know how to draw the line types, and it says a lot about their ﬁne motor skills.

Step 2: Review On the next day’s class, review Action Jackson and his lines. Show them the following website as a group: Objective: Students will produce 5 or more www.jacksonpollock.org/ Paint like Jackson different line types while learning about the Pollack online as a large group activity. art of Jackson Pollack

Materials Step 3: Paint • White paper 9x12 Students will paint in between their lines. Allow • Water color paints them to choose where to paint, either in • Sharpie Markers between their lines, or between the lines and the edge of the paper. Start with yellow, and move along the color wheel in steps. By breaking down Motivation the colors, it helps to enhance the quality. They should all look different. • Read “Action Jackson” by Jan Greenberg and Sandra Jordan. Tip: When assessing the artwork, look to see: • Show students examples of different types of lines Did the student make ﬁve different line types on the projector screen. As you show and accurately? demonstrate the lines, ask students to talk about the emotions that might connect to these lines. You will be amazed how different these all turn out. • Display: Lines Poster

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