School of the Arts - Group Lesson 1
Splatter Collab: Creating an uplifting and experimental splatter painting as a group.
age: 7th - 10th grade
instructors: Madigan Young, Cari Ann Rasmussen, Sun Hee Oberfoell, & Tyler Bubser
date: 2/24/22
Learning Objectives:
Collaboratively shape an artistic investigation of an aspect of present-day life using a contemporary practice of art and design. VA.Cr1.8a
Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design. VA.Cr1. 2. IIa
Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas. VA.Cr2.3.7a
Elaborate on an imaginative idea. VA: Cr 1.1.3a
Lesson Summary:
We began the lesson with introductions of the instructors, followed by introductions from the students. We asked the students for name, favorite shape and favorite season of the year as a low pressure ice breaker.
Next, we showed images of three splatter painting examples, from artists Jackson Pollock, Sadrin Molina Cortez (street artist), and Caroline Vis, to generate visions of what splatter paintings can look like and to represent a diverse group of working artists.
Jackson Pollock, Convergence, 1952, oil on canvas.
Next, we introduced the lesson itself- that we would create a splatter painting as a group. To make the painting more meaningful + personal, and get to know the group, we also told students we would tape the canvas before painting so they could write positive words and phrases in the spaces later. We showed and talked through two examples. We mentioned that we would later introduce prompts to guide brainstorming of what to put on the canvases.
Time to create! On two canvases, students began taping lines across the surface. On one, they decided to do a heart in the center, with tape lines all around, the other was strictly abstract. Then, students began to select colors and tools of their choice and experiment with ways to throw paint on the canvas. As the lesson went on, students moved closer and further from the canvas as they painted, they mixed colors to get new hues they wanted. As the canvases became covered fully in paint, I asked students how they felt, and what if anything needed to be added. Students experimented with brushing black spots across parts of the canvas to then splatter white or lighter colors on top. They added a few more colors and splatters until every student agreed it felt complete. Students began cleaning up and then went to get a snack while instructors finished clean up.
While the canvases dried, students returned to their tables and Sun Hee and I introduced writing prompts to generate positive words and phrases. We read the prompts one by one, giving students a chance to write words, sentences or doodles on drawing paper. After we went through the prompts I asked students to share what they wanted to get out of school of the arts, and what kinds of art they made (two of the prompts.) Time was up, so we gathered the responses to save for next week. We concluded by thanking the students, and letting them know next week we would pull the tape off the canvas and write in the spaces to complete the work.
Teaching methods that occurred included demonstration of using spoons or string to splatter paint, so students felt free to experiment and go outside the box. Asking students what they felt was successful as they were working and encouraging them to do more or try something new as they painted. The students were on the quiet side from the start so having instructors participate and encourage helped them feel more welcome to take charge of the painting and try whatever came to mind. The only specific resource used was a power point slide for writing prompts, images and introduction, along with a physical miniature example of what the final splatter painting could look like (one created by Cari Ann and one by Sun Hee). Sun Hee’s example included variations in brushstroke, splatter painting and doodles along with words to show students how diverse and interesting the painting could turn out to be.
Final Outcomes:
After giving the paintings a week to dry, we peeled the tape off as a class. Then, students and instructors wrote positive words and phrases about UAY and School of the Arts, and we signed our names. Over the next few weeks we had other groups add their own drawings and words.
