WVSU LESSON PLAN FORMAT GUIDE (Updated 1/13)

Teacher Candidate: Jenna Criner

School: Poca Middle School

Date: March 31, 2014

Grade/Subject: 6th Grade Art

Lesson Topic: Pointillism

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Students will create a work of art using pointillism, which means that they will be able to blend colors
and make value variations using dots of color. Students will identify the artist who created pointillism.
Students will create a composition that effectively incorporates the elements of art and principles of
design.
WV CSOs
VA.O.6.2.15
analyze and evaluate application of elements of art and principles of design as they
apply to the creation of two-dimensional and three-dimensional works of art.
VA.O.6.2.7

create value in a drawing by use of hatching, crosshatching, stippling, or pointillism

VA.O.6.4.1
cultures.

identify characteristics of artworks and artists from different periods of time, styles, and

NATIONAL STANDARDS-National Art Education Association

1. Content Standard: Understanding and applying media, techniques, and processes
4. Content Standard: Understanding the visual arts in relation to history and cultures
MANAGEMENT FRAMEWORK
Overall Time -

4- 45 minute lessons

Time Frame -10 min. teacher intro/review/ demonstration

-30 min. work time
-Day 1: practice stippling
-Day 2: practice drawing trees using different colored markers
-Day 3: paint trees using watercolors and Q-tips
-Day 4: Finish paintings

-5 min. clean-up
STRATEGIES

Think Aloud
Project-based learning
Teacher demonstration

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

Learning differences: For students who are

struggling with the project, I will give them
extended time if needed, and I will assist them
individually.
Behavioral differences: I will give reinforcement
for proper behavior and expectations in the class.

Multiple Intelligence Addressed (check all that

apply):
X Verbal/Linguistic
X Spatial
Logical/Mathematical
X Bodily/Kinesthetic
Musical

Enrichment: Students who are more advanced at

art or more advanced at using pointillism can use
acrylic paint.
Attention differences: During demonstrations,
students can practice while they watch me so that
they are paying attention to the process. I will ask
students to hold up their paintings from time to
time to make sure they are on-task.
Naturalistic
Interpersonal
Intrapersonal
Existensial
Others(explain)

PROCEDURES
Introduction/ Lesson Set

Images will be projected onto the board

Discussion about Georges Seurat, pointillism and stippling
Demonstrate and have the students make a value chart with stippling using markers.
Have the students practice drawing shapes with stippling.
While demonstrating, discuss what to do next, and ask the students what they think I
will do to achieve certain effects (Think-Aloud).

Body & Transitions

Demonstrate how to blend colors with stippling using different colored markers, and have the
students draw trees using markers by using the stippling technique to make the leaves.

Walk among the students and periodically check their work, making sure that they are blending
their colors appropriately. Help the students draw trunks and branches if they need help doing
it.
Demonstrate how to use watercolor paints and Q-tips to paint a tree. Students will only use
pointillism when working on the leaves; the rest of the painting they will use paint brushes.
Walk among the students and help them if they need help.

Closure

Discussion of what students learned about pointillism

Have the students put their paintings on the drying rack (dismiss them by table), and have
everybody clean the tables and empty the jars of water. The clean Q-tips go back in the box,
and the dirty Q-tips go in the trash.

ASSESSMENT
Diagnostic:
In order to be successful at this project, students need to know how to create a grayscale by
using regular shading because they have to know how to create a grayscale when using pointillism. Test
students background knowledge by having them draw a basic shape, such as a sphere, and shading it so
that it has a reasonable grayscale. Have students hold them up when they are finished in order to see
who succeeded and who didnt. When students know how to do this, ask them how to create a
grayscale using black dots, and ask them how to make different shades using different colors. Have
them create a value chart using stippling. Ask them how to make lighter and darker shades using
watercolors.
Formative:
Walk among students as they complete their practice drawings as well as final paintings and
assist them. Are the students making lighter and darker shades by adding more or less dots? Are
students making light and dark shades in their trees by using different colors? Is there variation in
color? Have students filled up their picture plane and added details to their final painting?
Summative:
Ask students what they learned when working on this project. Let a few students share their
work by showing it on the projector and explaining why they chose the colors they chose, how they
spaced the dots, etc. Grade everyones paintings using a rubric. Check to see if students followed the
directions, used different colored paints, and used many dots.
MATERIALS
- Paper
- Markers-assorted colors

