Mini Unit: Abstract Art: Painting and Color

Hayley &

Karli

Grade: Ten
Transfer Goal(s):
1. The students will explore and build on their knowledge of the formal
elements in art such as color, line, perspective and positive and
negative space in relation to abstract art
2. The students will examine the relationship between abstraction and
representation
3. The students will develop artistic intention when creating artwork
Established Goal(s): the students will
- Use rope to explore the use of line, movement and intention
- Create a line drawing representing a noun and feeling (i.e.
representing anger)
- Consider the implications of the use of color to further this meaning
- Make choices in color for their artwork and describe why they choose
it
- Use their sketchbook to record their artistic process and choices
- Collaborate with others to create a work of art
- Consider how the elements in abstract art convey meaning
Meaning - Enduring Understandings: the students will understand
that
U1: Negative and positive space work together
U2: Line choice is important
U3: Intention is used in art to convey meaning
U4: The use of color in an artwork can change the meaning or
interpretation to the viewer
Meaning - Essential Questions: to keep considering
Q1: How can an abstract image convey meaning to the viewer?
Q2: How can we use formal elements of art, such as color, rhythm,
movement and shape to affect the mood/emotion in our artwork?
Q3: Why might you feel different than your neighbor when looking
at art?
Q4: How does collaboration expand the creative process?
Acquisition of Knowledge and Skills: the students will know
- How to interpret the elements and principles of design through
practice in composing their own images
- How to compare and contrast works of art using the formal elements
of art and principles of design
- How their own intention and choice in their artwork will influence the
way the viewer interacts with their artwork
- How their understanding of these concepts will build upon their own
artistic practice
Vocabulary:

Abstract, positive space, negative space, mood, line, contour line,

representation, intention, expression, composition, unity, collaboration
Assessment Evidence: the students will show their learning by
- Recording their ideas and classwork in their sketchbook
- Completing entrance and exit slips
- Collaborating with others to create a work of art that conveys
meaning to the viewer
- Participating in class discussions
- Final critique; participation and communication of their ideas in their
sketchbook
Evaluation Criteria:
Sketchbook work, participation in class discussions, exit/entrance slips, in
class activities, completion of individual work, completion of collaborative
work, presentation of work, final critique

Encounters with Art:

Jose Clemente Orozco Dive Bomber and Tank 1940
http://www.moma.org/interactives/exhibitions/2015/onewayticket/
panel/13/culture
Pablo Picasso Girl Before a Mirror 1932
http://www.moma.org/collection/works/78311
Georgia OKeeffe Abstraction Blue 1927
http://www.moma.org/collection/works/78677?locale=en
Lake George, Coat, and Red 1919
http://www.moma.org/collection/works/78656?locale=en
Andy Goldsworthy Rowan Leaves & Hole 1987
http://www.artnet.com/artists/andy-goldsworthy/rowan-leaveslaid-around-a-hole-yorkshire-eHcaMqPgsQFLwgG1yrzhSQ2
Swoon Recovery Diaspora (collaboration with Groundswell)
2013
http://www.artslantstreet.com/articles/show/37437
Elizabeth Murray Humor 2003
http://www.art21.org/artists/elizabeth-murray

Unit Connections to the Curriculum:

COMPOSITIONS:
Component 1: Extend their knowledge of and familiarity with the
elements and principles of design through practice in composing
two and three dimensional images
a. Color and value concepts are important components of an artists
compositional skill
b. Positive and Negative space are essential to the description of two and
three dimensional forms
Component 2: Solve teacher directed problems of unity and
emphasis in creating compositions
a. Compositions use positioning and grouping of subjects for different
meanings and emphasis
b. Unity is achieved by controlling the elements of composition within the
picture plane
Relationships 2: Use the vocabulary of art criticism to develop and
accept analysis of their own work
Describing and discussing components of design are part of the
process of analyzing ones own work
ENCOUNTERS:
Sources of Images: Investigate the process of abstracting form from
a source in order to create objects and images
a. Artists simplify, exaggerate and rearrange parts of objects in their
depictions of images

Summary
This unit will consist of a series of lessons centered on the idea of using
the elements of art and principals of design to express meaning or
communicate a message. The unit is structured as a disciplinary unit
allowing the students to gradually build on their knowledge of the formal
elements of art while simultaneously considering the idea of how to
intentionally use these to convey a message to the viewer. By examining and
discussing works from contemporary artists such as Andy Goldsworthy,
Swoon and Elizabeth Murray as well as work from Jose Clemente Orozco,
Pablo Picasso and Georgia OKeeffe, the students will compare and interpret
how these artists used color, line, movement, space and material to express
meaning. The students will work in an abstract manner to allow for a greater
focus on the relationship between the formal elements of art, principles of
design and meaning (or intention). The students will move through the unit
experimenting with line and expression by using varying thicknesses and
lengths of rope to creating unique abstract drawings. The addition of color
will be added to these individual drawings allowing the students to consider
and experiment with how color would effect meaning. And finally moving into
the final project, working collaboratively to create a mural using cardboard.
This mural will incorporate shape, 2D and 3D space, color, movement and
line. By working together, they will gain perspective on how each member of
their group interprets art as well as using formal elements to convey a
message or meaning. A final critique will allow each group to discuss their
choices, gain skill in communicating ideas and further develop their own
artistic style.

