Wassily Kandinsky · 2020. 10. 23. · children's work to display on your IWB. Invite children to...

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Art Year 5/6 Lesson 1 of 3

Learning ObjectiveLearning Objective ResourcesResources

To learn about the life and work of Kandinsky.To learn about the life and work of Kandinsky.

SlidesPhoto Cards

Challenge Cards 1A/1B/1CWatercolours, brushes, water pots

Abstract Grid 1 (FSD…? activity only)

SlidesPhoto Cards

Challenge Cards 1A/1B/1CWatercolours, brushes, water pots

Abstract Grid 1 (FSD…? activity only)Teaching InputTeaching InputTeaching InputTeaching Input

• The first few slides describe Kandinsky's early life in Russia. As a young artist, he was inspired by the work of Impressionists such as Monet. Show a Monet and an early Kandinsky. Discuss and compare.

• Kandinsky was influenced by Matisse. Discuss and compare the two paintings shown on the slide. • Kandinsky developed ideas about the way music and painting were related. The slide shows an image

from a book which influenced him. What do you think this picture is showing?• Soon after the end of the First World War, Kandinsky went to Germany, where he taught in the city of

Weimar. It was here that he continued to develop his style. It became much more abstract. The slides explain, describing how Kandinsky sought to convey meaning without painting realistic, representational images. Allow time for children to study, discuss and respond to the paintings shown.

• In 1933, the Nazi party came to power in Germany. They approved of art which was very traditional in style, and showed strong, healthy, powerful German people. The slide shows an example of this. The Nazis disapproved of abstract art such as Kandinsky's, and banned it. Why do you think they did this?

• Kandinsky fled to France, where he lived the rest of his life.• Do you think you can sketch or paint abstract art in a style similar to Kandinsky? Show some suggested

techniques children can use while sketching or painting during either of the two learning activities below.






















Main ActivityMain ActivityMain ActivityMain ActivityLower ability:

Provide groups of children with the Photo Cards and Challenge Card 1A. In sketchbooks, they are to sketch, develop and label as instructed, creating abstract drawings by reducing elements shown on the photo cards to their simplest forms.

Middle ability:

Provide groups of children with the Photo Cards and Challenge Card 1B. In sketchbooks, they are to sketch, develop and label as instructed, creating abstract drawings by reducing elements shown on the photo cards to their simplest forms.

Middle ability:

Provide groups of children with the Photo Cards and Challenge Card 1B. In sketchbooks, they are to sketch, develop and label as instructed, creating abstract drawings by reducing elements shown on the photo cards to their simplest forms.

Higher ability:

Provide groups of children with the Photo Cards and Challenge Card 1C. In sketchbooks, they are to sketch, develop and label/annotate as instructed, creating abstract drawings by reducing elements shown on the photo cards to their simplest forms. Following this they are to use watercolour paint to roughly apply colour to areas of their sketches.

Fancy something different…?Fancy something different…?Fancy something different…?Fancy something different…?

• Provide groups of children with the Abstract Grid 1 sheets and Photo Cards 1. Instruct children to translate a photo into an abstract work of art by shading sections of one of the grids appropriately. Explain that children are not allowed to add lines or additional detail, and that each section of the grid must be filled with only one colour.




PlenaryPlenary Assessment QuestionsAssessment Questions

Allow some time to share and discuss children's work. If you have one, use a visualiser to magnify good examples of abstract sketches for the whole class to see.

Allow some time to share and discuss children's work. If you have one, use a visualiser to magnify good examples of abstract sketches for the whole class to see.

• Can children identify ways in which Kandinsky was influenced by the work of other artists?

• Can children describe techniques used to create abstract art?

• Can children develop their ideas and techniques by sketching?

• Can children identify ways in which Kandinsky was influenced by the work of other artists?

• Can children describe techniques used to create abstract art?

• Can children develop their ideas and techniques by sketching?

Wassily Kandinsky




To develop ideas for an abstract work of art inspired by Kandinsky.