- brushes
-Jars of water
-watercolor paints
-Q-tips
EXTENDED ACTIVITIES
If Student Finishes Early
If a student finishes early, then they can add a few more details to their painting. They can also put dots
over top of the painted sky and ground. If a student completely finishes their painting, they can do
another one using pink paper and different paints.
If Lesson Finishes Early
If my lesson is finished early, then I will have the students either add more details to their paintings, or
they will complete a new painting of a tree using black, purple, and blue paint on pink paper.
POST-TEACHING
Reflections
This lesson was successful because since the students had a lot of practice with stippling and
pointillism, they knew what to do when they completed their final paintings. Previously, the students
had no knowledge on how to do stippling. I think that the projector played a major role in allowing
students to see how I did each technique, and the microphone helped as well so that I did not have to
strain my voice when getting the students attention. The students were also able to look at reference
photos of different colored trees on the projector throughout the lesson, so they knew what a tree
should look like and how to shade it. I think I should have allowed more clean-up time on the first day
of the lesson because the students had to rush to get to their next class, and they did not clean up as
well as they could have if they had more time. Teaching both 6th grade classes let me learn from my
mistakes; I knew what I should have done differently from teaching the first class, and I applied it to the
second class so that it would run more smoothly. Overall, I think that the lesson was a success. All of
the students had finished works that they could show me. Most of the students also completed the
extended activity which was to use black, purple, and blue paint on pink paper when painting a tree.
They were not required to paint a background for the extended project. The main focus was on the
tree. The students were engaged for the duration of the lesson.
Besides allowing more clean-up time, I think I could have made the lesson better by assessing
the students on Georges Seurat so that students would be assessed on all of the objectives. I could have
had students turn in an exit ticket that had questions about Georges Seurat and his work. I also think
that I could have had the students paint something else for the extended activity because some of them
could have gotten bored doing the same thing again. I also had a student who kept trying to start over

because he wasnt happy with his work, and I kept telling him to keep working on it and layer the colors
so that he would get the effect that he wanted, but he wouldnt listen. I think I could have showed him
that he could improve his work instead of trashing it by demonstrating on his paper what he could do.
Some students need visuals so that they can see how to improve something because otherwise, they
wont know what to do.
Data-based Decision Making

I collected data on the pre-assessment that the students in the first class I taught did, which was
to draw and shade an object using a regular gray-scale, make a value chart using stippling, and draw a
tree with colored markers using pointillism. Only a few students had trouble adding enough value
variation when they did the first activity, so the majority of the class had the basic skills they needed to
try the new technique. A few of the students did poorly on the pre-test because they werent taking it
seriously since it was a practice activity, so I could have fixed this by reinforcing what my expectations
were in terms of completing that assignment. I think that since stippling was a new skill for them, some
of the students had difficulty translating their previous skills to this new technique. Creating value
variation using stippling depends on how the dots are space, so some students needed more instruction
on that. Students improved their skills when they did the last activity of the pre-assessment, however,
as only two of them didnt add enough colors and/or blend them properly. A couple of students did
very well on the pre-test and post-test, and I think that I couldve had them do the project with acrylic
paint to challenge them more.
I graded each painting on a rubric. Some paintings looked similar because students used red,
orange, green, and yellow for their leaves, but some students used different color combinations, such as
pink and green, and they also made their trees look different by placing the leaves differently so that the

tree had a different shape. All of the students included backgrounds in their paintings, and they all
followed instructions. Only one student initially had difficulty completing the project, and that was
because he couldnt get his tree to look exactly how he wanted it to, so he kept starting over. I told him
that instead of completely starting over, its best to work with what he already has and build up his
image. When he finally finished, his painting looked good because not only did he follow the
instructions, but he also used the elements of design to create an interesting image. His dots werent
perfectly rounded because he moved the Q-tip a little bit, but the leaves were interesting because of
that. Based on my observations and the data, the practice work that the students did prepared them for
the final project, so they were able to meet the objectives. They were also given two days to work on
the project, so they had plenty of time to build up layers of paint to their paintings.