Discoveries in 20th Century Expressionism

Have you ever seen these abstract works of art before? These pieces are all from the Yale University Art Gallery. Have a look!

Piede Vicentino (Vicentine Foot), from the series Codex Coner

The Dorothy and Herbert Vogel Collection: Fifty Works for Fifty States, a joint initiative of the Trustees of the Dorothy and Herbert Vogel Collection and the National Gallery of Art, with generous support from the National Endowment for the Arts and the Institute for Museum and Library Services

From the exhibition Many Things Placed Here and There: The Dorothy and Herbert Vogel Collection at the Yale University Art Gallery:

Though Herbert Vogel knew Michael Goldberg from the 1950s New York art scene, the Vogels did not begin acquiring Goldberg’s work until the 1970s, at which point the couple bought work directly from the art­ist’s studio in the Bowery. Goldberg experimented with dynamic gesture, vibrant color, and emotionally charged abstraction, all defining characteristics of Abstract Expressionism, which swept through New York after the Second World War. In Piede Vicentino, broad, bold brushstrokes and strong diagonals infuse the work with pervasive energy. The title of the series from which this work comes is taken from an early sixteenth-century album created by a Florentine architect, and famously copied by Michelangelo, that illustrates details of Roman buildings.



Continue reading “Discoveries in 20th Century Expressionism”

The Raven Collage – Mixed Media Collage —


Originally posted on M.E. Ologeanu – artworks: buy art on ebay The Raven Collage – Mixed Media Collage

via The Raven Collage – Mixed Media Collage — KIRSTEINFINEART


Robert Ronnow  

Under Mummy Mountain

Aspen, ponderosa pine, blue spruce
pink glacier-cut rock, scree, ravens
gray jay, peregrine falcon, hawk.

We climb to 11,000 feet in three days,
camp at Lawn Lake for three days. Alpine
tundra. Elk, bighorn sheep, marmot.

Tileston Meadows, ticks in grass,
rock face of Mummy Mountain.
Binoculars show pink cracks in gray rock.

Stoke gas stoves, play cards.
Boil water, set up tarps, lay out
sleeping bags, hang bear bag.

Watch crescent moon slice into
Fairchild Mountain. Moonlight
makes a mosque of the rocks.

Yellow aspen splash in dark green
spruce and pine. Gullies where streams
slash during spring snowmelt.

One rock, feather or flower worth
more than money. Need no wallet,
keys. Just clothes for fur.

All day climb toward saddle to see
what’s on other side. One hawk floating
among bare peaks and over valleys.

Wind at 13,000 feet
turns to sleet. Turn back from peak,
take boulders two at a time down.

Winter moves into mountains.
Then we fly from Denver to New York
where it’s still summer.


Lesson Plan for Fantasy Animals

For the book “Fantasy Animals,” go to my author page:


Here are the Lesson Plans for Teachers with Core Concepts for Visual Arts, Spanish and Social Studies!




 Visual Arts


  1. What’s the Big Idea?  Questions for creating art and design that can affect social change:

Spanish-Speaking Culture

Can you Create a work of art based on an art form invented and used in the cultural history and context  of Mexico, a Spanish speaking country?

Visual Arts

The basis of this assignment is based on the Alebrijes which are wooden carving of two or more animals originating outside of Mexico City, Mexico in the 1930’s by Pedro Linares. The assignment is to draw and paint an alebrijes making the two animals from different continents. Can you design such an animal and describe it’s ways to get along with “itself”?

Spanish Language

Can you learn Spanish words  to  be used to communicate and identify the names of the colors, and to count the number of “prey” that the animals eat?


  1. Art Making – Materials needed.  Process & Product.

The materials needed include:

A slide show of Alebrijes made in Mexico

Tag board

Tempera Paint quart size

Brushes small, medium and large

Sharpie Markers


  1. How will Spanish Language be incorporated? 

Spanish language will be incorporated in music for listening while making art work.

Spanish words for colors will be used as students describe one another’s art works.

Spanish names for the names of the animals will be used.

Spanish words for one through ten in counting will be used for the counting of the “Prey” of the animals.



  1. What might the presentation of understanding look like? How will student work be assessed?

The presentation of the project will be enhanced by a power point slideshow of cultural examples of Alebrijes.  During this presentation, teacher will lead a discussion on the use of the Art Elements and Principles.

Then at least two examples of the project will be shown as exemplars, with two animals in their natural habitat.

Assessment 1: Write a reflection or short story on how the two animals in your Alebrijes would coexist.

Assessment 2: the final painting of the student’s alebrijes would be evaluated according to the rubric given for the art project.

Assessment 3: Vocabulary search and find for Spanish words for colors used, and animals used.

  1. How will this address Interculturality and other aspects of Global Competencies?


Interculturality and Global competency will be addressed through the requirement that each animal come from another continent for one another. The animals will have to learn to coexist by sharing the same space and making cooperative decisions regarding walking/running habits, eating habits, sleeping habits and habitat preferences.

Creating this project will address intercultural language issues by learning names of colors and animals to strengthen communication.



  1. List some standards that this lesson/unit supports? (WL, Arts, SS) [short description – not just codes]


HS Accomplished


Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.

VA-CII3- Elaborate on an imaginary idea


Performance Standard VA: Crt.HSIII-     Following or breaking established conventions to plan the making of multiple works of art based on theme, idea or concept.



Visualize and hypothesize plans for ideas and directions for creating art and design that can affect social change.


  1. Ideas for leading Professional Development based on Take-Away from this Academy:

This project could be presented in an in-service for teachers, incorporating the Alebrijes project, the writing assignment reflecting on how the two animals could co-exist and additionally learning Spanish vocabulary for colors and numbers.


