What Is Abstract Art Essay Worksheets - Homework for you

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What Is Abstract Art Essay Worksheets

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Example Essays: Abstract Art

1. Helen Frankenthaler

Helen FrankenthalerA form of art called abstract expressionism is a form of art in which the artist expresses ones self purely through the use of form and color.In abstract expressionism, the art really has no concrete shape, but is made up of purely form and color. Helen Frankenthaler was also married to another abstract expressionist, Robert Motherwell, from 1958 to 1971. With her refined art style, she made a lasting effect on the art society as a whole,and she drew up a large crowed of future generation artists, that would come to be known as the Color Feild painters. Helen Fr.

2. Abstract Expressionism

Abstract ExpressionismAbstract Expressionism is a modern art movement that flowered in America after the Second World War and held power until the dawn of Pop Art in the1960's. Abstract Expressionism has its roots in other earlier 20th century art movements such as Cubism and Surrealism that promoted abstraction rather than representation. Abstract Expressionism is a form of art in which the artist expresses himself purely through the use of form and color. It is form of non-representational, or non-objective, art, which means that there are no concrete objects represented.This m.

3. Art History

The war broughton victory of abstract and expressionistic art and the creation of the firstmajor original direction in the history of American art. This form of art was not so much a style as an idea. Based on the freedom of individualexpression, this art form got its title because, it was abstract and expression. Theyand their students, were the instigators of abstract expressionism. Each abstract expressionist had their ownindividuality.

4. What is art?

What exactly is classified as art and what is not is very subjective. I can sometimes understand abstract art, or at least recognize the fact that a piece of art took a long time to create and a lot of effort was put in. Take a piece of abstract art, splatter painting, for example. The odd thing about art is that there is no one way to describe what is and what is not art. Art is just a different form of expression.

5. Jackson Pollock/Abstract Expressionism

Appreciation Essay:Jackson Pollock/Abstract ExpressionismAs far as the world of modern art goes, many different techniques and styles can be used. One style which shows us how art has evolved from its classical predecessors is abstract expressionism. There are two distinct fields of this style of painting: Color field art, dealing with simple unified blocks of color, and gestural art, making use of surrealist styles of automatic art. (Frank 42-50) In 1945, Pollock married Lee Krasner, an up and coming abstract artist herself, Krasner admired Pollock and his works. Though ab.

6. Jackson Pollock/Abstract Expressionism

One style which shows us how art has evolved from its classical predecessors is abstract expressionism. There are two distinct fields of this style of painting: Color field art, dealing with simple unified blocks of color, and gestural art, making use of surrealist styles of automatic art. (Frank 42-50) In 1945, Pollock married Lee Krasner, an up and coming abstract artist herself, Krasner admired Pollock and his works. Pollock"s style must be viewed as art and nothing more. Though abstract art is met with great hostility such as some viewing it as communistic and affront t.

7. Surrealism and Abstract Expressionism

The clear portrayal, the beautiful expression of the inner worlds of feelings and emotions, of the mysterious and ever-changing realm of dreams gave me such refreshment, fascination and inspiration that I'd like to present in this writing my findings about that unmaterialistic side of art and its contribution to the modern world, through the examples of two prominent art movements: Surrealism and Abstract Expressionism. I will then discuss the contribution unmaterialistic art gave to the modern world. As mentioned, for me, art styles fall into two main categories. And to portray e.

8. Art

From dance and music to abstract art our concept of life is shown through the various ways in which we interpret it. The arts allow us to be as specific or as abstract as we please. good art. Art shows people. Without art wouldn.

9. Art

From dance and music to abstract art our concept of life is shown through the various ways in which we interpret it. The arts allow us to be as specific or as abstract as we please. The only way to express yourself is through art, and the presence of art in the lives of today"s society plays a big role. Art shows people"s individualism. Without art wouldn"t we all be the same.

10. Art

From dance and music to abstract art our concept of life is shown through the various ways in which we interpret it. The arts allow us to be as specific or as abstract as we please. The only way to express yourself is through art, and the presence of art in the lives of today"s society plays a big role. Art shows people"s individualism. Without art wouldn"t we all be the same.

11. Art In Society

The End of World War II: The major art movement taking place in the United States directly after World War II was abstract expressionism. The abstract expressionists thought of their paintings as living things. Abstract expressionism dominated the art community for almost two decades and remained based in America. Abstract expressionism dominated the art world of the late 1940"s and 50"s. As early Pop artists, they introduced the world to a new style of art, playing off abstract expressionism and looking towards the future.

