Академический Документы
Профессиональный Документы
Культура Документы
Expectations
At the end of this unit most pupils will: Research the Impressionists and understood their basic style and how the images were produced. Most pupils will have made a layered painting focusing on quality of brush strokes and harmony.
some pupils will not have made so much progress and will: Have produced a basic layered painting but not have acknowledged the work of the Impressionists. Research is basic and work of the Impressionists is evident but not followed.
some pupils will have progressed further and will: Explore the Impressionists in
further detail and understood why they made their works as well as how. More progress will be shown in the quality of different brush marks and the use of colour to show harmony.
YC 2007
Prior learning
It is helpful if pupils have: Completed a landscape painting. Explored mark making using paint. Investigated colour theory.
Resources
For practical work, resources include: Associated viewing materials and paintings by Claude Monet, Paul Cezanne,
Edgar Degas, Vincent Van Gogh, Paul Gauguin, Pierre-Auguste Renoir and other Impressionist artists Oil pastel, chalk, coloured paper, colour pencil, poster paint, brushes, water pots, pallettes
Future learning
Students explore painting further in 9B Still Life Painting.
Use different materials to make marks, such as the end of the brush, palette knife or fingers. Enhancing childrens creativity with the materials they are using.
QCA 2000
Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk
LESSON NUMBER
POINTS TO NOTE
Lesson 2
Starter: Students continue working on their Van Gogh image from the last lesson. Reinforce to student the importance of building up marks rather than shading in patches of colour. Main: Give students more time to continue with their oil pastel drawing from the last lesson. This should be limited to 20 minutes. Show image by Claude Monet (Impression, Sunrise). Ask students what
QCA 2000
To investigate the work of Claude Monet and the birth of Impressionism Explore using colour chalk
Explain that it is important homework is completed as it will create more choice and heighten the personal approach to this project.
Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk
LESSON NUMBER
POINTS TO NOTE
time of day it was and what the weather felt like etc. Ask the question why did he call it Impression? Explain that these artists were more interested in painting the impression or feeling of the day rather than a photographic copy of reality. Show painting by Claude Monet (Waterlillies series). Ask students what it is a painting of. Offer the question is it real or abstract? Demonstrate to students how to mimic the image by Money using chalk pastel. Students lay down a soft blurry colour on coloured paper, then work on top using sharper, brighter colours. This is again to emphasise layering to them. Students can add shadows underneath their lilies to create a more effective copy. Plenary: Mini critique of students work followed by students looking at 2 images of Rouen Cathedral by Monet. Explain to students that Impressionists would often paint the same scene at different times of day to emphasise the light qualities at different times. Homework: Students are to bring in 2 photographs of landscapes that they are to paint. Starter: Students continue working on their image from the first lesson. Have work on the board by Renoir. Ask students if it was painted inside or outside? Ask students if they know why it was important for the Impressionists to work outdoors. Main: Explain to students that today we will paint outside. Let students take boards and materials (paint, palettes) and find a space to paint that involves trees and natural objects. Ask them to lay down a thin wash of colour and apply thicker marks on top to represent the landscape outside. If students finish they can attempt the same area in oil pastel or chalk. Plenary: Lay all of the work out onto a table and ask students to decide which is the most successful and which is not and explain why. On the whiteboard have a selection of different colours. Ask which 5 colours represent harmony and which represent tension/ discordance. Teacher can have one colour on the whiteboard and ask students to give a colour pencil that is either harmony or discordance. Explore further the work of Renoir and the importance of working outdoors to the Impressionist Understand how to layer a painting Explore colour harmony
Lesson 3
YC 2007
LESSON NUMBER
POINTS TO NOTE
To understand how Georges Seurat built up his paintings using dots To begin work on the final painted outcome for the project.
Teacher could check students images and help choose one which best suits the students ability. Teacher should show good working practice and share it with the rest of the children as the lesson progresses.
Explore the work PierreAuguste Renoir Continue sustained investigation through paint
If time allows allow students the freedom to experiment more with mark making before they start with their finished layer Taking students outside to paint a small scene can help to reinforce how the Impressionists would paint within the landscape itself rather in the studio
LESSON NUMBER
POINTS TO NOTE
Lesson 6
Starter: Students continue working on their Van Gogh image from the first lesson. Look at work by Paul Cezanne on WB. Main: Ask students what they notice about the painting by Paul Cezanne, do they think it is abstract or realistic? Explain that it is the first time an artist attempted to simplify a landscape down to simple blocks of colour and light. Cezanne painted quickly and again using the same scene at different times of day and mood. Students continue working on their painting. Teacher should be engaged with students and check that they are building up their layers slowly and mixing colours appropriately. Plenary: Mini critique of good working practice. Show students 4 images by different Impressionist artists. Ask them to name the artist and how they can tell it is his work. Make sure students answers are specific. Teacher can then hold up students work and ask students which artist it is the most similar to and why.
Investigate the work and style of Paul Cezanne Continue sustained investigation through paint
Lesson 7
Starter: Students continue working on their Van Gogh image from the first lesson of this project. Show an image by Edgar Degas on the whiteboard. Main: Students respond to work by Degas. Ask what media was used and how they can tell the difference? What are the differences between chalk and paint? Why did Cezanne choose to use chalk instead of paint? Explain that instead of the painted landscape Degas was more interested in showing movement of the human figure. This was also just an impression rather than a fully realistic portrayal. Students continue working on their Impressionist painting. This week the teaching should focus on the term refine. Students must keep building up layers and refine areas that they think need more colour or texture. Re focus students on different styles of mark in different areas and colour mixing. Plenary: Students offer advice on each others work. Teacher reinforces critique and offers advice on how to improve areas.
Investigate the work of Edgar Degas Understand the importance of refining a painting.
YC 2007
LESSON NUMBER
POINTS TO NOTE
Lesson 8
Starter: Students continue working on their image from the first lesson. Show students image on the board by the Fauvists. Ask them what is different between this image and the Impressionist images from previous lessons. Main: Students continue working on their sustained investigation into Impressionism. Focus on the term refine and building up more layers. When students are finished they can complete all other work in their sketchbooks. Plenary: Explain the Fauvists were known as wild animals due to their use of colour. Mini critique of students finished artworks.
Explore the Fauvists and their work Continue working on the sustained investigation through paint
Lesson 9
Starter: Students complete working on the Van Gogh from the first lesson and all other sketchbook work. Main: Revision of the artists we have looked at. Students are to decide which artist belongs to which work and explain why. Ask students to also talk about the use of colour and what kind of marks have been used. Students complete work on layers of their finished painting. At this stage students can mount work ready for the end of year exhibition. It is entirely up to the teacher as to how they are to be mounted. Plenary: Show sections of brush marks by artists and ask students to identify which one is which artist. Complete all work for the project (painting and sketchbook)
YC 2007
LESSON NUMBER
POINTS TO NOTE
YC 2007