- Casting out - outcasts, bible stories (casting out demons), exile, division.
- Forbidden boundary - prohibited barrier, border and frontier. Ask children to name as many boundaries as possible: physical, emotional/psychological and geographical.
- Unrest spirals – disturbance, agitation, name any public demonstrations. How might they escalate?
- Conscience – sense of right and wrong, moral compass.
A key theme to be explored in these teacher resources is conflict.
Introduce the children to the work of Wassily Kandinsky by looking at the painting Farbstudie Quadrate 1913.
- What colours can they see?
- How would they make these colours?
- Ask why are some more vibrant than others?
- How do these colours make them feel?
Say to the children “To Kandinsky, painted colours can do two things; they can have a physical effect on the eye, appearing beautiful for example, or they can have a deeper meaning where they have a spiritual effect and the colour touches the soul.”
- Use Farbstudie Quadrate 1913 as a guide.
- Ask them to mark out a grid and paint it yellow.
- Using the primary colours paint a small circle in the centre of the grid.
- Paint concentric circles around the centre mixing secondary colours. Stop once they touch the yellow grid.
- Are they using/will they use the paint in a physical way or a spiritual way?
Look at the work of Kandinsky and discuss the use of primary and secondary colours. Discuss the effects of the colour combinations and how they make the viewer feel.
- Ask the children to draw a geometric shape onto a piece of 7x10 cm card and cut out.
- In their sketchbook or on paper, draw around the shape five times. They can overlap, go off the page, or not touch at all.
- Outline the shapes in black colouring pencil.
- Next, draw three lines crossing their page. Look at the types of line that Kandinsky uses and the movement they have.
- Colour in three shapes and leave two shapes white.
- Use watercolour as a wash to finish the background.
- Make the colour flow like a wave of emotion from one side of the page to the other.
- What can they see?
- Are there any similarities?
- In Kandinsky's work, ask the students to look for the waves, boats and mountains on the left of the picture. They are being destroyed by storms and floods.
Q: What can they see on the right?
A: On the right there is an embracing couple. This represents the creation of a new society shaped by honesty and spirituality.
Ask the children to listen to The Ride of the Valkyries by Wagner.
As they listen ask the children to try and picture in their mind the colours and shapes that go with the sounds.
- Listen again. This time using the shapes and lines that they have gathered from their previous experiments and from their first hearing of the piece.
- Ask the children to produce their own idea of Improvisation 28 with one side of the paper showing cataclysmic events and the other paradise and spiritual salvation.
- Ask them to think about the shapes and lines that they are using and how they work together or in conflict with each other. Use their colour as a separate identity, just as Kandinsky uses his.
- In pairs, ask the children to describe themselves in shapes, lines and colours, which ones would they choose and why? Try to describe their partner in the same way.
- As a class share your answers and create a bank of shapes, colours and lines including the feelings associated with them.
- Using the bank of terms, prepare the children to produce their own independent piece of work.
- In preparation for your class going to see Agreed, use the key themes identified in lesson one and ask the students to produce a painting in the style of Kandinsky that will show the emotions of conflict and love. Remind the children that colour can act independently from the shapes and lines that they decide to use.
- Ask the children "Can you add yourself into your painting? Where would you stand? On the side of conflict or love?"