12. Pop Art Movement

Pop Art is an abbreviation of Popular Art, the images used in Pop Art were taken from popular or "pop" culture. #The Pop Art movement began as a reaction against the Abstract Expressionist Movement of the 1940"s and 1950"s. Pop artists considered Abstract Expressionism to be overly intellectual, subjective and divorced from reality. Pop artists rebelled against abstract expressionism in three ways. And lastly the artists mocked the abstract expressionists style and philosophy with Robert Rauschenberg even creating a painting entitled "erased de Kooning drawingaE 1959.

13. Art essay

More often than not the abstract artists is not imitating nature or pursuing realism, but concerned with the spiritual or emotional state of colour and form, line and texture, balance and harmony, and will attempt to engage the viewer in a way that narrative, realistic of naturalistic art cannot.?*Christo - The Umbrellas, Ibaraki, Japan, 1984-91*Rosalie Gascoigne - Lamp Lit 1989We often understand abstract only when we have experienced the artwork directly and realized that in a poetic way of our lives have been changed, as has our comprehension of what art can be and do. An Abstract conne.

14. Museum Art

For the assignment given for the trip to New York City"s Metropolitan Museum of Art, I chose five works of art to study closely. The work of art I chose from the Greek and Roman Art section of the museum was the statue of Kouros. From the Islamic Art section of the museum, I picked a work of art just known as the Figure. They are very abstract. The Figure is an extremely abstract work from Islamic Art.

15. Pop Art

Pop ArtPop art was a movement that wasn"t so much a style, as a shared viewpoint about the artist"s modern environment. Some believe that pop art came about as a direct reaction against abstract impressionism. But the art is deeper than simply a rebellion; it allows a new perspective on culture. Many European painters had been in New York at this point participating in the New York art scene, so when they returned home, many to England where simultaneously another independent pop art movement had started, there was a newfound reverence for American art, and culture. He embraced the.

16. What is Art?

What is art. Art is an expression. Along with both genders creating art there are people of all ages creating art. There are paintings created with pastels, oils, watercolors and acrylics in order to portray landscapes, realism, surrealism, fantasy, abstracts, still life, the human body, etc. Art has no limit.

17. Art History

Never was this more apparent than in the artwork of the abstract expressionist. As Wolfe puts it mildly, "the Abstract Expressionists had been dealing in 'open atmospheric effects'. aerial 'double-dealing'" that essentially destroys the entire purity idea Greenberg and Rosenberg said was abstract expressionism. In essence, Steinberg blew Abstract Expressionism out of the water almost overnight. This art became Pop Art because it used sign systems and the like as its subjects. The theory became art, and the art that would have been created through im.

18. Art

From dance and music to abstract art our concept of life is shown through the various ways in which we interpret it. The arts allow us to be as specific or as abstract as we please. The only way to express yourself is through art, and the presence of art in the lives of today"s society plays a big role. Art shows people"s individualism. Without art wouldn"t we all be the same.

19. Conceptual Art

The term Conceptual Art was first used in 1967 by the artist Sol LeWitt, in his "Paragraphs on Conceptual Art" essay in which he states "I will refer to the kind of art in which I am involved with as conceptual art. In this series, Kosuth pays homage to the abstract expressionist painter Ad Reinhardt in reference to a statement made by him that aEart is art-as-art and everything else is everything elseaE.3 In this statement, Reinhardt is making the argument that art is only art if it is intended to be art, and that everything is else is not art. The English Critic, Lawre.

20. Art Nouveau

In a broader sense it includes the geometrical and more abstract patterns and rhythms that were evolved as part of the general reaction to 19th-century historicism (Johnson 12). The exponents of this style insisted that all types of art should be equal, accessible and to be enjoyed by everyone: "Art for art's sake". His architecture was dressed with art nouveau detail. Even though Art Nouveau was short lived its importance is crucial to the development of modern art styles. American Art Nouveau.

21. Pop Art

Pop art developed in the late 1950's as a reaction against Abstract Expressionism and flourished in the sixties and early seventies. Pop Art is an art movement that appeared in the fifties as a reaction against "Abstract ExpressionismaE. The term "Abstract Expressionism" is misleading. A great example of Abstract Expressionism is Jackson Pollock"s Lavender Mist. This idea of trying to break away from what was traditional, is the exact fuel that Pop Art needed.In the 50"s, Abstract Expressionism was considered to be the best art of all, the art to end all art.

