Hello!
For this entry I would
like to share with you a lesson that I taught to my Color and Design class.
Color and Design is a class made up primarily of freshmen. This class is an
introductory art class that focuses on the elements and principles of design
and the exploration of new materials and techniques. This year, my theme for Color
and Design is American Artists. I chose this as a theme because normally when I
ask students to “name an artist” I get the following responses: Van Gogh,
Leonardo, Michelangelo, and Picasso. All have made significant contributions to
art history, but none of them are American. I realized that exposure to
American art and artists was limited for my students, so I decided to make it
my focus for the school year.
I would like to share
with you my lesson on Helen Frankenthaler. Helen Frankenthaler was an Abstract
Expressionist painter who paved the way for the Color Field painters through
her soak-stain technique. In soak-stain, Helen would pour diluted paint onto an
unprimed canvas to create abstract landscapes.
Objective: To explore
the soak-stain technique and non-traditional painting techniques to create an
abstract or non-objective artwork inspired by a place.
Essential Question: How
can I create a painting of a place using non-traditional painting techniques?
Time Frame: 5 – 7 forty-two minute classes.
Assessment: This
project is formally assessed with a rubric using the following criteria: Design
and Composition, Creativity, Utilization of Techniques, Artist Statement,
Presentation. Each criteria is worth 20
points for a total of 100 points. I also informally assess students each day as
I circulate around the room to provide feedback.
Materials: Unprimed
canvas, laminated board (or board covered in wax paper), paints (latex work
great!), Dixie cups, spatulas, comb, water spray bottle, popsicle sticks, any unusual object to apply
the paint with, newspaper, sponges, aprons.
Sequence of Action:
1). Introduce Helen Frankenthaler via Scholastic Arts
Magazine article. Students read article
aloud via popcorn reading, pausing for class discussion and teacher-guided
question and answer. Students participate in art critique of artworks,
evaluating via thumbs up and thumbs down responses.
2). Teacher asks students to brainstorm as a class to
identify different types of ‘places.’ Students choose a place. Teacher passes
out a graphic organizer asking them to brainstorm adjectives used to describe
the colors associated with that place, the feelings associated with it,
textures, and its mood.
3). Students staple unprimed canvas to laminated board. Teacher
demonstrates how to thin paints out with water and how to pour paint onto
unprimed canvas. The goal is to create an artwork that is abstract (somewhat
resembles place) or non-objective (doesn’t resemble place, uses lines and
shapes to communicate ideas). Teacher also demonstrates how to use other tools
to create textures and shapes. Students should not “paint” in the traditional
sense, but instead explore designing a composition inspired by the colors,
mood, textures, etc. of their chosen place.
4). Students begin exploring and experimenting with
pouring, diluting, and spreading paint onto canvas to create their painting.
Encourage students to go beyond the expected “Jackson Pollock drip” technique.
This took 2 - 3 days.
5). Teacher demonstrates how to measure mattes and cut
with a matte cutter. Students work hands on to measure mattes, and rotate
through using the matte cutter to cut mattes. While students are waiting to use
the matte cutter, they begin to write their artist statement, which will be
attached to the back of the painting. The artist statement directs students to
answer the following questions: what place inspired this painting? Why did you
choose this place? How does your painting relate to your place?
6). Add signature to matte board and tape artist
statement to the back of painting. Add stickers to matte board that label the
place that inspired the painting.
7). Put on display!
Sample Artworks:
Tips:
Tips:
· Latex paint
works extremely well for this project because it is very “plastic” in texture
when it dries and it peels off a laminated surface easily. Call around to your
local paint supply stores! Last year a local paint manufacturer had a canceled
order for small jars of sample paint in every single color imaginable and they
were giving them away for free! I went and filled my car up with 11 boxes!
· Emphasize
process! One of the enchanting aspects of this painting project is that there
is no sketching or planning involved, so there is no “expected” outcome.
Students really liked this project because it was so experimental.
· Stretched Bars:
If I could do this project again I would use canvas stretcher bars to wrap the
finished paintings around for display purposes instead of matte board. Limited
resources prevented me from doing this, but I am hoping to get scrap wood or
order some stretcher bars for the future.
· - Check out artist
Holton Rower’s Tall Paintings– he is taking Pollock and Frankenthaler’s pouring
techniques to a whole new level by pouring paint onto 3D sculptures. A few years
ago a group of students came to me and said they wanted to try it out. They
brought in leftover latex paint from home and we poured it onto a mini
sculpture. Caution: you need a LOT of paint and it will spread IMMENSELY, even
after you think it’s done moving. But it was a lot of fun and the kids will
always remember it. Here is a video: https://www.youtube.com/watch?v=d6egUsZvWu4
Thank you for reading my blog entry on Helen
Frankenthaler – happy painting!
Sincerely,
Emily
*** Note: This blog was originally posted in April of 2015 and was removed due to technical difficulties. It is being re-posted now that the technical issues have been resolved. Thanks for your patience! ***