NATIVE AMERICAN ARTIFACTS by our students

BY CLASSES 3B AND 3C

PIEROBON SCHOOL AGAINST BULLYING AND CYBERBULLYING

Tough Kid Bully Blocker

Make your school bully-free!

To block bullying at our school, we need to recognize bullying and learn what to do to prevent it.

What is bullying?

· Bullying is one-sided. That means it only gets one way.

  Teasing back and forth is not bullying. Two-sided arguments are not bullying.

  Bullying goes one way.

· Bullying is intentional. That means it’s on purpose.

  Accidentally hurting someone is not bullying. Bullying is on purpose.

· Bullying is repeated. That means they’ll do it over and over again.

· Remember: bullying goes one way, it’s on purpose and it’s repeated.

· Bullying is hurtful and can make you or someone else very, very sad.



How are people bullied?

· Bullying can be physical.

  The bully might use his body or hands to hurt someone.

· Bullying can be verbal.

  The bully might use mean words, ridicule or spread rumors about someone.

· Bullying can also happen when someone is left out or excluded on purpose, or when       someone tries to damage friendships. 

  When a bully or bullies use friendships to hurt someone, that is called relationship bullying.

Who is a bully?

· A bully can be a boy or a girl, or even a group of kids.

· Some kids watch other kids get bullied, or even laugh when someone is bullied.

To have a safe and bully-free school, we all must remember and use the bully blocker pledge.

· I agree not to bully other students.

· I will help students who are bullied by speaking out, and getting adult help.

· I will include students who are left out.

  Remember: bullying is on purpose and hurts othe people. No one likes to be bullied.

  Let’s all say the pledge.

Youtube: Learning About Bullying - Pt 1, The Tough Kid Bully Blocker Shorts

https://www.youtube.com/watch?v=xcFICCVWliY



Safe Web Surfing: Top Tips for Kids and Teens Online

Top 4 things you absolutely need to know about Internet safety:

1. The Internet is forever. Anything you put on the Internet will be there for a long time. So, what to do? Start by googling your name, your phone number, your address, just to find out what’s really online. If you are on social media, use the strictest privacy settings.

2. Don’t put personal information online. If you do, it leaves you open for attacks fron either cyberbullies or just someone who wants to take advantage of you. Ask a friend what private information thay can see on your sites. If you’re not happy with the answer, remove it.

3. Don’t forget about smartphone safety. Don’t accept phone calls or texts from strangers. Only answer tests and phone calls from your contact list.

4. Handle hacking intelligently. No matter how careful you are, your account may get hacked. There are a few important things to do when you get hacked to ensure your safety:

· Change your password, and make the new one secure. Check if your email service provide a 2-step verification.

· Check your sent-box and let any affected people know that you were spammed, especially if your account sent out a phishing link.

· Do a sweep of your computer with antivirus software. Odds are not only did you send something nasty to your friends - you might have something nasty in your hard drive!

· Backup your files. If there’s a virus your computer doesn’t catch, you don’t want to lose everything. Invest in a cheap portable drive and keep it somewhere safe.

Youtube: https://www.youtube.com/watch?v=yrln8nyVBLU

How to beat cyberbullies 

1. Privacy is prevention. Take a second to go through any place you store data about yourself online and make sure the privacy settings are air tight. 

Make sure your Facebook settings don’t give out your email address or phone number.

2. When bullied, don’t respond and don’t retailate. Retaliating to a cyberbully just encourages the bully because you’re giving him what he wants.

3. Block the bully if possible. What’s better than ignoring a bully? Making it impossible for him to contact you! Try the following methods to make it harder for your bully to reach you:

· if you’re on a messaging system, set it up so that only contacts on your buddy list can contact you – if this doesn’t work, try going invisible or blocking the individual screen names that you know to be dangerous.

· Screen all incoming phone calls and text messages. If necessary, temporarily suspend your social media pages.

4. Save the information and tell someone. First and foremost, report the bullying to the service provider, because cyberbullying is outlawed on most sites and messenger services and it is illegal in most states – bullies might think nobody knows who they are, but they leave an electronic trail. 

Save any threatening correspondence, email, Facebook, phones, etc, and show it to somebody you trust. This could be a parent, teacher or friend.

https://www.youtube.com/watch?v=UAjGnivJEBs

NATIVE AMERICANS' FIGHT FOR THEIR CIVIL RIGHTS

Civil Rights - Native American Rights 

The Native American tribes of the United States have fought for their rights since the arrival of the Europeans. Today they are still fighting for their civil rights.