22. The Austin Museum of Art

The Austin Museum of Art was the first of the three galleries attended. It was now okay to use other people"s photographs in an art piece. Other works went through the abstract and full of color 1960"s, until the newer more mechanical art of the 1980"s and 90"s. Inside the building, the pieces were mainly traditional art. The pieces were actually there to show the relationship of art and human models.

23. Abstract Expressionism

ABSTRACT EXPRESSIONISMAbstract expressionism was a new and exciting movement. The artists of this movement were opposed to all forms of social realism and wanted to explore their intellectual thought through their art. There were two main types of art produced during this time. These consisted with an abstract statement in terms of a large color shape or area.

24. Comparison of the Arts

I will be discussing 2 abstract pieces that are on display at the university art gallery. Both abstract pieces seem to do well standing on there own but they would look entirely different if they were placed in different areas of the gallery.

Other articles

What is abstract expressionism? Sarah Rosenthal

What is abstract expressionism? - Sarah Rosenthal Let’s Begin…

If you visit a museum with a collection of modern and contemporary art, you’re likely to see works that sometimes elicit the response, “My cat could make that, so how is it art?” But is it true? Could anyone create one of Jackson Pollock’s drip paintings? Sarah Rosenthal dives into the Abstract Expressionist movement in hopes of answering that question.

5 Multiple Choice &
4 Open Answer Questions

1 Guided Discussions &
0 Open Discussions

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Additional Resources for you to Explore

Interpretation vs. Experience:
When learning about art like Pollock’s and, indeed, a lot of post-war art, it can be tempting to conclude that training and skill don’t matter because the art is more about big ideas than anything else. But while it is true that ideas are centrally important to the analysis of art, it is important to consider how interpretation differs from experience. When you look at a work of art in person, you might start thinking about what it means that someone made it, or even consider its place within the history of art. Or you might have an emotional and visceral response and look at it in awe, unable to think anything at all. And many times, you might just be confused. Need some help analyzing art? Try these two lessons: Andy Warhol, Campbell's Soup Cans: Why is this Art? and How art can help you analyze by Amy E. Herman.

Paradoxically, sometimes the more you know about an artist, the movement they are associated with or the ideas that are prevalent about their work, the harder it can be to actually see what you’re looking at. Because of this, when you study art history in a university setting, one of the first and most important things you learn is to look at something closely and for an extended period of time. The longer you look at something, the more it reveals to you, and the better you can be at connecting the theories you read about to the reality of an experience viewing art. Try the TED-Ed lesson Why is this painting so captivating? by James Earle and Christina Bozsik.

The opportunity to immerse yourself in a piece of art is one of the main reasons that museums are so useful - but also why they can sometimes be frustrating. For a list of the art museums across the world, visit ARTCYCLOPEDIA. It’s always ideal for visitors to feel that they understand the art, or can at least take something away from the experience. Curators and others responsible for museums face a constant dilemma: is it better to provide visitors with helpful but distracting information, or to leave the interaction between art and viewer unmediated, risking that they have no idea what to think at all? For more on art museums, watch this TED Ed lesson: Building a museum of museums on the web.

There’s no right way to view art - it's worth bearing in mind that a lot of art is about asking questions and trying to find ways to communicate things that are impossible to express through language. So whenever you see something you don't understand at all, try spend as much time as possible looking at it before giving in to the urge to seek external information about it. Because, if the artist just wanted us to think about ideas, they wouldn’t have needed to create their art in the first place. He or she could have just written an essay instead. For another lesson about another type of art, watch What is Minimalist Art and Why Does It Matter?

If you want to learn more about why art historians and critics are so interested in Jackson Pollock and Abstract Expressionism, there are many interesting articles and essays to read. Ann Gibson’s essay in the list below is especially recommended, as it not only discusses the significance of Pollock’s work, but also approaches it from a critical angle. And no list of Pollock literature would be complete without mention of Clement Greenberg, who championed Pollock’s work as a revolution in painting.

Ann Gibson, “The Abstract Expressionist Hero,” in Abstract Expressionism: Other Politics (New Haven: Yale University Press, 1997), 1-17, 196-200.

Clement Greenberg, “The Crisis of the Easel Picture,” in Partisan Review (April 1948), reprinted in Clement Greenberg: The Collected Essays and Criticism. vol. 2, 1945-49 (Chicago: University of Chicago Press, 1986).

