How Do You Feel About Contemporary Art?

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Presenter Information

Lesson Information

Pre-Lesson

Tele-Lesson

Post-Lesson

Standands & Assessment

Presenter Information

Presenter: Dr. Mark Hartman	Email Address:
Presentation Date: March 14, 2006	Web site URL:
Meet Your Presenter: Dr. Hartman is the chair of the Art and Art History Department at the University of Nebraska - Kearney.

Presenter: Pat Jones	Email Address: pmwjones@hotmail.com
Presentation Date: March 15, 2006	Web site URL:
Meet Your Presenter: A native of Nebraska, Pat Wiederspan Jones is best known for her watercolor landscapes, but she is also interested in handmade paper, handmade books, collage, mandalas and spiritual art, and jewelry design. She holds a B.A. in Art Education from Hastings College, and a M.A. Ed. from the University of Nebraska-Kearney. With a background of teaching art in the public schools and working in advertising, Pat is now teaching workshops through hospitals and the Museum of Nebraska Art. Pat has exhibited her work throughout the state with her art collected by private owners over the world. Pat is a member of the Nebraska Women's Caucus for Art and the Kearney Artist Guild.

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Enrichment Information

Grade Level Audience 6-12	Curriculum Targets Visual Arts Math/Science Reading/Writing Social Studies
Lesson Description: Students will gain an understanding of the abstraction process. Emphasis will focus upon the emotional qualities of the art through color, expressive marking, movement, and the intent of the artist. On the first day, Mark Hartman will talk about his work and his life as an artist/painter. Hartman is a Nebraska native, but has also lived and worked in Texas. He will show some of his work and discuss the processes by which he arrived at the final results in his paintings. On the second day, artist/teacher Pat Jones will lead a "hands on" abstract art production lesson based upon Mark Hartman, Jackson Pollock, Jasper Johns, and other artists
Objectives: Students will recognize the theories and progression of abstraction by participating in group discussions, writing reflections of their own artwork, and defending their opinions of the subject matter. Students will experience the emotional connection between the artist and the artwork by creating a work and discussing the expressionistic content. Students will compare/contrast events in history with the evolution of abstract art by creating a time line of important periods in history during the onset and duration of abstract art. Students will explore non-verbal ways of communicating, through using a variety of materials and techniques. Students will criticize, evaluate, and articulate their own interpretations of contemporary works, as it applies to their real world and understanding.

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Pre-Lesson

Description: Taught by classroom teacher prior to the tele-lesson. Students need not be experts on contemporary art but should know the basics prior to starting this component of the distance education event. Share background information on Mark Hartman and examples of his paintings with students. (See Resources/Websites section.) Present the chosen works of art to the students (see Resources/Websites section.) Other than viewing the works, share only the name of each piece, the artist, as well as discuss the medium that was used on each piece. Identify and differentiate between naturalistic, realistic, abstract, and non-objective art pieces available in your school. Discuss what makes something realistic verses abstract. And ask the students what emotions are evoked by viewing these pieces. If possible, view a section of the feature film "Pollock". Teachers will want to preview this video, and show only edited sections.

Resources and Websites: Mark Hartman Jackson Pollock http://www.voanews.com/specialenglish/2005-10-15-voa2.cfm http://www.nga.gov/feature/pollock/pollockhome.html http://www.jacksonpollock.org/ (has a fun flash animation) Jasper Johns Pat Jones - Students will need the following materials to support the hands on activities on October 26. large sheets of various colors of construction paper or kraft paper oil pastels or crayons or colored chalk in various colors small scraps of paper to write various expressions/emotions pencils a box or "hat" from which they will pull out the scraps of paper Students will have an opportunity to play a type of "pictionary‚" game, or visual charades, to illustrate the "emotion-word‚" which they will have selected at random. Emphasis will be on the emotional properties of color, shape, mark-making, movement, and gesture.

Vocabulary: http://dictionary.reference.com/ abstract adj 1: existing only in the mind; separated from embodiment; "abstract words like `truth' and `justice'" [ant: concrete] 2: not representing or imitating external reality or the objects of nature; "a large abstract painting" [syn: abstractionist, nonfigurative, nonobjective] 3: based on specialized theory; "a theoretical analysis" [syn: theoretical] 4: dealing with a subject in the abstract without practical purpose or intention; "abstract reasoning"; "abstract science" expressionism - n: an art movement early in the 20th century; the artist's subjective expression of inner experiences was emphasized; an inner feeling was expressed through a distorted rendition of realty realistic- adj 1: aware or expressing awareness of things as they really are; "a realistic description"; "a realistic view of the possibilities"; "a realistic appraisal of our chances"; "the actors tried to create a realistic portrayal of the Africans" [ant: unrealistic] 2: representing what is real; not abstract or ideal; "realistic portraiture"; "a realistic novel"; "in naturalistic colors"; "the school of naturalistic writers" [syn: naturalistic] 3: of or relating to the philosophical doctrine of realism; "a realistic system of thought" non-objective - adj : not representing or imitating external reality or the objects of nature; "a large abstract painting" [syn: abstract, abstractionist, nonfigurative] pastels -Pastels are sticks of color used for drawing. The texture of pastels can be chalky or oily depending on what the pigment is mixed with. They are bright, portable colors with no drying time.