Early History 

Before the arrival of the settlers, many different Native American groups lived on the East Coast of today’s United States. They spoke different languages. Some were farmers, some were hunters. 

These groups are called tribes. They had their own cultures, their religion, a system of trade.

The first meetings between Europeans and the natives of the East Coast took place after Columbus discovered America. French fishermen looking for whales often traded with the local Indians and paid them for their work.

The first settlers in New England arrived in 1620. They wanted to live in peace with the Indians. They needed to trade with them for food. 

Land was very important to the Europeans: possessing land meant that a person was rich. American Indians believed no person could own land, they believed that anyone could use it. 

At first, the Indians helped the settlers by teaching them how to survive in their territories. But the Indians did not understand that the settlers wanted to keep the land. This idea was foreign to the Indians, it was like trying to own the air, or the clouds.

As the years passed, more and more settlers arrived, and took more and more land. They cut down trees. They built fences. They demanded the Indians to stay off their land. Settlers began to think that the Indians were evil because they weren’t Christians. 

But they didn’t understand that the Native Americans were extremely religious: they believed that all things in the universe depend on each other. All native tribes had ceremonies that honored a creator of nature. 

Other events also led to serious problems between the Native Americans and the settlers. One problem was disease. The settlers brought sickness with them from Europe, for example smallpox. Some people carried the bacteria that caused it, and unintentionally killed whole tribes. And, smallpox was only one such disease. There were many others.



The Indians are Forced Out 

In 1830, President Andrew Jackson signed the Indian Removal Act: five Tribes (the Cherokee, Chickasaw, Creek, Seminole and Choctaw) had to move from the south-east of the United States to Oklahoma. 

Most of them were forced to travel on foot. If they refused to go, they were killed. This march is called the Trail of Tears. Thousands of people died during the march.

No Longer Considered Nations 

From the beginning, the United States made treaties with different Native American tribes. The tribes were recognized as independent nations. 

In 1871, a law said that the tribes were no longer considered nations and that the previous treaties with the tribes were not valid anymore.

Getting Worse 

Then, Native Americans were forced to live on reservations and they also continued to lose land because of new laws made by the U.S. government. Native Americans often lived in poverty, had low employment and poor education.

Indian Citizenship Act 

As Indians were moved from their tribal lands and saw their traditional cultures destroyed, a movement to protect their rights began to grow.

The American Constitution says that all persons born in the United States are US citizens. But this wasn’t valid for Native Americans. They could not vote in elections even if they were born in the country. 

In 1924, a new law gave Native Americans full citizenship including the right to vote, but only in 1948 they could vote in every state of the USA.

Making Things Better

In 1934, Congress passed the Indian Reorganization Act. Native American tribes had the right to govern themselves on their reservations, write constitutions and manage their lands and resources. It also gave some money for Native Americans to start their own businesses and get a college education.

But conditions on the reservations did not improve. Most tribes remained poor.

Only thirty years later, Native Americans got the right to freedom of religion and the right to a trial by jury. 

Moving Forward 

There are many problems with Native American civil rights. This is also because people who live on reservations are dual citizens: they are citizens of the United States, but also of a tribal nation.

From 1975, tribes can have control of programs about education and resource management. Many tribes have also used their new freedom to legalize gambling and to open casinos on their reservations.

Now the tribes have the right to conduct traditional ceremonies and rituals, including those that use otherwise prohibited substances like peyote cactus and eagle bones.

The tribes of today try to maintain their old traditions. They practice their religion, they gather at pow-wows, pass on dances and songs. 

But conditions on the reservations can be comparable to Third World. 

Half of the adults haven’t got a job and live in poverty. In families, fathers often must leave the reservation to seek work, and grandparents have to take care of their grandchildren.

It is common for 3 or more generations to live in a two-bedroom home with inadequate kitchen facilities, cooling, heating, running water. All these problems cause health risks. Hospitals and doctors are far from the reservations.

There is a high percentage of alcohol and drug use, suicide attempts, vandalism, stealing, violence, mental health problems. Most of the children and teenagers aren’t good students and don’t go to high school or university. 

All this is the result of a cultural trauma after centuries of dispossession and practices intentionally designed to break apart culture, communities, families and identities. They need help in order to survive.




