Adriana Gardner

When I told my students we were going to create nonobjective art, their first question was, “Whatʼs that?” I explained that nonobjective art defines a type of abstract art that is usually, but not always, geometric and aims to convey a sense of simplicity. In short, I told them to think of nonobjective art as art with no objects. Students responded with confusion: “What? No objects?”

Out of the Comfort Zone
I loved teaching this lesson because it challenged students to step outside their comfort zones. Most of my students would not categorize themselves as nonobjective or even abstract artists, so this lesson was a significant challenge for them.

I began by showing students examples of two contemporary artists who create nonobjective artwork: Annette Kearney and Hilary White. We talked about the compositions, shapes, colors, and layering of materials. We brainstormed what materials the artists might use and then explored their websites. Students were motivated when they saw that these artists were selling their artwork. Seeing the work of contemporary artists encouraged students by showing them that becoming an artist is an achievable goal, not just something reserved for famous art masters.

Wondering
After the lesson was presented, students created thumbnail sketches for their nonobjective pieces. I asked students to think of a theme for each sketch and to consider how they could use shapes, colors, and textures to convey that theme instead of using objects.

Once the sketches were complete, students brought them to me, and we discussed their favorite idea and what materials they planned to use. After that, students began creating their final pieces using different materials of their choosing.

Assessment
I graded studentsʼ work using a rubric that emphasized creativity, craftsmanship, and intentional design. Each piece needed to show a purposeful nonobjective composition rather than a random arrangement. Students were expected to create at least two layers of depth through overlapping shapes, variation in scale, or texture. Their work also needed to include a clear variety of shapes, lines, and textures, demonstrating control and careful construction.

Seeing the work of contemporary artists encouraged students by showing them that becoming an artist is an achievable goal, not just something reserved for famous art masters.

I encouraged students to focus on a strong color scheme while they were planning, apply paint cleanly, and use color intentionally to create harmony or contrast. Finally, the overall quality and effectiveness of the artwork was assessed based on visual impact, unity, and evidence of thoughtful artistic choices. This rubric helped students understand how creativity and craftsmanship work together to produce strong nonobjective designs.

Praise and Polish
Midway through the project, we participated in a silent critique. Students selected a classmateʼs artwork and offered a “praise and a polish.” A praise identified something the student did well, while a polish suggested an area for improvement. I guided students to use verbiage from the rubric and to reference the elements of art and principles of design while formulating their feedback.

Conclusion
This project might have been a bit intimidating for students at the beginning, but when they looked at the artwork of Annette Kearney and Hilary White, they were able to wrap their minds around what nonobjective art means and create interesting and unique pieces. They were able to connect to these artists because they are alive and actively working as artists. Students had their own take on the project and used many different art media. It was really cool to witness my students embrace something unknown to them and then create something unique that challenged them creatively.

Materials

• cardboard pieces and other sturdy backing materials
• colored papers, magazines, and newspapers
• various fabrics and textiles
• glue sticks and hot glue guns
• scissors and craft knives
• paints, brushes, and palettes
• recyclable materials (bottle caps, buttons, beads, etc.)
• markers, crayons, and pastels
• air-dry clay

Adriana Gardner is an art instructor at South Florence High School in Florence, South Carolina. agardner@fsd1.org

Navigating Nonobjective Art