Abstract Clay Tiles

This unit was one of my favorite units to teach this year! Grade 2 students investigated abstract art, artists, color, texture, and shape to express an emotion of their choice. Here is was what we inquired into during art classes...

Transdisciplinary Theme: How We Express Ourselves 
Central Idea: Expression can be abstract.  
Lines of Inquiry & Key Concepts: Artists choose certain colors, shapes, and textures to portray different emotions and feelings. (Connection) Audiences have their own point of view and make different connections to colors, shapes, and textures. (Perspective) Artists reflect on their technique and self-management skills to determine when artworks are the best they can be. (Reflection) 
Focus Artists: Wassily Kandinsky and Frank Stella

The students were introduced to this unit through a provocation discussion regarding the difference between Abstract and Realistic art. A range of artworks, examples, and photographs were set up at different tables and students discussed the similarities and differences between the art pieces. This was a great way to get students comparing and contrasting and also to assess students' prior knowledge. At the end of the discussion the students were able to describe the difference between realism and abstraction.

In the next lesson, the students were exposed to a variety of music and painted abstractly using lines, colors, and shapes according to how the music made them feel.

 The students then learned about the Russian artist Wassily Kandinsky and his love of music and art. They enjoyed watching this short video to learn more about his life as an artist and musician. We also read the book "The Noisy Paint Box" by Barb Rosenstock for further inspiration.

The following week, the students explored and discussed art works by contemporary artist Frank Stella. They enjoyed comparing Kandinsky and Stella's work, and used these artists ideas to start organizing their thoughts on how certain lines, shapes, and colors make them feel.

The students then started designing in their sketchbooks an idea for a final clay piece. They focused on an emotion of their choice and the lines, colors, shapes and textures that could reflect that feeling.

Once their ideas were planned, we began creating with clay! The student's created two versions of their abstract clay tile. One was taken home and one was used as a permanent mural installed within the school. Creating two tiles was a great way for reflection and peer feedback throughout the creative process. The students were very impressed and proud of their beautiful abstract work!

Pop Art and Abstract Expressionism

 

My MYP 2/3 class just finished up a unit on Pop Art and Abstract Expressionism, and it was a huge hit! Here is what we have been up to...

Line of Inquiry: Global media has become prominent in new visual cultures. 

Inquiry Questions: What types of popular ideas have spread globally? How can pop culture mediums and materials be used in an artwork? Are Andy Warhol's paintings art?

We started off the unit with a class discussion investigating what "Pop Art" is, how it started, and how those ideas are still being used today. The students viewed a variety of pop artists and focused on Andy Warhol. 

They did some individual research about Warhol's background and famous works before discussing and debating if his ideas should be considered art. During discussion, the students also identified the elements of art and principles of design within Warhol's famous soup cans.   

After research and discussion, students made a list of ten items found in the grocery store. Four of those items were chosen and drawn in their process journals. 

After the four items had been sketched, we went backwards in time within the the art history world and began investigating Abstract Expressionism. Why was this art movement happening right before Pop Art started, how is it different? The students examined art works by Willem de Kooning and Mark Rothko, but their favorite was Jackson Pollock.

The students started practicing a variety of mark-making techniques they discovered while looking into Abstract Expressionism in their process journals. We took the mark-making experimenting to the next level by throwing around some paint filled eggs, creating splatters just like Pollock! 

After making a brilliantly colorful mess, the students were ready to begin their final task. They chose one item from their four sketches to develop into a design that was influenced by both Pop Art and Abstract Expressionism. Once finished, the students presented their work during a group critique. They were thrilled with their final results!

Here are a few more examples of student work from their beginning ideas up to their final product:

I'm really proud of their enthusiasm, creativity, and effort! 

2D/3D Abstract Splats

This is a lesson that students and myself absolutely loved. I taught this with my grade 5 students while still working in Saudi Arabia, so I thought I would share!

