Title: Expressive Markings (How our Markings Express our Feelings) Grade Level: 4th

Name: Ifeoma Ejiogu Date: 2017

Theme Concepts: Aesthetics, Art Criticism, Art History:

Spirituality/humanity how we as Wassily Kandinsky: was an abstract

humans feel and what evokes our
emotions
How can we express our emotions through art and
how can music influence the way we create?
expressionist artist who used non-objective
art to express his inner emotions. Kandinsky
used the sounds of music to produce
similarly produce non-objective paintings
that portrayed movement and emotion.

Art Production (concepts): Teaching Strategies:

Non-objective art is art that does not Introduction

depict specific things in the world. Critique
Subjects are not recognizable. Questioning

Creative & Critical Abilities, Behaviors, & Skills Students will Enhance:

Students will develop an understanding of how we as humans share alike emotions. That every human
goes through experiences that evoke feelings; that we share emotions. In addition, the students will
enhance their ability to make connections to art, music, and their emotions. They will learn how our inner
experiences can influence and be used to express ourselves through creating a drawing that relates. In
addition, the students will grow in interpreting, analyzing, and communicating art through critique and
questioning.

NCAS, NJCCS, CEC (one visual arts & one non-arts)

NCAS Anchor Standard #7: Perceive and analyze artistic work.

Enduring Understanding: Individual aesthetic and empathetic awareness developed through engagement
with art can lead to understanding and appreciation of self, others, the natural world, and constructed
environments.
Essential Question: How do life experiences influence the way you relate to art? How does learning
about art impact how we perceive the world? What can we learn from our responses to art?
VA:Re7.1.5: Compare one's own interpretation of a work of art with the interpretation of others

NJCC Visual & Performing Arts standard 1.3 Performance: All students will synthesize those skills,
media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in
dance, music, theatre, and visual art
Indicator 1.3.5.D.1: Work individually and collaboratively to create two-and three-dimensional works of
art that make cohesive visual statements and that employ the elements of art and principles of design.

NJCC English Language Arts: Writing / Strand: CCSS.ELA-Literacy.W.4.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.4.2.c: Link ideas within categories of information using words and phrases (e.g.,
another, for example, also, because).
Materials:
11x16 Bristol Paper, Watercolor, Brushes, Paper Towels, Cups, Sharpie Markers, Pencils, Lined paper

Artmaking Steps:

1. Introduction: the students will be introduced to the topic of emotions through looking at marks
that depict feelings (bold lines, colorful shapes, dull shapes, etc.)
2. As a class, we will talk about why these marks evoke feelings
3. Then the students will be introduced to Wassily Kandinsky and his artwork.
4. The students will break up into groups of 3/4 and answer questions about his work
5. Critique: After giving them time to analyze the artwork, as a class we will share our responses
6. The students will then be prompted to create artwork of their own that depicts certain feelings by
resurfacing and reflecting on old memories, fears, dreams, etc. They will use the techniques that
Kandinsky used in his work (non-objective) to express their emotions.
7. They will spend time creating their work, doing their best to not share their emotions with other
classmates
8. After they finished, they will hang their work up as a class for others to see
9. Students will choose one students work to answer questions about
10. Lastly, we will group together and interpret the emotions that others used in their work based off
of their marks, colors, and shapes.

Aesthetics Thinking & Talking Steps/Questions

Step 1: Students will work in groups of 3-4 and analyze the works of Kandinsky.

Step 2: They will spend 10-15 minutes answering questions that require them to think about what they
see and feel. Each group will get a different artwork so that we can compare the differences.

Step 3: Each group will answer the questions:

1. What are some things that stand out to you and why?
2. What does this painting make you feel? Why?
3. If Kandinsky was listening to music, what kind of music could he have been listening to? (fast, slow?)
4. What marks suggest that he was listening to that music?

Step 4: After the groups answered the questions, the students will share with the class their responses.
They will then answer the question, now that you have seen all of the work, what differences can you
make from looking at them together?

Assessment:

Students will be assessed based upon their ability to understand the content and concepts being taught,
their organization and clarity, how they demonstrate that they reflected, their participation, and their
creativity and originality. In addition, they will be assessed based on their responses to a peer art critique
worksheet.
Resources:
National Core Arts Standards
http://nationalartsstandards.org/
NJCCS Visual Arts
http://www.state.nj.us/education/aps/cccs/arts/
NJCCS- English Language Arts
http://www.corestandards.org/ELA-Literacy/
The Art Story - Kandinsky
http://www.theartstory.org/artist-kandinsky-wassily.htm
Wassily Kandinsky
http://www.wassilykandinsky.net/
 Wassily Kandinsky
Composition VII
1913
Oil on Canvas
78.7 118.1"

Wassily Kandinsky
Untitled
Watercolor, gouache and crayon on paper
1910
9.1 13.4"

Wassily Kandinsky
Untitled (First Abstract Watercolor)
1910
Watercolor and Indian ink and pencil on paper
19.5 25.5" (49.6 64.8 cm)

Wassily Kandinsky
Improvisation 33 (Orient 1)
1913
Oil on canvas
34.6 39.4"