SlidesSuggested Music sheet

Challenge Card 2A/2B/2CInternet access or music streaming software

SlidesSuggested Music sheet

Challenge Card 2A/2B/2CInternet access or music streaming software

Teaching InputTeaching InputTeaching InputTeaching Input

• The first few slides show some of Kandinsky's later work (Bauhaus period). Kandinsky was trying to develop a 'language' for art: a way of conveying feelings and ideas through images. Questions are shown for children to discuss and respond to.

• Show Composition VI, 1913. How does it make you feel? What effect do the shapes and colours have?• Listen to a part of Wagner's 'Lohengrin Overture' (roughly the last five minutes of any recording of the

piece should be appropriate). Explain that Kandinsky was inspired by music, and used shapes and colours to express the sounds made by instruments of an orchestra. Show Composition VII, 1913, while children listen. What music, sounds or instruments do you think the painting might describe?

• Compare On White II, 1923 and Several Circles, 1926. What sounds do you think these describe?• Lots of artists link colours, shapes and sounds. Show the slides sharing quotes from some well-known

musical artists about their own associations between colour and music.
















Main ActivityMain ActivityMain ActivityMain ActivityThe Suggested Music sheet lists pieces of music with few or no lyrics. A number of genres are included. Use a music streaming service such as Spotify to access the tracks. Either: specify one of the tracks for children to listen to; allow them to choose; or invite them to select a favourite track with no/very few lyrics of their own (prior to the lesson). Children are to sketch and annotate ideas on plain paper or in a sketch book, for a work of art inspired by the sounds they hear, and the thoughts and feelings they experience while listening.

The Suggested Music sheet lists pieces of music with few or no lyrics. A number of genres are included. Use a music streaming service such as Spotify to access the tracks. Either: specify one of the tracks for children to listen to; allow them to choose; or invite them to select a favourite track with no/very few lyrics of their own (prior to the lesson). Children are to sketch and annotate ideas on plain paper or in a sketch book, for a work of art inspired by the sounds they hear, and the thoughts and feelings they experience while listening.

The Suggested Music sheet lists pieces of music with few or no lyrics. A number of genres are included. Use a music streaming service such as Spotify to access the tracks. Either: specify one of the tracks for children to listen to; allow them to choose; or invite them to select a favourite track with no/very few lyrics of their own (prior to the lesson). Children are to sketch and annotate ideas on plain paper or in a sketch book, for a work of art inspired by the sounds they hear, and the thoughts and feelings they experience while listening.

The Suggested Music sheet lists pieces of music with few or no lyrics. A number of genres are included. Use a music streaming service such as Spotify to access the tracks. Either: specify one of the tracks for children to listen to; allow them to choose; or invite them to select a favourite track with no/very few lyrics of their own (prior to the lesson). Children are to sketch and annotate ideas on plain paper or in a sketch book, for a work of art inspired by the sounds they hear, and the thoughts and feelings they experience while listening.Lower ability:

Adult support where possible. Select one piece of music to listen to as a group. Discuss with children, helping them articulate their ideas about sounds within the piece and the effects they create. Challenge Card 2A suggests ways in which they could sketch, paint and annotate their ideas.

Middle ability:

Challenge Card 2B suggests ways in which they could sketch, paint and annotate their ideas for a work of art inspired by the piece of music they have listened to. The card includes a 'frame', which children may copy/cut and stick in their Art sketchbook. Within this frame, children are instructed to begin arranging the elements for their final piece.

Middle ability:

Challenge Card 2B suggests ways in which they could sketch, paint and annotate their ideas for a work of art inspired by the piece of music they have listened to. The card includes a 'frame', which children may copy/cut and stick in their Art sketchbook. Within this frame, children are instructed to begin arranging the elements for their final piece.

Higher ability:

Challenge Card 2C suggests ways in which they could sketch, paint and annotate their ideas for a work of art inspired by the piece of music they have listened to. The card includes dimensions for their final piece. They are instructed to cut paper to these dimensions and begin planning the layout of their final piece.


• Challenge Card 2D explains that Kandinsky used painting to express his sadness and frustration while living in Nazi Germany, where his style of art was criticised. Children are challenged to think of a situation in which they have felt frustrated, then plan and paint an abstract painting to describe it.





Show the Plenary slide. It's not just sounds that people associate with colours and shapes! What about smells? What images do you think of when you remember these smells? The slide shows the names of a number of items with distinctive smells. Discuss.

