Sorce 1

UNIT OVERVIEW
Title Impressionism, Neo-Impressionism and Post-Impressionism
Contextual Factors
Iroquois Junior/Senior High School is a small school located in a suburban part of Erie County.
Throughout the school, the average number of students in a class is 20. There are three sections
of Fundamentals of art during the school day. The first is offered during second period, has 16
students, 8 of which are male and 8 are female. The second section is offered during fifth period
and has 24 students in the class, 12 of which are male and 12 are female. The third section of
fundamentals is offered during sixth period and has 10 students in the class, 2 of which are male
and 8 are female. The majority of students in these classes are Caucasian. Aside from this, there
are 8 African American students, three Hispanic, and one Muslim American student enrolled in
Fundamentals of Art. A few of the students in these classes have IEPs. Some of the disabilities
present in the classroom include EBD, SLD, and Selective Mutism. Within the classroom there
are six tables available for students to use as a work space. Along with this, there is a table with
basic supplies and a small table where the instructor can put handouts or use as a demonstration
space. The art room has two spray booths with ventilation available for students to use for spray
paint or any other medium with a strong scent or potentially toxic fumes. There are two sinks
that the students use to wash their hand, clean their tools or get water for painting. The students
also have access to a computer lab within the art room, a dark room for photography, and a
ceramics room equipped with a small electric kiln.
Goals and Standards
To create an image using optical mixing and the pointillist technique.
9.1.8.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and
principles to produce, review and revise original works in the arts.
Visual Arts: paint draw craft sculpt print design for environment, communication, multimedia
To assess the artwork of Georges Seurat and relate it to Impressionism, Post-impressionism
and Neo-Impressionism.
9.2.8.C: Relate works in the arts to varying styles and genre and to the periods in which they
were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern,
Contemporary, Futuristic, others).
To analyze the use of optical mixing in a color wheel exercise.
9.3.8.D: Evaluate works in the arts and humanities using a complex vocabulary of critical
response.
To compare the perception of pointillism from close up and far away.
9.4.8.C: Describe how the attributes of the audiences environment influence aesthetic responses
(e.g., the ambiance of the theatre in a performance of Andrew Lloyd Webers Cats)
Content
During this unit students will learn about art movements called Impressionism, NeoImpressionism and Post-Impressionism. They will learn about a style of painting called
pointillism which was created by Georges Seurat. Students will learn about optical mixing,
which is placing two small dots of color next to each other so that from far away, your eye mixes

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it into the desired color. To practice this, students will complete a color wheel using the
pointillist, optical mixing technique. After this is finished, students will be allowed to pick an
image of their choice and recreate it using pointillism and optical mixing.
Vocabulary/Word Bank
Pointillism:
Optical Mixing:
Impressionism: a style or movement in painting originating in France in the 1860s, characterized
by a concern with depicting the visual impression of the moment, especially in terms of the
shifting effect of light and color.
Post-Impressionism: the work or style of a varied group of late 19th-century and early 20thcentury artists including Van Gogh, Gauguin, and Czanne. They reacted against the naturalism
of the impressionists to explore color, line, and form, and the emotional response of the artist, a
concern that led to the development of expressionism.
Elements of Design

Color: also called hue. Frequency of light waves detected by the eye.
Form/shape: a contained, defined area that creates a geometric or organic form.
Line: a linear mark made with a pen or brush-or- the edge that is created when two
shapes or forms meet.
Space- is an area that an artist provides for a particular purpose. Space includes the
background, foreground and middle ground, and refers to the distances or area(s) around,
between, and within things. There are two kinds of space: negative space and positive
space
Texture- The surface quality, or appearance of surface quality of a shape.
Value- Also called tone- the relative lightness of darkness of a color.
Principles of Design

Balance- A state of equalized tension and equilibrium.