YouTube videos:

The "Indian Problem": https://www.youtube.com/watch?v=if-BOZgWZPE

Trail of Tears Documentary: https://www.youtube.com/watch?v=3rJr4kgDdqU

Trail of Tears for Kids Documentary (cartoon): https://www.youtube.com/watch?v=1Q5Z4UUitdU

Reservation | Native Americans | One Word | Cut: https://www.youtube.com/watch?v=OOWUDM1GBhk

How Independent Are Native American Reservations?: https://www.youtube.com/watch?v=hcivYX3IUGA



QUESTIONNAIRE

1. How were the tribes on the East Coast before the arrival of the Europeans?

2. Who were the first Europeans to contact Native Americans?

3. When did the first settlers arrive in New England?

4. Why was it important for the Europeans to possess land?

5. What did American Indians think about land?

6. How were the first contacts between Europeans and Natives?

7. What did the Indians not understand about the settlers?

8. How did the settlers change land as the years passed?

9. Why did the settlers think the Indians were evil?

10. How were Indian religious?

11. What were the consequences of new diseases brought by the Europeans?

12. What did the Indian Removal Act say?

13. Where did the tribes have to go?

14. Was it possible for the tribes to remain on their land?

15. How did they travel to Oklahoma?

16. How is this sad historical event called?

17. What happened in 1871?

18. How did things get worse?

19. What changed with the Indian Citizenship Act?

20. What was the Indian Reorganization Act?

21. Did things change on the reservations after this law?

22. Why are people living on reservations dual citizen?

23. What are the Native Americans’ right today?

24. How are living conditions on a reservation?

25. How are the houses on a reservation?

26. What problems are there?

27. Why can we talk of a cultural trauma?

28. What is your opinion about what you have learned about Native Americans?

29. How would it be possible to help them in your opinion?

30. Do you know any other ethnic group whose civil rights are denied? Talk about it.

Jekyll & Hyde

THE STRANGE CASE OF DR. JEKYLL AND MR. HYDE

By Robert Louis Stevenson (1886)

A lawyer named Mr Utterson came to know that one night a man called Mr Hyde accidentally hurt a little girl while he was walking on the street. 

To avoid the police, Hyde paid her family with a cheque signed by Dr Henry Jekyll, a respected doctor and one of Utterson’s friends. 

Utterson thought that maybe Hyde was blackmailing Jekyll.  In fact, Utterson had Jekyll’s will in which, in case of his death, he wanted to leave all his possessions to Hyde.

Utterson decided to discover who Hyde was. He waited for him and was shocked when he saw Hyde’s deformity. 

So, he asked Jekyll about Hyde, and Jekyll answered that Hyde wasn’t a problem for him and that he could rid himself of Hyde if he wanted.

Almost a year passed without incident. One night, a servant saw Hyde killing a man with a walking stick: it was the stick that Utterson gave as a present to Jekyll. 

The attack was so ferocious that the stick broke in two. The police found the other half of the walking stick in Hyde’s room.

When Utterson asked Jekyll for information, his friend said that Hyde left London forever. He also gave Utterson a letter from Hyde saying that. But, when Utterson examined the letter, he saw that the writing was Jekyll’s.      

More time passed and there was no news about Hyde.

Suddenly, one day, Jekyll closed into his study at home and didn’t want to see anyone. Then, Jekyll’s butler, Poole, went to Utterson and asked him to come to Jekyll’s house. He said that Hyde killed Jekyll.

Poole said that Hyde was locked in Jekyll’s study – he could hear a different voice. Hyde ordered Poole to get supplies from chemists all over London. Utterson and Poole broke into the study and found Hyde’s body – he had committed suicide when he heard them.

Utterson and Poole looked around but they couldn’t find Jekyll. All they found was a letter from Jekyll and a new will in which Jekyll left his possessions to Utterson.

Utterson read the letter. It revealed that Jekyll was fascinated by the duality of man. He made experiments and he discovered a potion that turned him into evil Mr Hyde. Taking the same solution a second time, he could become good Dr Jekyll again.

At first, Jekyll liked becoming Hyde, but then he felt deep remorse. However, he had more and more difficulties to eliminate Hyde. 

At the end, Jekyll turned into Hyde even without the potion. Meanwhile, the supply of the special salt needed as a vital ingredient of the potion could not be found anywhere in London. 

So, Jekyll took the final dose and wrote the letter, saying that he hoped Hyde could kill himself.