Rational
The purpose of this unit is to allow students to consider how formal elements
in a composition, such as the use of line, color, space, form, and movement,
are used by artists with intention to convey meaning. The students will build
on their knowledge of these elements and work together to begin to develop
intention in their work. This unit is concerned with the WHY and the HOW
artists use these tools to show meaning to the viewer. These are important
skills for students to develop in order to communicate ideas in their own
work as well as engage with artwork as a viewer. These skills will be a
necessity for continuing art lessons, building on what they already know, as
well as important when developing their own artistic style. These lessons
also promote compositional skill, individual choice and how collaboration can
expand the creative process. By working together and bringing their own
unique perspective into the creative process, students will begin to develop
problem solving skills while creating art.
Sequence of Lessons:
Lesson one:
This lesson is an introduction to the idea of using the formal elements of art
as well as the principles of design to create meaningful artwork. The
students will encounter the artists listed above and consider their use of
these elements in abstract works of art. The students will then engage in a
rope activity which will allow them to experiment with manipulation of line.
They will individually create an imagine depicting a noun, verb and concept
and recording this in their sketchbook. The students will then create their
own image using black markers and white paper.
Lesson two:
This lesson will allow students think more deeply about how color affects
composition, depth, line, individuality, and expression. During this lesson the
students will continue to work on their previous rope drawing by adding
color while considering these concepts. We will also look at the work of
Elizabeth Murray and conscious decisions of color. The purpose of looking at
her work and watching the YouTube clip is to help students understand that
by individualizing, adding color, going with your gut, and taking time to really
look at your own work, you can make a meaningful, personalized, and
completed piece.
Lesson three:
During this class the students will begin the collaboration process to come up
with an idea for their mural. The students will also consider what they have
learned in the previous lessons and apply this to their final project.

Lesson four:
This class will be a peer review class where each student will be assigned
with a partner to observe each others sketch of the project. Each student
needs to make a good comment, ask a question, and give one suggestion for
each sketch. I will have all groups meet up together at the end of the class to
combine the comments and feedbacks received from the peer feedback and
give them time to modify and revise their work before creating the actual
project.
Lesson five and six:
Lessons four and five would be dedicated to making measurements,
preparing, and creating their art pieces. Lesson six would be dedicated to a
gallery walk where the students would have worksheets of essential
questions to think about while walking around and seeing their classmates
work. The final critique would take place in lesson six.
Lesson One
Grade: 10 Art
Duration: 60 min
GLOs
COMPOSITIONS:
Component 1: Extend their knowledge of and familiarity with the
elements and principles of design through practice in composing
two and three dimensional images
ENCOUNTERS:
Sources of Images: Investigate the process of abstracting form from
a source in order to create objects and images
SLOs
Positive and Negative space are essential to the description of two and three
dimensional forms
Artists simplify, exaggerate and rearrange parts of objects in their depictions
of images
Learning Objectives
The students will
1. The students will experiment with line and composition in their artwork
to express meaning or an idea to the viewer
2. Build on their knowledge of the formal elements of art
Resources
Alberta Program of Studies

Documentary: Style Wars (1983) https://www.youtube.com/watch?

v=0EW22LzSaJA
Teaching resources: MOMA http://www.moma.org/learn/teachers/index
Georgia OKeeffe Museum http://www.okeeffemuseum.org/about-georgiaokeeffe/
Materials
White paper 16x24
Chisel tip black markers
Rope varying lengths and thicknesses

Procedure:
Introduction
Entrance Slip: Why do you think artists use abstract images in their work?
Body Activities
Learning Activity #1
- Students will look at several artists who use abstract images in their
work or interact with a space or environment, changing it
- Georgia OKeeffe, Andy Goldsworthy, Jose Clemente, Pablo Picasso,
Swoon
- Class discussion on abstraction, intention and use of line, color,
positive and negative space and how this changes meaning
Learning Activity #2
- Students will be given rope at their table, this will vary in size and
thickness
- Individually, the students will manipulate the ropes, creating a
shape
- Looking at INTENSION when creating a shape, or image
- It is abstract, but how can you use the use of line to suggest
something to the viewer?
- As a group in our sketchbooks we will try to make a noun, verb and
concept
- Students will then create their own image, with intension and
meaning to them
- Students will record what they see using black markers and white
paper
Closure
Exit Slip: What do you think are elements in the artwork that are similar in
abstract art?
Sponge Activity

For next class, think about how color will change the meaning in
your work. Think about how you would use color, which colors you
would choose and why

Assessment Methods
Observation, Participation, Entrance/Exit Slips, In class line activity
completion
Questions:
- Why would an artist choose to paint abstractly instead of
representationally?
- What kinds of choices to artists make when painting?
- What kinds of materials or techniques do painters use? Why would
an artist use non-traditional materials in their work?
- What words would you use to describe this painting?
- How would you describe the lines in this work?
- What kind of gestures or movements can you see? Can you see the
movements the artist made during this process?
- What shapes do you see? What do they make you think of?
- What techniques or strategies can artists use to represent or evoke
emotion?