Rosalind Krauss, “The Crisis of the Easel Picture,” in Kirk Varnedoe and Pepe Karmel, eds. Jackson Pollock: New Approaches. (New York: MoMA, 1999), 155- 179.

Allan Kaprow, “The Legacy of Jackson Pollock, ” in Art News. LVII, October 1958, 24-26.

Abstract nouns

Abstract nouns

An abstract noun is the name of a quality, action or state. Abstract nouns refer to ideas that we cannot see or touch.

Examples are given below.

Quality – goodness, kindness, beauty, intelligence, generosity, cleverness, obedience, honesty, brightness, wisdom, bravery, courage, hardness, softness

Action – laughter, theft, movement, judgment

State – childhood, boyhood, manhood, youth, slavery, sickness, poverty, death, sleep

The names of the arts and science are also abstract nouns. Examples are: physics, chemistry, grammar, music

Abstract nouns can be formed from adjectives, verbs and common nouns.

Form abstract nouns from the following adjectives.

1. Long ————————–

2. Strong ————————–

3. Wide ————————–

4. Young ————————–

5. Humble ————————–

6. Decent ————————–

7. Cruel ————————–

8. Bitter ————————–

9. Prudent ————————–

10. Dark ————————–

11. Wise ————————–

12. Good ————————–

13. Vacant ————————–

14. Sweet ————————–

15. Human ————————–

16. Free ————————–

17. Proud ————————–

18. Brave ————————–

19. Novel ————————–

20. Poor ————————–

21. Just ————————–

22. Vain ————————–

23. Sane ————————–

24. Ignorant ————————–

1. Long -> length

2. Strong -> strength

3. Wide -> width

4. Young -> youth

5. Humble -> humility

6. Decent -> decency

7. Cruel -> cruelty

8. Bitter -> bitterness

9. Prudent -> prudence

10. Dark -> darkness

11. Wise -> wisdom

12. Good -> goodness

13. Vacant -> vacancy

14. Sweet -> sweetness

15. Human -> humanity

16. Free -> freedom

17. Proud -> pride

18. Brave -> bravery

19. Novel -> novelty

20. Poor -> poverty

21. Just -> justice

22. Vain -> vanity

23. Sane -> sanity

24. Ignorant -> ignorance

Please share this post if you like it, or comment below if you have questions.

Language Arts Worksheets

Language Arts

Noun Types and Capitalization Lesson – This is an animated PowerPoint slideshow to help teach you or your students how to distinguish noun types, common and proper nouns, and capitalization rules.
Noun Types and Capitalization Lesson PowerPoint

Common and Proper Nouns and Capitalization Worksheet – In this worksheet students determine which items should be capitalized in sentence with all lowercase letters, and then they explain why these items should be capitalized. Also, the practice converting common nouns to proper nouns.
Common and Proper Nouns and Capitalization Worksheet RTF
Common and Proper Nouns and Capitalization Worksheet PDF
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Subjects and Predicates – Determine whether the sentence is missing a subject or predicate. Fill in the missing subject or predicate. Draw lines separating the subject and the predicate.
Subjects and Predicates RTF
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Subjects, Predicates, and Objects – Underline the subject, circle the predicates, and double underline the objects. You may want to download the RTF file and CTRL + F find and replace your name with mine if you intend on using this worksheet.
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Semicolons or Commas. determine whether the clauses need to be joined with commas or semicolons. Put the proper punctuation on the blank. Then write original sentences using semicolons.
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Sentence Combining with Pirates. Combine the sentences to make compound and complex sentences. Remove or add words if necessary. After you have combined the sentences, circle whether you created a compound or complex sentence.
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Subjects and Predicates – Determine whether the sentence is missing a subject or predicate. Fill in the missing subject or predicate. Draw lines separating the subject and the predicate.
Subjects and Predicates RTF
Subjects and Predicates PDF
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Subjects, Predicates, and Objects – Underline the subject, circle the predicates, and double underline the objects. You may want to download the RTF file and CTRL + F find and replace your name with mine if you intend on using this worksheet.
Subjects, Predicates, and Objects RTF
Subjects, Predicates, and Objects PDF
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Sentence Structure Flash Cards – Create 10 flash cards. Each flash card will have one of the above vocabulary terms on the front of the card. On the back of the card, you will include the definition of the term and three examples. Students may then use the flash cards to study.
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Adverbs and Adjectives Independent Study – Students will read attached information about adverbs and adjectives. Then they should answer a series of questions. Also attached is a worksheet where students identify whether an adverb or adjective should be used.
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Adverbs and Adjectives Lesson – A slide show lesson teaching students the differences between adverbs and adjectives. Also includes a practice activity where students identify adverbs and adjectives as used in sentences.
Adverbs and Adjectives Lesson PPT

Interjections Worksheet: Add the appropriate interjection to each sentence.