QUESTIONNAIRE

1.      What was Jekyll’s and Utterson’s job?

2.      What happened between Hyde and a little girl?

3.      How did Utterson discover a link between Jekyll and Hyde?

4.      What did the first Jekyll’s will say?

5.      Why was Utterson shocked when he saw Hyde?

6.      What did Hyde do with a walking stick?

7.      What did the police discover?

8.      Why did Jekyll say that Hyde wasn’t in London anymore?

9.      What was strange in that letter?

10.  Why did Poole ask for Utterson’s help?

11.  What did Hyde want from Poole?

12.  What did Utterson and Poole see in Jekyll’s study?

13.  Where was Jekyll?

14.  How was the second will different from the first one?

15.  What was written in the final letter?

16.  How did the potion work?

17.  What was the main ingredient of the potion?

18.  What was Jekyll’s problem in his last days?

19.  What did Jekyll hope?

20.  What is your opinion on this story?

Cartoon video: https://www.youtube.com/watch?v=feI3MT0zuOc

Guggenheim Venice artists - CLIL project 2016

GUGGENHEIM MUSEUM    -   VENICE

Important artists and their paintings

PABLO PICASSO

Pablo Picasso was born in Málaga, Spain in 1881. His father was an artist and art professor who gave Pablo art lessons. Picasso was not a good student. He often had to go to detention. He began painting when he was 9 years old. When he was 13, he moved from Malaga to Barcelona and was admitted to the School of Fine Arts there. Three years later, his father decided to send him to Madrid’s Royal Academy of San Fernando, Spain’s top art school. Picasso didn’t like formal instruction and soon stopped going to classes. He loved going to The Prado museum to see paintings by famous Spanish painters.

In 1900 Picasso went to Paris. He met many of the famous artists who lived in Paris.

He and Georges Braque invented Cubism. They painted figures that were made up of cubes, spheres, cylinders, cones, and other geometric shapes. Cubists wanted to show the most important parts of the things they painted. They wanted to show all the sides of an object in the same picture. Some cubist paintings were extremely abstract. At first, cubists used mostly brown, grey, and blue colours. Then colour entered the picture and some artists, like Picasso, began using more than just paint and canvas in their art. In fact, Picasso is also famous for his collages.

His style developed from the Blue Period to the Rose Period to the work Les Demoiselles d’Avignon  (1907), and the evolution of Cubism. Then his work was characterized by neoclassicism and by an interest in drawing. He created oil paintings, sculpture, drawings, stage designs, collage, and architecture. Picasso produced at least 50,000 works of art. He also wrote plays and poetry. He was very famous and he became very rich.

In 1936 the Spanish Civil War profoundly affected Picasso, and he expressed himself in the painting Guernica. He entered the Communist Party in 1944. Picasso was married twice and had four children: one of them, Paloma, is famous for her jewelry designs. He died in 1973 in Mougins, France.

On the Beach (La Baignade), 1937 - Oil, conté crayon and chalk on canvas

During the early months of 1937, Picasso was responding to the Spanish Civil War with the preparatory drawings for Guernica and other paintings on political subjects. However, in this period he also executed a group of works that don’t show his preoccupation with political events. The painting On the Beach, also known as Girls with a Toy Boat, was painted near Versailles, Paris. Here he uses steady, volumetric forms in a natural environment. 

This painting has got a simplified, planar style in the poses of the figures. Maybe the theme of playing on the beach was an alternative to the violent images of war he was working on in that period.

There are two preparatory drawings for this work. In one of them, the male figure that you see on the horizon has a sinister appearance. In the other drawing, as in this final version, his face is softened and neutralized to correspond with the two female figures.

  WASSILY KANDINSKIJ

Wassily Kandinskij was born in 1866 in Russia. He studied in Moscow and became a university teacher in Law. When he was 30, he saw an impressionist exhibit and was very interested in the paintings by Monet, Degas and Renoir. The next year he decided to stop teaching and he went to Germany to study Art. He returned to Russia after the I World War. One of his most famous paintings was Der Blaue Reiter (the blue knight). Then he started a movement, with artist Franz Marc, which wanted to promote abstract art. This movement was also called Der Blaue Reiter.

Kandinskij was a synaesthete: people who have this neurological characteristic can associate certain colours with musical notes or sounds.