Show the Plenary slide. It's not just sounds that people associate with colours and shapes! What about smells? What images do you think of when you remember these smells? The slide shows the names of a number of items with distinctive smells. Discuss.

• Can children respond to works of art, articulating how they feel about them?

• Can children develop ideas for their own works of art inspired by pieces of music, and the works of Kandinsky?

• Can children sketch, annotate and build upon ideas for their own works of art?

• Can children respond to works of art, articulating how they feel about them?

• Can children develop ideas for their own works of art inspired by pieces of music, and the works of Kandinsky?

• Can children sketch, annotate and build upon ideas for their own works of art?

Wassily Kandinsky




To create an abstract work of art inspired by Kandinsky.


SlidesChallenge Card 3A/3B/3C

Poster paints or acrylic paints, brushes, water pots etc.Sand

Challenge Card 3D (FSD…? activity only)Art software – see below (FSD…? activity only)

Photo Cards (also included with Lesson 1)

SlidesChallenge Card 3A/3B/3C

Poster paints or acrylic paints, brushes, water pots etc.Sand

Challenge Card 3D (FSD…? activity only)Art software – see below (FSD…? activity only)

Photo Cards (also included with Lesson 1)Teaching InputTeaching InputTeaching InputTeaching Input

• The first few slides show some of Kandinsky's later paintings alongside quotes explaining his theories about colour. Do you associate these colours with the same ideas, or different ones? Discuss, explaining that there is no right or wrong – children may make different associations, or none at all.

• Show Composition X, 1939. Kandinsky sometimes mixed paint with sand to create textured effects in his later paintings.

• Explain that today, children will be making their own Kandinsky-inspired, abstract paintings based on the ideas they have developed previously. Sketches containing the same elements, arranged differently, are shown. Encourage children to try changing the composition of their designs before starting painting, to see if they can find a composition they prefer.










Main ActivityMain ActivityMain ActivityMain ActivityLower ability:

Using poster paints or acrylics, children are to paint an abstract picture, inspired by a piece of music, referring to their sketches and notes from the previous lesson. Challenge Card 3A provides some guidance, and instructs children to write about their piece once finished.

Middle ability:

Using poster paints or acrylics, children are to paint an abstract picture, inspired by a piece of music, referring to their sketches and notes from the previous lesson. Challenge Card 3B instructs them to transfer their design onto a larger canvas/card/paper before painting, and to write about their piece once finished.

Middle ability:

Using poster paints or acrylics, children are to paint an abstract picture, inspired by a piece of music, referring to their sketches and notes from the previous lesson. Challenge Card 3B instructs them to transfer their design onto a larger canvas/card/paper before painting, and to write about their piece once finished.

Higher ability:

Using poster paints or acrylics, children are to paint an abstract picture, inspired by a piece of music, referring to their sketches and notes from the previous lesson. Challenge Card 3C instructs them to transfer their design onto a larger canvas/card/paper before painting, and to write about their piece once finished. Provide sand, so they have the option to include textured paint in their piece.


• Using art software with 'layers' such as Dazzle, GIMP, Photoshop, or even interactive whiteboard software, children are to create an abstract work of art inspired by one of the Photo Cards. Challenge Card 3D instructs them to use the software to draw each element in a separate layer, so they can be moved around. Once children have drawn all their elements and moved them around to find a pleasing composition, their pictures may be printed and bound in a class book. Optionally, print the included cover page to attach to the front of the book.





Allow some time for children to share their work. If you have a visualiser, you could select some children's work to display on your IWB. Invite children to describe aspects of their process while their finished artwork is being shown.

Allow some time for children to share their work. If you have a visualiser, you could select some children's work to display on your IWB. Invite children to describe aspects of their process while their finished artwork is being shown.

• Can children describe ways in which they, or others, associate colours with feelings or ideas?

• Can children refer to sketches and notes when producing a piece of art work?

• Can children describe aspects of their process, or sources of inspiration for their art work?

• Can children describe ways in which they, or others, associate colours with feelings or ideas?

• Can children refer to sketches and notes when producing a piece of art work?

