First Grade
Jasper Johns "Numbers"
In the 1950's and 60's artists like Jackson Pollock (remember the marble paintings in Kindergarten) were challenging the art world with completely abstract paintings and no subject matter. You had to "get" what the artist was trying to do in order to understand the paintings. Although that style (abstract expressionism) was very popular, other artists wanted to return art to recognizable things. Jasper Johns was one of those who believed art should be more accessible to more people.
He chose familiar two-dimensional objects like flags, targets and maps as subjects because he thought that if he used "things the mind already knows" then it would give him room to work his art "on other levels." One of his favorite subjects to use over and over again was letters and numbers. Everybody can recognize letters and numbers! Johns would then play with color and TEXTURE (he loved experimenting with melted wax, a very old technique called encaustic that the ancient Egyptians and Romans used). He wanted to create fun patterns, so that we would look at the letters and numbers in new way. The shape and pattern of the image helps us see them as something interesting and pretty, beyond just being numbers and letters. And the texture created by wax or other thick applications of paper and paint created another level of interest.
He chose familiar two-dimensional objects like flags, targets and maps as subjects because he thought that if he used "things the mind already knows" then it would give him room to work his art "on other levels." One of his favorite subjects to use over and over again was letters and numbers. Everybody can recognize letters and numbers! Johns would then play with color and TEXTURE (he loved experimenting with melted wax, a very old technique called encaustic that the ancient Egyptians and Romans used). He wanted to create fun patterns, so that we would look at the letters and numbers in new way. The shape and pattern of the image helps us see them as something interesting and pretty, beyond just being numbers and letters. And the texture created by wax or other thick applications of paper and paint created another level of interest.
Jasper Johns had a simple way of making art: "Take an object. Do something to it. Do something else to it." Have the students look at some of Johns' paintings and talk about what he did to the numbers (or letters) and then what else he did. (Hints: the way the numbers are lined up or grouped, or repeated. The way the paint is applied, sometimes very blotchy. Notice how many or how few colors there are.)
Because numbers are so easy to recognize, have them notice how much color and pattern he could use to make them seem less clear, yet we always know what numbers they are. Sometimes he even wrote the numbers right on top of each other, but we can still recognize them!
Because numbers are so easy to recognize, have them notice how much color and pattern he could use to make them seem less clear, yet we always know what numbers they are. Sometimes he even wrote the numbers right on top of each other, but we can still recognize them!
We used a die cut machine to cut our numbers out of a heavy paper. If you don't have access to die cut numbers, you can visit the school district media center. Otherwise you can use the copy of our numbers at right to cut out your own. Our numbers are approximately 4" high.
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The Project
Prep - 30 minutes, including making sample
Materials
-crayons without paper covering (to be used on the long side) for the rubbings
-regular crayons for detail work after rubbing
-6 x 12" different light colored construction papers (cut big construction paper into three equal segments)
-number stencils for rubbings (in first grade file cabinet drawer)
Materials
-crayons without paper covering (to be used on the long side) for the rubbings
-regular crayons for detail work after rubbing
-6 x 12" different light colored construction papers (cut big construction paper into three equal segments)
-number stencils for rubbings (in first grade file cabinet drawer)
Lesson
Talk to the students about Jasper Johns. Show them digital images above. Choose one image to focus on, such as "Number 8." Ask them what they see: number, colors, splatters, etc. Ask them if they still recognize the number in the picture even though the painting is messy. Yes. That's because Jasper Johns used something so easy to understand!
Demonstrate how a RUBBING is done. Place a number stencil under the paper. Using the long edge of an unwrapped crayon, rub the crayon over the stencil. Show them how to use a little pressure along the edges, once they locate where the number is under the paper. The rubbing process creates a texture and messy finish that approximates what Jasper Johns does in his paintings.
The students will need to choose a series of numbers, perhaps their house number or birthdate. If they have more than four numbers in their sequence, they will have to overlap their numbers, but that actually makes a cool effect! Share the stencil numbers in groups, as each student only needs to do one number at a time. Use different color crayons for each number used.
The project can be complete when all the numbers are "rubbed" on the paper. Or students may want to add finishing details, such as using contrasting colored crayons to outline some or all of the numbers, and/or to color in the openings of the numbers, or even to add details or patterns to the numbers themselves.
Art Project
-pass out paper, and have the students write their name on the back
-have students determine what number series they will use, and find the stencil of their first number. Share numbers with their group to complete their sequence.
-assist students in finding the right pressure to rub over the stencil, paying special attention to the edges
-have them rub over each number, overlapping as necessary or desired, and using different colors each time
-early finishers can use regular crayons to outline, fill in, or add other details, according to their individual artistic desires
-as time allows, you may decide to pass out two papers per child; one can be for practice, or they can do two sets of numbers
Talk to the students about Jasper Johns. Show them digital images above. Choose one image to focus on, such as "Number 8." Ask them what they see: number, colors, splatters, etc. Ask them if they still recognize the number in the picture even though the painting is messy. Yes. That's because Jasper Johns used something so easy to understand!
Demonstrate how a RUBBING is done. Place a number stencil under the paper. Using the long edge of an unwrapped crayon, rub the crayon over the stencil. Show them how to use a little pressure along the edges, once they locate where the number is under the paper. The rubbing process creates a texture and messy finish that approximates what Jasper Johns does in his paintings.
The students will need to choose a series of numbers, perhaps their house number or birthdate. If they have more than four numbers in their sequence, they will have to overlap their numbers, but that actually makes a cool effect! Share the stencil numbers in groups, as each student only needs to do one number at a time. Use different color crayons for each number used.
The project can be complete when all the numbers are "rubbed" on the paper. Or students may want to add finishing details, such as using contrasting colored crayons to outline some or all of the numbers, and/or to color in the openings of the numbers, or even to add details or patterns to the numbers themselves.
Art Project
-pass out paper, and have the students write their name on the back
-have students determine what number series they will use, and find the stencil of their first number. Share numbers with their group to complete their sequence.
-assist students in finding the right pressure to rub over the stencil, paying special attention to the edges
-have them rub over each number, overlapping as necessary or desired, and using different colors each time
-early finishers can use regular crayons to outline, fill in, or add other details, according to their individual artistic desires
-as time allows, you may decide to pass out two papers per child; one can be for practice, or they can do two sets of numbers