He came back to Germany and became a teacher at the Bauhaus School of Art and Architecture. This school was put on the Degenerate Art list by Hitler and was shut down. Later the Nazis confiscated a lot of his paintings, which have not been found yet.

He spent his last years in France and became a friend of Juan Mirò. He died in 1944.

In his career, he studied the relations between colour and form to create a painting experience that included sight, sound and emotions. He believed that total abstraction could offer a possibility to the soul’s expressions. His art wanted to communicate a universal sense of spirituality through a universal language of non-objective forms and colours.

He considered music as the best non-objective art: musicians can evoke images in the listener’s mind only with sounds. He wanted to produce paintings that alluded to sounds and emotions through visual sensations.

Landscape with Red Spots, No. 2, 1913 - Oil on canvas

From 1908 Vasily Kandinsky often stayed in the town of Murnau in the Bavarian Alps. At first he painted colored views, then he turned to luminous, antimaterial dream visions, like this painting. The motif of the church in a landscape was frequent in him. He painted many Murnau landscapes.

In his first paintings it is possible to identificate the Murnau church, but in this later painting the belltower, which divides the composition, has simply become a vertical form that seems to continue beyond the canvas into another realm.

Kandinsky presents the landscape as a spiritualized vision.

He uses colour to reveal its expressive content. The emphasis is on the primary colours, applied over a white ground. The focal point, the red spot, shows Kandinsky’s love of red as a colour that comes toward the viewer, in contrast to cooler colours, particularly blue, that go back.

Kandinsky indicates the naturalistic content of the picture with small signs, emphasizing the pictorial aspects of colour and form, and so he is able to dematerialize the world he sees.

JOSEPH CORNELL

Joseph Cornell was born in 1903 near New York. At the age of 14 his father died, and he moved, with his mother and three siblings, to New York City. He spent all his life living with his mother and taking care of his disabled brother.  His first job at 18 was as a salesman in the textile industry. At this time, he also began to collect all sorts of natural objects, memorabilia and images, and to arrange these 'found' objects into collages, constructions or boxes.

He first made his toy-like artworks to amuse his brother who was confined to a wheelchair. He filled them with all sorts of things. He often went to Manhattan old book and print shops and second-hand stores and he collected a lot of things. He liked all forms of theater, literature and poetry.

Cornell had never gone to an art school, he didn't draw or paint or sculpt. Art was his hobby. In the 30s he met Surrealist writers and artists – but he wasn’t part of that group - and Marcel Duchamp was one of his friends.

His idea was that an artist is a person who takes materials and combines them in inventive and expressive ways. It isn’t important what materials to choose or the method used to combine them - the final product is art, and the artist is the one who chooses Beauty.

His small wooden boxes, filled with various objects, were usually covered with glass. Sometimes some of the elements inside moved, or had balls or bells. The ordinary objects were chosen carefully. He was interested in finding poetic connections between disparate things. When these objects are isolated in this way, we are forced to really look at them, perhaps for the first time, and to think about their possible meanings.

His range of subjects was vast - Hollywood stars, birds, astrology, ballet, opera, travel, artists, poetry, the cosmos. He also used a lot of different materials: cut-outs from various publications, marbles, butterfly wings, scraps of wallpaper, souvenirs, sky charts, old advertisements, broken glassware, feathers, metal springs, maps, seashells, mirrors. Cornell created romantic works, magical and rich.

He lived an isolated life. Working on his boxes in his cellar became a substitute for travelling. His art seems to contain the entire universe in microcosm - its infinity, its mystery, its power. These are metaphysical works, and encourage contemplation and inspiration. They reveal to us our own possibilities - that each of us contains a universe, which we also can develop, discover and share with the world. They make us think that every moment of our life can be preserved in a box, we can store our fragments in little boxes in order to create eternity from the most temporal things and poetry from the most prosaic.

                               Swiss Shoot the Chutes, 1941, Box construction

“Shoot the chootes” is the name of an amusement park game similar to the roller coaster.

This construction is a holed box with different images in it and all related to the mountains: little dancers, mountains, an old man, Little Red Riding Hood, a cow, skiers, a hotel and others. It has got a small door on the top to put a ball inside and another one to get the ball from the bottom.  A collage of the map of Switzerland as a cover is cut into to reveal the little figures.  When a small wooden ball is dropped in at the top corner, it strikes twelve bells one at a time as it descends the ramp. There is something nostalgic in this artwork, a sense of loneliness and coldness.

