Introduction:

Abstract art is a form of art that does not strive for exact representation or realistic portrayal of an object or subject matter. Abstract art may be a simplification or exaggeration of an object. Abstract art often employs the use of simple colors, lines, shapes, or textures. Abstract Expressionism is a form of art that is non-objective or non-representational in which the artist expresses themselves mainly through form and color. Abstract art has become most popular in the 20thcentury and is considered a more modern form of art, although abstract themes have been found in ancient Egyptian and Greek pottery and textiles. (Well-known abstract artists include: Wassily Kandinsky, Jackson Pollack, Piet Mondrian, Willem De Kooning, and Sonia Delaunay.)

Goal (Terminal Objective):

Students will learn the elements of art (Lines, Colors, and Shapes) and apply creative problem solving to complete an original abstract design based on the artwork of the painters Sonia Delaunay and Wassily Kandinsky. Students will also learn to mix primary colors to achieve secondary colors or tertiary colors.

Objective:

Students will demonstrate their visual understanding of the elements of art by creating an abstract painting or design, which also exhibits their knowledge of basic lines, shapes, and colors upon completion of the artwork.

National Standards:

Visual Arts Grades K-4 Content Standard 1: Understanding and applying media techniques and processes

Visual Arts Grades K-4 Content Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas

Visual Arts Grades K-4 Content Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others.

Purpose:

Students will look at examples of works of art by artist Wassily Kandinsky and Sonia Delaunay. Students will apply their knowledge and create an original abstract painting using repeated shapes, lines, and colors. Students will visually demonstrate knowledge of elements of art in their original choices of shapes, lines, and colors to complete the composition. Students will identify and use types of lines and shapes. (Math Integration)

New Vocabulary:

abstract, color, line, shape, dot, circle, dotted line, spiral, angled line, kidney- shaped, primary colors, secondary colors, tertiary colors, Kandinsky, Sonia Delaunay

Materials:

White or manila drawing paper, and the following Sargent Art supplies:

#56-6012 Natural Hair Rainbow Brush Assortment

#22-0534 Tuck Box Crayons

#22-8426 16ct. Art-Time Premium Oval Watercolor Set

Time:

approximately 1-2 class periods

Introduction and Motivation (Set):

1. Have students name the basic lines and shapes (straight, curved, zigzag, dotted, rectangle, circle, triangle, etc.) and find them in Kandinsky’s or Delaunay’s artwork. Students will be guided to discover the colors, lines, and shapes in Kandinsky’s artwork. The teacher will define the primary colors, secondary, and tertiary colors using a color wheelchart.
2. Teacher will show examples of student completed abstractpaintings.
3. Students will view a chart with the circle, dot, and line familiesdelineated.
4. The teacher will demonstrate how to mix colors to make new ones. (Mixingprimaries and secondaries to obtaintertiaries.)

Student example grade 1

Instruction:

1. Begin by having students label the back of their paper with theirnames.

2. Using a crayon, students will draw four straight lines that cross each other and go to the edge of the paper. Lines may be diagonal orstraight.

Students will put crayon back in bowl.

3. Students will then pick up a different color crayon and draw 2 circles that touch a line. They can be oval, circles, kidney-shaped or ellipse-shaped. They are to be empty and any size anywhere on the page. They will replace that colorcrayon.

4. Next, students will draw 3 dots — any size or shape (like the circles) with a different color crayon. They should color them in solidly. Then replace thatcrayon

5. Choosing another crayon color, students will place their crayon on the dot and draw a curvy line going off the page. It will look like a balloon. Do this twice. Replace this color crayon in the bowl.

6. Now the student may pick up a final color and add two or three things on their ownsuch as: a zigzag, angled line, a spiral, a dotted line, a shape like circle or dot,etc.

7. Students will then wet their paints with clear water by dropping a drop of water into each color first. Then they will paint in the shapes, repeating colors in different sections of the painting but nottouching.

8. Students should mix colors to make new ones, such as tertiaries and work on refining painting skills. All white areas should be covered withpaint.

Activities:

(1) Guided Practice:

1. Students view and discuss examples of artwork representing a form ofabstraction.
2. Students discuss the art elements that include types of lines, shapes, and colors. (Circles are empty shapes, dots are filled in, and lines may be curved, straight orangled.)
3. Students will be given step-by-step directions to use crayon to create the abstract outlines or“blueprint.”
4. Students demonstrate their technical ability to paint colors on evenly, to mix colors successfully, and to fill the space to achieve an original abstractpainting.

(2) Independent Practice and Check forUnderstanding:

1. Teacher will circulate and help students with design questions. Teacher may make suggestions to students to mix colors or to add artelements.
2. Teacher may offer individual help with painting smoothly and evenly and where to locate or add repeatedcolors.

(3) Closure: Teacher leads students in a discussion of what art elements (shapes, colors, orlines) each student used or colors mixed to create their abstract painting. Teacher will inquire what is an “abstract?”

Evaluation:

Level One — The finished design very successfully demonstrates the student’s understanding of the elements of art and abstraction. The student has shown strong technical skills in their use of painting, drawing, and use of color. The student has shown a high level of creativity in completing the motif with original detail. Craftsmanship is outstanding.

Level Two – The finished design demonstrates the student’s understanding of the elements of art and abstraction. The student has shown good technical skills in his/her use of painting, drawing, and use of color. The student has shown creativity in completing the motif with original detail.
Craftsmanship is good.

Level Three — The finished design demonstrates effort on the student’s part to show his/her understanding of the elements of art. The student has shown little technical skill in his/her use of painting, drawing, or use of color. The student has shown limited creativity in completing the motif with any detail. Craftsmanship is minimal.

Level Four — The finished design demonstrates effort on the student’s part to show his/her understanding of the elements of art. The student has shown little technical skill in his/her use of painting, drawing, or use of color. The student has shown limited creativity in completing the motif with any detail. Craftsmanship is minimal.

Extension:

This project can be greatly simplified for younger students, or vice versa for older, more advanced students. It also fits in very well within a unit of color theory and understanding balance or the design principles. Oil pastels or watercolor crayons could be used for a different visual effect. In addition, students could be asked to use just one shape.

Resources:

http://www.artcyclopedia.com/artists/kandinsky_wassily.html
http://www.insecula.com/us/oeuvre/O0016692.html
http://www.monart.com/
Mona Brookes book, “Drawing with Children” 1986, revised 1995.