Parts of Speech Newspaper – Create a newspaper with eight articles featuring stories about the parts of speech. The eight stories should explain what each part of speech does and provide examples. Paper should also have pictures.
Parts of Speech Newspaper RTF
Parts of Speech Newspaper PDF
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Prepositions Lesson – a slide show lesson explaining prepositions, providing a list of common prepositions, and a practice activity where students identify prepositions in sentences.
Prepositions Lesson PPT

Pronouns Lesson – Slide show lesson teaching students about pronouns and antecedents. Includes a practice assessment where students identify pronouns and antecedents.
Pronouns Lesson PPT

Verbs and Gerunds Lesson – An animated slide show lesson teaching about verbs, verb phrases, and gerunds. Includes a seven question practice activity after the lesson.
Verbs and Gerunds Lesson PPT
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Nouns Types Lesson – A PowerPoint slide show lesson explaining the difference between noun types: common, proper, singular, plural, possessive, concrete, and abstract. Also includes ten practice problems after the lesson.
Noun Types Lesson PowerPoint
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Noun Types Worksheet: Students identify whether each noun is common or proper; singular, plural, or possessive; and concrete or abstract. Students write the appropriate answers on lines. Double-sided worksheet with over 32 problems.
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Saving Fluffy The Bunny (Future Progressive Tense Worksheets) – The science teacher is planning on dissecting Fluffy the Bunny in science class tomorrow. You must find a way to save Fluffy. Write at least twenty sentences in future progressive tense in which you discuss how you will save Fluffy.
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More Practice with Past Perfect – combine two events into one sentence using past perfect tense (using “had” or “has” in one of the verb phrases). Add subordinating conjunctions or rearrange the order of the events, but don’t change the meaning.
Past Perfect Worksheet RTF
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Super Grammar Ninja – If you’ve got a keyboard in front of you, check out this free web-based language arts review video game. In Super Grammar Ninja, students fight through five worlds, collecting power-ups and performing special attacks, while reviewing parts of speech and sentence structure. As far as I know, there is nothing quite like this on the internet. Try it out with your students the next time that you have lab access.
Super Grammar Ninja

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Abstract Art - Research Papers

Abstract Art Abstract Art

Abstract Art Rant
Hello and good morning everyone, I’m John Bateman and like most sane British citizens I have become enlightened to the greatest con of all time. Who would’ve thought that a scribble, a squiggle and a splat could’ve brought so much pandemonium to the world of modern design? Yes, I am of course referring to the defilement that is abstract art.
The other day I was in my art lesson when, just for a laugh, I asked my teacher what she thought of abstract art; of course she began a tedious moan about how “you can’t tame art; art is FREE!” and how it’s meant to evoke an emotional response. Startled by her reply I soon realised (as I’m sure you do) that I did in fact have a very strong emotional response to abstract art; of utter loathing. It’s usually just a poxy little shape throw onto to a canvas sprinkled with a few blobs and then thrust under the nose of a (presumably near-blind) gallery owner. I mean, how these artists can expect us to relate to their paintings emotionally when they just use simple geometric shapes is a mystery; I’m emotionally connected with my brother and my mum but neither is a triangle nor a cube.
But it’s not just about what abstract art is, it’s about what it represents. I never understood the whole thinking outside the box idea; yes I know that once every one hundred years you need some crazy thinker with typical shaggy grey hair and inch thick glasses to help us on to the next stage in humanity, like the invention of the wheel or the flushable toilet. But for the rest of the time everyone gets on just fine without having to think up mad notions like self-buttering toast or electronic surfboards. The irony of the whole situation is that, these artists (while trying so hard to think outside the box) just end up, at most, drawing a box or some other sort of woeful cuboid.
However, I think the biggest scandal is what abstract art is valued at. The press and indeed the general public assume that the better a product, the.

Essay's Statistics

What is abstract art essay worksheets

MoMA Learning Tools & Tips

Download and customize slideshows, worksheets, and other resources for use in the classroom or self-guided learning. Find questions, hands-on activities, and other opportunities for enrichment. Gain insights and inspiration from MoMA educators on teaching and engaging with modern and contemporary art.