Art Exemplairs: (To view art exemplairs, go to http://tvdec.k12.ne.us/wiu/hartmanjonesexemp.htm) Title: Portrait of Cliff Artist: Kent Bellows Media: graphite on paper Date: 1986 25" h x 31 3/4" w Title: Self Portrait Artist: Robert Weaver Media: oil on paper Date: 1986 48" h X 39" w Title: Portrait of the Artist as a Young Man Artist: Leonard Thiessen Media: oil on canvas Date: 1932-1952 43 3/4" h x 36 1/2" w Title: Compound Five #30 Artist: James Eisentrager Media: mixed Date: 1990 40 1/2" h x 54 1/2" w Title: Lavender Mist: Number 1 Artist: Jackson Pollock Media: oil, enamel, and aluminum on canvas Date: 1950 7 ft. 3 in. h x 9 ft. 10 in. Title: Convergence Artist: Jackson Pollock Media: oil on canvas Date: 1952 Title: White Flag Artist: Jasper Johns Media: encaustic, oil, newsprint and charcoal on canvas Date: 1955 78 3/8"h x 120 3/4" w Title: Flags Artist: Jasper Johns Media: color lithograph Date: 1968 34" h x 25" w

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Tele-Lesson

Description: Day 1: Mark Hartman will present his artwork. He will discuss the meaning within it and the inspirations behind creating it. He will draw comparisons between his work, and that of other abstract expressionistic work. Day 2: Pat Jones will present a hands-on lesson. This lesson will begin by looking briefly at the progression from naturalism to non-objective art. The images of Jackson Pollock, Jasper Johns, and Mark Hartman will serve as references, as well as the images from the MONA collection. Students will be lead through an art-making activity that will require them to relate physically (action painting) and emotionally (expressionism) to the work. Students will discuss their perceptions and understanding of the influence of color, shape, texture, line, value, space, i.e. the elements of art.

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Post-Lesson

Students will use the experience with Mark Hartman and Pat Jones to understand how contemporary, abstract art is based on the artist's experiences, emotions, and expression of these qualities. As a class, discuss the art works that were shared at the web cast. Allow students to view all the works of art again, this time, sharing their new understanding of the works. Closure: Through discussion, have students line up their art pieces from the most realistic to abstract to non-objective. Have students compare and ask questions of one another about the different influences in their own abstractions. What was going on in their lives? What were they feeling before they created it? After? Students will display their abstraction with a written description of what influenced their ideas and decisions concerning choices of color, shapes, line direction, etc. Extension/Related Activities: Art Activity Ideas Choose an important event (such as 9/11, the tsunami, Hurricane Katrina, death, divorce, etc.) and create an original art work inspired by and utilizing similar techniques as the artist/piece they most connected with. Enable the students a place to safely pour/throw/squirt paint onto a very large surface, utilizing unusual tools such as squirt bottles, mops, brooms, buckets, etc. Discuss the significance of scale, size, and proportion to the work, and the emotional response Reading / Writing Ideas Have the students write a poem about their work, utilizing words that indicate emotion and expression. Or words that indicate action. Read information from the internet or library about the lives of featured artists. Social Studies Ideas Look at the dates of the featured paintings. What was going on in the world at these times? Research artwork done as a result of 9/11 or Hurricane Katrina. What was the purpose of the work? Reflect on how history is affecting art today, and in the future. All of the featured artists were male. Find out if any women artists were doing similar work. Consider gender differences, and the role of women during these time periods. Math Ideas Create a flow chart to show the deductive thinking steps used when creating the artwork. Create a T-chart paralleling events in history and phases of abstraction. Science Ideas Research chaos theory, and the connectedness of supposedly random activity. Research Ideas Research more artists from the same movement or time period. How are their works similar / different to the piece that they connected with most? Find works of art that illustrate these quotes: A work of art which did not begin in emotion is not art." (Paul Cezanne) "Every good painter paints what he is" (Jackson Pollock) "I rarely draw what I see. I draw what I feel in my body." (Barbara Hepworth) "I found I could say things with color and shapes that I couldn't say any other way-things I had no words for." (Georgia O'Keeffe) "Every artist dips his brush in his own soul, and paints his own nature into his pictures." (Henry Ward Beecher)

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Standards Connection

Assessment: Students will actively question, discuss, and contribute input during group discussions. Students will create a work of art expressing emotion. Students will write a description of the deductive sequence when creating their abstraction. Students will create a time line with historical events/inventions correlated with styles of abstract art.

Identify Nebraska L.E.A.R.N.S. that apply to this lesson: Nebraska Reading/Writing Standards: 8.2.2; 12.2.2 Students will write compositions with focus, related ideas, and supporting details. 8.2.4; 12.2.4 Students will demonstrate the use of multiple forms to write for different audiences and purposes. 8.3.1; 12.3.1 Students will participate in group discussions by asking questions and contributing information and ideas. National Visual Arts Standards: Understanding and applying media, techniques, and processes. Using knowledge of structures and functions. Choosing and evaluating a range of subject matter, symbols and ideas. Reflecting upon and assessing the characteristics and merits of their work and the work of others. Making connections between visual arts and other disciplines. Nebraska Math Standards: 8.4.6 Students will use geometric terms and representations to describe the physical world. Nebraska Science Standards: 8.1.1    Students will develop an understanding of systems, order, and organization. Nebraska Social Studies Standards: 12.2.7 Students will analyze the scientific, political, and economic changes of the 16th, 17th, 18th, and 19th centuries.

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