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Lesson 2: Pointillism Landscapes

(Students will study Post Impressionist art and then create their own pointillism landscape of a place of personal importance to them.)

 

Lesson Procedure with Time Line:

Day 1: I will ask students to describe a personal place that is of importance to them. They will write a page that describes it and what about it is meaningful to them. Also, we will watch a short film that introduces Impressionism and Post- Impressionism to students.

Day 2: I will show slides of related art and talk about the aspects of this art era that made it significant. I will demonstrate skills and techniques of working with watercolor.

Day 3: I will explain the lesson. Students will be painting their own special personal place of importance to them using a post impressionistic style. They will be using small sponges to create a watercolor painting using the three primary colors, which contain the effects of light, shadow, and blended color.

Day 4: Work Day

Day 5: Work Day- Finish project

 

Motivations:

Students will have a chance to express a personally meaningful place in a visual way.

Students will have an opportunity to compare how other artists have expressed themselves in a visual manner to the way that they interpret and express their own ideas.

 

Goals and Objectives:

Students will learn how other artists have expressed their ideas in a visual way.

Students will learn how to use watercolors to create effects of light, color, and shadow.

Students will consider what ideas are important and what ideas they want to visually communicate about their personal places to others.

Students will learn an alternative way to paint.

 

Materials List:

Heavy-weight white paper, slides, watercolors, paint trays, sponges, construction paper, and colored pencils (to draw details with)

 

Preparation:

Reserve a movie about the Impressionists.

Check out books, which show examples of Impressionist art.

Demonstrate techniques of working with watercolors.

Bring slides of related art.

 

Adaptations for Disabled:

Make written directions to help remind students of the steps of the lesson.

Associates and myself will assist lower ability kids with problems as they encounter them.

 

Evaluation:

Students will be equally evaluated based on the following criteria: attitude and effort, use of the elements of art and design, personal place context (project relates to the personal place that the student is trying to communicate), creativity and originality, technical skills, clean-up, and planning of the project.