Lesson Plan

Abstract Composition Based on the Work of Ida Kohlmeyer

Intended Grades:
K-3rd
(Can be adapted for other grades)

Overview:
The student will create an abstract work of art that expresses a feeling about a
place or experience in the students life, based on Ida Kohlmeyers Circus Series 90-2.
Objectives:

The student will be able to create an abstract or non-objective piece of art.

The student will use correct art terminology (line, shape, color, etc.) to describe
another artists work of art.

Students will be able to create their own visual symbols to use in their work.

The student will identify the mood of a work of art and be able to give reasons
for his or her answer.

The student will demonstrate the proper use of three different media in one
composition.

Materials:

Large Paper for final drawing (11x 14 for example)

A piece of scrap paper to work out the composition

At least three of the following:

Paint- tempera or watercolor

Oil or chalk pastels

Crayons

Markers

Colored Pencils

Time Needed:
1-2 class periods

Example:

Ida Kohlmeyer (1912-1997)

Circus Series 90-2
1990-94

Mixed Media on Canvas, 49x 49

Lauren Rogers Museum of Art Permanent Collection

Lesson Steps:
1. Show students the image of Circus Series 90-2 by Ida Kohlmeyer. Give them 2-3
minutes to quietly study the work. (The image can also be accessed at
www.lrma.org under the Collections heading in the Collections Database.)
2. Begin a discussion about the artwork. Start by asking, What is this?. Give
students time to answer and then ask them why they have come to that
conclusion. Be sure to tell them that all of their guesses are valid because this
work is not representational, and each person may interpret this piece
differently. Begin a discussion of abstract and non-representational art. Define
abstract art as art that simplifies or changed, but still recognizable (note the letter
X in the painting). Non-representational art is art in which the subject is not
meant to represent nature at all. Kohlmeyers work uses elements of both of
these.
3. Ask more questions:

What colors do you see in the picture?

Is this a still picture or an active picture (principle of movement)?

What kind of shapes do you see?

How would the painting be different if it was a different shape? Triangle

or circle canvas?

What kind of feeling do you get from this artwork based on the colors,
shapes, and lines? Happy? Sad? Energetic? Excited?

How does the title change how you feel about the painting?

1. Ida Kohlmeyers work is about a circus, as the title tells us. Have the students
think about a place or an event in their life that they thought was meaningful or
exciting. Give the students the scrap paper and a few minutes to work out three
to four shapes that they feel would express the idea of this place. Ida Kohlmeyer
had certain symbols that held a meaning for her, which she would use over and
over in her artwork.
2. Once students have developed a few symbolic shapes to put into their art, they
can begin their final composition. They should start with a pencil to sketch it out

and then add crayon, oil pastel, colored pencils, or paint. You may want to give
them one medium at a time for a few minutes and then switch the whole class to
something else. You can talk to them about how different materials create
different looks and different feelings in works of art.
3. Discuss some of the students finished pieces with the class. Be sure not to
include personal opinions, but keep students on task by asking about the
elements and principles of art. Have students guess what event or place the
work is about and how it made the artist feel.

Interdisciplinary Lesson Plans

Language Arts

Have students make a list of words that describe their artwork, or the
work of Ida Kohlmeyer. Take this list of words and develop a poem about
the artwork.

Math

For older students: Give students a piece of paper in a size that is easily
divisible (12 x 12, 8 x12, 8 x 8, etc). Have a discussion as a class
about how this paper can be divided into a grid. The size of your paper
will determine the size and number of squares that the paper can be
divided into. Tell them to draw one shape per square on the paper and
then figure out how many shapes they will be able to fit onto their paper.

For younger students: Have the students create the grid on their paper by
folding the paper in half, and then in half again. They can fold the paper
vertically and horizontally to create their grid. Have them draw one shape
in each space.

Curriculum Standards Grades K-3

State Benchmarks: Goal 1, Goal 2, Goal 5
Competencies: 1b, 1c, 1d, 1e, 1f, 2a, 2b, 2c, 2d, 3a, 3b, 4a, 4b, 5a, 5b, 9a, 9b, 9c, 10a, 10b