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First Grade Print Alpha-Pi (1960) By Morris Louis (Loo –is) Technique: acrylic on canvas Size: 102 ½” x 177” Collection: The Metropolitan Museum of Art, New York Art Style: Abstract Expressionism – Color Field

OBJECTIVES:  The students will be introduced to the work of Morris Louis.  The students will define the term “abstract” as it relates to visual arts.  The students will describe Louis’ staining technique.  The students will examine Louis’ color choices.  The students will analyze Louis’ compositional choice in his work, Alpha-Pi.  The students will apply watercolor paint to paper in a similar way to Louis’ technique.  The students will explore color and composition in their artwork.

ABOUT THE ARTIST: Morris Louis (1912-1962) was an American Abstract Expressionist painter. As an Abstract Expressionist, Louis created artwork that did not represent identifiable subject matter, but instead he expressed his feelings through color and line. He studied at the Maryland Institute of Fine and Applied Arts. Louis was part of a group of artists who developed “color field” painting. This type of painting was characterized by solid planes of fluid paint and intense color. Louis wanted to communicate purely through color, and he also experimented with “empty” space in his compositions. (See other images of Morris Louis’ artwork in the “Support Materials.”)

Alpha Pi is a large work of art. It is a little over 8 feet in height and 14 feet in length. Louis had a very small studio and didn’t have enough room to spread out his canvas so he kept it folded. He could paint on only one portion of the canvas at a time. Louis would apply a fluid paint to the portion of canvas, and then he would tilt that portion of canvas, directing the flow of the paint until it had soaked the canvas. When one portion was finished he would fold it back over and start on another part, repeating the same method. Louis didn’t open his canvas until he was completely done, and then he would go outside and open his canvas to reveal his painting. Many times he didn’t like the results and would destroy the pieces he didn’t like. He only kept his best artwork.

*Biographical information from: Briere, M. (1988). Art image grade one. Champlain, NY: Art Image Publications, Inc.

QUESTIONS AND POINTS FOR DISCUSSION: Subject Matter  What do you see? Can you name anything in this painting (besides lines and color)? Define abstract art for the students: This type of art is called abstract- the artist is not interested in showing recognizable subject matter, but instead focuses on lines, colors, shapes, textures, etc. 2

Elements of Art  Name the colors that you see in the painting.  Are the colors light or dark?  What color caught your attention first?  Have the students hold up their finger and trace the lines in the air. If time allows, let them “draw” different types of lines in the air (vertical, horizontal, curvy, zigzag).  What do you notice about the lines in this painting? (straight vs. curved; “up and down” vs. “slanted”)  The “slanted” lines are called oblique or diagonal. Principles of Design  What do you see at the center of this painting? (Discuss the artist’s choice to create a composition with “empty” space.) Evaluation  Who would like this painting? Why?  Show the students additional Morris Louis artwork on a slide in the “Support Materials”. The classroom teacher can project this slide onto the large screen in the classroom.

PROJECT: The students will apply watercolor paint to diffusion paper (or coffee filters) and explore color as they create abstract compositions. (See a project sample in the “Support Materials.”) Right before the students begin to paint, use a spray bottle of water to dampen their diffusion papers. Have the students wet their watercolor wells first before painting (soften up the paint). Then the students can experiment with color as they use a very wet brush to apply lines and dots of watercolors. Colors can be applied close to each other so they “bleed” into each other on the paper. The children can experiment with different types of lines (straight, wavy, zigzag, spiraling, etc.). The students can also purposefully choose to leave certain spaces “empty” of color. When the artwork is dry, double-stick tape can be used to mount the artwork onto colored or black construction paper. Do not use glue as it will ruin the artwork. The completed artwork should be labeled with the students’ names and then displayed or filed in the students’ art portfolio folders.

SUPPLIES:  Watercolor pans  Brushes  Water cups  Diffusion papers (or coffee filters)  Spray bottle for use by the volunteer art guide  Newspaper (provided by individual art guide and used to cover tables)  Paper towels