Lesson Two
Grade: 10 Art
Duration: 60 min
GLOs:
COMPOSITIONS:
Component 1: Extend their knowledge of and familiarity with the
elements and principles of design through practice in composing
two and three dimensional images
ENCOUNTERS:
Sources of Images: Investigate the process of abstracting form from
a source in order to create objects and images
SLOs:
Color and value concepts are important components of an artists
compositional skill

Artists simplify, exaggerate and rearrange parts of objects in their depictions

of images
Learning Objectives:
The students will
1. Experiment with color in their expressive line compositions
2. Develop an understanding of how color can be used to brighten and
individualize a space
Resources:
Alberta Program of Studies
https://www.youtube.com/watch?v=uy3_7mWu3IE
Materials:
Pastels
Rope
Paper (assignment from previous lesson)
Acrylic Paint
Markers
Sketchbooks

Procedure:
Introduction:
Last class we created an image using line with the intention of conveying
meaning to the viewer. How do you think adding color to our composition will
effect this? What choices do you have to consider?
Body - Activities
Learning Activity #1
- Discussion/revisiting color theory with a color wheel.
- Building on previous knowledge, the students will begin to consider
and discuss how they will use color in their work (think-pair-share)
- Class discussion on what each group thought of
Learning Activity #2
- Viewing Elizabeth Murrays work; video link.
- Discussion of abstraction and the expression of individuality
- What does this mean? What are the differences between doodles and
meaningful color and line decisions?
Learning Activity #3
- Now having viewed the video and some examples, lets go back to our
rope drawings from last class and begin to add color and depth

Keep in mind what the color can do for the depth of your piece
Students will work for the remainder of the period on their work

Closure:
Exit slip: How did adding color change your work? Was it a difficult or easy
choice? Why?
Sponge Activity:
- Next class we will start working on our final project. It will be a
collaborative artwork so start thinking of how your choices may change
when working with others.
Assessment Methods:
Observation, Participation, Exit Slips, In class color activity completion
Questions:
- Can color change the mood or feeling of an artwork?
- Is color an individual choice? Or universal? Do certain colors mean one
thing to a person and another thing to the next?
- When thinking about identity, individuality, and art, how can we use
color to further develop our artistic style?

Lesson Three
Grade: 10 Art
Duration: 60 min
GLOs:
COMPOSITIONS:
Component 1: Extend their knowledge of and familiarity with the
elements and principles of design through practice in composing
two and three dimensional images
Component 2: Solve teacher directed problems of unity and
emphasis in creating compositions
Relationships 2: Use the vocabulary of art criticism to develop and
accept analysis of their own work

SLOs:
Color and value concepts are important components of an artists
compositional skill
Positive and Negative space are essential to the description of two and three
dimensional forms
Compositions use positioning and grouping of subjects for different meanings
and emphasis
Unity is achieved by controlling the elements of composition within the
picture plane
Describing and discussing components of design are part of the process of
analyzing ones own work
Learning Objectives:
The students will
1. Plan and determine where their cardboard mural will go
2. Define the idea behind their collaborative art work as a group
3. Complete their first sketches of their project
Resources:
Alberta Program of Studies
Materials:
Cardboard
Scissors
Acrylic Paint
Paint Brushes
Newspaper/plastic cover (floor protection)
Other medium (if the students want to use) to create mural i.e. paper,
charcoal, pastels, etc.
Sketchbooks
Sketches of mural (a copy in each students sketchbook, photocopy of
original is fine)

Procedure:
Introduction:
- The students will get into their assigned groups (roughly 3-4)
- The assignment will be handed out for their mural
Body Activities
Learning Activity #1
- The group assignment will be discussed as a class

Requirements will be addressed (i.e. Must be made out of cardboard,

must incorporate 2D and 3D elements; must be removable from the
wall, must be abstract and incorporate color, etc.)
Learning Activity #2
- This will be a work period
- Students will use their sketchbooks to draw, write, create questions,
research artists, map out placement, etc.
- The students can play with mediums that they would like to work with
- They create a rough plan of what they would like to do.
Closure:
Now that we have our outlines completed, next class we will continue
working/creating our murals
Sponge Activity:
Exit Slip: Now that you have an outline, what problems do you think you
may encounter in the collaborative process?
Assessment Methods:
Observation, Participation, Exit Slips, Preliminary sketchbook work
Questions:
- What kinds of spaces need art and could benefit from your display?
Why?
- How can collaboration help transform a space?
- How can collaboration expand the learning process?
- How does the use of color affect the space it is displayed in, and how
could it change the atmosphere of the space?