Time: The project may take 2-3 art classes.

 
Click images for larger views. These are all the 1 inch cut up technique. Some students did the weavings.

Procedures:  

1.  Before telling the students what this project is all about, I have them come class and begin painting without any real introduction. I give them only a few guidelines. They must not paint anything recognizable: no symbols, nothing representational, no words, etc. I have classical music playing in the background and tell them to think of how they are feeling and paint that, or think of a feeling they get when they are in a special place, with a special friend, etc. They can pretend they are two years old again and experimenting with a brush and paint for the first time. I have them really try to experience the medium in a way that they most likely haven’t for a long time. Look at the colors, feel the brush on the paper, push the colors together, observe the shapes and forms being created, the moods being felt by color, etc. They can paint more than one piece and I usually predetermine the size of the paper. They can do this on any paper surface.

2. When the paint dries, I have them start creating collaged areas keeping the elements of art in mind. They can also add any other mediums they wish to use. Areas can be enhanced with pen, stamps, drawing with crayon, color pencil, etc. They are reminded to not show anything representational. They must not use magazine pieces where they can identify recognizable forms. Everything is looked at from a design perspective. They are encouraged to look at their work from all directions.

3. In another class, I give an introduction to non-objective and abstract work. I show examples and have a brief discussion (Kandinsky would be good to use).  They then figure out why they were told not to use anything representational. You could certainly change the format of this lesson and do an introduction first. I have found that the students enjoy coming to class with the surprise of painting freeform with few guidelines. If they knew what they were doing ahead of time, my overachievers may not find this project as enjoyable. I want it to be a ‘freestyle’ project and one that they are not attached to as they will be cutting their painting into many parts.

4. Once they have a good understanding of our new vocabulary words, they either cut their paintings into small squares and reassemble the piece or take two paintings and weave them together. For the fifth grade and up, I usually demonstrate measuring out the backside of the paper into one inch blocks to create a grid which they can then cut. They reassemble their pieces and mount on another paper. They can create a new shape. What may have started as a rectangle may now be reformatted into a square. They may mount their squares side by side or in a checkerboard fashion, leaving the background paper to show. They can be mounted on colored or even printed papers. Experiment! (Note: if you are on a time crunch - you can cut the paintings on the paper cutter - put cut pieces in zip lock bags for students). 

5. I usually find that the objective of this lesson is really driven home, in part, because of the element of surprise at the start. I have done this lesson with children as young as kindergarten, though I will generally cut the squares for them. All are very pleased at the unexpected results of the project. For those in the upper grades, I will have them reflect on what their piece reminds them of and have them create a Haiku poem to be displayed with the art.  

6. Critique art work - compare and contrast with non-objective art work of your choice.

Assessment: A rubric is created using the particular guidelines I have set forth for this project. I may change the format each time I do this lesson. The project can encompass an emphasis on use of materials to writing  poetry.

 Sample rubric (adapted from Marianne Galyk rubric)

Student Comments:

Teacher Comments:

National Standards

  [MIDDLE SCHOOL LESSON PLANS]