Exploring Abstract Expressionism Through Collage & Song
"Fast Car" By Tracy Chapman
I wanted students to explore abstract expressionism in a meaningful way. I introduced them to the ideas that color and shape can have emotional values through the book, “The Emotional Color Wheel.” Though the video at the end of this blogpost will cover it for free.
On our first day we took notes based on the resource to have a base of knowledge to work from. We noted that shapes seemed to corollate best with rhythm. So smooth or soft music paired well with circular motifs, aggressive music tied easily to triangles, and the regularity of squares emulated music with a strong regular beat that made you want to tap your toes.
Color seemed to best be tied to the tone or themes of the music. If the message was peaceful, greens and blues paired well. If the song was more angry, oranges and reds were more appropriate. Mysterious music had more tones of black, gray, and brown, etc.
On our first day we took notes based on the resource to have a base of knowledge to work from. We noted that shapes seemed to corollate best with rhythm. So smooth or soft music paired well with circular motifs, aggressive music tied easily to triangles, and the regularity of squares emulated music with a strong regular beat that made you want to tap your toes.
Color seemed to best be tied to the tone or themes of the music. If the message was peaceful, greens and blues paired well. If the song was more angry, oranges and reds were more appropriate. Mysterious music had more tones of black, gray, and brown, etc.
On our first day we worked with markers to play a song and scribble down some colors and shapes we felt emulated the music best. We took time to discuss our choices in groups and then share with the larger class about similarities in our compositions and differences. Each sketch took the length of playing the song twice. We listened for the first round, and drew during the second. Though we worked individually, I chose one song for each group to create a single composition. Again we closed with a discussion so that I was sure students were “getting it.”
The next day each group got a selection of construction paper, scissors, and glue sticks. This time we worked in collage to create our small sketches on copy paper I “acquired” from our office. We listened once to analyze the song, and then cut and pasted for 12 minutes with a timer set and the song on repeat. I had students write their name on the back of their collage sketches and place them in the front of the room while my back was turned. When I returned to the collection, I gave them my opinions about what I felt was generally most successful, noting overall color and shape choices. Like, “I see lots of cool soft shapes, you all captured the overall quiet mood really well!” I pulled out 3 strong pieces that had some visual strengths or techniques, pointing them out to the class. Students then voted on which of the 3 best captured the song. That one was placed on our white board and the student earned a point to be used later.
The next day each group got a selection of construction paper, scissors, and glue sticks. This time we worked in collage to create our small sketches on copy paper I “acquired” from our office. We listened once to analyze the song, and then cut and pasted for 12 minutes with a timer set and the song on repeat. I had students write their name on the back of their collage sketches and place them in the front of the room while my back was turned. When I returned to the collection, I gave them my opinions about what I felt was generally most successful, noting overall color and shape choices. Like, “I see lots of cool soft shapes, you all captured the overall quiet mood really well!” I pulled out 3 strong pieces that had some visual strengths or techniques, pointing them out to the class. Students then voted on which of the 3 best captured the song. That one was placed on our white board and the student earned a point to be used later.
Student Exemplars
Collage sketches below
Song after song we did this, and I build a whiteboard of exemplars that unitized techniques I wanted students to use. As they worked I would offer ideas... "You might try weaving that part... How about combining rips and cuts... try cutting that on folded paper..." etc. We listed to all kinds of music, some without words, classical pieces, jazz, opera, hip-hop, rap, even music in other languages like Arabic and Chinese. My whiteboard was covered with their examples of weaving, symmetrical cuts, patterns, negative space, ripped organic shapes, 3-D pops, and more.
When I felt we had enough examples, I made a list of all the techniques they had used and seen. Each student then picked out a personally expressive piece of music to create in collage that used at least 3 of the techniques we discussed in their exemplars.
I added a large stack of hand painted paper they could use as well as the construction paper. I allowed them to use craft scissors that cut textured edges like pinking shears, and other tools I had available. They worked on a base paper that was 18 x 18 inches, square, so that we would tie their work to album covers as well. One helpful tip was for those who finished quickly, I gave paint pens to go back and add Zentangle-like patterns over their shapes and to fill large empty spaces. This kept them on-task, and it really improved their work.
When projects were complete, students wrote a paragraph identifying the song, the musical artist, and what their color and shape choices meant. These were displayed along with the artwork to give our viewers more context about the assignment.
To close out the lesson, we looked at the work of some abstract expressionists like Mark Rothko, Jackson Pollock, Elaine de Kooning, and Lee Krasner. Their analysis of these artworks was truly inspired and nuanced after making our own expressionistic pieces. Many felt like they had a better understanding and appreciation of the genre that they once considered weird, or worse, “fake art.”
When I felt we had enough examples, I made a list of all the techniques they had used and seen. Each student then picked out a personally expressive piece of music to create in collage that used at least 3 of the techniques we discussed in their exemplars.
I added a large stack of hand painted paper they could use as well as the construction paper. I allowed them to use craft scissors that cut textured edges like pinking shears, and other tools I had available. They worked on a base paper that was 18 x 18 inches, square, so that we would tie their work to album covers as well. One helpful tip was for those who finished quickly, I gave paint pens to go back and add Zentangle-like patterns over their shapes and to fill large empty spaces. This kept them on-task, and it really improved their work.
When projects were complete, students wrote a paragraph identifying the song, the musical artist, and what their color and shape choices meant. These were displayed along with the artwork to give our viewers more context about the assignment.
To close out the lesson, we looked at the work of some abstract expressionists like Mark Rothko, Jackson Pollock, Elaine de Kooning, and Lee Krasner. Their analysis of these artworks was truly inspired and nuanced after making our own expressionistic pieces. Many felt like they had a better understanding and appreciation of the genre that they once considered weird, or worse, “fake art.”
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