• Can children describe aspects of their process, or sources of inspiration for their art work?

Wassily Kandinsky

Wassily KandinskyLearning Objective:

To learn about the life and work of Wassily Kandinsky.

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Wassily Kandinsky was born in

Moscow, Russia on 4th December

1866.

The pictures above

show Moscow today. What do you think it was

like when Kandinsky was born?


Kandinsky went to art school in Odessa, Ukraine (which was part of Russia at that time). As a young,

aspiring artist, he was inspired by the work of Impressionist painters – Claude Monet, in particular.


Claude MonetLe Port de Trouville, 1870.

Wassily KandinskyRotterdam Sun,

1906.

What can you see? How would you

describe the artists’ techniques? What

similarities are there?


PD-US, https://en.wikipedia.org/w/index.php?curid=26958491

Henri MatisseLuxembourg

Gardens, 1901.

PD-US, https://en.wikipedia.org/w/index.php?curid=18685808Henri Matisse

A Glimpse of Notre Dame in the Late Afternoon, 1902.

Wassily KandinskyMurnau Train & Castle, 1909.

Wassily KandinskyHouses in Munich, 1908.

As he travelled through Europe

during the early 1900s, Kandinsky’s style began

to change. He was influenced by the French

painter, Henri Matisse.

What do you notice? How did Kandinsky’s style

change?


While travelling, studying and painting, Kandinsky began to

develop ideas about the ways in which music and

painting were related.

He, and many other artists, thought that the colours and shapes they painted were a

bit like a language. They could describe ideas and feelings, or tell a story.

This image is from a book that influenced Kandinsky

called Thought Forms (1901).

What do you think

this picture is showing?


This picture shows what the illustrator pictured while listening to music by a French composer called

Charles Gounod.

Did you think it showed something different?

When you listen to music, does it have a similar effect on you? Does it

‘paint pictures’ in your mind?


Soon after the end of the First World War, Kandinsky went to Germany to study and teach art in the city of Weimar. Here, he continued to develop his

style and techniques.

What can you see? Do any of the shapes or patterns remind you of anything?

Wassily KandinskySmall Worlds IV, 1922.

Wassily KandinskySmall Worlds II, 1922.


Wassily KandinskyBlack and Violet, 1923.

Kandinsky’s paintings were becoming increasingly abstract.

Abstract art does not show places, people or objects realistically. Instead, simple forms, patterns and colours are used.

They can remind us of ‘real’ things. Kandinsky often painted abstract boats,

hills and mountains.

People see different things when they look at abstract art. The person sitting next to you might think the patterns, shapes and

colours in this picture show something completely different to what you see!


In 1933, the Nazi party came to

power in Germany. They approved of art that was very

traditional, and showed strong,

healthy, powerful German people.

https://commons.wikimedia.org/w/index.php?curid=469130

These statues at the 1936 Berlin

Olympics showed the ‘ideal’ bodies of men and women, in the opinion of Hitler and the Nazis.


Why do you think

art like this was banned by the

Nazis?

Wassily KandinskyMerry Structure, 1926.

The Nazis disapproved of

abstract art such as Kandinsky’s, so they

banned it.

Only art works approved by Hitler and his ministers of culture were allowed to be

created, sold or displayed in Nazi Germany.


Wassily KandinskyGentle Accent, 1934.

Kandinsky fled to Paris, France. He eventually became a French citizen, and lived the rest of his life there.

Do you think you can sketch or paint abstract art in a style similar to

Kandinsky?


Try using triangles and lines to draw

abstract ‘people’.

Use simple circles and lines to describe birds, clouds, planets, hills,

mountains or buildings.

How simple can you make your sketches? Can others still tell what they show?


Kandinsky was trying to develop a ‘language’ for

art: a way of showing ideas and feelings

using colours, shapes and patterns.

What can you see?

What do you think about these paintings?

How do they make you feel?

Do parts of them remind you of

anything?Black-Red, 1928.





What can you see?




anything?

Mild Process, 1928.





What can you see?




anything?

On The Points, 1928.


Composition VI, 1913.

Kandinsky said that he saw colours and

shapes when he heard certain

sounds, or music.

