Abstract Fun - Sargent Art

Abstract Fun
Grade 1
Introduction: Abstract art is a form of art that does not strive for exact representation or realistic
portrayal of an object or subject matter. Abstract art may be a simplification or exaggeration of
an object. Abstract art often employs the use of simple colors, lines, shapes, or textures. Abstract
Expressionism is a form of art that is non-objective or non-representational in which the artist
expresses themselves mainly through form and color. Abstract art has become most popular in
the 20 th century and is considered a more modern form of art, although abstract themes have
been found in ancient Egyptian and Greek pottery and textiles. (Well-known abstract artists
include: Wassily Kandinsky, Jackson Pollack, Piet Mondrian, Willem De Kooning, and Sonia
Delaunay.)
Target Group: Grade 1
Goal (Terminal Objective): Students will learn the elements of art (Lines, Colors, and Shapes)
and apply creative problem solving to complete an original abstract design based on the artwork
of the painters Sonia Delaunay and Wassily Kandinsky. Students will also learn to mix primary
colors to achieve secondary colors or tertiary colors.
Objective: Students will demonstrate their visual understanding of the elements of art by
creating an abstract painting or design, which also exhibits their knowledge of basic lines,
shapes, and colors upon completion of the artwork.
National Standards:
Visual Arts Grades K-4 Content Standard 1: Understanding and applying media techniques and
processes
Visual Arts Grades K-4 Content Standard 3: Choosing and evaluating a range of subject matter,
symbols, and ideas
Visual Arts Grades K-4 Content Standard 5: Reflecting upon and assessing the characteristics
and merits of their work and the work of others.

Purpose: Students will look at examples of works of art by artist Wassily Kandinsky and Sonia
Delaunay. Students will apply their knowledge and create an original abstract painting using
repeated shapes, lines, and colors. Students will visually demonstrate knowledge of elements of
art in their original choices of shapes, lines, and colors to complete the composition. Students
will identify and use types of lines and shapes. (Math Integration)
New Vocabulary: abstract, color, line, shape, dot, circle, dotted line, spiral, angled line, kidneyshaped,
primary colors, secondary colors, tertiary colors, Kandinsky, Sonia Delaunay
Materials:
White or manila drawing paper (example is 9”x 12”), Sargent Art Crayons 24 count (#22-0534),
Sargent Art “Rainbow” brush set (#56-6012), Sargent Art Watercolor 16 ct. paint set (#66-8824),
and the following Sargent Art supplies:
#56-6012 #22-0534 #22-8426
Rainbow Brush Set Sargent Crayons Sargent Watercolors
16-color set with brush
Time: approximately 1-2 class periods
Instruction and Motivation (Set):
1. Have students name the basic lines and shapes (straight, curved, zigzag, dotted, rectangle,
circle, triangle, etc.) and find them in Kandinsky’s or Delaunay’s artwork. Students will
be guided to discover the colors, lines, and shapes in Kandinsky’s artwork. The teacher
will define the primary colors, secondary, and tertiary colors using a color wheel chart.
2. Teacher will show examples of student completed abstract paintings.
3. Students will view a chart with the circle, dot, and line families delineated.
4. The teacher will demonstrate how to mix colors to make new ones. (Mixing primaries
and secondaries to obtain tertiaries.)

Student example grade 1
Instruction:
1. Begin by having students label the back of their paper with their names.
2. Using a crayon, students will draw four straight lines that cross each other and go to the edge
of the paper. Lines may be diagonal or straight.

Students will put crayon back in bowl.
3. Students will then pick up a different color crayon and draw 2 circles that touch a line. They
can be oval, circles, kidney-shaped or ellipse-shaped. They are to be empty and any size
anywhere on the page. They will replace that color crayon.
4. Next, students will draw 3 dots -- any size or shape (like the circles) with a different color
crayon. They should color them in solidly. Then replace that crayon.
5. Choosing another crayon color, students will place their crayon on the dot and draw a curvy
line going off the page. It will look like a balloon. Do this twice. Replace this color crayon in the
bowl.

6. Now the student may pick up a final color and add two or three things on their own such
as: a zigzag, angled line, a spiral, a dotted line, a shape like circle or dot, etc.
7. Students will then wet their paints with clear water by dropping a drop of water into each
color first. Then they will paint in the shapes, repeating colors in different sections of the
painting but not touching.
8. Students should mix colors to make new ones, such as tertiaries and work on refining
painting skills. All white areas should be covered with paint.
Activities:
(1) Guided Practice:
a. Students view and discuss examples of artwork representing a form of abstraction.
b. Students discuss the art elements that include types of lines, shapes, and colors.
(Circles are empty shapes, dots are filled in, and lines may be curved, straight or angled.)
c. Students will be given step-by-step directions to use crayon to create the abstract
outlines or “blueprint.”
d. Students demonstrate their technical ability to paint colors on evenly, to mix colors
successfully, and to fill the space to achieve an original abstract painting.

(2) Independent Practice and Check for Understanding:
a. Teacher will circulate and help students with design questions. Teacher may make
suggestions to students to mix colors or to add art elements.
b. Teacher may offer individual help with painting smoothly and evenly and where to
locate or add repeated colors.
(3) Closure: Teacher leads students in a discussion of what art elements (shapes, colors, or lines)
each student used or colors mixed to create their abstract painting. Teacher will inquire what is
an “abstract?”
Evaluation:
Level One -- The finished design very successfully demonstrates the student’s understanding of
the elements of art and abstraction. The student has shown strong technical skills in their use of
painting, drawing, and use of color. The student has shown a high level of creativity in
completing the motif with original detail. Craftsmanship is outstanding.
Level Two -- The finished design demonstrates the student’s understanding of the elements of art
and abstraction. The student has shown good technical skills in his/her use of painting, drawing,
and use of color. The student has shown creativity in completing the motif with original detail.
Craftsmanship is good.
Level Three -- The finished design demonstrates effort on the student’s part to show his/her
understanding of the elements of art. The student has shown little technical skill in his/her use of
painting, drawing, or use of color. The student has shown limited creativity in completing the
motif with any detail. Craftsmanship is minimal.
Level Four -- The finished design lacks evidence of the student’s understanding of elements of
art and abstraction. There is no technical skill shown in his/ her use of painting/drawing or use
of color. The student’s final project lacks creativity and craftsmanship.
Extension: This project can be greatly simplified for younger students, or vice versa for older,
more advanced students. It also fits in very well within a unit of color theory and understanding
balance or the design principles. Oil pastels or watercolor crayons could be used for a different
visual effect. In addition, students could be asked to use just one shape.
Resources:
http://www.artcyclopedia.com/artists/kandinsky_wassily.html
http://www.insecula.com/us/oeuvre/O0016692.html
http://www.monart.com/
Mona Brookes book, “Drawing with Children” 1986, revised 1995.
BY RISELLE ABRAMS
Art Consultant
_____________________________________________________________________________
www.sargentart.com 01/27/2008