ALEXANDER CALDER

Alexander Calder was born in Pennsylvania, U.S.A., in 1898. His parents were both artists. His father was a sculptor and his mother painted portraits. They weren’t rich and they didn’t want Alexander to be an artist, but he started making sculptures when he was four years old. Then he became interested in sculpture that moved. He followed his parents’ advice and studied engineering at the college, but he wasn’t happy in any of the jobs he had after college. So he decided to become an artist.

Calder’s first exhibition of paintings took place in 1926 in New York. Then he moved to Paris where he attended an Art Academy and began to build toys that moved. These toys became his own miniature circus. He packed his circus into suitcases and performed in the U.S.A. and in Europe. In 1927 he began giving performances of his miniature circus. In 1928 he met Joan Miró, who became his lifelong friend.

Calder’s interest in movable art led him to create mobiles. Air currents caused the mobiles to move. Calder also created sculptures that didn’t move. He called them “stabiles.” Most of them were made out of painted wood or metal, and some of them were very big. Calder became famous and spent his last years in France with his wife. He died in 1976.

If babies all over the world have a mobile with small, coloured toys suspended over their bed, it’s thanks to Alexander Calder.

Arc of Petals, 1941 - Painted aluminum

During the early 1930s, he created sculptures in which the balanced components move.

They are sometimes moved by a motor or sometimes by the action of air currents. They can be suspended or freestanding.

They generally consist of flat pieces of painted metal connected by wire and stems. Their shapes recall the natural forms of the Surrealist painting and sculpture.

Calder cut, bent, punctured, and twisted his materials entirely by hand. Shape, size, color, space, and movement combine and recombine in relationships that are inspired by the harmonious activity of nature.

The present mobile is organized as an antigravitational cascade, in which large and heavy shapes move serenely at the top, while small, agitated, new ones move below.

Calder left one leaf unpainted, revealing the aluminum surface and underscoring the sense of variety he considered vital to the success of a work of art. He wrote: “Disparity in form, color, size, weight, motion, is what makes a composition.

JACKSON POLLOCK

Jackson Pollock was born in 1912 in Wyoming, USA. In 1928 he began to study painting in Los Angeles, then he moved to New York and studied at the Art Students League. He had many jobs but never had enough money, so in 1943 Peggy Guggenheim gave him a contract that lasted four years, so he could spend all his time painting. In this period, Pollock’s work reflected the influence of Pablo Picasso and Surrealism.

By the mid-40s, Pollock painted in a completely abstract and different way. He painted in a shed where he could lay his canvas on the floor, and drip and splatter paint across it.
He didn’t want to paint a landscape or a portrait: Pollock wanted to paint action. When you look at one of his drip paintings, your eyes wander across the entire canvas in constant motion. In this way, Pollock achieved his goal; the creation of the painting was active and so is the viewing of the painting.

To do his drip paintings, Pollock didn’t buy his oil paint in tubes: he used big cans of house paint to cover the canvas. He used sticks, trowels, or knives to drip and splatter paint, or poured paint directly from the can. He put into action the Surrealist notions of the subconscious and automatic painting.

Pollock’s drips were called “action paintings,” and contributed to the development of Abstract Expressionism.

Peggy Guggenheim organized his first European solo exhibition at the Museo Correr, Venice, in 1950. Then he had shows in Paris and in the USA.  His work was known and exhibited internationally, but the artist never travelled outside the United States. He was killed in a car accident in 1956.

           Enchanted Forest, 1947 - Oil on canvas

 Enchanted Forest is an example of Jackson Pollock’s abstract compositions created by the pouring, dripping, and splattering of paint on large, unstretched canvases.

In this painting, Pollock leaves large areas of white in the network of moving, expanding lines. He also decides to use only gold, black, red, and white.

He creates a delicate balance of form and colour through rhythms of lines that move into continuous, lyrical motion. One’s eye follows the lines of colour without being arrested by any dominant focus.

Rather than describing a form, Pollock’s line becomes a continuous form.

In Pollock’s drip paintings, his lines show the freedom from describing contours and bounding shapes.

  

Powerpoint:

https://drive.google.com/file/d/0B8jbT9NRQ0miSGxjRWVlVWFhWGM/view?usp=sharing


File a colori in PDF:

https://drive.google.com/file/d/0B8jbT9NRQ0miQVdyaHFSRlZoNDQ/view?usp=sharing