What can you see? What effect do the

shapes and colours have?


He was inspired by music, and used shapes

and colours to express the

sounds made by instruments

of an orchestra.

What music, sounds or

instruments do you think this painting might

describe?

Composition VII, 1913.

Lohengrin Overture, Wagner,

1850.

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On White II, 1923. Several Circles, 1926.

What sounds do you think these

describe?


Lots of artists link colours, shapes and sounds.

By Source (WP:NFCC#4), Fair use, https://en.wikipedia.org/w/index.php?curid=47886370

Artists Carol Steen and David Hockney

have both made paintings which describe sounds.

By Shawn Ahmed - Coachella Day 2 (2ndWeek)- Pharrell Williams, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=38213776

Singers/songwriters Pharrell Williams and Lady Gaga associate colours with sounds in their music videos.

“On ‘The Lion King’, I had black-and-white

drawings to work with, and I’m still kicking

myself about one scene because I got the colour

in the music wrong. I didn’t get the emotion

right because the colours were clashing.”

Hans Zimmer composes music inspired by the

colours of the films he scores.


It’s not just sounds that people associate

with colours and shapes! What about

smells, words or numbers?

PLENARY

What images or colours

do you think of when you remember these

smells?

clean laundry

citrus fruits

tarmac

cut grasspetrol

smelly feet

sewage


Untitled, 1941.

Kandinsky’s ideas about colour and shape:

Yellow is associated with

warmth, the land and the earth.

Yellow surfaces appear to move

towards us.

Orange is warm, and associated with movement.

What can you see?Do you associate these colours with the same

ideas, or different ones?


Dark Freshness, 1927.


Twilight, 1943.

Blue is a celestial colour (associated with the sky, outer space and heaven).

Red and purple are warm, lively, agitated

and forceful.

What can you see?Do you associate these colours with the same ideas, or different ones?



Dominant Curve, 1936.

White Line, 1936.

White shows clarity. It is deep, silent and full of possibility.

Black shows nothingness. It has no possibility. It is silent,

without hope and associated with death.

What can you see?Do you associate these colours with the same

ideas, or different ones?


Composition X, 1939.

In his later paintings, Kandinsky

sometimes mixed sand with paint to create

textured areas on his paintings. In this painting, the brown section in the top left is textured

with sand.


Today, you’ll make your own

Kandinsky-inspired, abstract

works of art based on your

previous sketches and ideas.

Try moving elements of your composition around. Can you find an arrangement that you like even

better than your initial design?


Wassily Kandinsky Photo Cards (1 of 4)


Wassily Kandinsky Challenge Card 1A


Let's draw abstract people, animals, places, and objects!

Look at the photo cards, images in books or online, or people and objects around you. Can you sketch abstract versions of them?

Kandinsky's abstract forms

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Kandinsky used simple lines and shapes to describe people, buildings, clouds, the ground, the moon, and other natural and man-made objects.

Over 1-2 pages, using only pencils (and a ruler if you wish), sketch simple, abstract shapes to describe the things you see in the photos (or

around you). Label them.




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around you). Label them.

Wassily Kandinsky Challenge Card 1B





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around you). Sketch a few different versions of each object, animal or person. Label them.




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around you). Sketch a few different versions of each object, animal or person. Label them.

Wassily Kandinsky Challenge Card 1C






Over 1-2 pages, using only pencils (and a ruler if you wish), sketch simple, abstract shapes to describe the things you see in the photos (or around you). Sketch a few different versions of each object, animal or person.

Label and/or annotate them. Once you've finished sketching, use watercolour paints to add colour to

some of your sketches.





Over 1-2 pages, using only pencils (and a ruler if you wish), sketch simple, abstract shapes to describe the things you see in the photos (or around you). Sketch a few different versions of each object, animal or person.

Label and/or annotate them. Once you've finished sketching, use watercolour paints to add colour to

some of your sketches.

Name: _____________________________ Date: ____________________

Wassily Kandinsky Abstract Grid 1 (1 of 6)


Name: _____________________________ Date: ____________________



Wassily Kandinsky Suggested Music


Choose one of these pieces of music to inspire you as you sketch ideas for a Kandinsky-inspired abstract work of art!

