Watercolor Conversations

Begin by discussing the elements of art we will be working within this strategy: line, shape, and color. Explain that artists can use these elements to illustrate how they are feeling, even if they are painting in an abstract or non-representational style. Depending on students' level you may want to show them examples of abstract art with expressive lines, shapes, and colors to discuss (Henri Matisse, Julie Mehretu, and Helen Frankenthaler work well).

 

Ask students to take a minute and silently check in with themselves. What is their mood today? If their feelings could be a color, what color would it be? What kind of line could show excitement? What kind of shape could show sadness?

 

Next, explain that students will be making abstract paintings of how they are feeling with a partner (preferably someone they do not know very well). Divide students into pairs and sit them across the table from one another. Tell them that they will be having a conversation with the person across from them about their mood, but instead of using words and recognizable symbols (no hearts, smiley faces…), they'll be using colors, lines, and shapes to express their feelings. 

Remind them of few conversation guidelines: 

• Just like in honest conversations it is impolite to talk over someone, so let your partner paint while you watch (or "listen"). 

• Also, like in real conversations, try to relate and interact with each other's marks. 

• Don't paint on separate sides, add to each other's work, embellish, paint over.  

• Since there is no eraser in watercolor, you must accept everything your partner puts down and find a way to build on it. Say yes, and…

• Because we are focusing on our visual communication skills, this will be a silent activity

After giving the directions pass out a paper, paint and a water cup for them to share as well as an assortment of paint brushes (for younger students you may choose to only give 1 paintbrush to encourage taking turns). 

 

Play instrumental music while students paint for 2-4 minutes then ask them to make their final marks and put all brushes back in the water cup. If there is time you might invite students to have a watercolor conversation with a second partner

Begin by reflecting with their partner directly after painting to chat about their experience watercoloring together. What was it like communicating only through watercolors? What was communicated? What was lost?

 

After sharing out (you may choose to carefully hold up the images while students share their reflections) transition to whole group reflection on the activity.

 

• Describe: How did you express your mood through line, shape, and color? What did you find easy or challenging about this activity?

•  Analyze: How did you and your partner(s) build on each other’s offerings throughout your conversations? How did your way of communicating change with different partners?

• Relate: What role does conversation play in_______________? What connections can you make between communicating with watercolors and the way we want to communicate in our class community?

Think about a time when you made a new friend. Were you a child or adult? What was that like? What feelings did you have? Did you feel nervous, excited, anxious…If the feelings from that experience could be a color, what color would it be? What kind of line could show excitement? What kind of shape could show anxiety?​

• How does this relate to Esperanza or other characters in The House on Mango Street? Were your feelings similar or different to the characters in the story?