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Do Something about School Violence Art Day 3: Jackson Pollock – Lines Convey Emotion


Art, Social Studies  


9, 10, 11, 12  

Title – Do Something about…
School Violence Art Curricula Unit
Day 3: Jackson Pollock – Lines Convey Emotion
By – Do Something, Inc. /
Primary Subject – Art
Secondary Subjects – Social Studies
Grade Level – 9-12

Do Something about…
School Violence
Art Curricula
15-Day Unit

The following lesson is the third lesson of a 15-day
School Violence Art Curricula Unit from Do Something, Inc.
Other lessons in this unit are as follows:

Day 1: Shape and Feeling
Students explore the use of abstract shapes and the feelings they evoke
Day 2: The Emotional Aspects Of Color
The students learn about the emotional and physiological affects of color
Day 3: Jackson Pollock – Lines Convey Emotion
(See lesson below)
Jackson Pollack – Students explore the use of line to convey emotion
Day 4: Goya and Picasso – Shapes And Composition
Goya and Picasso – The students w explore two paintings and their use of shapes
Day 5: Power Of Language
Students will explore the power of words in art
Day 6: Tree Of Decisions
Students explore different choices and outcomes and use the branching pattern
Day 7: Conversations And Arguments With Lines
Students learn to use visual language to have a conversation
Day 8: Keith Haring Figures Part I – Conflict Resolution
Students work together to create a mural modeling cooperation and conflict resolution
Day 9: Keith Haring Figures Part II
Day 10: Keith Haring Figures Part III
Day 11: Keith Haring Figures Part IV
Day 12: Safe Carriers Part I
Students use modern packaging materials to create a safe place
Day 13: Safe Carriers Part II
Day 14: Safe Carriers Part III
Day 15: Final Project
Students create artwork based on their knowledge of line, shape, color, words and emotion

More student resources for this cause are at:

For more Service-Learning Curricula check out:

Day 3: Jackson Pollock – Lines Convey Emotion


    Students will explore the use of line to convey emotion.


  1. Pass out pencils (or sharpies) and paper.
  2. Ask the students where the scary places are in school: the hallways, the locker room, the gym, the bathroom…
  3. Discuss which places are frightening and why? Are they places where students might be victims to bullying, abuse, or violence?
  4. Ask each student to imagine themselves in the scariest of these places (They cannot talk during this exercise).
  5. Tell them their pencils represent them in this place. While their pencils are moving, they will be safe in this place. As soon as they stop, even for a moment, they are targets. There is someone in this place who is trying to hurt them and they need to keep moving in order to remain safe.
  6. Tell them you will time them and tell them when to stop. Time them for about one and a half to two minutes.
  7. Have them look at each other’s papers. Talk about what kinds of lines and marks they have made. What are the lines like? Are they smooth and curvilinear? Or sharp and erratic? What kind of movement are they describing? What kinds of feelings do they get when they look at the marks?
  8. Show them the following images: “Lavender Mist,” Jackson Pollock, 1954 Rhythm, (Number 30),” Jackson Pollock, 1950
  9. Discuss the type of lines used by the artist. What was he trying to tell us? How did he feel? How do we feel when we look at them?

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