Name of Project:
Exploring Non-Objective Art
Classroom, School:
Adult Day Program, Golden Valley Courage Center
Cooperating teacher:
Danelle Griner
Grade Level:
Adult
Presenter's Name:
Jennifer LaCasse
Overview of Project
In my time working with the students at Courage I have noticed that most
of them feel that good art will look like something when it's done, and it will look "right."
In my lesson I want to introduce the basic principles of non-objective art: how it started,
the reasons artists choose to create it, and most importantly how the students can
implement non-objective techniques to express their own thoughts and feelings.
Essential Question(s)
What is non-objective art? How do I use things like color, shape, and line to show an emotion?
Prior Knowledge
A basic understanding of the elements and principles of art.
Examples of student or artist work
I showed examples of Mark Rothko and Willem de Kooning, as well as
images from the book Abstract Painting by Vicky Perry.
Assessment
Take the last few minutes of class for each student to share
their non-objective image. The student will share what thought or idea they are conveying
and how they chose to do it. Ask the class to reflect on whether or not their
pictures are "saying" what they want them to. If not, how can they make it better?
Materials
Chalk pastel or acrylic paint on paper.
Teacher Vocabulary
Non-objective art is great because it is so free and expressive. It can be
used to convey intangible things (things we cannot see or touch) like emotions. Non-objective
art uses shapes, marks, and color to convey a thought or emotion and is not meant to "look like"
anything from the world around us.
Procedures
1. Introduction to non-objective art: When/how it started, what it looks
like, etc. Show examples and discuss the use of color, line and shape to convey emotion.
2.Introduce project by asking each student how they feel today, and write their word on a card
in front of them. Have students choose three colors, lines and shapes that describe their emotion.
3. Work time: address any questions or concerns.
Teacher Reflection
My main concern with planning this lesson was meeting the different needs
and ability levels of the students, while still teaching something new and exciting. I wanted the
students to come in and participate at whatever level they could. I explained non-objective art
in a simple way and intended the lesson to be emotionally therapeutic.