Introduction
- In the classroom display french impressionist paintings by a variety of artists, including artworks by:
Eugène Boudin
Mary Cassatt
Gustave Caillebotte
Paul Cézanne*
Edgar Degas
Paul Gauguin*
Edouard Manet**
Claude Monet
Berthe Morisot
Camille Pissarro
Auguste Renoir
Georges Seurat
Alfred Sisley
-Conduct a gallery walk with the students (ss) where the ss take notes of the similarities they can identify between the paintings.
-Class brainstorm in the form of a mind map on the white board all the similarities they discovered e.g. Realistic perception, short brushstrokes, nature as subject matter, light and reflection, separating colours, asymmetrical balance, capturing a sense of immediacy
- Class discussion about these similarities and what they liked or disliked and why.
-T highlights that they are similar because the artists are all from a particular movement- French Impressionism.
-T gives a short power point presentation on what French Impressionism is.
Eugène Boudin
Mary Cassatt
Gustave Caillebotte
Paul Cézanne*
Edgar Degas
Paul Gauguin*
Edouard Manet**
Claude Monet
Berthe Morisot
Camille Pissarro
Auguste Renoir
Georges Seurat
Alfred Sisley
-Conduct a gallery walk with the students (ss) where the ss take notes of the similarities they can identify between the paintings.
-Class brainstorm in the form of a mind map on the white board all the similarities they discovered e.g. Realistic perception, short brushstrokes, nature as subject matter, light and reflection, separating colours, asymmetrical balance, capturing a sense of immediacy
- Class discussion about these similarities and what they liked or disliked and why.
-T highlights that they are similar because the artists are all from a particular movement- French Impressionism.
-T gives a short power point presentation on what French Impressionism is.
Body
Workshop:
Divide class int four groups.
Assign each group to a station.
Rotate groups after 10 minutes.
1. Light and reflection (link with science)
Set- up:
Glass containers of various sizes and shapes on table with lamp shining on the glasses at an angle
Materials:
Black A4 paper with outline of glass objects drawn on it by T
chalk
Task:
Use white chalk to indicate where the light shines on the glass containers.
2. Short brushstrokes and nature as subject matter (hsie? ) •
Set-up:
photographs of scenes in nature displayed e.g turbulent seas, lake with reflection of clouds, field of barly swaying in the wind, stormy sky. Materials:
Photographs
Coloured paper
Impasto paint
Paintbrushes
Task:
Use short brushstrokes e.g. dashes, dots, commas, to mimic the texture of a natural element using the photos as inspiration.
3. Separating colours:
Set-up: bowl of fruit
Materials:
Leggo pieces
Look at the bowl of fruit carefully (may choose one section).
Ask yourself what colours do you see.
Use leggo to convey the colours.
4. create your own mind map of the elements of French impressionism (may use the class brainstorm as inspiration).
Divide class int four groups.
Assign each group to a station.
Rotate groups after 10 minutes.
1. Light and reflection (link with science)
Set- up:
Glass containers of various sizes and shapes on table with lamp shining on the glasses at an angle
Materials:
Black A4 paper with outline of glass objects drawn on it by T
chalk
Task:
Use white chalk to indicate where the light shines on the glass containers.
2. Short brushstrokes and nature as subject matter (hsie? ) •
Set-up:
photographs of scenes in nature displayed e.g turbulent seas, lake with reflection of clouds, field of barly swaying in the wind, stormy sky. Materials:
Photographs
Coloured paper
Impasto paint
Paintbrushes
Task:
Use short brushstrokes e.g. dashes, dots, commas, to mimic the texture of a natural element using the photos as inspiration.
3. Separating colours:
Set-up: bowl of fruit
Materials:
Leggo pieces
Look at the bowl of fruit carefully (may choose one section).
Ask yourself what colours do you see.
Use leggo to convey the colours.
4. create your own mind map of the elements of French impressionism (may use the class brainstorm as inspiration).
Conclusion
-Present a few of the images created by the ss.
-Class discussion:
What station did you most/least enjoy and why/why not?
Which is your favourite element of French impressionism?
-Stick images in art books for future reference.
-Class discussion:
What station did you most/least enjoy and why/why not?
Which is your favourite element of French impressionism?
-Stick images in art books for future reference.
Link to NSW Board of Studies Visual Arts k-6 Syllabus
Appreciating:
VAS3.4
Communicates about the ways in which subject matter is represented in artworks.
-Identifies and describes the properties of different techniques in artworks and comments on how these are employed in the representation of subject matter.
- discusses the artist’s intention and/or the use of styles and techniques in selected works and considers the possible meanings of these works.
Making:
VAS3.1
Investigates subject matter in an attempt to represent likenesses of things in the world.
- In keeping with the impressionist style ss attempt to capture light realistically.
-ss portray texture using brushstroke.
- capture color through direct observation of object.
VAS3.4
Communicates about the ways in which subject matter is represented in artworks.
-Identifies and describes the properties of different techniques in artworks and comments on how these are employed in the representation of subject matter.
- discusses the artist’s intention and/or the use of styles and techniques in selected works and considers the possible meanings of these works.
Making:
VAS3.1
Investigates subject matter in an attempt to represent likenesses of things in the world.
- In keeping with the impressionist style ss attempt to capture light realistically.
-ss portray texture using brushstroke.
- capture color through direct observation of object.
Integration into other KLA'S
History:
The impressionist era of the 19th century.
Science:
Light
The impressionist era of the 19th century.
Science:
Light