abstract expressionism

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It is often assumed that kids have a hard time working on a purely abstract level, non-figuratively, but I have found this is not true. I am NOT talking about letting kids go outside and splash paint, or close their eyes to make marks, but about thoughtful and meaningful works of art. Given a simple tutorial on the basics of expressionism, students do very well, creating works that are both artful and meaningful. Moreover, they will be able to look afterwards at works by Klee, Gottlieb, Pollock, Calder, Nevelson, and other abstract expressionist works and make some insightful statements about the works and the artists.

This lesson can also be applied to create 2D and 3D works in all media. It can be used to slightly abstract works through choice of color and shape or to create works that are completely non-objective. 

I have used this approach for about 20 years now, and formalized my information in the book, "The Emotional Color Wheel"  (Book is at the bottom of that link) As well as the posters here. But the above sample will be enough to help you without having to purchase anything. A direct link to the free sample is HERE.

I will share with you 3 different approaches I have used. 

Family with Shapes and Colors: Students list 8 members of their family and write 5 descriptive words about each (positive and negative if need be) I let them know they can write in code if they want to keep their feelings a secret. After exploring the emotional values of colors and shapes, students create symbolic shapes, lines, and colors for each family member, and make a composition to represent their family. They can organize shapes by how well people get along with each other and the colors between shapes can show how they feel about each other. Here are some samples from my classroom:

This same lesson can be done in 3D. Shapes can be cut from cardboard, foamcore, or even floral-foam as in these example. Floral foam can be carved with Popsicle sticks and sanded with bare hands, then sealed with gesso. I incorporate a video on the work of Alexander Calder and we make mobiles from our forms. The photo below is how I display them in my room, hung from cables above student desks.

My 3rd example is using a student's traced silhouette to anchor the work. While these are being traced, students create a list of things they know about themselves, both positive and negative, and another list of how others see themselves. Sometimes lists will be similar, but often assumptions strangers make are very different from reality.

Inside the student's shape, they use colors, shapes, lines, etc. to express how they feel about themselves. On the outside they use the same art elements to illustrate assumptions people make about them. This becomes a project that focuses on inside-vs-outside perceptions. It is often a very therapeutic and revealing assignment. 

An updated blogpost on this lesson can be found HERE.

I let students know they will be writing about their visual choices. "Bad" choices are superficial like: "I used pink 'cause I like it." Choices should have concrete meanings tied to instruction, like "I used red to show that I have a temper..." or "I used soft circular shapes to show that I am playful, and try to see the positive side of life." Some may relate symbolic choices to specific events which shows an even greater depth of symbolic use. These show that students are using the information in thoughtful ways. Here is an example of the writing I have students do on the back of their work. I let them know they can be general about information they are not comfortable writing about. So a specific abuse issue for example can be written as, "something bad that happened to me."

Lesson Introduction Below: 

 I often give these projects 2 grades, one for their use of media, and another for their expression based on what they wrote on the back of their work or a hand-out that could be provided. Specific and personal choices get a higher grade than non-specific general associations. 

​A: (Specific and Personal) 
I used red to express my anger about how my parents reacted to me when I revealed a secret to them. I trusted them but I feel like they broke my trust and I can not be as truthful to them anymore.
OR
I used yellow to represent my happiness at overcoming a great obstacle in my life. My family was very supportive and this helped me get through it. 

B: (Personal but non-specific)
I used red because I have a temper sometimes and lose control. 
OR
I used blue to show that I am a relaxed person who does not get upset easily. 

C: (Non-symbolic but connected) 
I used pink 'cause I have a pink bedroom. 
OR
I used green because the car I want is green. 

D: (Not symbolic, not connected)
I used purple, because I like it.

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Another exploration I have done is called an Emotional Journey. 

​I ask students to list 5 life events that have shaped them into the person they are today. Events can be both positive or negative. I make it clear they only share what they are comfortable with, and they may be vague in their writing so as to keep their personal information private. As an example, I share 5 of my own:
 
1. I was praised early on for my art and that helped build my self esteem.
2. As a teenager I had some struggles but art helped me get through them.
3. I have traveled internationally and it opened my eyes to the world.
4. My father died, and I was there to say goodbye.
5. I continue to grow and have shared my knowledge through books I write.
 
Note that number 2 is intentionally vague. I know the specifics of my struggles, but it is not necessary for anyone else to know the details of that struggle. If a student wrote something similar, you could ask, "is this something that is still going on, or have you moved past it?" If you suspect a student may be going through a difficult situation like suicide, abuse, neglect, etc., legally you are mandated to report that information to your school's guidance person, or the designated school resource person. You are not certified or authorized to dig deeper and investigate, but to report.
 
If a student shares disturbing information, don't stop them from sharing, but listen carefully, and later share that information with the authorized person to get that student the resources they need. Do not promise to keep a secret. You can lose your certification or worse if you do not report it. Thankfully this is rare, but you should be aware of this, and it can happen at any time, not just S.E.L. based lessons.
 
As students write their lists, perhaps on a hand-out you create, it can be helpful to offer some suggestions like these:
 
•First time to riding a bike
•Changing schools
•An adult who was a good mentor
•Meeting or seeing someone famous
•First time hunting, fishing, swimming, boating...
•The time you won an award
•Finding out someone lied to you
•First time you went to a funeral
•Birth of a new family member
•First job, or interview, or first firing
•Your first paycheck or first time to be paid
•A travel experience, vacation, cruise, moving to a new place...
•A time you saved someone’s life or someone saved yours
•First time you were tempted to do something wrong

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I will add this: If you see a work that causes you concern, and feel comfortable talking with the student, do, and offer them some suggestions of whom else they may want to speak to (Guidance person, administrator, etc.) The main thing is, if you do see something that worries you, be it this project or anything, you have a responsibility to seek help and not keep your concerns a secret. On one occasion in my 20 years a project revealed an abuse issue that was rather severe, and that child got the help they needed. Sometimes though it is just a healthy therapeutic exercise that helps students express what they need to and they can allow themselves to "move on."