The teacherm ay provide an exam ple ofan abstractartist’s early representational w orkand a laterabstractstyle such as M ondrian so thatstudentscan m ake a com parison betw een the tw o w orks. The teacherm ay provide im ages thataddressthe form ation of style and the progression of abstraction (e.g., M ondrian, Clyfford Still)so thatthe students can explain the evolution and transform ation processused in creating abstractart. The teacherm ay have studentsalter previousartw orksw ith a secondary m edia to em phasize structure so that studentscan identify and practice the identification and organization of expressive featuresinto a new abstracted com position. The teacherm ay facilitate a discussion aboutexpressive features (e.g. line, shape, form , value, space and color)byfocusing on the w ork of previouslearning experiencesso that studentscan identify their(personal) successful use of these featuresfor expression and deconstruction from representational to abstraction. The teacherm ay focuson the principlesofrealism and the artists thatuse these techniques(e.g. Picasso)so thatstudentscan begin considering the processesused to capture true to life im agesin a realisticm anner. The teacherm ay focuson the principles ofabstraction and the artiststhatuse these techniquesso thatstudentscan begin considering the processesused to capture subjectm atterin an abstract version. The teacherm ay provide exam plesofan artist’sabstractand non-objective w orks so thatstudentscan develop a w orking distinction betw een representational and non-representational abstraction. The teacherm ay introduce exam plesofartiststatem ents thatdiscussartisticchoices, so thatstudentscan understand how artistsuse artist statem entsto convey their creative process. PERFORM ANCE ASSESSM ENT: A m useum curatorisputting togethera show thataddressesthe topicofthe “birth ofabstraction”. They have asked you, a contem porary artist, to com plete a seriesofthree w orks thatdem onstratesthe differencesbetw een realism , abstraction and non-objective artand convey a personal investigation ofplace, idea, or figure. These w orks, along w ith an artiststatem ent, w ill be used to introduce and inform visitorsabouthow artistsuse orderoflines, form s and shapesand design to convey m eaning. The teacherm ay present imagesofnon-objective artw ork, by discussing strategiesand thought processesthatlead to the creation ofnon-objective artso thatstudentscan interpretand applythese conceptsto an original art w ork. This unit was authored by a team of Colorado educators. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. To see the entire instructional unit sample with possible learning experiences, resources, diﬀerentiation, and assessments visit http://www.cde.state.co.us/standardsandinstruction/instructionalunitsamples. Colorado Teacher-Authored Instructional Unit Sample Storyboard Date Posted: March 31, 2014 Instructional Unit Title: Abstraction as Interpretation Colorado’s District Sample Curriculum Project Visual Arts High School

· Web viewColorado Teacher-Authored Instructional Unit Sample Storyboard Date Posted: March 31, 2014 Instructional Unit Title: Abstraction as Interpretation Painting Visual Arts

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Page 1: · Web viewColorado Teacher-Authored Instructional Unit Sample Storyboard Date Posted: March 31, 2014 Instructional Unit Title: Abstraction as Interpretation Painting Visual Arts

The teacher may provide an example of an abstract artist’s

early representational work and a later abstract style such as

Mondrian so that students can make a comparison between the

two works.

The teacher may provide images that address the formation of style and the progression of abstraction (e.g., Mondrian,

Clyfford Still) so that the students can explain the evolution and

transformation process used in creating abstract art.

The teacher may have students alter previous art works with a secondary

media to emphasize structure so that students can identify and practice the

identification and organization of expressive features into a new

abstracted composition.

The teacher may facilitate a discussion about expressive features (e.g. line, shape, form, value, space

and color) by focusing on the work of previous learning experiences so that students can identify their (personal) successful use of these features for expression and deconstruction from

representational to abstraction.

The teacher may focus on the principles of realism and the artists

that use these techniques (e.g. Picasso) so that students can begin considering the processes used to

capture true to life images in a realistic manner.

The teacher may focus on the principles of abstraction and the artists that use these techniques so that students can

begin considering the processes used to capture subject matter in an abstract

version.

The teacher may provide examples of an artist’s abstract and non-objective works so that students can develop a working distinction between representational and non-representational abstraction.

The teacher may introduce examples of artist statements that discuss artistic choices, so that students can understand

how artists use artist statements to convey their

creative process.

PERFORMANCE ASSESSMENT: A museum curator is putting together a show that addresses the topic of the “birth of abstraction”. They have asked you, a contemporary artist, to complete a series of three works that demonstrates the differences between realism, abstraction and

non-objective art and convey a personal investigation of place, idea, or figure. These works, along with an artist statement, will be used to

introduce and inform visitors about how artists use order of lines, forms and shapes and design to convey meaning.

The teacher may present images of non-objective art work, by discussing strategies and thought processes that lead to the creation of non-objective art so that students can interpret and apply these concepts to an original art work.

This unit was authored by a team of Colorado educators. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. To see the entire instructional unit sample with possible learning experiences, resources, differentiation, and assessments visit http://www.cde.state.co.us/standardsandinstruction/instructionalunitsamples.

Colorado Teacher-Authored Instructional Unit Sample Storyboard Date Posted: March 31, 2014

Instructional Unit Title: Abstraction as Interpretation Painting

Colorado’s District Sample

Curriculum Project

Visual Arts High School