Contrast- the state of being strikingly different from something else, typically something
in juxtaposition or close association.
Emphasis/focal point- Created by contrasting size, position, color, style or shape. Focal
point should dominate the design without sacrificing unity.
Movement/rhythm: The path that the viewers eye takes through artwork, often to a
focal point.
Proportion/scale: Using relative size of elements against each other to attract attention to
a focal point.
Repetition: (pattern) repeating visual elements that unify and create rhythm in a
composition. Created with exact duplication, near duplication, or duplication with
variety.
Unity/harmony: When all elements of a design are in agreement. All are contributing
equally to the composition.

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Materials/Resources/Technology
PowerPoint Presentation
Youtube
Paint
Small paint brushes
Q-Tips
Paint
Paper
Color Images
Rulers
Summative Assessment Plan See Rubric
Informal Assessment Bell Ringers

What is optical mixing?

Use optical mixing to create your favorite secondary or tertiary color.
What is it called when you create an image out of dots?
Draw me an image using only dots.
Draw your favorite moment of the day
What were the impressionists trying to portray with their art?

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SCOPE OF THE INSTRUCTIONAL PLAN

Lesson Title Introduction to Pointillism
Day 1 of 5
Objectives/Assessments/Adaptations
Objective

Pre- Assessment

Formative
Assessment

Adaptations

Objective 1: Students
will assess the
artwork of Georges
Seurat and learn
about pointillism and
optical mixing

Bell Ringer: Draw

me a picture using
only dots.

Students will view a

Instructor will answer
PowerPoint
questions as needed.
presentation and learn
about pointillism and
optical mixing.

Students will recall

their knowledge of
value scales from the
previous unit.

Students will create a

pointillism value
scale.

9.2.8.C: Relate works

in the arts to varying
styles and genre and
to the periods in
which they were
created (e.g., Bronze
Age, Ming Dynasty,
Renaissance,
Classical, Modern,
Post-Modern,
Contemporary,
Futuristic, others).
Objective 2: Students
will practice using
pointillism to achieve
a seven step value
scale.
9.1.8.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the

Instructor will
provide assistance
upon request.

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arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication,
multi-media

Lesson Body
Anticipatory Set

Students will participate in an optical illusion experiment to teach them about how
the eye perceives color.

Procedures

Students will complete Bell Ringer

o Create and image using only dots
Students will complete anticipatory set
Students will learn about optical mixing
o Colors placed next to each other so that your eye mixes it from far away
Students will learn about pointillism
o Impressionism
o Neo-Impressionism
o Post Impressionism
o Georges Seurat
Sunday afternoon
o View video about painting
Students will complete a pointillism value scale
o Practice achieving different values with dots
If students finish early they can begin their color wheel exercise

Closure Ask review questions to test knowledge of optical mixing and pointillism
What is it called whenever an artist creates and entire image out of dots?
What is it called when two colors are placed next to each other so that you eye
can do the blending.
Clean-up
Independent Practice Bring in a color picture of an image you would like to create.

People
Landscape
Cityscape
No black and white photos

Safety Considerations N/A

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Lesson Title Pointillist Color Wheel

Day Day 2 of 5
Objectives/Assessments/Adaptations
Objective

Pre- Assessment

Formative
Assessment

Adaptations

Objective 1: Students
will employ the use
of pointillism and
optical mixing to
create a color wheel.

Students will view a

color wheel with the
primary and
secondary colors.

Students will create a

color wheel using
pointillism and
optical mixing to
achieve secondary
colors.

Instructor will
circulate the room
and provide
assistance upon
request.

Bell Ringer: What is

optical mixing?

Students will
participate in small
group critiques to
examine the
effectiveness of their
color wheels.

Instructor will remain

available for support
and guidance when
needed.

9.1.8.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication,
multi-media
Objective 2: Students
will evaluate the
effectiveness of their
use of optical mixing
in their color wheel
exercise.
9.3.8.D: Evaluate
works in the arts and
humanities using a
complex vocabulary

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of critical response.

