Beruflich Dokumente
Kultur Dokumente
UNIT OVERVIEW
Title Impressionism, Neo-Impressionism and Post-Impressionism
Contextual Factors
Iroquois Junior/Senior High School is a small school located in a suburban part of Erie County.
Throughout the school, the average number of students in a class is 20. There are three sections
of Fundamentals of art during the school day. The first is offered during second period, has 16
students, 8 of which are male and 8 are female. The second section is offered during fifth period
and has 24 students in the class, 12 of which are male and 12 are female. The third section of
fundamentals is offered during sixth period and has 10 students in the class, 2 of which are male
and 8 are female. The majority of students in these classes are Caucasian. Aside from this, there
are 8 African American students, three Hispanic, and one Muslim American student enrolled in
Fundamentals of Art. A few of the students in these classes have IEPs. Some of the disabilities
present in the classroom include EBD, SLD, and Selective Mutism. Within the classroom there
are six tables available for students to use as a work space. Along with this, there is a table with
basic supplies and a small table where the instructor can put handouts or use as a demonstration
space. The art room has two spray booths with ventilation available for students to use for spray
paint or any other medium with a strong scent or potentially toxic fumes. There are two sinks
that the students use to wash their hand, clean their tools or get water for painting. The students
also have access to a computer lab within the art room, a dark room for photography, and a
ceramics room equipped with a small electric kiln.
Goals and Standards
To create an image using optical mixing and the pointillist technique.
9.1.8.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and
principles to produce, review and revise original works in the arts.
Visual Arts: paint draw craft sculpt print design for environment, communication, multimedia
To assess the artwork of Georges Seurat and relate it to Impressionism, Post-impressionism
and Neo-Impressionism.
9.2.8.C: Relate works in the arts to varying styles and genre and to the periods in which they
were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern,
Contemporary, Futuristic, others).
To analyze the use of optical mixing in a color wheel exercise.
9.3.8.D: Evaluate works in the arts and humanities using a complex vocabulary of critical
response.
To compare the perception of pointillism from close up and far away.
9.4.8.C: Describe how the attributes of the audiences environment influence aesthetic responses
(e.g., the ambiance of the theatre in a performance of Andrew Lloyd Webers Cats)
Content
During this unit students will learn about art movements called Impressionism, NeoImpressionism and Post-Impressionism. They will learn about a style of painting called
pointillism which was created by Georges Seurat. Students will learn about optical mixing,
which is placing two small dots of color next to each other so that from far away, your eye mixes
Sorce 2
it into the desired color. To practice this, students will complete a color wheel using the
pointillist, optical mixing technique. After this is finished, students will be allowed to pick an
image of their choice and recreate it using pointillism and optical mixing.
Vocabulary/Word Bank
Pointillism:
Optical Mixing:
Impressionism: a style or movement in painting originating in France in the 1860s, characterized
by a concern with depicting the visual impression of the moment, especially in terms of the
shifting effect of light and color.
Post-Impressionism: the work or style of a varied group of late 19th-century and early 20thcentury artists including Van Gogh, Gauguin, and Czanne. They reacted against the naturalism
of the impressionists to explore color, line, and form, and the emotional response of the artist, a
concern that led to the development of expressionism.
Elements of Design
Color: also called hue. Frequency of light waves detected by the eye.
Form/shape: a contained, defined area that creates a geometric or organic form.
Line: a linear mark made with a pen or brush-or- the edge that is created when two
shapes or forms meet.
Space- is an area that an artist provides for a particular purpose. Space includes the
background, foreground and middle ground, and refers to the distances or area(s) around,
between, and within things. There are two kinds of space: negative space and positive
space
Texture- The surface quality, or appearance of surface quality of a shape.
Value- Also called tone- the relative lightness of darkness of a color.
Principles of Design
Sorce 3
Materials/Resources/Technology
PowerPoint Presentation
Youtube
Paint
Small paint brushes
Q-Tips
Paint
Paper
Color Images
Rulers
Summative Assessment Plan See Rubric
Informal Assessment Bell Ringers
Sorce 4
Pre- Assessment
Formative
Assessment
Adaptations
Objective 1: Students
will assess the
artwork of Georges
Seurat and learn
about pointillism and
optical mixing
Instructor will
provide assistance
upon request.
