TLW associate abstract art with artworks that do not look realistic.
TLW identify and illustrate circles, squares, and rectangles.
TLW examine the artwork of Paul Klee.
TLW execute an abstract portrait based on Senecio by Paul Klee.

12” inch x 18” inch white paper
-permanent markers
-tempera paint

Need these materials? Visit Blick!

Step 1: The teacher will greet the class and state the outline of the class actions for the day. These actions will be: examining an artwork, defining the word “abstract,” identifying shapes, and creating an abstract artwork.

Step 2: The teacher will engage students in the lesson by turning on the DLP projector which will automatically display the artwork entitled Senecio by Paul Klee. The teacher will ask students to silently raise their hands and identify the image they see. After a few reflective answers the teacher will identify the artwork as an “abstract” portrait.

Step 3: The teacher will define the word “abstract” for students in art terms. S/he will explain that abstract art is most often artwork that doesn’t look real. S/he will ask students to examine Senecio and explain how they know the artwork doesn’t look real.

Step 4: The teacher will encourage students to observe Senecio again and identify any shapes they may see in it. As students answer, the teacher will ask the students to come to the front of the room and point out the shapes to the other students.

Step 5: The teacher will discuss the project with the class. S/he will explain that students will be making their own abstract portrait using shapes just like Paul Klee. S/he will ask if students would like to draw along with him/her.

Step 6: The teacher will hand-out 12” inch x 18” inch sheets of white paper with a large pre-drawn circle on them. The teacher will hand-out black permanent markers to each student.

Step 7: The teacher will re-iterate to students that they will be drawing along with him/her and remind them to wait for his/her instructions. The teacher will ask students to watch him/her draw on a small whiteboard and to draw along with him/her when prompted:
1. Students are asked to write their name at the top of their paper
2. Students are asked to trace the pencil circle on their paper
3. Students are asked to examine the eyes of Senecio, then the students are asked to draw a set of uneven eyes.
4. Students are asked to examine the neck and shoulders of Senecio, then the students are asked to draw a neck and shoulders.
5. Students are asked to identify the mouth portion of Senecio, then students are asked to draw an abstract mouth.
6. Students are reminded that Paul Klee used lots of squares and rectangles in Senecio. The teacher will draw a few examples on his/her artwork and ask that students do the same for their artwork.

Step 8: The teacher will circulate while students draw-in their rectangles and squares. S/he will aid students who need help, encourage those who need extra confidence, and praise those who draw squares and rectangles.

Step 9: Once approximately half the class has completed their rectangles and squares the teacher will gain the class’s attention. S/he will ask students to put down their markers and to listen. S/he will explain that they will be painting their artwork just like Paul Klee did. S/he will discuss and remind students of proper painting procedures. Next, s/he will encourage students to use all of the colors. Finally, the teacher will request that students not paint their backgrounds until instructed. The teacher will request helpers to aid in the dispensation of painting materials.

Step 10: The teacher will circulate while students paint. S/he will aid students who need help, encourage those who need extra confidence, and praise those who follow proper painting procedures. Most likely, this will complete the 1st 30 minute session.

Step 11: The teacher will gain the class’s attention. S/he will relate that it is time to clean-up. S/he will assign students to specific jobs during clean-up: 2 paintbrush collectors and washers. One student per table will bring the paint palette to the green countertop. Everyone else is to get a paper towel and to take a seat. Once the tables are empty, s/he will spray the table with cleaner and students will dry the table. The teacher will remind students that they can show they are done cleaning up by being quietly seated. The teacher will show the paintbrush washers how to wash the brushes. S/he will also collect the watercups.

Step 12: This step will begin the 2nd 30 minute session. The teacher will re-introduce the project by showing students a poster version of Senecio. Students will be asked to define abstract and to identify shapes in Senecio. Students will be asked to remind the teacher of the project and the procedures of the project.

Step 13: The teacher will explain that students are to finish painting their abstract portrait today and that they get to paint their background as well. S/he will ask students to review the poster of Senecio and identify the color of the background. S/he will explain that students are to use the color orange to paint their backgrounds.

Step 12: The teacher will circulate while students paint. S/he will aid students who need help, encourage those who need extra confidence, and praise those who follow proper painting procedures.

Step 13: The teacher will gain the class’s attention. S/he will relate that it is time to clean-up. S/he will assign students to specific jobs during clean-up: 2 paintbrush collectors and washers. One student per table will bring the paint palette to the green countertop. Everyone else is to get a paper towel and to take a seat. Once the tables are empty, s/he will spray the table with cleaner and students will dry the table. The teacher will remind students that they can show they are done cleaning up by being quietly seated. The teacher will show the paintbrush washers how to wash the brushes. S/he will also collect the watercups.

Paul Klee

Abstract Art

Color/Value, Shape

Painting, Paper

Paul Klee Abstract Self Portrait.ppt