OBJECTIVES:
The student should be able to:
• Create a still life on parts of a plant using pointillism.
TIME: 45-60 minutes
MATERIALS
paper for drawing
markers
worksheet on art
power point of art/artist
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will ask students have they ever done a dot-to-dot. What does it make? (Picture) Today we will learn about pictures that are made of only dots that are called pointillism. Artist who thought dots were lots of fun did this in the 19th century.
ACTIVITY:
Teaching Model: The teacher will show students pictures done by Georges Seurat and Henri-Edmund Cross that was done in pointillism on a power point. (Appendix 1) The power point will have definition of pointillism, artist who used this type of art, and examples of their work. The teacher will also go over primary and secondary colors with students that were used in their artwork. Showing how if you put yellow dots next to blue dots that it will look green. The teacher will ask students what they see in this picture that is normally not seen in others.
Guided Practice: The teacher and students will read and discuss Seurat and Cross. The teacher and students will go outside to observe nature and especially plants found on school grounds or outside surrounding homes. The students will jot down ideas or sketch drawings of what they may want to do in their pointillism paintings
Independent Practice: The students will create their pointillism using items found in nature that reflects some plant life. They will incorporate the primary and secondary colors we discussed to make their picture also come to life.
Closure: The teacher will have students come up and show their work and have students respond on what they see in that person’s art.
EVALUATION/ASSESSMENT:
Formative:
The teacher will monitor students during guided practice to check the students’ performance of the assignment and to determine if there is a need for reteaching or redirecting exists.
Summative:
The teacher will check students’ complete artwork.
ART CONTENT/CONCEPTS:
Technology:
Power point of artist and their artwork of pointillism will be shown to students.
Academic:
Social living is covered through the use of plants and their parts and/or classifying them. Reading comprehension through the story on the artist and the questions students must answer.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Science:
Compare structures and their functions in a variety of plants.
37 Describe how plant structures enable the plant to meet its basic needs
Art:
VA-AP-E1 Use elements and principles of design and basic art vocabulary for expressing responses to the work of others
VA-AP-E3 Explore the beauty in nature and discern images and sensory qualities found in nature and art.
VA-AP-E6 Identify where and how the visual arts are used in daily life and in the community.
2 Pose questions that can be answered by using students’ own observations, scientific knowledge, and testable scientific investigations.
MODIFICATIONS | ACCOMODATIONS:
Cultural/Gender: The teacher will call on students regardless on their gender, culture, race, ethnic background, and etc.
Behavioral: The teacher will place students with behavioral issues with students who will assist them and keep them on task in a positive manner
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
My lesson in art went smoothly. Students were excited and enjoyed the lesson. We went outside to observe the new growth of plants and a spring day. Students were told that their drawings should represent plant of spring life. At first I wanted them to focus only on plants but many of them asked if they could to spring life because it was the first day of spring. I told them fine because it was an interest they had and I knew it would lead to their creativity. While students were outside they did a sketch of their painting of pointillism. Once we returned to the room they did their final sketches and we reviewed the artist of pointillism using the power point. They also created a color wheel to assist them in their pointillism. I was counting them off up to six placed students into groups, which gave each group two to three students. Students performed well in groups and everyone participated in the activity. At first all the students were excited about making dots for their pictures, but after a while some of them started to complain about their wrist hurting. I suggested to them not to pull so far up from the paper to make the dots and not to go so fast. Some students even made comments about they could not believe that Seurat did a painting that took two years to create with dots. Some said he had to be crazy and they would rather just mix paint instead. They continued to do their art until it was finish. I did have all students share their art and had others comment on what they noticed about the art. A lot of students made comments on how students blended colors to make it appear a different color. Also others noted how the drawing was done, such as with little flowers or how one had frogs catching flies. The students were all positive and treated everyone appropriately. Those who were not completed still shared their drawing and was able to finish after all were presented and after recess. I was surprise on how well they worked together and really took to this project. One student who is normally shy really shined in this project with his frogs and other animals in his drawing. I am glad I used the broad tip markers for the project because paint would of taken too long to dry and they were so eager to share. I am planning on incorporating this into other art lessons, because some wanted to know if they could do this in basic color sheets too.
REFERENCES:
www.edhelperblog.com/cgi-bin/vspec.cgi
Strickland, Carol. The Annotated Mona Lisa. Andrews McMeel
Publishing LLC, 2007.
The Louisiana State Department of Education GLE’s.
DOWNLOAD LESSON POWERPOINT
DOWNLOAD COLOR WHEEL
GALLERY
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