Lesson Body
Anticipatory Set Video of pointillist koala
Procedures

Students will complete Bell Ringer:

o What is optical mixing?
Students will complete anticipatory set.
Students will review the color wheel
o What are the primary colors?
o What are the secondary colors?
o How are the secondary colors made?
Students will review optical mixing
o What is it?
o How would I use it to create purple? Green? Orange?
Students will create a color wheel using pointillism and optical mixing
Students will participate in small group critiques to determine the effectiveness of
their use of optical mixing
Look very closely
Stand very far away
See if the colors mix
o Your eye blend the colors when the points are small enough and close
enough together

Closure How does optical mixing occur?

Clean-up Students should ensure that all art supplies are returned to the supply table
and that all of their papers are in their folders on their shelf.
Independent Practice Bring in an image to recreate using pointillism and optical
mixing

No black and white images

Safety Considerations N/A

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Lesson Title Recreate a picture using Pointillism

Day 3 of 5
Objectives/Assessments/Adaptations
Objective

Pre- Assessment

Formative
Assessment

Adaptations

Objective 1:
Students will
implement their
knowledge of
pointillism and
optical mixing to
recreate an image of
their choice.

Bell Ringer: Create

your favorite
secondary or tertiary
color using optical
mixing.

Students will use

their knowledge of
pointillism and
optical mixing to
recreate an image of
their choice.

Instructor will
circulate their room
and remain available
for added instruction
and support.

9.1.8.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication,
multi-media

Sorce 9

Lesson Body
Anticipatory Set

Bell Ringer: Create your favorite secondary or tertiary color using optical mixing

Procedures

Students will complete anticipatory set/ bell ringer.

o Create your favorite secondary or tertiary color using optical mixing
Students will provide a color image or a composition they would like to create
using pointillism and optical mixing
o Images should not be black and white
Students will create a grid on their image
o Instructor will provide a demonstration on how to use a grid
o After students grid their image, they will figure out what size their final
composition should be
o 2x the size of their image
Students will create a grid on their paper
Students should sketch out their imagery on their paper
o Outlines
o No shading
o Use guides for placing their colors
Students will implement the use of a grid to recreate their image using pointillism
and optical mixing
Students will use small brushes and Q-Tips to create very small dots of color
Students will use paint
o Do not mix paint to achieve colors
o Only add white or black to achieve tints and tones
Student should wash brushes and other materials before leaving the classroom

Closure Students will review information about optical mixing and pointillism each
day at the end of each work day.
Clean-up Students should make sure that their work areas are clean, their brushes are
washed and that no paint is left out to dry before they leave the classroom.
Independent Practice N/A

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Safety Considerations N/A

Lesson Title Recreate a picture using an Impressionist Aesthetic

Day 4 of 5
Objectives/Assessments/Adaptations
Objective

Pre- Assessment

Objective 1:
Bell Ringer: Draw
Students will discuss your favorite moment
the aesthetics
of the day
associated with
Impressionism and
how it differs from
the post-impressionist
aesthetic.

Formative
Assessment

Adaptations

Students will view a

presentation about
impressionism and
form a class list of
the aesthetic qualities
that they viewed in
some of the artworks
of the movement.

Instructor will lead

the class in a
discussion and ask
prompting questions
about the artworks.

Student will use a

large brush or palette
knife to create their
chosen image in an

Instructor will
circulate the room
and remain available
for added instruction

9.2.8.C: Relate works

in the arts to varying
styles and genre and
to the periods in
which they were
created (e.g., Bronze
Age, Ming Dynasty,
Renaissance,
Classical, Modern,
Post-Modern,
Contemporary,
Futuristic, others).
Students will create
an impressionist
version of their
chosen image.

Students will have

viewed a presentation
on Impressionism
Instructor will hold
an informal

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9.1.8.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication,
multi-media

discussion about the

aesthetics of the
movement.

impressionist style.

and support.