Sorce 5
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication,
multi-media
Lesson Body
Anticipatory Set
Students will participate in an optical illusion experiment to teach them about how
the eye perceives color.
Procedures
Closure Ask review questions to test knowledge of optical mixing and pointillism
What is it called whenever an artist creates and entire image out of dots?
What is it called when two colors are placed next to each other so that you eye
can do the blending.
Clean-up
Independent Practice Bring in a color picture of an image you would like to create.
People
Landscape
Cityscape
No black and white photos
Sorce 6
Pre- Assessment
Formative
Assessment
Adaptations
Objective 1: Students
will employ the use
of pointillism and
optical mixing to
create a color wheel.
Instructor will
circulate the room
and provide
assistance upon
request.
Students will
participate in small
group critiques to
examine the
effectiveness of their
color wheels.
9.1.8.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication,
multi-media
Objective 2: Students
will evaluate the
effectiveness of their
use of optical mixing
in their color wheel
exercise.
9.3.8.D: Evaluate
works in the arts and
humanities using a
complex vocabulary
Sorce 7
of critical response.
Lesson Body
Anticipatory Set Video of pointillist koala
Procedures
Sorce 8
Pre- Assessment
Formative
Assessment
Adaptations
Objective 1:
Students will
implement their
knowledge of
pointillism and
optical mixing to
recreate an image of
their choice.
Instructor will
circulate their room
and remain available
for added instruction
and support.
9.1.8.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication,
multi-media
Sorce 9
Lesson Body
Anticipatory Set
Bell Ringer: Create your favorite secondary or tertiary color using optical mixing
Procedures
Closure Students will review information about optical mixing and pointillism each
day at the end of each work day.
Clean-up Students should make sure that their work areas are clean, their brushes are
washed and that no paint is left out to dry before they leave the classroom.
Independent Practice N/A
Sorce 10
Pre- Assessment
Objective 1:
Bell Ringer: Draw
Students will discuss your favorite moment
the aesthetics
of the day
associated with
Impressionism and
how it differs from
the post-impressionist
aesthetic.
Formative
Assessment
Adaptations
Instructor will
circulate the room
and remain available
for added instruction
Sorce 11
9.1.8.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication,
multi-media
impressionist style.
and support.
Lesson Body
Anticipatory Set
Procedures
Sorce 12
Closure Impressionists were not about bapturing realism. What were they trying to
capture?
Fleeting moment
Movement
Light
Clean-up Students should make sure that their work areas are clean, their brushes are
washed and that no paint is left out to dry before they leave the classroom.
Independent Practice N/A
Safety Considerations N/A
Lesson Title Critique
Day 6 of 6
Objectives/Assessments/Adaptations
Objective
Pre- Assessment
Formative
Assessment
Adaptations
Objective 1: Students
will evaluate the
difference in feeling
or mood of the
artwork when using
two totally different
painting approaches.
Students will
demonstrate their
knowledge of
pointillism and
optical mixing
through the
implementation of a
class critique
Instructor will be
present for the class
critique to ask
guiding questions and
provide support.
9.4.8.C: Describe
how the attributes of
the audiences
environment
influence aesthetic
responses (e.g., the
ambiance of the
theatre in a
performance of
Andrew Lloyd
Webers Cats)
Lesson Body
Anticipatory Set
Sorce 13
Closure Place final paintings in the hand in only box for grading
Clean-up N/A
Independent Practice N/A
Safety Considerations N/A
Sorce 14
APPENDIX
Rubric
Unacceptable
Developing
Acceptable
Target
100
Participation
Student participated
in class discussion
but did not give
thoughtful responses.
Student completed
bell ringer activities
but did not give
thoughtful responses.
Student participated in
class discussion and
gave thoughtful
responses to
instructors questions
and to bell ringer
activities.
Pointillism Value
Scale
Student completed a
value scale that
smoothly transitions
from white to black.
Optical Mixing
Color Wheel
Pointillist Image
Student began a
pointillism image but it
is not complete.
Student completed a
pointillist image that
was made almost
entirely out of dots.
Some of the areas
appear painted in
with solid color
Student completed a
pointillist image made
entirely out of dots.
Understanding of
Optical Mixing
Student showed
complete
understanding of
Sorce 15
in their final
project.