Springfield College

Lesson Plan Template

Teacher: Mrs. Olsen Date: January 23, 2019

Subject: Visual Arts Grade Level: 4th & 5th
Title of Lesson: Pointillism Lesson Length: 3 - 40 min classes
Overview of the Lesson
Lesson Summary: Students will be introduced to the post-impressionistic painting style of
pointillism. They will view a brief slideshow with information about George Seurat, tips on
the technique, and final project examples. A demonstration of landscape sketching using
foreground, middleground, and background will be done for the students after viewing
image examples of what a landscape is. Students will then create multiple contour-line
sketches of their own before beginning to use the pointillism painting technique. They will
use Q-tips and tempera paint to layer colors and add dimension to their landscape paintings
using the pointillism technique they learned about.

Massachusetts Framework Standards:

2.1 For color, explore and experiment with the use of color in dry and wet media.
Identify primary and secondary colors and gradations of black, white and gray in the environment and
artwork

2.6 For space and composition, explore composition by creating artwork with a center of interest, repetition,
and/or balance.
Demonstrate an understanding of foreground, middle ground, and background

3.2 Create 2D and 3D expressive artwork that explores abstraction

For example, a student simplifies an image by making decisions about essential colors, lines, or textures

Lesson Objectives: The students will be able to……..

- Identify works created using the pointillism technique
- Compose contour-line sketches of foreground, middleground, and background to
create a landscape.
- Create a landscape painting using at least 2 blended colors in each section to show
depth and dimension.

Materials/Equipment to be Used in Teaching the Lesson:

- PowerPoint
- Drawing paper
- Cardstock
- Crayons
- Q-tips
- Plates for Paint
- Tempera Paint

Enduring Understandings:
● Big Ideas: The students will understand that…
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o Multiple colors must be used to show dimension using the pointillism
technique.
o A foreground, middleground, and background are needed to create depth in a
landscape

● Concepts:
o Pointillism technique and how it is executed
o Involvement of color theory in painting
o Composition and Space (foreground, middleground, background)

Essential Questions:
What color combinations can be used to create depth, temperature, or emotion in an area of
a dot painting?
How can creating a “sloppy copy” (or rough draft) sketch help the end result of a painting?

Content
Factual Content:
Students will explore and practice the post-impressionist technique of pointillism through a
landscape painting after briefly learning about its history. By viewing and criticising
prominent works associated with this technique, students will become familiar with
pointillism.
Vocabulary:
pointillism, color theory, complementary colors, contour-line sketch, technique, point, sloppy
copy, foreground, middleground, background
Tier 1:
sketch, point, sloppy copy
Tier 2:
color theory, foreground, middleground, background
Tier 3:
pointillism, technique
Critical Thinking Skills (Reading, Writing, Speech, Listening)
-Students will read and listen to a presentation on pointillism and answer questions based
on prior knowledge of color theory and the element of space.
-Students will verbally identify and explain different color combinations involved to create
an image in pointillism examples from the slideshow.

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Pre-Assessment- Asking students what type of painting (Seurat pointillism painting) they are
looking at to assess prior knowledge of the style/technique. (class 1)

Post-Assessment- Exit Ticket Question (class 1)

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Lesson Plan Template
Formative Assessment- Calling on students for questions about project criteria and
reviewing expectations.

Informal Assessment - Students will create “sloppy copy” sketches using contour-lines that
must be approved (meaning they contain foreground, middleground, & background) before
they begin working on cardstock. They are able to choose their own content but the sketch
must follow criteria listed on the board (nothing smaller than a quarter, must include
foreground, middleground & background, and sketch must be of an outdoor landscape
scene)

Formal Assessment - Based on a rubric students will receive a grade for their final dot
painting. Instructions will be given in the beginning of class as well as listed on the board.
Expectations of the work will also be explained through demonstration.

Action/Instructional Procedures

Class 2 and on...:

Students sketches should be placed out on their tables for when they come into the room.
Primary and secondary colors should be poured into full sized egg cartons as well as the neutral
colors in a half sized egg cartons. There should be two cartons per table (one color and one
neutral), a cup of Q-tips, and printer paper as blotting sheets. These items should be left aside
until demonstration is complete.

Procedures:
● Anticipatory Set: (hook)
o PREP: Slideshow should be prepared on board for students to see as they walk in.
Have slideshow set to first slide (Seurat painting) so they can begin to look and
notice details about the painting. Have drawing paper and cardstock cut to 5 ½ x
8 ½ (the size of printer paper cut in half). There should be pencils and erasers
ready on tables for the sketching process. Keep paper up front to be passed out
after the slideshow.
o Students will view and criticize works by George Seurat and discuss what
interests them about the work. They will be asked “How do you think this
painting was created?”

● Step One:
o View slideshow of pointillism technique, George Seurat, and landscape examples.
▪ When viewing pointillism examples, call on students to answer what
color combinations they see in pointillism examples.
▪ When viewing landscape example photos, call on students to explain
what colors they see in different sections of the photo (ex. Is the grass only
green or is there any other colors that you see? yellow? brown? red?)

