Key Connections
Visual Arts
- Art is composed of the elements of art (color, line, shape, form, value, space, and texture).
- Artists use the elements of art to express ideas and emotions and to describe people and places.
- Abstract art can be based on an artist’s interpretation of objects in the natural world but is not a visually realistic description of the objects.
Writing
- Written work is composed using the traits of writing (idea, voice, word choice, organization, sentence fluency, and conventions).
- Writers use the traits of writing to express ideas and emotions and to describe people and places.
- Creative writing can be based on interpretation of events but is not necessarily a realistic view.
Instructional Objectives
Visual Arts
- Students will understand that the elements of art are the building blocks for creating works of art.
- Students will recognize qualities of abstract art: simplified or distorted forms, exaggerated colors, distorted or flattened space.
- Students will understand that abstract art can express ideas and emotions.
- Students will create an abstract work of art that expresses an idea or emotion.
Instructional Plan
Observe
Introduce your students to concepts of abstract and non-representational art. Explain that abstract and non-representational art can communicate ideas and make us feel a certain way. Artists convey such meaning through their use of color, line, shape, form, space, value, and texture: the elements of art. Artists make abstractions for many reasons: to capture the essence of what they see in nature; to create metaphors for ideas; to explore the expressive qualities of color, line, shape, texture, rhythm, etc.; and to use a language of pure form.
A Closer Look
Ask students to look closely at Thomas’s Iris, Tulips, Jonquils, and Crocuses and begin describing and interpreting what they see. Visual Thinking Strategies is a highly effective method for facilitating productive conversations about art with your students and introducing new vocabulary in a meaningful way. Following the conclusion of this initial exploration of the work, you may wish to revisit certain concepts in more depth using the questions in the Discussion section.
For additional artworks to include with this lesson, please view this art gallery. To learn more about the featured artist, check out Alma Woodsey Thomas’s artist profile.
Discuss
- How many different colors do you see? Which colors do you see the most? What do the colors make you think of?
- What shapes do you see? Where are the shapes repeated in the artwork?
- Do the shapes look flat, or do they look like they have depth and weight? Are they geometric or organic?
- What lines do you notice in the painting? In what direction do the lines seem to flow?
- How would you describe the patterns that you see? If a pattern you see could make a noise, what would it sound like?
- How would you describe the texture of the painting? (The texture might be difficult to see in reproduction.)
- What ideas and emotions do they think the artist wanted to express?
- Tell students the title of the painting. Ask if the title changes their understanding of the painting. Why or why not?
For additional discussion questions, download the full lesson plan.
Create: Flag Book
In advance of this project, you may wish to view this “how-to” video, which provides a step-by-step demonstration of how to create a flag book. You may find it helpful to show the video to your students in class instead of or in addition to providing them with the written directions. Students will continue to work with their flag books in Lesson 8.
Supplies
- One sheet of 8 1/2-by-11-inch paper per student
- Two sheets of 8 1/2-by-5 1/2-inches paper (by cutting 8 1/2-by-11-inch paper in half) per student
- Six sheets of 2 7/8-by-5 1/2-inches paper (by cutting 8 1/2-by-11-inch paper in six equal rectangles per student
- Glue sticks
- Student journals
Activity
Make the Spine
- Begin by placing the 8 1/2-by-11-inch paper horizontally on the desk in front of you. (One of the paper’s long sides will be closest to you.)
- Fold the paper in half by bringing the two short sides together. Line the edges up as evenly as possible and press the fold firmly to crease. Open the paper back up to its original position.
- Take the short edge of the paper near your left hand and fold it toward the center. With the edge lined up along the center crease, press this new fold down firmly. Repeat these actions with the short edge of the paper near your right hand.
- Place your paper so that the two mountain folds point upward. Bring each of these mountain folds toward the center, one at a time, and press firmly to set the creases.
- Your complete spine is essentially an accordion book, but the four inside pages are narrower than the two outside pages.
Attach the Covers
- With your spine folded up completely, put glue on the top flap (one of the two wider pages) and attach one of your two 8 1/2-by-5 1/2-inche covers. The cover should line up with the folded edge of the top flap; the top flap will be visible on the inside of your cover.
- Repeat these steps to attach the back cover.
Attach the Flags
- Open your book so that the covers are near your right and left hands. The mountain folds of your spine will form an M if viewed from the side. Have your six paper flags nearby.
- For the top row of flags, glue the first flag to the left side of the first mountain fold, lining it up with the top edge of your spine. Complete your first row of flags by gluing another flag on the left side of the second mountain fold, making sure it lines up behind the first flag.
- The bottom row of flags mirrors the top row. Glue the first flag to the left side of the first mountain fold, lining it up with the bottom edge of the spine. Complete the bottom row by gluing another flag to the left side of the second mountain fold, making sure it lines up behind the first flag.
- The middle row of flags occupies the space between the two completed rows. Glue the first flag to the right side of the first mountain fold; glue the final flag to the right side of the second mountain fold.
- Your flags are correctly positioned if you open your book and the flags on the top and bottom rows point to the right and the flags in the middle row point to the left.
Reflect
Have students respond to one of the following prompts in their journals or use the prompts to generate a class discussion about abstraction.
- How does abstraction make you see differently?
- What new questions does abstract art inspire?
- I think Alma Thomas made abstract art because ….
Go Deeper
Check out related writing objectives, lesson extensions, and more in the comprehensive PDF lesson plan.
Vocabulary
Abstract art
Abstract art is based on the real world, but the forms may be simplified, exaggerated, or contorted; the colors may be altered; and the space may be flattened or distorted.
Abstraction
Abstraction is a style of art that emphasizes design and the elements of art. The subject of the artwork may be recognizable or may be an arrangement of shapes, colors, lines, and other elements of art.
Non-objective or non-representational art
Non-objective or non-representational art is not based on the real world and does not contain recognizable objects. The subjects of non-representational art may be color, emotions, or the composition of the work itself. Often the term abstract is used for both abstract and non-representational art.
Elements of art
Elements of art are color, line, shape, form, space, value, and texture. Artists use these tools to create all visual art: representational, abstract, and non-representational. (Review the vocabulary list for definitions of individual elements of art.)
Geometric shapes
Geometric shapes are circles, squares, rectangles, triangles, etc. They have precise edges, as if made with a ruler, and can be described in mathematical terms.
Organic shapes
Organic shapes have an irregular outline, are often asymmetrical, and resemble forms found in nature (clouds, rocks, leaves, etc.).
Pattern
Pattern is created through any repeated element of art.
Rhythm
Rhythm is the regular repetition of elements of art to create the look and feel of movement. It is often achieved through the careful placement of repeated shapes, lines, and colors.
Texture
Texture is an element of art that refers to the feel of a thing or its surface quality. Texture can be implied or actual.