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Abstract Expressionism Advanced Placement Art History Exam Conceptual Art Cubism Dada Design Expressionism Fauvism Investigating Identity Landscapes: Real and Imagined Maps, Borders, and Networks Migration and Movement Minimalism Photography Pop Art Surrealism What Is Modern Art? Bring your students to MoMA

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Tips for Teaching with Works of Art

Five Tips for Teaching with Works of Art

Teaching Tips: Marcel Duchamp. Bicycle Wheel. 1951

Teaching Tips: José Clemente Orozco. Dive Bomber and Tank. 1940

Teaching Tips: Jasper Johns. Map. 1961

Teaching Tips: Jackson Pollock. One: Number 31, 1950. 1950

Teaching Tips: Sol LeWitt. Wall Drawing #1144, Broken Bands of Color in Four Directions. 2004

Teaching Tips: Richard Serra. To Lift. 1967

Teaching Tips: David Alfaro Siqueiros. Collective Suicide. 1936

Teaching Tips: Pablo Picasso. Girl Before a Mirror. 1932

Teaching Tips: Frida Kahlo. Self-Portrait with Cropped Hair. 1940

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MoMA’s affiliate, a short train ride away in Long Island City, Queens, is one of the world’s largest organizations devoted to contemporary art.

What is abstract art essay worksheets

Abstract Painting

(Principles of Art: Balance, Contrast, Proportion, Pattern (Repetition), Rhythm/Movement, Emphasis, Unity, Variety)

  • The Elements of Art worksheet (week 1) (Criteria A)
  • The Principles of Art worksheet (week 2) (Criteria A)
  • "What is Abstract Art?" worksheet (week 3) (Criteria A)
  • All practice tasks done in class (Criteria A)
  • Planning phase (including research) (Criteria A)
  • Your final abstract piece (Criteria B)
  • Reflection (Criteria C)
  • Personal Engagement & Interaction in class (Criteria D)

(Bold text =Principle or Element of Art )

Task Specific Clarification (Rubric) here

The Golden Age of Abstraction: Right Now (via ArtNews): Riffing on the past as it comments on our own time, contemporary abstraction evokes landscapes, bodies, signs, buildings, and much more

*Activities are subject to change at teacher's discretion

Week 1 - Introduction (Aug 22-26)

Distribute cover sheet and outline general overview of unit and assessment (Task Specific Clarification here ).

Individually, how would you complete this sheet?

In small groups:

  • In small groups, or as a whole class, discuss or brainstorm, "What is art?" Be prepared to share your answers as a class. All students should document their notes in their Developmental Workbooks.
  • Share answers as a class. Students are encouraged to add to their brainstorm. Then watch the following video and continue adding to brainstorm:

In groups, discuss "Is it art? Why or why not?" Be prepared to share and defend your answers to the class.

*NOTE: The artist did not create this. It is a found object, which he signed.

Look at No. 5/No. 22. (1950) by Mark Rothko. This is an abstract piece of work.

"Is it art? Why or why not? Is it attractive?Why or why not? How does it make you feel?"


  • In your opinion, "What makes art attractive?" (Unit Question). Write down your answers in your Developmental WB and share them as a class. As students share their answers, students should add to their list. (Dictionary definition of abstract art here) (Do students understand aesthetics ?)
  • In this unit, our significant concept is The principles and elements of art help us to create and evaluate art. Therefore, we will investigate some of the elements and principles of art.

The Elements of Art: Form, Line, Shape, Color, Texture, Space, Value

The Principles of Art: Emphasis, Balance, Harmony, Variety, Movement, Rhythm, Proportion, Unity

  • Several activities will be done in class exploring some of these ideas. Students are encouraged to experiment, explore and take risks! Sometimes the best results will be accidental. All work should be saved neatly! These pieces will all be formative assessments and will be used to help plan your final, summative piece.
  • Activity: (Teacher to decide which activity to do below)

    Exploring Balance and Equilibrium

    A4 paper size, paints are encouraged but markers may also be suitable.

    Complete The Elements of Art worksheet, which is pictured below. (Formative Assessment-Required) Due next class.

    The Elements of Art are the ingredients of art (line, colour, value, shape/form, space, texture).

    You are required to do some research on the elements of art. You may use books or search the web. When done, simply draw a symbol or picture for each of the elements in the boxes provided below to help you remember what they mean. Do not include text. YOU ARE ENCOURAGED TO USE COLOUR. This will be a formative assessment as part of the Knowledge and Understanding area on the unit rubric.

