Exploring Abstract Expressionism

Lesson Overview

Subject: Art and Design
Year Group: Year 10
Lesson Duration: 50 minutes
Class Size: 5 students
Curriculum Area: GCSE Art and Design (AQA, Edexcel, OCR – England)
Focus: Abstract Expressionism, mark-making, and emotional expression
Support Focus: Dyslexia and ADHD-friendly strategies

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Learning Objectives

1. Understand the key characteristics of Abstract Expressionism.
2. Explore mark-making techniques to convey emotion through art.
3. Create an expressive piece inspired by the movement.
4. Develop confidence in discussing and evaluating their own and others' work.

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Resources

• Large A3 sketchbooks or paper
• Acrylic paints and brushes/sponge rollers
• Charcoal, oil pastels, ink, and palette knives
• Pre-prepared laminated visual reference cards (key terms, artists, techniques)
• Noise-cancelling headphones (optional for focus)
• Timers or visual countdown clocks

Differentiation for Dyslexia and ADHD

• Dyslexia: Use visual reference cards with simple, bold text and images. Provide verbal rather than written instructions. Encourage discussions over written reflections.
• ADHD: Build movement-based tasks into the lesson. Use a structured yet flexible approach with clear transitions. Offer fidget tools or allow standing workstations.

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Lesson Breakdown

Starter (5 minutes) – Sensory Warm-Up

• Students will use charcoal to freely make marks on paper to music. Introduce Abstract Expressionism as a movement that values emotion over precision.
• Encourage discussion: “What do different marks make you feel?”
• Display a laminated card with three key terms: Energy, Emotion, Experimentation – keep explanations concise and visual.

Main Task (35 minutes)

Step 1: Artist Inspiration (10 minutes)

• Present a short, 2-minute verbal overview of Jackson Pollock and Mark Rothko while showing printed examples.
• Students select an artwork they feel connected to and explain in one sentence why it speaks to them.
• Use choice-based responses to reduce cognitive load: “Does this painting feel calm or chaotic to you?”

Step 2: Expressive Mark-Making (10 minutes)

• Set up mini ‘stations’ with different materials: palette knives, sponge rollers, brushes, and hands for students to experiment.
• Encourage physical engagement by standing and moving freely between stations.
• Introduce a structured but open-ended goal: Create an expressive background using at least two techniques.

Step 3: Adding Emotion and Depth (15 minutes)

• Students select a personal emotion (happy, frustrated, excited, etc.) and translate it through colour choices and gestures.
• Support ADHD students by offering a timer-based challenge: “Try to create three expressive brushstrokes in 30 seconds.”
• Provide positive, strength-based feedback as they work: “I love the energy in your strokes!”

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Plenary (10 minutes) – Reflection and Verbal Critique

• Instead of written self-evaluation (to support dyslexic learners), use a ‘Walk and Talk’ gallery format:
  • Students walk around, observing each other's art.
  • Each student shares one thing they found interesting in another’s piece.
• Offer sentence starters: “I noticed that…”, “This piece made me feel…”
• Optional: Take quick photos of their work for a class reflection board instead of written documentation.

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Assessment & Reflection

• Informal oral feedback during creation process (immediate and constructive).
• Gallery walk discussion as peer-assessment.
• Teacher observations: Assess engagement and risk-taking rather than technical skill.

Success Criteria

Students will be successful if they:
✔ Experiment with mark-making tools confidently.
✔ Use expressive techniques to convey emotion.
✔ Engage in discussion using simplified key terms.

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Teacher’s Reflection (Post-Lesson)

• Were students visibly engaged throughout movement-based activities?
• Did dyslexic students benefit from verbal feedback instead of written tasks?
• Did ADHD students stay engaged with physical activities and timed goals?
• How can the structure be refined for an even smoother flow next time?

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🔹 Why This Works for Dyslexia & ADHD
This lesson prioritises visual, verbal, and kinesthetic learning, reducing barriers like heavy reading and writing while maximizing engagement through movement, choice, and quick-paced structure.