ClassicalRichard Wagner Lohengrin Overture Tannhaüser OvertureGiuseppe Verdi Requiem II: Dies iraeWolfgang Mozart Serenade in G Major (Night Music)

SoundtrackVangelis Main Title: Blade RunnerTrent Reznor In Motion: The Social NetworkHans Zimmer Into The Red: Rush

Rock/Afro-CubanThe Who Baba O'RileyMuse Knights of CydoniaSantana Samba Pa TiBuena Vista Social Club Pueblo NuevoAfro-Cuban All-Stars Habana Del Este

Ambient/ElectronicAir Sonic ArmadaMassive Attack TeardropDaft Punk AerodynamicMorcheeba The SeaRöyksopp Happy Up HerePortishead Sour TimesMoby Porcelain

DanceChemical Brothers Wide OpenFlux Pavilion Bass CannonKygo Firestone

Instead of choosing one of the pieces above, you could choose a piece of music you already really like. Try to find music with very few words (or none

at all), so that you can focus on the music.

Kandinsky's

favourite!



Planning an abstract, music-inspired work of art

Once you've listened to a piece of music to inspire you, try these ideas to help create a design for a Kandinsky-style painting of your own.

How did it make you feel?

Did listening to the music make you feel sad, overjoyed, nervous, energised, scared, excited, or something different?

What colours do you associate with the way the music made you feel?

Make a note of the colours you choose, explaining why you chose them.

Pick out individual sounds

Which instruments could you hear?

Were there sounds NOT made by instruments? What made them?

Were there strange, unrecognisable sounds?

Think about these individual sounds within the piece of music. Were they: low or high pitched? Loud or

quiet? Harsh or soft?

Do you associate any shapes or colours with the sounds you identified? Try drawing straight, curved, jagged or squiggly lines to describe some sounds.

Sketch your ideas and make notes about them.

What did you imagine?

What did the piece of music make you think about?

A scene from a film or a book?

A situation you have experienced?

A fantastic adventure?

A scary place?

Can you sketch abstract shapes or patterns which describe what you imagined?

TOP TIPS

Keep it simple: What is the most basic shape you can use to

represent the person, animal, place or thing you are sketching?

Practise: Try sketching the same thing in several different ways.

Arrange: Start to think about how you will arrange all of the

elements you've sketched onto a canvas. What might your final

piece look like?




Once you've listened to a piece of music to inspire you, try these ideas to help create a design for a Kandinsky-style painting of your own.

What colours do you associate with the way the music made you feel?

Make a note of the colours you choose, explaining why you chose them.

As you listen, pick out some of the individual sounds in the piece of

music.

Were they: low or high pitched? Loud or quiet? Harsh or soft?

Do you associate any shapes or colours with the sounds you

identified? Try drawing straight, curved, jagged or squiggly lines to

describe some sounds.

What did the piece of music make you think about?

A scene from a film or a book?

A situation you have experienced?

A fantastic adventure?

A scary place?

Plan your final piece.

Either sketch in this frame, or draw a square

frame no bigger than 20×20 cm.

You might need to sketch several

designs if you make a mistake, or you don't like the way some

elements of your design are arranged.




Over 1-2 pages, sketch, label and/or annotate ideas for a Kandinsky-style abstract work of art inspired by a piece of music you've listened

to. Sketch shapes or patterns which describe some of the sounds. Choose colours that describe sounds or feelings you experienced while

you were listening.

Did the piece of music 'tell a story'? What did you imagine as you listened to the piece?

Cut or fold a large piece of paper so you have a 'canvas' that is square (between 30×30 cm and 40×40 cm). Sketch a design for your final

piece.

When you've finished sketching, use watercolour paint to add colour to some elements of your sketch. Try mixing your own colours.


Over 1-2 pages, sketch, label and/or annotate ideas for a Kandinsky-style abstract work of art inspired by a piece of music you've listened

to. Sketch shapes or patterns which describe some of the sounds. Choose colours that describe sounds or feelings you experienced while

you were listening.

Did the piece of music 'tell a story'? What did you imagine as you listened to the piece?