    You may download the worksheet here if you have lost it:


    Watch the video below (the video is a little advanced but well worth it). (Optional)

    Week 2- Pattern and Repetition (Aug. 29-Sept. 2)

    Collect & review homework task.

    Patterns can be found anywhere. Surface patterns can be found everywhere in the design world. Pattern can also be used for inspiration in abstract work. By understanding how patterns work, artists can produce work for decoration, ornament, illustration, interior design and for works of art, amongst others. By delving into pattern, artists can utilise elementary designs or create more complex systems for artistic purposes.

    View these examples how pattern can be used:

    Activity: One Element, Many Patterns

    Using half of an A4 card & marker:

    1. Devise a single element, such as a dot, diamond, squiggle, or square.

    2. Copy and repeat the element in columns or rows to make an overall pattern.

    3. Vary the spacing of the elements in the rows to create variation.

    4. Continue to create new variations by varying the size of the elements, by creating overlapping rows of elements, and changing the color, size, and orientation of elements.

    Depending on time, we may use tempera paint, watercolour or marker.

    Activity idea from here.

    Can you see the transformations? Why or why not are they successful?


    Complete The Principles of Art worksheet, which is pictured below. (Formative Assessment-Required) Due next class!

    The Principles of Art help artists plan their work and think how viewers will react to it.
    Following on from the previous task on The Elements of Art, do some research taking notes or writing definitions/explanations on the principles below. This will be a formative assessment as part of the Knowledge and Understanding area on the unit rubric.

    You may download the worksheet here if you have lost it:

    Week 3 - Variations in Tone (Value) (Sept. 5-9)

    Review & collect homework task.

    Look at the painting "Chief" (1950) by Franz Kline. How does it make you feel?

    Use the Critical Analysis of an Artwork (in your folders) to make statements regarding this work.

    If Critical Analysis of an Artwork is unavailable, open this page in another window as well, and place the two windows side by side on your screen if needed.

    Optional background info:

    Franz Kline (1910-1962) ". was an American painter mainly associated with the Abstract Expressionist painters who were centered, geographically, around New York. He was labeled an " action painter " (alongside Jackson Pollock) because of his seemingly spontaneous and intense style, focusing less, or not at all, on figures or imagery, but on the actual brush strokes and use of canvas."

    (If you find this interesting, you may also look at the work of Robert Motherwell via Google Images here .)

    Activity: Black & White

    As an activity, we will experiment with tone, contrast and composition.

    We will use elements such as shape, tone, texture, contrast, equilibrium and composition.

    We will focus on brush technique.

    You will need paper or card. Depending on your brush size, paper size will also vary.

    1. With your brush and black paint, draw thick lines on the paper so that a free and spontaneous composition results.

    2. Fill in the rest with black and white paint. Take care that some grey tones are used besides the white and black in order to make the contrast tighter between the black and white.

    Be careful not to overdo it so that your work turns muddy.

    If time, feel free to do another one with a palette knife or, use analogous, complementary or monochromatic colours.


    Watch the video below entitled, "What is Abstract Art? " Complete the worksheet that was distributed to you in your unit packs (pictured below). You may also download the PDF here if you have lost or forgotten it. (Formative Assessment-Required) Due next class!

    We may also use reality as a source of inspiration for abstract work. Artist Georgia O'Keeffe used flowers as inspiration for her work (as pictured below).

    Activity: From Reality to Abstraction

    Using a photo from a magazine etc. zoom in one section of the picture to create an abstract piece. You may focus on one principle or element of art if you wish.

    Don't forget, you can also work via pattern. Here is how one student created a piece based on an apartment building.

    Another student took inspiration from Q-tips to create a piece. This was then used as a painting.

    You will begin planning your final composition next week.You may consider some of these artists below as inspiration, or one of your own. Each link directs you to a YouTube video on the artist. You are required to do some basic research on an artist that interests you. You may wish to include basic background information, but more importantly, you are to take notes on their style and/or technique. What was their subject matter? How did they find inspiration? What were their painting techniques? Did they use a colour scheme? etc.

    You are also required to gather images to use as reference/inspiration and make documented annotations explaining why they have been included. Reference your works (Record the web address or book title). Record this information in your Developmental Workbook. This is assessed. (Required)

    Note: You are not simply copying an artist, but are gathering influence and inspiration.

    How can we find inspiration for abstract work? (Elicit answers from students)

    Students share homework research with a partner.

