MiSs Rs ArT RoOm

 Splattered Paintbrushes

Learning Targets

I can...

• Create an original Splattered Paintbrushes using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), space (positive, negative), and texture (rough, smooth, thick, thin) inspired by American Painter (1912-1958) Jackson Pollock
• Use painting techniques (splattering, dripping, brushing) and design principles (movement, variety, unity) based on Abstract Expressionist Movement
• Define Splattering (a painting technique in which paint is flung, with the flick of a brush, onto the painting surface)

Lesson One
Day One, Art Start

1. Number 1 (Lavender Mist) (1950) Jackson Pollock

2. Action Jackson by Jan Greenberg & Sandra Jordan

3. Discussion Questions "What did Jackson Pollock use to splatter paint? What technique did Jackson Pollock use to create his paintings? What was unique about Jackson Pollock's method of painting? How do you splatter paint like Jackson Pollock? What was the first thing you noticed about this painting? What else caught your eye? After looking at this work for a while, close your eyes. What objects or shapes do you remember clearly? Why do you think you remembered what you did? Find a hidden idea in this artwork. What is it, and what clues helped you to find it? If you created a work of art with the same title, what would it look like? What would your secret be, and where would it be kept? What kinds of guardians would you include? What art movement is Jackson Pollock most closely associated with?"

Lesson Activities

1. Use graphite pencil to draw paintbrush types (round, flat, bright, filbert, fan, angle, detail round) for the positive space (foreground) of the paintbrush paintings

2. Use graphite pencil to draw in the negative space (background, shadows, table) of the paintbrush paintings

3. Use graphite pencil to add the details (metal handle, wooden handle, geometric shapes) of the paintbrush types (round, flat, bright, filbert, fan, angle, detail round) of the paintbrush paintings

Day Two, Art Start

1. Retrieve Splattered Paintbrushes for Assigned Table

2. Cathedral (1947) Jackson Pollock

3. Discussion Questions "What type of techniques do you think this artist used? How do you think he made those designs? Do you agree with critics who wonder whether or not Jackson Pollock was the best painter ever? What about Jackson Pollock's work made him controversial? How do you feel about Jackson Pollock's work? Do you consider him an artist? What does it mean for Pollock to have adopted independence instead of his former teacher's style? What was Jackson Pollock's approach to art? How did Jackson Pollock use unique materials in his artwork? Why? How do you see surrealism in Pollock's work? What was Pollock's work like in 1947? Why is this significant? How did this artist contribute to art?"

Lesson Activities

1. Add line types (horizontal, vertical diagonal) to the negative space (background, table, paintbrushes) of the paintbrush paintings

2. Add line types (horizontal, vertical, diagonal) to the positive space (paintbrushes) of the paintbrush paintings

3. Add line types (horizontal, vertical, diagonal) to the positive space (paintbrushes) of the Splattered Paintbrushes

Day Three, Art Start

1. Retrieve Splattered Paintbrushes for Assigned Table

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

Lesson Activities

1. Use rainbow order colors (red orange yellow green blue purple) to paint the negative space (background table paintbrushes) of the paintbrush paintings 

2. Use rainbow order colors (red orange yellow green blue purple) to paint the positive space (paintbrushes) of the paintbrush paintings

3. Use neutral colors (black brown grey) to paint the negative space (shadows, highlights) of the Splattered Paintbrushes

Artist Examples

Student Examples

 

Mark Rothko Color Fields

Learning Targets 

I can...

• Create an original Mark Rothko Color Fields using drawing techniques learned in class
• Use color combinations (analogous, complementary, monochromatic), shape variation (geometric, organic), and line types (horizontal, vertical, diagonal) inspired by American Painter (1903-1970) Mark Rothko
• Use value (lightness, darkness) and design principles (gradation, movement, composition) based on Abstract Expressionism
• Define Monochromatic (using only one color) 

Lesson One
Day One, Art Start 

Lesson Activities

Day Two, Art Start

Lesson Activities

Day Three, Art Start

Lesson Activities

Artist Examples

Student Examples 

Auguste Herbin Abstract Art

Learning Targets

I can...

• Create an original Auguste Herbin Abstract Art from drawing techniques learned in class
• Use geometric shapes (circle, triangle, oval, rectangle), line types (horizontal, vertical, diagonal) and value (lightness, darkness) inspired by French Artist (1882-1960) Auguste Herbin 
• Use art element: shape (geometric, organic, biomorphic) and design principles (movement, proportion, gradation) based on Abstract Art
• Define Nonobjective (representing or intended to represent no natural or actual object, figure, or scene)

Lesson One
Day One, Art Start

1. Oiseay (1882-1960) Auguste Herbin
2.  Read I Spy Shapes In Art by Lucy Micklethwait
3. Discussion Questions "Are you fluent in abstractions? Can you help decode this painting? What do you notice is different with the shapes, colors, and arrangement within this artwork? Is the white circle being weighted? Is the thin blue triangle balancing the white square and darker blue small circle? Can you see the piece of equipment each child was aiming to represent? What is the same and different about each picture? Could each block represent a letter? If so, which block represents which letter? Could there be one or more colors and group of shapes for each letter? Can you use the same ideas to pick out parts of this picture? What does the title of the piece suggest? Can you recognize possible representations for any other letters used in the title?"

