Regional Artists: Bette Elliot,
Featured Museum: The Butler Institute of American Art
Featured Artist: Paul Jenkins
Featured Work of Art: "Phenomena Heat of High"
Featured Teacher: John Hoyt and Dianne Volak-Ullis,
Canton City Schools
Students will create a nonobjective
acrylic and watercolor painting in the individual expressive
style. Focus is on balance, emphasis and movement. These paintings
will use color (warm and cool, primary colors), shape, form
and value. Students will transform ideas into painting by
allowing the paint to flow, move or “speak” to them as they
design and use procedures to test the suitability of
various tools, techniques, processes and materials for
different purposes and effects of a watercolor painting.
communicate information about ideas of composition and
balance through the use of color.
examine various works of nonobjective paintings to discover
common components in balance and composition.
examine the similarities and differences of how various
art forms express an idea.
understand realistic, abstract and nonobjective artwork.
interview with Bette Elliot
of realistic, abstract and nonobjective artists’ work
of color theory, elements and principles of design
sheets of 12" x 18" heavy 80# white paper
paint (red, yellow and blue)
rolls of both toilet paper and paper towels
Organization of supplies
In short boxes
or trays have thefollowing supplies ready for each table:
bottles with red, yellow, and blue thinned acrylic paint
brushes, water container, sponge, toilet paper, paper
towels, spray bottle with water
watercolor sets per table
Assignments for student monitors
and distribution of supplies
table has four people, each person with a number 1-4:
up the box of supplies for the table and returns it during
clean up time.
water for containers and keeps them filled with clean
paper and places it on the directed drying area daily
table clean with damp paper towel at the end of the period
Introduce the new media of acrylic and watercolor. Show the
Art video, “Abstract
Watercolor.” View and discuss realistic, abstract and nonobjective
art. Discuss elements and principles of design, specifically
color, texture, balance and movement.
Distribute materials and begin activity. All assignments should
incorporate white areas into the painting, not just around
the edges. Students should try each strategy:
a wash (transparent/opaque), have a hard edge to contrast
against white area or wash, and use primary colors.
warm colors, texture (salt, fingers, scraping, toilet
paper) and balance colors.
cool colors and light washes; re-enter painting when dry
to work with neutral colors/hard edge and contrast.
cool colors (at least one cool color as a wash and at
least one cool as dark contrast) and use texture.
warm color wash, contrast with dark neutrals and at least
one bright warm and one dark cool color.
cool color wash, use two cool and one warm color and tilt
the paper to move the paint.
shapes, use neutrals, use two warm and one cool color
and use texture.
Hand out dried paintings and critique by verbalizing the elements
and principles of design. What merit does the composition
have? Compare and contrast with other class members’ paintings.
Re-enter the painting, adding to areas that will benefit from
texture, interest and movement or balance.
Assess by writing in sketchbook about the merits of the piece,
its elements and principles. Add a title.
Lower Grade Level Project
four of the Day 2 assignments (see above) and have students
produce them on separate pieces of paper.
students label each assignment (principles of color used,
a new sheet of paper have students listen to two samples of
music and paint their visual impressions in a nonobjective
design of how the music sounds.
students write and present a description of their work employing
the vocabulary used for the lesson.
Grade Level Project
following the main (middle grade) lesson. Have each student
create a nonobjective visual impression of a poem that he
or she has written, using colors in an expressionistic way.
(Teacher should review the poem for appropriateness.)
self-assessment should follow the criteria agreed upon
before beginning the painting project.
will document the process, thoughts and title of finished
work and describe their success and learning experiences.