Cut or fold a large piece of paper so you have a 'canvas' that is square (between 30×30 cm and 40×40 cm). Sketch a design for your final

piece.

When you've finished sketching, use watercolour paint to add colour to some elements of your sketch. Try mixing your own colours.

Wassily Kandinsky Challenge Card 2D


Expressing feelings through art

Before Kandinsky left Nazi Germany for Paris, France, he

painted a number of dark, moody paintings. He was expressing how sad and

frustrated he felt about living there at that time.

Many artists find it helpful to express their feelings through art, even if those feelings are negative or unhelpful ones.

Gloomy Situation, 1933.

What do you think this picture shows? How do you think Kandinsky felt at the time?

Use this space to sketch, label

and/or annotate your ideas for

an abstract work of art which

expresses how you felt in a

situation of your choosing.

Use pencils or paints to create

your finished design.



Design and paint a Kandinsky-style, music-inspired work of art!

• Look back at your sketches from the previous lesson.• On paper or in a sketchbook, draw two versions of a final design, with

shapes, patterns and lines arranged differently.• Choose a canvas or piece of paper/card no larger than 30×30 cm.• Lightly draw your favourite design

onto the canvas/paper/card.• Use acrylic paints or poster paints

to create your final piece. You might need to use larger brushes for large areas of colour, and smaller brushes for lines and details.

• When you have finished, write a few sentences to describe your piece, or your process of making it.

Make sure

you're

happy with

your penc

il-

sketch des

ign before

you start p

ainting!


• Look back at your sketches from the previous lesson.• On paper or in a sketchbook, draw two versions of a final design, with

shapes, patterns and lines arranged differently.• Choose a canvas or piece of paper/card no larger than 30×30 cm.• Lightly draw your favourite design

onto the canvas/paper/card.• Use acrylic paints or poster paints

to create your final piece. You might need to use larger brushes for large areas of colour, and smaller brushes for lines and details.


Make sure

you're

happy with

your penc

il-

sketch des

ign before

you start p

ainting!




• Look back at your sketches from the previous lesson.• On paper or in a sketchbook, draw an alternative version of your final

design, with shapes, patterns and lines arranged differently.• Choose a canvas or piece of paper/card that is larger than your

favourite design, up to 40×40 cm.• Lightly draw your favourite design

onto the canvas/paper/card.• Use acrylics or poster paints to

create your final piece. You might need to use larger brushes for large areas of colour, and smaller brushes for lines and details.


Make sure

you're

happy with

your penc

il-

sketch des

ign before

you start p

ainting!








Make sure

you're

happy with

your penc

il-

sketch des

ign before

you start p

ainting!










You could

try mixing

a

little sand

with som

e of

the paint y

ou use, to

add textur

ed areas t

o

your final

piece!








You could

try mixing

a

little sand

with som

e of

the paint y

ou use, to

add textur

ed areas t

o

your final

piece!

Wassily Kandinsky Challenge Card 3D


Use art software with 'layers' to arrange elements for a Kandinsky-inspired work of art.

Many art applications use 'layers'. Layers allow you to move objects in each layer around the canvas. You can resize or rotate them, overlap other layers,

or change the order of the layers so that objects are arranged in front or behind others.

• Choose a photograph on which to base your design.

• Use the tools in the art software to draw simple, abstract shapes, lines and patterns to represent people, animals, places or things in the photograph.

• If your software uses layers, draw each part in a different layer, so you can move them around on the canvas.

• Try arranging the parts of your design in different ways, until you find an arrangement you are pleased with.

• You could use the tools in the art software to rotate, resize, or change the order of the layers

• Include a title for your piece, and your name. Type these in one corner.

• Save it.

• Print it!

Wassily Kandinsky Plan1Wassily Kandinsky Plan2Wassily Kandinsky Plan3Wassily Kandinsky Slide1Wassily Kandinsky Slide2Wassily Kandinsky Slide3Wassily Kandinsky Work1Wassily Kandinsky Work2Wassily Kandinsky Work3

Wassily Kandinsky · 2020. 10. 23. · children's work to display on your IWB. Invite children to...

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Transcript of Wassily Kandinsky · 2020. 10. 23. · children's work to display on your IWB. Invite children to...