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Educational Activities for Ovation's Documentary Jackson Pollock

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Educational Activities for Ovation's Documentary Jackson Pollock Educational Activities for Ovation’s documentary Jackson Pollock Grade Level – 9-12 Discipline - Visual Arts Materials for teacher - Ovation’s Arts Ed Toolkit educational resources http://www.ovationtv.com/education/ - Programming clips for the Ovation documentary Jackson Pollock - Visual arts activities Note: It is recommended that teachers view all program clips and related web links contained in these activities prior to using the resources in class. Standards National Core Arts Standards – Visual Arts High School Activities and resources contained in this document support the areas of: - Creating - Presenting - Responding - Connecting National Visual Arts Standards Grades 9-12 1. Content Standard: Understanding and applying media, techniques, and processes 2. Content Standard: Using knowledge of structures and functions 3. Content Standard: Choosing and evaluating a range of subject matter, symbols, and ideas Page | 1 4. Content Standard: Understanding the visual arts in relation to history and cultures 5. Content Standard: Reflecting upon and assessing the characteristics and merits of their work and the work of others Overview of Resources Students will gain understanding of the life, career, and artworks of the legendary Abstract Expressionist artist, Jackson Pollock. Students will explore the artistic styles of important Abstract Expressionists, Jackson Pollock and Willem de Kooning – focusing on techniques and mediums used in their paintings. They will view selected footage from a documentary about Pollock. Students will learn and discuss the relevance of attracting support of influential individuals, professionally and personally. Students will engage in art-making activities. They will evaluate their own work and the work of other students. Overview of Activities There are three parts to these activities. Activity 1 – 2 days, 45 minute classes Students will explore the life, career, and influencers of a legendary 20th century modern artist. They will explore themes, artistic styles, creative processes, in addition to exploring painting techniques, materials and colors used in a particular artist’s creations. Students will view select footage from a documentary, and will research information on the Internet about individuals and artworks related to the Abstract Expressionism movement in the U.S. Activity 2 – 3 days, 45 minute classes Students will collaborate and engage in an art-making activity, painting miniature action artworks on paper. They will analyze and evaluate the merits of their own work and the work of other students. Activity 3 – 4 days, 45 minute classes Students will engage in an art-making activity, painting action artwork on canvas. They will analyze and evaluate the merits of their own work and the work of other students. Page | 2 Instructional Objectives Students will: Become acquainted with the history of Abstract Expressionism Identify artwork of the Abstract Expressionism movement Know about key artists from the Abstract Expressionism movement Discuss the artwork of select Abstract Expressionists and describe their emotional reaction to the work Collaborate and discover the manner in which Abstract Expressionists work Learn how to improvise while creating action artwork Create action artwork resonating with the style of a significant Abstract Expressionist artist Analyze and discuss artworks created in class Supplies, for use in Activity 2 and Activity 3 computers with Internet access White Board, or laptop computer, screen and speakers journal in binder format Program clips from Ovation documentary, Jackson Pollock images of specific artwork blank writing paper and pens paper toweling materials for art-making exercises, including: o construction paper (for Activity 2) o canvases (for Activity 3; size TBD by teacher) o watercolor or acrylic paints (for Activity 2) o narrow artist paint brushes and long sticks o sponges o spray bottles o large roles of plastic drop cloths or newspaper o cans of latex house paint in colors: white, black, bright blue, crimson, bright yellow (for Activity 3) Activity 1 Homework – Introduction & Motivation exercise Subject Related Words The teacher will relate the following list of words and definitions to the students for use during class discussions and in their note-taking activities. This information was selected, specifically for its correlation to words used in association with these resources, from http://www.merriam-webster.com/ The students can obtain additional meanings for these words and usage from this website. Page | 3 abstract expressionism (often capitalized) noun :an artistic movement of the mid-20th century comprising diverse styles and techniques and emphasizing especially an artist’s liberty to convey attitudes and emotions through nontraditional and usually nonrepresentational means accessible adjective :capable of being reached: capable of being understood or appreciated aesthetic adjective :appreciative of, responsive to, or zealous about the beautiful; also, responsive to or appreciative of what is pleasurable to the senses allover adjective :covering the whole extent or surface authentic adjective :real or genuine :not copied or false centrifugal adjective 1 :proceeding or acting in a direction away from a center or axis 2 :using or acting by centrifugal force composition noun :the act or process of composing; specifically: arrangement into specific proportion or relation and especially into artistic form configuration noun 1b: something (as a figure, contour, pattern, or apparatus) that results from a particular arrangement of parts or components design verb :to create, fashion, execute, or construct according to plan: to conceive and plan out in the mind dimension noun :the quality of spatial extension: MAGNITUDE, SIZE c: a lifelike or realistic quality d: the range over which or the degree to which something extends: SCOPE – usually used in plural impasto noun 1 :the thick application of a pigment to a canvas or panel in painting; also, the body of pigment so applied layer noun 2a :one thickness, course, or fold laid or lying over or under another lyricism noun 2a :an intense personal quality expressive of feeling or emotion in an art (as poetry or music) process noun :a series of actions or operations conducing to an end; especially: a continuous operation or treatment especially in manufacture resonate verb: to have a particular meaning or importance for someone: to affect or appeal to someone in a personal or emotional way Page | 4 spontaneity noun 2: voluntary or undetermined action or movement theme noun : a specific and distinctive quality, characteristic, or concern Activity 1 – Day 1 Class work The teacher will show students selected program clips of Ovation’s documentary, Jackson Pollock. Each clip is approximately two to three minutes in length. The teacher may decide to stream some or all the program clips. After viewing each clip it is suggested that the teacher engage the students in a discussion, utilizing some or all of the discussion points listed below. The teacher will ask students to make notes in their binders about artists’ lives, creative ideas, styles, artworks and techniques, in addition to other related issues highlighted in the program clips. Clip 1 Discussion Points - As you observe the opening sequences of this program, make a list of visuals, cultural aspects, energy and tone of the depicted era. - Share your list of words with peers in class and note variations or similarities in the words used to describe the elements. Clip 2 Discussion Points - Observe these images of Jackson Pollock’s early artworks, in particular his work in association with Thomas Hart Benton. What styles, compositions, images, tones, and energy that you observe may or may not reflect the early tumult and experiences of what is described as Pollock’s early personal life? - Expand on your ideas. Clip 3 Discussion Points - Here Clement Greenberg states that Pollock was one of the nicest human beings when he was sober. He also states that Pollock’s only justification was his art. “Otherwise he was this hopeless drunk,” stated Greenberg. Focus on these comments and the conflicting character it conveys of Pollock. As you view Pollock’s artworks, discuss the qualities and characteristics that might point up this part of his nature. - It is stated here that in the late 1930s Pollock came under the influence of Picasso, working in the vein of Picasso. After viewing the Pollock paintings in Page | 5 this segment, focus upon and discuss overall composition of these artworks, objects, structures, palettes, and use of gestural brush strokes. - Take time to review the painting Guardians of the Secret and continue to analyze the elements of this painting. In analyzing the work, also focus on the feeling or emotion it evokes in you. In your opinion, does it resonate with the cubist style of Picasso? If so, expand on your opinion. Clip 4 Discussion Points - It is stated here that Pollock battered through his paintings with very aggressive brush work. Observe possible evidence of this style and the probable emotion connected to this quality. Do you agree or disagree with the statement about this aggressiveness? If so, cite specific elements apparent in his style. - After learning about the early acquaintance and association of Pollock with artist Lee Krasner, discuss the significance of this relationship, and its impact on his evolution as an emerging modern artist. Activity 1 - Day 2 Class work The teacher will show students selected
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