Art Educator: Brittany Gibson Project title: Post-Impressionist Pointillism paintings Grade Level: 3/4 Estimated # of students: Approx.

23 per class Pennsylvania Visual Arts Standards: 9.1.3 A Visual Arts: Color, Form/Shape, Line, Space, Texture, Value 9.1.3 B Visual Arts: paint, draw, craft 9.4.3 D Visual Arts: Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities 9.2.3 A. Explain the historical, cultural and social context of an individual work in the arts.

Project Hypothesis and Significance: This project will introduce students to the technique of pointillism and the Impressionist movement. The students will have an understanding of how Impressionism differs from Realism, and how the pointillism technique was used by artists like, Seurat, to create impressions of landscapes. Lesson and Learner Outcomes: -The students will learn the definition of pointillism (Dots of color placed beside one another which blend together in the viewers eye) -Students will create a landscape using pointillism -Students will have an understanding of how to compose a landscape -Students will know the difference between Realism and Impressionism -Students will be able to identify an pointillist work of Art Essential Questions: -What is pointillism? -What is the difference between a realistic painting and an impressionist painting? -What are some examples of Landscapes? -How should we compose a landscape? -Why do you think that artists started using techniques like this? Materials needed for Lesson: Acrylic paints, Q-tips, 9x6 white construction paper, Powerpoint with examples of Seurat works of art Educator Materials: Powerpoint with examples of Seurat works of art, Teacher sample, Q-tips, Acrylic paint, 9x6 white paper Learner Materials: Acrylic paints, Q-tips, 9x6 white paper

Educator Resources: Image of Sunday at La Grande Jatte http://en.wikipedia.org/wiki/A_Sunday_Afternoon_on_the_Island_of_La_Grande_Jatte Vocabulary: Pointillism, Impressionism, Landscape Lesson Sequence: Teacher Actions -Direct students to sit on the carpet (30 seconds) -Introduce students to the new lesson, Today we are going to start a new lesson, and we are going to be creating a landscape using a technique called, pointillism. Does anyone have any ideas of what pointillism may be? (2 minutes) -Have students turn around and face the projector. -Show the students the Seurat Sunday at La Grande Jatte, painting, and explain that this painting is a pointillist work of Art. What are some things that you notice about this painting (2 minutes) -Explain to the students that artists like, Seruat, used tiny dots of color blended together to make a composition. They were referencing a realistic landscape, but used this technique to branch away from realism (1 minute) -Have the students turn back around and look at the Art Movements timeline. Ask the students, By looking at our timeline, which period do you think that this style originates? (2 minutes) -Explain to students that artists used impressionism to break away from realism by creating impressions of a landscape, person, place, or thing (1 minute) -Ask the students, what are some -Students will raise their hands to give -Students will look at the timeline and the pictures next to each period, and raise their hands to guess which time period it comes from. A student will raise their hand and says, Impressionism -Students will look at the work, and analyze the things that they see in the painting. Expected Learner Actions -Students will sit on the carpet

-Students will listen, and raise their hands if they have an answer to the question

differences that you can see between realistic Art and Impressionist Art? (2 minutes) -Demonstrate to the students how they will be doing the projects. You will first draw a landscape. What are some examples of landscapes, and what should landscapes have in them? (2 minutes) -Show students how to use the Q-tip and dip it in the paint, and dot the colors of paint to create a tree (1 minute) -Tell the students that they must draw their landscape with pencil and show it to me before they may begin painting

answers to the question

-Students will listen and give examples of landscapes and what should be in them

-Students will watch and listen to the demonstration

-Call students to their tables by number and -Students will begin working, and raise tell the students to get started once they are their hands to get permission to begin at their seats (30 seconds) painting, and ask for any help as needed -Walk around the classroom monitoring and helping students with their work (15 minutes) -Give students a 5 minutes before cleanup warning (10 seconds) -Tell students to stop painting and put all of the Q-tips in the middle of their paint palettes. Select one person from each table to take the Q-tips to the trash, and take their palettes up to the sink. Select another student from each table to make sure that there are 6 pencils and 2 erasers in each pencil box. Select another student from each table to wipe up any paint that may be on the table. Tell each student to make sure that their name and room number is on the back of their painting, and take their paintings to the drying rack (5 minutes) -Call students to line up by tables, when they are quiet -Students will clean up their areas, take their paint palettes to the sink, and walk their paintings over to the drying rack. Students will sit quietly in their seats until it is time for them to line up

-Students will leave classroom with their teacher