Lesson Body
Anticipatory Set

Bell Ringer: Draw your favorite moment of the day

Procedures

Students will complete anticipatory set/ bell ringer.

o Draw your favorite moment of the day
Students will use the same image they created using a pointillist technique and
create it in an impressionist technique.
o Images should not be black and white
o Students should use a large brush or a palette knife
Students will create a grid on their image
o Instructor will provide a demonstration on how to use a grid
o After students grid their image, they will figure out what size their final
composition should be
o 2x the size of their image
Students will create a grid on their paper
Students should sketch out their imagery on their paper
o Outlines
o No shading
o Use guides for placing their colors
Students will implement the use of a grid to recreate their image using a palette
knife or large brush
Students will use paint
Student should wash brushes and other materials before leaving the classroom

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Closure Impressionists were not about bapturing realism. What were they trying to
capture?

Fleeting moment
Movement
Light

Clean-up Students should make sure that their work areas are clean, their brushes are
washed and that no paint is left out to dry before they leave the classroom.
Independent Practice N/A
Safety Considerations N/A
Lesson Title Critique
Day 6 of 6
Objectives/Assessments/Adaptations
Objective

Pre- Assessment

Formative
Assessment

Adaptations

Objective 1: Students
will evaluate the
difference in feeling
or mood of the
artwork when using
two totally different
painting approaches.

Students will review

the definitions of
optical mixing and
pointillism.

Students will
demonstrate their
knowledge of
pointillism and
optical mixing
through the
implementation of a
class critique

Instructor will be
present for the class
critique to ask
guiding questions and
provide support.

9.4.8.C: Describe
how the attributes of
the audiences
environment
influence aesthetic
responses (e.g., the
ambiance of the
theatre in a
performance of
Andrew Lloyd
Webers Cats)

Lesson Body
Anticipatory Set

Review optical mixing and pointillism

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o Define both with the class

Procedures

Students will complete bell ringer/ anticipatory set.

Students should retrieve both finished images and place tem side by side.
Students will participate in a voting game to choose which images that are the
best example of optical mixing or which pair of images go best together.
Each student gets four votes
Each students should sit by their favorite for a minute and fill out a critique
worksheet
The images with the most votes present first
Students should provide constructive criticism during critique
o Which areas show the best examples of optical mixing?
o How does each style make you feel?
o Does one produce a different feeling than the other?
Each student will have the opportunity to present their work for critique if they
choose

Closure Place final paintings in the hand in only box for grading
Clean-up N/A
Independent Practice N/A
Safety Considerations N/A

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APPENDIX
Rubric
Unacceptable

Developing

Acceptable

Target

100

Participation

Student did not

participate in
class discussions

Student showed minimal

interest/participation in
class discussion and/or
bell ringer activities.

Student participated
in class discussion
but did not give
thoughtful responses.
Student completed
bell ringer activities
but did not give
thoughtful responses.

Student participated in
class discussion and
gave thoughtful
responses to
instructors questions
and to bell ringer
activities.

Pointillism Value
Scale

Student did not

complete a value
scale

Student began value

scale but it is not
complete.

Students value scale

is complete but the
transition from white
to black is not
smooth.

Student completed a
value scale that
smoothly transitions
from white to black.

Optical Mixing
Color Wheel

Student did not

complete a color
wheel

Students began color

wheel but it is not
complete.

Students color wheel

is complete but it
does not effectively
use optical mixing to
create the secondary
colors

Students color wheel

is complete and
effectively uses optical
mixing to achieve the
appearance of
secondary colors.

Pointillist Image

Student did not

create a
pointillist image.

Student began a
pointillism image but it
is not complete.

Student completed a
pointillist image that
was made almost
entirely out of dots.
Some of the areas
appear painted in
with solid color

Student completed a
pointillist image made
entirely out of dots.

Understanding of
Optical Mixing

Student did not

employ the use
of optical mixing

Student used dots to

compose their images,
but mixed all of their

Student showed some

understanding of
optical mixing. They

Student showed
complete
understanding of

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in their final
project.

colors before applying

them.

used optical mixing

to achieve most of
their colors. Some of
the colors are premixed

Supplemental Instructional Tools Test, quizzes, worksheets, etc.

Self-reflection

optical mixing and

used it to achieve all of
the different colors
within their
composition.