OBJECTIVES:
The student should be able to:
• Understand and evaluate works of visual art (Comprehension)
• Identify some French painters and important characteristics of the impressionism movement. (Knowledge)
• Compare and contrast works of art from the impressionism movement with previous works of art. (Analysis)
• Interpret different paintings in order to imagine characters’ relationships in their environment. (Analysis)
• Invent character behavior and interaction based on the observations of a painting. (Evaluation)
• Write in French a script depicting the interaction of the characters portrayed in a painting. (Synthesis)
• Act by assuming the roles of the French characters as written on a script. (Synthesis)
TIME: (3) 50 minutes
MATERIALS
Poster of a painting by Monet, Bathers at La Grenouillere
Poster of a painting by Monet, The Dining Room
Power point containing major works by Adolphe-william Bouguereau, Jacques-Joseph Tissot, Claude Monet, Auguste Renoir, Edouard Manet, and Edgar Degas.
Photocopies of individual paintings
Assortment of materials for props
Written test (App. B)
Performance rubric (App. A)
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
A poster of a painting by Monet, Bathers at La Grenouillere is displayed on the board. The teacher asks students to orally describe the painting and determine the artist’s intentions.
ACTIVITY:
Teach/Model:The teacher will start a power point presentation containing paintings from French pre-impressionists and impressionists, namely Adolphe-william Bouguereau, Jacques-Joseph Tissot, Claude Monet, Auguste Renoir, Edouard Manet, and Edgar Degas. The teacher will describe the societal changes, the technological advances, and the political and economical changes that contributed to the rise of the impressionism movement. The teacher will share with the students the characteristics of impressionism. The teacher will use a mnemonic device (acronym: BLOOM) to help the students remember the characteristics of the impressionism.
Guided practice: As they watch the paintings, the students will recognize the characteristics of the impressionism and express how the cultural and historical aspects appear or affect the paintings.
Independent practice: The students will compare and contrast art work from the impressionism movement with academic style art work in a Venn diagram.
Closure: The students will share their information with the rest of the class.
Day 2
A poster of the painting, Dans la salle a manger, by Berthe Morisot is displayed on the board. The teacher asks students to orally describe the person on the painting, guessing her age, her occupation, her thoughts…
Teaching/Modeling: The teacher will model to the students how to interpret the meaning of a particular painting, how to figure out what the artist intended to express, and what to infer about the people portrayed.
The teacher models for the students her interpretation of that painting, playing the skit written in French and using props/costume (a white apron, a bowl with a spoon).
Guided practice: The teacher will guide the students to use critical thinking skills to interpret the paintings’ mood and meaning. The teacher will ask the students to describe what they see in each painting as they preview works from a particular artist. They will describe the people in the painting (physical and character traits) and the landscape or setting. The students will observe the individuals in the painting and the mood of the painting. They will imagine themselves in the scene and guess what the portrayed individuals are thinking about; what could they say to each other?
Independent practice: The students will write in French a conversation that could be exchanged by the people in the painting chosen by their group. In each group, the students will select their role and decide on what prop(s) and/or “costume” to bring for the presentation. The students will practice their part.
Closure: The teacher will ask students to share with the class what they are planning to bring as a prop or costume and why they chose those particular items.
Day 3
The students will rehearse within their group. As a group, they will give the title of the painting (in French and in English) and the name of the artist who painted it. (Be creative) Each student will take his/her pose, imitating the body position and facial expression of the people in the painting. They will hold the position for 8 seconds. They will start the conversation. (Be expressive and clear) They will return to their original position to indicate the end the performance. The students will act their French skit in front of the class using props to enhance their performance.
After the presentations, the students will vote for the recipient of Trojan Academy Awards to be exchanged for bonus points. The students will vote for the winners of the following awards: Achievement in costume design, best original scenario, best actress, best actor, best visual effects, and best foreign language performance.
EVALUATION/ASSESSMENT:
The teacher will determine background knowledge regarding the Impressionism Movement when asking the students what they know about it. Who? What? Where? Why? During guided practice, the teacher will assess students for understanding through questioning and monitoring. During independent practice, the teacher will walk from group to group to answer questions and check on progress. The teacher will use a rubric (App. B) to grade the students’ performance. The students will take a written posttest (App. A) to determine their understanding of the impressionism movement.
ART CONTENT/CONCEPTS:
Recognizing major works of art from the target cultures and presenting short plays and skits in the target language.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
CL-2-D2 – Recognizing major works of art from the target cultures
CP-1-D1- Recognizing the differences and similarities between the words or expressions from the target and native languages
CM-3-D8 - Preparing a short presentation about products and/or practices of the target cultures
CP-1-D-6 – Using the structural patterns of the target language
CM2-B-3 – Exchange basic information about people, events, places, animals, and things through description
CM-2-B8 – Sharing likes, dislikes, feelings and emotions
CM-3-D4 – Presenting short plays and skits in the target language
VA-HP-H2 – Students will analyze how work of art cross geographical, political, and historical boundary.
TH-CE-H4 – Students write scripts for classroom, stage and media performance.
TH- CE-H2 – Students will assume and sustain various roles in group interactions
MODIFICATIONS | ACCOMODATIONS:
Peer tutors will be assigned to help some groups with their script writing. Students will be able to bring some self-made prompter sheets for others to hold during their performance.
TEACHER'S REFLECTION:
Some of the skits were quite funny and original. Some students put a lot of effort in building props, others did not bring anything. However, in general, the lesson was good. I should have asked for a minimum number of words per person in each skit.
RESOURCES:
http://www.impressionniste.net/
http://www.artist-perspectives.com/articles/impressionism.htm
http://en.wikipedia.org/wiki/Impressionism
http://www.impressionism.org/
http://www.ibiblio.org/wm/paint/glo/impressionism/
TO DOWNLOAD APPENDIX A FOR THIS LESSON, PLEASE CLICK HERE
TO DOWNLOAD APPENDIX B FOR THIS LESSON, PLEASE CLICK HERE
GALLERY
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