Lesson Activities

1. Use three geometric shapes (circle, oval, rectangle) to represent a title (days, weeks, color) for ones abstract work
2. Use tints (white, grey, black) to fill in the positive space (geometric shape) for ones abstract work
3. Use tints (white, grey, black) to fill in the negative space (background) of ones Auguste Herbin Abstract Art

Day Two, Art Start

1. Retrieve Auguste Herbin Abstract Art for assigned table
2. Composition Rouge (1949) Auguste Herbin
3. Discussion Questions "What colors are being used in this artwork? Which area of the artwork is emphasized by the artist? Which are of the artwork is most important? How did the artist use space? How did the artist use balance? How did the artist use proportion? How would you describe this artwork to someone who has never seen it? What do we know about the artist after viewing this artwork? Who do you think this artwork was created for? Why do you say that? How do you think the artist feels about the final product? How do you think this artwork was made? Why do you think this artwork was made? Why do you think this artist created this work? What emotions do you notice in this artwork? What emotions do you feel when looking at this? How do you think the artist was feeling when he created this artwork? How did the artist use line, shape, and color to contribute to the mood or meaning? What title would you give this artwork?"

Lesson Activities

1. Add three different lines (diagonal, vertical, horizontal) to add visual interest within ones abstract work
2. Use colored construction paper to fill in the positive space (geometric shape) within ones abstract work
3. Use colored construction paper to fill in the negative space (background) within ones Auguste Herbin Abstract Art 

Day Three, Art Start

1. Retrieve Auguste Herbin Abstract Art for Assigned Table
2. Set Up Studio Area (construction paper, paper cut outs, geometric shape templates)

Lesson Activities

1. Use black sharpie to draw three geometric shapes (circle, oval, triangle) and line types (horizontal, vertical, diagonal) of ones abstract work
2. Use primary colors (red, yellow, blue) to fill in the positive shape (geometric shapes) of ones abstract work
3. Use primary colors (red, yellow, blue) to fill in the negative space (background) of ones Auguste Herbin Abstract Art

Artist Examples

Student Examples

Calder Contour Self Portraits

Learning Targets

I can...

• Create a Contour Self Portrait using techniques learning in class
• Use gestural lines (smooth, jagged, curved), shape variation (geometric, organic, free form), and color schemes (complimentary, secondary, primary) inspired by American Sculptor (1976-1998) Alexander Calder 
• Use observational skills (value scale, proportion, illusion of depth) and design principles (contrast, harmony, movement) relating to Abstract Expressionism 
• Define Portrait (a picture depicting the face, head, and shoulder)

Lesson One

Day One, Art Start

1. Abstract Expressionists (1) Alexander Calder, (2) Elizabeth Berrien, and (3) Gavin Worth

2.  Read Sandy's Circus by Tanya Lee Stone
3. Discussion Questions "Do you think line is the most important element? Why or why not? What is the difference between contour line, continuous contour line, and blind contour line? What happens when you turn an artwork around to view it from a different angle? What do you notice about Alexander Calder's Self Portraits?"

Lesson Activities

1. Choose 9" by 12" Drawing Paper
2. Use mechanic pencils to draw face, head, and shoulder of oneself
3. Use black sharpie marker to outline face, head, and shoulder of Contour Self Portraits

Reminder:

• Initials & Home Teacher on Back of Paper

Day Two, Art Start

1. Retrieve Contour Self Portrait for Assigned Table
2. Read Alexander Calder by PBS American Masters 
3.  Reflective Discussion "Calder, known to his friends as "Sandy", was a man who invented mobiles, stables, and wire portraits. As a child, Calder loved the circus and was impressed by their ability to balance on thin wires up in the air. What do you think of his work? Does it remind you of anything you have seen before?? Have you been to the circus? Do you think Calder captures the magic of a circus performance?"

Lesson Activities

1.  Use printed portrait to outline the face, head, and shoulder with black wire
2. Use multicolored wire to add facial features (eyebrows, hair, jewelry) to self portraits
3. Use hot glue to attach face, head, shoulder, and facial features to a cardboard base

Day Three, Art Start

1. Retrieve Contour Line Portrait for Assigned Table
2. Set Up Studio Area (black wires, wire cutters, cardboard base)

Lesson Activities

1. Use hot glue to finish attaching face, head, and shoulder to cardboard base
2. Use black paint to cover facial features (eyebrows, hair, jewelry) of self portraits
3. Use black paint to cover the cardboard base of the Contour Line Portraits

Teacher Demonstration Examples

Artist Examples 

Student Examples