Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
Element C
Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practice and specialized characteristics of the disciplines being taught.
Clyfford Still & Big Ideas in Abstract Expressionism
In collaboration with the Clyfford Still Museum, this 10-day unit explores how Clyfford Still transformed observational drawing into powerful abstract painting. Students analyze Still’s early sketches and examine how he developed expressive compositions using color, scale, and form.
Through guided inquiry, technique exploration, and TAB-based studio practice, students experiment with abstraction by simplifying observation into shape, color, and line. Students apply techniques such as layering, dripping, and palette knife painting to create artworks that communicate a chosen “Big Idea.” The unit culminates in a public exhibition at the museum, followed by in-class critique using the T.A.G. protocol and written artist statements that demonstrate students’ understanding of artistic processes, concepts, and personal expression.
Historical & Museum Connection
Week 1-2:
I can explain who Clyfford Still is and how his work moved from observational drawings to abstract painting.
I can analyze artwork using See–Think–Wonder.
I can describe how historical context influenced abstract art.
Artistic Development
Week 3:
I can develop abstraction from observation by simplifying shapes, color, and line.
I can transform realistic drawings into abstract compositions.
I can build layers of meaning using large areas of color to create emotion and depth.
Technique & Expression
Week 4-5:
I can experiment with techniques such as layering, dripping, sgraffito, palette knife, and color field.
I can use balance, contrast, movement, emphasis, rhythm, and unity intentionally.
I can choose a Big Idea (Life, Hope, Crossroads, Magic, Wonder, Fear, Imagination, Challenge, Curiosity) and express it abstractly.
Reflection & Critique
Week 6:
I can give and receive feedback using the T.A.G. critique structure.
I can write an artist statement explaining how my techniques and choices express my idea.
I can connect my artwork to Clyfford Still’s work and explain similarities and differences.
Colorado Academic Standards – Visual Arts (5th Grade)
Standard 1: Observe and Learn to Comprehend
Students analyze how art exists within historical and contemporary contexts
Standard 3: Invent and Discover to Create
Students experiment with materials, tools, and techniques to communicate ideas
Standard 4: Relate and Connect to Transfer
Students connect artistic ideas to personal meaning, community, and history
Mr. Zach- Lesson Slide Deck
Artist Explorations: Helen Frankenthaler/Jackson Pollock
Student Examples
Ideation Images/Artist Statements/Student Show
This unit was a great learning experience and an exciting way to begin my student teaching. As my first large unit, I was especially interested in introducing students to Abstract Expressionism and giving them opportunities to explore artists like Clyfford Still, Helen Frankenthaler, Elaine de Kooning, and Jackson Pollock. Seeing Still’s work in person helped deepen their understanding and opened new pathways for exploration.
Students engaged with the “Look, See, Wonder” process, strengthening their observation and critical thinking skills. Through hands-on studio work, they explored scale, layering, and material processes using tools like crayons with water, reversed fat-over-lean techniques, and squeegees to create layered color fields.
One of the strongest outcomes was watching students take ownership of their learning. They began to teach each other, and one student developed technique (The Spluder Method) was adopted and continues to influence others in the class.
Moving forward, I would place a stronger emphasis on reflection and helping students better articulate and write about their work through more consistent and structured toolkit activities embedded throughout the unit.
