Students will be able to:
- use crayon resist technique to create patterns with concentric geometric shapes;
- use colour expressively;
- explain their process;
- express opinions about the works.
INSPIRED BY KANDINSKY – Concentric Shapes, Colour
Steps
Step One
- Fold the paper in half, short end to short end.
- Fold it in half again, short end to short end.
- Open it up.
- Fold it in half, long end to long end.
- Open it up.
- You should have 8 boxes.
Step Two
- Draw a small circle in the centre of one box.
- Draw another slightly larger circle around it.
- Draw another slightly larger circle around it.
- You have drawn concentric circles.
- Make a concentric square in the next box.
- Make a pattern of concentric circles and concentric squares in the remaining boxes.
Step Three
- Use oil pastels to colour in the shapes. Only colour the shapes, not the space around the shapes.
- Press hard so you get lots of oil pastel on the paper.
Step Four
- Use watercolours to paint the 8 boxes. Paint right over the oil pastel.
- The oil pastels will resist the watercolour paints.
Step Five
- Look at your painting from a distance to see it with fresh eyes.
- How do the colours make you feel?
- How does the resist technique affect the colours?
- What do you like best about your design? Why?
Learning Goals
Extensions
Have students:
- use the crayon resist technique and shape tracers to create a set of small shape cards – one for each of 5 shapes;
- find examples of the various shapes in their home – square tiles, round plates, for example;
- record them on the back of the appropriate card;
- share what they have found with each other.
Prepare
- Gather materials needed for this lesson.
- Download images of Wassily Kandinsky’s art from the Internet.
Colour Study - Kandinsky
Kandinsky2
Kandinsky3
Kandinsky4 - Gather and make available books about shape, for example, Icky Bug Shapes, by Jerry Pallotta; Shape by Shape, by Suse Macdonald; Captain Invincible and the Space Shapes, by Stuart Murphy (math start); A Circle Here, A Square There, by David Diehl.
- Gather and make available books related to Kandinsky, for example, The Girl Who Heard Colors, by Marie Harris; The Noisy Paint Box: The Colors and Sounds of Kandinsky's Abstract Art, by Barb Rosenstock; Wassily Kandinsky, 1866-1944: The Journey to Abstraction, by Ulrike Becks-Malorny
- Download the Shape poster available on this website.
Introduction
- Read one of the shape books and refer to the shape poster to introduce the idea of shapes to students.
- Invite students to point out shapes they see in the classroom. Make 2 columns on the chart paper – one for geometric shapes and one for organic shapes. Record students' contributions on the chart paper making a small doodle drawing to represent the object along with the word for it.
- Introduce Wassily Kandinsky. Read the The Noisy Paint Box, or share a few points about the artist.
- born in 1866
- Russian artist
- had a special gift called synaesthesia cognate - a condition that meant when he heard a sound he also saw a particular colour
- he used colours and shapes in his abstract paintings to express feelings and music
- he painted the first non objective painting called the First Abstract Watercolour, 1910
- he thought each shape created specific feelings – square caused calm feelings; triangle caused aggressive feelings; circle caused heavenly feelings. - View and discuss the painting, Colour Study, Squares with Concentric Circles focussing on the shapes and colours Kandinsky used. Talk about how the painting makes students feel, and why.
- Introduce the challenge.
Activities
The Challenge
- Use resist technique to create patterns with concentric geometric shapes.
- Use colour to express your feelings.
- Explain your process.
- Express opinions about the artworks.
The Process
- Make sure everyone understands the challenge.
- Establish success criteria with your students. For example,
I know I am successful when I have:
- drawn concentric shapes
- used colours to show my feelings
- applied a heavy layer of oil pastel so the resist technique is effective
- kept the paper in good condition - Guide students through the steps in this project.
- Encourage them to share ideas and to learn from each other.
- Provide individual assistance and encouragement.
Sharing
- Once all the pictures are complete display them for a group discussion.
- During the discussion include references to:
- colours - How do the colours make you feel?
- expression - How do the colours contribute to the feelings you wanted to express?
- technique – How did you make sure the paint resisted the oil pastel? How does the way the paint is applied contribute to the emotions expressed in the picture? - Ask students to think of different ways they can use their art piece to demonstrate ideas they have learned in mathematics. For example,
- graphing – Create a class graph showing the number of circles and squares used in the class.
- creating addition questions – Create a class chart with lots of student generated addition questions based on the art works, for example, number of times you used each colour; number of people who used more than 2 circles; etc.
- creating and reading patterns. - Display student’s art in the classroom or hall.
Assessment
- Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
- Observe students as they discuss their designs – speaks with a clear voice, looks at audience while speaking, points to areas in the design, provides accurate information, answers questions from the audience effectively.
- Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
- Use a checklist to track progress. (Downloads - Kandinsky_tracking.pdf)
- Have students use the self-assessment form to evaluate their work. (Downloads - Kandinsky_self-assessment.pdf)
