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ARTE 342

Name: Samantha Butkus

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DAILY PLAN
Lesson Title: Pumpkin Pointillism

Grade Level: 3

Skills:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.3 a. Elaborate on an imaginative idea.
VA:Cr1.2.3 a. Apply knowledge of available resources, tools, and technologies to
investigate personal ideas through the art-making process.
Anchor Standard 3: Revise, Refine, and complete artistic work.
VA:Cr3.1.3 a. Elaborate visual information by adding details in an artwork to
enhance emerging meaning.
Anchor Standard 4: Select, analyze, and interpret artistic work for
presentation.
VA:Pr4.1.3 a. Investigate and discuss possibilities and limitations of spaces,
including electronic, for exhibiting artwork.
Anchor Standard 7: Perceive and analyze artistic work.
VA:Re7.1.3 a. Speculate about processes an artist uses to create a work of art.
VA:Re7.2.3 a. Determine messages communicated by an image.
Anchor Standard 9: Apply criteria to evaluate artistic work.
VA:Re9.2.3 a. Evaluate an artwork based on given criteria.
Social Studies Standards:
SS.IS.6.3-5: Construct and critique arguments and explanations using reasoning,
examples, and details from multiple sources.
SS.H.2.3: Describe how significant people, events, and developments have
shaped their own community and region.
Overall Lesson Objective:
Big Idea: Community
-Studying the past makes it possible for us to understand the human story across
time.
-Knowledge and understanding of the past enable us to analyze the causes and
consequences of events and developments, and to place these in the contest of
the institutions, values and beliefs of the periods in which they took place.

ARTE 342
Technical Skill: Students will discuss what they already might know about
Pumpkin Festival and pointillism. After a leaded class discussion and learning
new facts, students will be able to summarize what they have learned.
Formal Qualities: Students will apply their knowledge of pointillism and the
importance of community to their projects. Students will experiment with
pointillism methods to discover how to make secondary colors without mixing,
rather, putting the dots close to each other or even overlap.
Conceptual Complexity: Students will create a meaningful composition on their
pumpkins related to Halloween or Pumpkin Festival, using the pointillism
method.
Daily Objectives:
-Given Q-tips, acrylic paint, and a pumpkin, each student will examine the
process of painting with a pointillism approach.
-Given a range of paintings done with pointillism students will examine
techniques, explore possibilities and apply them to their own compositions.
Essential Questions:
- What conditions, attitudes, and behaviors support creativity and innovative
thinking?
- What factors prevent or encourage people to take creative risks?
- How does collaboration expand the creative process?
- How does knowing the contexts, histories, and traditions of art forms help us
create works of art and design?
- Why do artists break from established traditions?
-Why do people value objects, artifacts, and artworks and select them for
presentation?
Academic Language:
-Composition
-Community
-Pointillism
Assessment Criteria:
Technical Skill

Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.

10-8 points
Student
participated in the
class discussion, as
well as summarized
what we learned in
their
artist

7-5 points
Student did not
participate in the
discussion,
although still had a
strong
artist
statement.

4-0 points
Student did not
participate or write
an artist statement.

ARTE 342

Formal Quality

Conceptual
Complexity

Critique/
Statement

Artist

statements.
Student
experimented with
pointillism methods
and made it evident
that
they
discovered how to
make new colors
without mixing.
Students
composition
was
well thought out,
has strong meaning
and demonstrates a
clear understanding
of pointillism.
Students statement
shows
a
clear
understanding
of
the importance of
community.

Student
experimented with
pointillism
methods, although
the
composition
was simple and the
dots were clearly
separated.
Students
composition
suggests it was a
quick thought, and
the
pointillism
method was not
fully executed.
Students statement
shows
a
slight
understanding
of
community.

Student did not


paint
their
pumpkin
using
pointillism
methods.

Students
composition
has
nothing to do with
the given criteria
and pointillism is
not present.
Students statement
does not show an
understanding
of
community.

Teaching Resources Needed to Support the Lesson:

Note: All background materials,


research documents, and handouts should be listed below and included as attachments.

-Pointillism PowerPoint
-Pumpkin Festival PowerPoint
Art Materials Necessary for the Lesson:
-Acrylic paint
-Q-tips
-Pumpkins
-Pallets

Teacher Activities
Introduction:

Student Activities

ARTE 342
Students gather and discuss what they
know about pointillism and learn the
definition and technique

Students share what they already


know about the pointillism
technique

Students are shown examples of pointillism


and are introduced to George Seurat

Students examine examples of


pointillism
and
begin
to
understand the technique as they
see the big pictures and zoomed
in portions

Students are exposed to real life examples of


pointillism and how colors interact next to
each other to create illusions of other colors
while composing an image

Students observe and study


examples and begin to think of
their own

Pumpkin Festival is introduced with a brief


history and description relating to creativity
and the community coming together

Students make connections to


Pumpkin Festival and discuss
what they know about it

Development:
Students are introduced to the creation of
pointillism on pumpkins for the festival by
using paint and Q-tips, focusing on a theme
of autumn or Halloween

Students
consider
what
pointillism image they will paint
on their pumpkins

Supplies are distributed

Students begin their pointillism


images on their pumpkins

Teachers walk around to provide help and


encouragement as students work on their
compositions

Students continue to work on


their images and work through
technicalities both independently
and separately

Conclusion:
A ten-minute warning is given before clean
up

Students

wrap

up

their

ARTE 342

Clean up begins and students come up to


the board to record what they learned

pointillism paintings
Students clean up and record
what they learned on sheet of
paper on the board

Critical Comments and Reflections:


(Problems, successes, and what to think about for next lesson)

Students enjoyed tying in their community to an art project and wrote a card of
appreciation to the farms that donated the pumpkins to them. There must be
more attention paid to the use of Q-tips as tools for dots. Many students wanted
to use them as a paintbrush and make strokes.