To begin this lesson my students viewed and discussed abstract paintings by Jackson Pollock. They looked at the movement created by the splashes of paint mixing with other colors.

We then discussed contemporary artist Martin Klimas who photographs brightly colored paints being bounced around by sound vibrations. We also watched a video of the process he goes through to capture these beautiful images. My students were amazed!

To make things even more fun, we also took a look at the famous performance artists, The Blue Man Group. My students had never heard of them before and loved the amazing things they can do with music, humor, and brilliant colors. 

After our discussions and comparisons between these three types of art, we began our own art making process. The students first designed an abstract shape inspired by the bouncing blobs of paint from the videos, photographs, and paintings viewed previously. Once the drawing was complete, students were in for a surprise. They had to construct their abstract splat into a three dimensional form with clay. The students loved creating the final piece, especially when they were able to paint with neon colors. 

I thought this lesson was a great way of showing students how contemporary artists are influenced from artists throughout history. The final product was a huge hit at the end of the year art show! 

Landscape Studies

What I enjoy about teaching IB is that the program encourages students to go deeper within their studies. To inquire, think critically, and communicate their thought processes. While teaching this unit about the varieties of landscape art to my PYP 4 students, they were able to utilize those skills successfully and develop a deeper understanding of their personal creative approach.

The unit was started with investigating different types of landscape art that have been made by artists throughout history. We broke these types of landscapes down into three categories including representational landscape (or realism), impressionism, and abstract landscape. As a class we viewed artists involved with each category and discussed the differences.

After discussion, the students also learned a new set of vocabulary and how to create perspective within their drawings and paintings. The first task was to create their own landscape using perspective and value as seen in this student's painting and sketchbook work.

The next task was to introduce a new technique and style of painting. After reviewing impressionist artists and famous works, the students were ready to try their own impressionist style paintings. The students used a brand new pencil that had not been sharpened to dip into colors to create the bold dots or brush strokes seen within this style. The students had a lot of fun mixing colors to their landscape with something other than a paint brush! 

The final task for this unit was by far the best, according to my students. Together, we took a look at Australian artist John Olsen and his famous abstract landscape paintings. The students discussed the different colors used by this artist and how that influences the feel of what type of landscape is represented.  

After discussion, each student was given a picture of a map with an aerial view of a landscape. In their sketchbooks, students designed a line drawing based on the bold lines found within their aerial maps. When their drawing was finalized, the messy (and most fun) part began! 

Each student was given a small canvas, glue, and pieces of white tissue paper. The students rolled their tissue paper into a line, dipped the "line" into glue, and arranged the "line" on their canvas as it was in their sketchbook drawing. When all of the gluey lines were dry, the students chose specific colors based on what type of landscape they wanted to represent. 

They were so engaged during this assignment you could hear a pin drop! The students loved the final results of their mixed media abstract landscapes and were really impressed with how unique everyone's was. I loved teaching this unit and feel like each student was successful and gained a deeper understanding of the creative process and art history! 

Outstanding Organics

My fifth grade girls completely blew me away with their finished paintings this week. I'm so excited to show them off!

Before we started our awesome paintings, we began with a simple cut and paste collage activity dealing with geometric and organic shapes. We discussed historical and contemporary artists that use(d) these different shapes within their work such as: Henri Matisse, Piet Mondrian, and Reggie Laurent.

Once these collages were completed, the girls were introduced to Peter Max and his world of bright wonderful colors. They loved his work, and inspiration was born! So we began designing our own "Organic Landscapes" with a Peter-Max-like palette.

Below are some examples of how we got started:

 

Students began with a design in their sketchbooks first. They were then given a larger piece of paper and reproduced that initial sketch. Once their drawing was finished in pencil, they outlined their drawing with a black permanent marker. After that, paint was applied.

Check out the final product!

                                 

Overall the project was fun, engaging, and pretty successful. It also allowed every student to have a huge amount of creative freedom. The results were outstanding, way to go fifth grade!