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Backward Design Lesson Plan


Frank Keller

Subject ______Art____

Grade level


Lesson title Jackson Pollock Group Action Painting

Step 1Desired Results
-Substrand 1: Artistic Foundations
-Substrand 1: Artistic Foundations
-ISTE Standard:
1: Creativity and Innovation
B: Create original works as a means of personal or group expression
Students will be able to work collaboratively to create an original work of art using the drip method
Jackson Pollock used. The students will show how colors can be used together to create a sense of depth on
a flat surface. Working as a team, they will decide what colors work together to create a general feeling of
human emotion.
Students will be able to describe what an action painting is and why colors and line width and paint strokes
can achieve a sense of expressing emotion.

Step 2Assessment Evidence

-Students in groups of 5 will be able to show a human emotion using the drip method on a large flat
surface. The students will demonstrate how colors work together to create either a sense of harmony,
anger, sadness, happiness or anxiety.
-Critiquing groups should be able to get a sense of what the group was trying to convey after the painting is
-Students will be able to explain their use of colors and why they chose those particular colors to express
their emotion. This will be done in critique on the day of presentation.
-Students will fill out a self-critique worksheet

Step 3Learning Plan

Assure Model:
-Students will be comprised of 9th 12th grade students. Students will gain a greater appreciation of
abstract painting. Students will work in a group of 5 to come up with colors to be used and how to layer
the colors to best present an idea of emotion they will be given.
-Strategies for effective demonstration will be to introduce the work of Jackson Pollock. Will show a short
video on his process of creating action paintings which convey emotion through drip paintings on a large
canvas placed on the floor.
-Introduce the idea that each group will be comprised of 5 students which will be given an emotion to
-Students will work as a group to discuss what colors and strategies they will use to convey their emotion
they are given. They will also discuss what sort of patterns and strokes to be used to give this sense of
-Materials to be used: Students will be given a 6 x 10 piece of butchers paper to be taped on the ground.
The students will be given a choice of acrylic paints to be used. They will also be given a smock, and choice
of brushes (one for each student).
-Create a powerpoint to be used as a demonstration to show Jackson Pollocks work
-Review the video to be shown which will demonstrate Pollocks process.
-Prepare five 6 x 10 pieces of butchers paper to be used.
-The desks will be moved to the sides of the room in order to accommodate the space needed for the
butchers paper.
-Videos to be shown on the first day:
Required learner participation- The learner will be expected to participate in a group project that will
attempt to convey a given emotion through the process of creating an abstract drip painting. The students
will work together to share ideas, take part in the painting process, and share how and why they chose to
convey this emotion. The student will also fill out a self-critique once the assignment is finished.
Things to look after will be how students work together to create a drip painting. Will there be enough
space to accommodate all the groups?
Learners Prior Knowledge: Students will have experience in the following Minnesota Standards K-12:
Substrand 1. Artistic Foundation
Standard 1: Demonstrate knowledge of the foundations of the arts area
Lesson Experience:
Students will work in a group of 5 to create a drip/action painting like Jackson Pollock. The students will
be given acrylic paint (no less than 5, no more than 10) to choose from to convey an emotion their group is
given. The students will work together to create the painting. The students will present their piece and
explain why they chose the colors and the actions used to create the lines. The student will also fill out a
self-evaluation worksheet.

Instructional Plan:
Day 1:
-Introduce Jackson Pollock and his work by showing some of his key works including No. 5, 1948, One:
Number 31, 1950, Convergence, 1952, and Number 1A, 1948 10 minutes
-Show the students these videos showing Pollocks process:
10 minutes
-Discuss how Pollock worked through his personal issues through creating art. Analyze with the students
what they think he was trying to convey and how he achieved it (through color, action, line width)
10 minutes
-Explain the assignment. That they will be broken up into groups of 5 and will be handed out an emotion
to convey through the process of action painting. Each group will be given acrylic paints (no less than 5, no
more than 10) and how they choose to give their sense of emotion will be up to them. 10 minutes
-Give the groups time at the end of class to discuss how they will achieve their assignment and what colors
they wish to use. 10 minutes
-Tell the students to wear old clothes for next class period.
Day 2:
-At the beginning of class, I will let each group pick their colors. Then place the butchers paper on the
floor, taping down the sides to prevent it from slipping. 10 minutes
-The students will all remove their socks and shoes and wear smocks to avoid paint getting on their clothes.
-Let the groups paint their paintings, going to each group to discuss their actions and answer any questions
they may have. 30 minutes
-Cleanup 10 minutes
Day 3:
-Group critiques. Each group will hang their work on the wall. 5 minutes
-Open the classroom up to comments and to see if they can guess what emotion the piece was trying to
convey. Each piece 5 minutes
-Groups will explain their process and explain why they chose the colors and action to do this. 30 minutes
-Hand out self-critiques.
-Critiques due at the beginning of the next class.
Required Materials:
-Acrylic paint
-5 6x10 sheets of butchers paper
-25 paint brushes
Lesson Materials:
Examples of Jackson Pollocks works:
No. 5, 1948, One: Number 31, 1950, Convergence, 1952, and Number 1A, 1948