Estimated Completion Time: 4, 80 minute class periods

 

Overview

Students continue to build upon their practice of observation and invention and incorporate these strategies into a painting project.  Students learn about pointillism, consider color science, and then apply the methods of pointillism to continue exploring the themes of play and consideration of nature as a subject in art-making.

 

Enduring Ideas/Essential Questions:

• How can we apply invention and observation in painting?

• How and why did Pointillists create a new variation on an age-old medium?

• How can we apply the methods of pointillists to paint forms rather than lines?

• How can we use primary colors to create a full range of colors?

 

National Core Art Standards

• VA.Cr1.1.Ia Use multiple approaches to begin creative endeavors

• VA.Cr2.1.IIa Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.

 

Lesson Objectives

Students will...

• Learn about and apply the methods of Pointillism

• Understand Pointillism within the context of science, color theory, and invention

• Experiment with using the inventive mark making of pointillism using both primary and full-palette as they continue to observe their natural environment

• Practice editorial powers as they decide what will fill their frames

• Reflect upon their work to select their and speak about their favorite work

 

Tools and Materials

• White Sulphite Paper (in a portable format such a pad)

• 8 color pan watercolor sets and brushes

• water

• paper towels

 

Introduction

Teacher leads discussion and shows slideshow about Pointillism methods, influences, and historical context.  Teacher emphasizes that Pointillism was an invention based on mark-making and color theory. Also emphasize that lines are not present.  Shapes must be built out of individual points and values created through layering and the "mixing" of color that occurs in the viewer's eye.  Ask student's thoughts and responses to the work to encourage some investigation and interpretation of the artist's perspective about nature and their environment  (Industrial revolution, changing environment of the cities, creation of parks, workers and leisure time, lamp light etc..).

 

Process

1. Slide show, which details assignment,  and discussion of concepts and methods

2. Experimentation with color and methods inside, student make reflective notes

3. Day 2 &3 spent outside completing Pointillism assignments (primary color and full color painting)

4. Day 4- Circle critique with all students sharing favorite work from Blind Contour , Field Contour and citing what they tried and what they have learned about what types of compositions they are drawn to and the methods they liked the best.

 

Formative Assessments:

Teacher circulates throughout to check for understanding, give useful feedback, and ask reflective questions of students.  Specifically, encourage students to fully engage with the method and detach from the need for paintings to be a likeness of the subject. Reinforce experimentation, invention, and confidence over realism. Direct attention to consider building value, forms without outlines, and layering as techniques to expand upon.

Assess: Can students have apply the method and engage in discussion that explores the concepts introduced in this project? Can students complete all  assignments? Can students successfully use observation, invention, and editorial powers? Can students reflect on their process and speak about their choices and next steps based on questions raised or self-awarenesses gained?  

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Artists or Works of Art Studied

Sunday at the Le Grand Jatte (1884) George Seurat, other examples of pointillism contained within the slide show