Abstract Expressionism Action Painting - Day 1 Kansas State Standard VA:Proficient:1.4.2 Standard 1: Understanding and applying media techniques and processes. Benchmark 4: The student analyzes media, techniques, and processes to create specific effects that intentionally communicate through works of art. Indicator 2: The student intentionally takes advantage of the qualities and characteristics of art media, techniques, and processes for enhancing communication of experiences and ideas. Objectives n n n Students will understand the historical significance of the Abstract Expressionist movement, specifically Action Painting, along with its connection to music. Students will select painting instruments, methods, and body movement to use paint expressively. Students will explore experimentation and risk taking within their artwork. Art Production Anticipatory Set: (10minutes) Modern Art = I Could Do That + Yeah, But You Didn t This slide will be displayed on the projector as students enter the room. 1950s Jazz music will be playing to set the Abstract Expressionist atmosphere. Each student s table will be covered with two layers of large roll paper, a piece of newsprint, various drawing materials, and a pre-assessment sheet. Students will be asked to fill out the pre-assessment as they enter the room. We will spend the first 10 minutes of the class responding to the questions asked on the pre-assessment. State Objectives: (3minutes) How many of you have looked at an artwork and said to yourself, I could do that? That seems to be the general theme of modern art, yes you could do it but YOU DIDN T! Most of modern art is famous because that guy thought of it first, or called it art first, or they had some grand idea behind their painting and that s what makes it art. Today we re going to look at the Abstract Expressionists and how their work radicalized the art world and drew a strong connection between expression, art and music. Throughout class we will focus on understanding how to use body movement, alternative painting instruments, and thin paint to express the music we Unit: Abstract Expressionism Class: Painting Medium: Drawing/Painting Durations: 90 minutes Materials 12 x18 Newsprint Various Drawing Media Roll Paper Disposable Plates Acrylic Paint (Black & White) Various Painting Utensils Elements of Art Line Principles of Design Rhythm, Movement, Unity Vocabulary Abstract Expressionism- A post World War II art movement in American painting, developed in New York in the 1940s. It was the first specifically American movement to achieve international influence and put New York City at the center of the western art world, a role formerly filled by Paris. The movement stretched from the 1940s to 1960s. Action Painting- energetic technique dependent on broad gestures directed by the artist's sense of control interacting with chance or random occurrences. Automatism- artist abandons any conscious control of the painting and allows the mind to guide the hand. Resources AB EX NY Kline https://www.youtube.com/watch?v=1xq Tlp0hscs&index=8&list=PLA9DED0323 Abstract Expressionism Action Painting - Day 1 1
are listening to and ourselves. We will experiment and take risks; some will result in success, some in failure but all will be an expression of ourselves, our signature. Input: (25minutes) AbstractExpressionism.PPT Harold Rosenberg s coined term of the Action Painting movement will be explained along with four major artists of the movement. A brief explanation of the connection between art, music, and movement will be discussed before students begin working on their drawings and paintings. Demonstrate: Two videos showing the method of painting used by Kline & Pollock will be show during the PowerPoint. Check for Understanding: (7minutes) (2minutes) Explain to students the process of automatic drawing. (5minutes) Students will practice automatic drawing with a variety of drawing materials on their piece of newsprint. The intent of the portion is to loosen them up to the idea of automatism and abstraction. [While students work, hand out to each: a variety of painting utensils, a plate of thinned white acrylic paint, a plate of thinned black acrylic paint, and an apron] Independent Practice: (25minutes) (5minutes) Explain to students the rules for this painting exercise. All paint must stay on the roll paper, excessive flinging of paint will not be tolerated. Students are welcome to pour paint but to remember that is all the paint they have, so use it wisely. Respect for the art room, our resources, and the art-making process should be respected at all times. Students should roll up sleeves and put on aprons. (20minutes) Students will then practice action painting using black and white acrylic paint on their top layer of roll paper. Students will move around their tables and use different motions and utensils to create their painting, while various types of music play in the background. Students are encouraged to change painting utensils, movements and styles frequently but are asked to not waste time by trying to clean off utensils before switching paints. 1B5E68B Hans Namuth Pollock Painting https://www.youtube.com/watch?t=1&v =KNwvUco146c Art History For Abstract Expressionists, the authenticity or value of a work lay in its directness and immediacy of expression. A painting is meant to be a revelation of the artist s authentic identity. The gesture, the artist s signature, is evidence of the actual process of the work s creation. It is in reference to this aspect of the work that critic Harold Rosenberg coined the term action painting in 1952: At a certain moment the canvas began to appear to one American painter after another as a space in which to act --- rather than as a space in which to reproduce, re-design, analyze, or express an objective, actual or imagined. What was to go on the canvas was not a picture but an event. Modifications/Notes There is no necessity for modification in this lesson. The PowerPoint presentation will be available to all students through Google Classroom if they would like to look at it. Closure: (20minutes) (10minutes) Reflection we ll take a look at everyone s paintings and discuss as a class the aesthetic questions, art criticism question, and any other thoughts about the experience. (10minutes) Clean Up: Painted papers need to be taken to the back room and carefully laid on the floor. Paint platess should be rinsed out and painting utensils washed off. The remaining piece of roll paper used to protect the table can be thrown in the recycling. -Friday we will give action painting another go with a longer period for painting. After this exercise students should have a grasp on how to manipulate the paint to gain some control with the medium and utensils. Abstract Expressionism Action Painting - Day 1 2
Aesthetic Questions Is this art? Do you think this could be considered a portrait? Art Criticism/Analysis Questions Did you notice a change in your movements as you became more comfortable with this process? Did you notice a change in your movements as the music changed? What emotions did you feel while creating this piece? Is it visible in the lines? Do you think this is expressive? Abstract Expressionism Action Painting - Day 1 3
Abstract Expressionism Action Painting - Day 1 4
Abstract Expressionism Action Painting - Day 1 5
Pre-assessment Art Survey Circle the answer that applies to you. 1. I m familiar with the term Abstract Expressionism. 2. I ve heard of Jackson Pollock. 3. I know all about Action Painting. 4. I could pick out a painting by Willem de Kooning if given the opportunity. 5. I could recreate an Abstract Expressionism painting if given the chance. 6. World War II led to the movement of Abstract Expressionism. True or False 7. New York City became the center of art during the Cold War. True or False 8. Without knowing a whole lot about these two works, compare the characteristics of these two paintings. (Images on PowerPoint) 9. What feelings does this piece evoke? Is this art? Why or why not? (Image on PowerPoint) Answer on back of paper. Abstract Expressionism Action Painting - Day 1 6