    Finding inspiration is sometimes difficult because we are painting from imagination. You could start with a simple idea and then brainstorm ideas and ways of interpreting them. If you have a vision of a warm summer day, how could we interpret that into an abstract piece?

    • What colours could you use to express it? Color Harmonies: Basic techniques for combining colors
    • What shapes might we use?
    • What kind of line work might we use?
    • What painterly technique could we use?

    You may also take influence from an element or principle of art.

    In small groups, you will be given a poster of an element or principle of art. In your groups, consider how you might approach the idea "A walk on a rainy night" using the principle or element assigned to you. Be prepared to share your ideas with the class.

    View the following slideshow (teacher to decide whether to watch in class or assign as homework):

    It is now time to plan your own abstract piece. You should consider the elements and principles of art, especially composition, focal point, balance, rhythm, pattern and colour.

    As an artist creating abstract paintings, ask yourself the following questions:

    • Do I simply want my abstract painting to be beautiful?
    • Do I intend this abstract painting to convey something specific to the viewer?
    • Do I want people to extract their own meaning from it?
    • What in the abstract painting is going to do this?
    • How will the elements (or principles) interact?
    • Do I want to guide the viewer's interpretation with my choice of title?
    • Do I want to write a statement to accompany the painting explaining how I created it, what my thoughts were while I made it, or what I see it conveying?
    • Does it matter to me if they don't "get it"?

    Plans can change, don't worry. It is important though that you have some idea of what you are going to do. Once complete, share your ideas with at least 2 partners. You will need to submit your plan for assessment. You need to create a series of drafts or thumbnail sketches to experiment and further develop your plan. With these sketches, you should record some type of annotation/comment regarding the piece. Time management is essential!

    Feel free to view previous student work:

    Task Specific Clarification (Rubric) here .

    A level 7/8 on Knowledge & Understanding indicates:

    -You have gathered multiple images for your research (for reference & inspiration) and made in-depth annotations/comments explaining why they were included.
    -You have made a series of draft/thumbnail sketches exploring composition and colour experiments, which reference your research.
    -You have correctly referenced all information, both visual and written.
    -You have used both formal and informal writing styles, including notes, bullet points, long and short paragraphs appropriately.

    It is also important to especially consider colour. If needed, watch the video below again.

    Homework: Continue to think about your plan. Are there any artists that you can take inspiration from? The key to this is inspiration, not to simply mimic or copy. It is recommended you gather photos for reference and inspiration. These should be ready for the next class. You will not have time to gather resources in class next week. ALL RESOURCES SHOULD BE BROUGHT TO THE NEXT CLASS. Review any necessary videos/slideshows as needed. (Required)

    Week 8 - Summative Assessment (Oct. 10-14)

    Before you begin, share your plan with 2 different students to get feedback on your decisions. Students may then begin working on their final project.

    Review Application Indicators. A level 9/10 states:

    -You have thoroughly followed and implemented your plan in an excellent manner.
    -You have an excellent ability to incorporate and balance element(s) and principle(s) of art into your painting.
    -You have been able to incorporate and apply brush and paint techniques in an excellent manner. This could include hard-edge, splatter, wet-on-wet blending, dry brush etc.
    -You have an excellent ability to judge and implement various coats of paint as deemed necessary and applied it in a consistent and uniformed manner.
    -You have an excellent ability to create and mix your own colours as necessary. (This includes value and hues etc.)
    -Overall, the composition/harmony of your painting is excellent.

    FIELD STUDIES (OCT 17-21) NO CLASS

    You are required to submit a final reflection as part of your overall grade.

    Unit Question: What makes art attractive?
    Significant Concept: The principles and elements of art help us to create and evaluate art.

    -Review your elements and principles of art worksheets.

    -Review your planning sheets/thumbnails

    -Consider any influences/art movements, artists, styles, colour theory and principle/element of art you used.

    In small groups, present your painting (25mins).

    Please answer the following and use specific terminology/vocabulary taught in class:

    • Describe the standard(s) (the principles and/or elements of art) you used to plan and create your art.
    • Describe the progress have you made so far.
    • What are the strengths and weaknesses in your summative piece of work?
    • Is your artwork successful? Why or why not?(Consider composition, colour, painterly techniques)
    • What could you do to further improve your artistic process?(Please provide details or examples for this)

    When complete begin writing your reflection (30-40 minutes). Read Blogging for Reflection to get tips.

    2012-2013 student work below:

    Abstract Painting