  1. Plans for collaboration with other teachers who teach other subjects:


I am making plans with the Spanish teacher in my school at Western Hills High School. We are going to combine our respective art and Spanish classes for the 6th hour class period for 3 to 5 days, using the project described here in this lesson worksheet.  We will then present the results of this workshop or combined class project in a special art exhibit to be shown in conjunction with the special Music and Band program Performance for Thanksgiving.



Backward Design Lesson Plan

Unit _Visual arts and Spanish Cultural Integration___________________              

Grade Level __9-12______________            Time of Year to be Taught:__EarlyTeacher Team:  ________________________________________________________________________________________

Stage 1: What will students know and be able to do at the end of this lesson?

Objectives: Students will learn the history of the Alegrijes and will be able to make a plan for drawing and painting an alebrijes with two animals each being from a separate continent.


Vocabulary: Students will look up the names of their two animals in Spanish and learn these words. They will also practice learning how to count to ten in Spanish. Spanish words for colors will also be introduced.



Structures: The lesson will be introduced with a Powerpoint to demonstrate the alebrijes and how they appeared in Mexico. Then the project will be introduced with a rubric. Students will draw their two animals by looking at images found on the internet of their two animals. Then they will draw their animals’ habitat.



Culture: The Mexican culture of the 1930’s will be introduced through the introductory slide show along with some music from that place and time.


 Stage 2: How will you know that students can do that?

Assessments: On day one, I will see their preliminary sketches of their two animals in their habitat. On the final day, I will evaluate the final project or painting using the rubric given at the outsell. Students will also write a story of the two animals and how they work together to solve their differences.

 Stage 3: What instructional activities will be used?


  • Opening/Activity 1 Slideshow. Music. Reading of an exemplary short story of an alebriges combining two animals, each from different countries written by an author.



  • Activity 2 Rubrics handed out to students. Art Project described. Rubric presented. Students find their two animals, draw and create the habitat in a preliminary or final drawing.



  • Activity 3 …Students create their painting of the Alebrijes



  • Closing/Activity Students will share their paintings with one another and their reflection piece incorporating how the animals will coexist and the Spanish vocabulary of colors, animal names and number of one to ten.


Stage 4: What Standards does this address in Arts, World Languages, and Social Studies (cultural studies)?

Visual Arts Standards:


Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.

VA-C113- Elaborate on an imaginary idea

VA:Crl.1.HSIII-  Visual and hypothesize plans for ideas and directions for creating art and design that can affect social change.

Performance Standard- VA:Crt.2.HSIII- Choose from a range of materials and methods of traditional and contemporary artistic practices following or breaking established conventions to plan the making of multiple works of art based on an idea or concept.

Spanish: World-Readiness Standards for Learning Languages


Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes

  • Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
  • Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.


Interact with cultural competence and understanding

  • Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
  • Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.


Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations

  • Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
  • Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.


Develop insight into the nature of language and culture in order to interact with cultural competence

  • Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
  • Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.


Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world

  • School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
  • Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.



Social Studies:  11.10 SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES: Racial, gender, and socioeconomic inequalities were addressed by individuals, groups, and organizations. Cycles of economic prosperity and recession as well as economic inequities prompted debates over the role of the federal government in regulating the economy and providing a social safety net. (Standards: 1, 4, 5; Themes: TCC, SOC, GOV, CIV, ECO)   11.10b Diverse groups and organizations sought to bring about change in American society through a variety of methods.



Social studies teachers should possess the knowledge, capabilities, and dispositions to provide instruction

at the appropriate school level for the study of Global Connections and Interdependence.




For Fantasy Animal tops, notebooks, computer skins, clothes and other items, click here:




lama-pajama     51mv1xuuql-_sl210_jpeg

Collector’s Choice: Nathalie Collange




About Nathalie Collange:  Addressing the human being, no frills ..

Born in Africa.


Her painting is direct without pomp, delivering pure and violent emotion ..

“Painting to tell all … and if the echo is, peace finally arrives …
Paint to clear up darker, until the final agony.
If burn because there is not other way. ”
Her first series “Face to face” is an encounter with the world, a step toward “the other” in the psychoanalytic sense.
Her painting is unvarnished, gushing like a too long withheld verbal flow.




“Nathalie Collange, fascinating or disturbing, her expressionism is very strong and very current. “- Jean-Henri Maisonneuve – The Brigade Contemporary






Exhibitions / publications:

  • Galerie du Temple Lourmarin 15 March to 28 June 2016
    Nathalie Collange approaches a human being with no frills…
    Her art work being direct and unpretentious….thus sending a violent and pure emotion.. »Painting to say it all…if an echo resounds the calm will return..
    Painting to reach the deepest depths, to the ultimate fears.



Click on thumbnails to enlarge.



No alternative but to burn yourself. Her first series  ” En tete à tete ” is a ” rendez vous ” with the world, a step forward towards ” the other ” in an psychoanalytic sense.
Her work is open minded,powerful, like an unleashed verbal flow.

“Nathalie Collange, fascinating or disturbing, her expressionism is not only very strong but of today.” Jean-Henri Masioneuve-La Brigade Contemporaine


Nathalie Collange’s expressionistic art works  capture the heart of the human soul in its transformative wrestling with the inner self, the outer world, and the many complexities of emotional and energetic release. –Janis Kirstein




KIRSTEINFINEART would like to thank Nathalie Collange for sharing her work with us in today’s feature. To see more informative features on the best contemporary artists working today, subscribe to KIRSTEINFINEART  at the bottom of this page using the subscribe button. Thanks so much.