o Slideshow-
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Lesson Plan Template
▪ Begin by asking students to take a moment to look at the first George
Seurat painting on title page.
▪ Have a class discussion about what the students notice by a show of
hands. Ask students how they think the painting was created and lead into
the dot painting process of pointillism
● “What is another word for a dot?” A: Point (explain pointillism)
● Continue discussion with the next two paintings by asking what
colors and how many they see in the paintings.
▪ Explain some of the background of pointillism including George Seurat.
▪ Ask students what the color wheel is. Discuss how the slide example
shows using the pointillism technique to blend colors by placing two or
more colors closely together.
▪ Show the close up images of pointillism as an example of the blending of
colors.
▪ View pointillism painting done more simply in the next image.
▪ View landscape scene photography and discuss depth in the image as far
as where objects are.
● Explain to students that they will be creating their own landscape
and to begin thinking of places or ideas for their own pointillism
paintings.
● Step Two:
o Demonstrate examples of how to make a contour-line sketch on the whiteboard.
Include foreground (closest), middleground (middle), and background (furthest
away) labels on the sketch.
▪ This can be done by outlining major features of a projected landscape on
the board and then turning off projector to see only the contour-lines.
o Display on the board steps of the class period and expectations:
▪ 1. Landscape contour-line sketch - foreground, middleground,
background, nothing smaller than a quarter.
▪ 2. Final sketch (cardstock) - “draw light till it’s right!”
▪ 3. (Early Finishers) Color planning - use colored pencils to plan what 2
colors you will blend in each major section of the landscape

● Step Three:
o Explain directions on the board.
▪ Students will have a sheet of drawing paper & pencil to create a sloppy
copy sketch / to brainstorm their ideas.
▪ Students must have their landscape sketch approved as having the 3
requirements listed on the board before moving onto the final sketch (on
cardstock paper). Remind students “Nothing smaller than a quarter”, there
should be no people or small objects included in the sketch due to the
difficulty of detail in this painting technique. Landscape scenes and distant
large structures such as a barn are acceptable (from ppt example photo).
o Call on students for questions about criteria before beginning. Students can be
called on to repeat criteria to ensure understanding of class objectives.
▪ Pass out sloppy copy papers for students to begin sketching.
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Lesson Plan Template

o If students complete their sketches before the end of class they may use colored
pencils to color in / plan the colors they will use on their contour-line sketch.
▪ Students who do not reach this step will write or use colored pencil to
simply mark the colors planned for each section at the end of class.
● CLOSURE:
o EXIT TICKET (scrap paper & pencil) -
▪ “In one complete sentence, explain something you learned in class today.”
▪ Collect as students exit.

● ACCOMODATIONS

o IEP/504 Class: Students sketch can be done by a simple three line foreground
middleground background sketch of a grass line, tree line, and mountain line.
Students should be given an example to copy if necessary. Low functioning
students can practice tracing these lines beforehand on magazine landscapes or
printed images to include more mork time.
o ELL Students: Students will have many visuals throughout the presentation and
instruction. These students will have a vocab translation sheet with visuals in
their first language. These students should be checked in with after other students
have gotten started to ensure understanding.

CLASS 2 & ON…:

● Anticipatory Set (hook):

○ Students sketches should be placed out on their tables for when they come into the
room. Primary and secondary colors should be poured into full sized egg cartons
as well as the neutral colors in a half sized egg cartons. There should be two
cartons per table (one color and one neutral), a cup of Q-tips, and printer paper
as blotting sheets. These items should be left aside until demonstration is
complete.
○ Students will review major concepts of the project through a mini-quiz with the
following questions. They are to write their answers using paper and pencil to be
turned in. Review answers through cold-calling after miniquiz.
■ “What technique of painting did we learn about last class? (pointillism)
■ How is this style of painting accomplished? (compilation of tiny dots)
■ Who was the famous painter that kicked off this technique? (George
Seurat)
■ What is the science behind how colors work together? (color theory)
■ What three aspects are involved in the composition of a landscape?
(Foreground, Middleground, and Background)

● Step one:
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o A demonstration of the painting technique should be done for the students.
▪ Gather students around one table with all necessary supplies.
▪ On an example contour sketch, demonstrate how to blot excess paint on
blotting sheet, and begin to fill in a section with small dots.
▪ Tell students that the blotting sheet can be used to practice applying paint
before working on the final painting.
▪ Answer students questions about the technique before next step.
● Step two:
o One student from each table will grab the paints from the back counter.
o Another student from each table can pick up the Q-tips and blotting sheets.
o Once all materials are retrieved they may begin the dot painting process.
● Step three:
o Check in with students who say they are done to assess whether they have met
the requirements yet.
o Students are to assess themselves using the provided rubric if painting is complete
and checked by teacher.
o Early Finishers - Once paintings and rubrics are complete, early finishers will
explore painting a landscape in lines (using same materials) with the examples of
Starry Night by Van Gogh.

● Clean Up:
o 5 Minutes before the bell, students will individually bring their work to the drying
rack and place it in area designated for their class.
▪ The clean up process should be divided between the students at each table.
One student discards used Q-tips/blotting sheets, one brings the paint to
back counter, one can wash brushes and remainder can wipe the table.
▪ Students should be in their class dismissal positions after cleanup is
complete. (standing quietly behind assigned seats)

● Closure:
o Students will work in their table groups to answer the following question:
▪ “Why do you think George Seurat began painting in the pointillism
technique?”
▪ Discuss the importance of creating unique artwork and let students state
their responses to the class.

● Extension Hook Activity:

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Lesson Plan Template
o Short time-lapse pointillism video to exemplify the blending of multiple colors to
achieve a general tone.
o Ask students to guess the animal in the video to themselves in order to not give it
away to others!
o https://www.youtube.com/watch?v=QT5KtPoS-Tw

● ACCOMODATIONS
o Absent Students: students should view examples of pointillism paintings and
landscape photography. The sketch requirements and general project should be
explained. The student should be given a written list of what is required and they
are to begin on the final sketch right away to catch them up. If sketch is completed
they may join in the painting process otherwise continue the next class. If multiple
classes have been missed the student may create a smaller painting to keep them
in time with the other students.

o IEP/504 class: students can create their paintings using a circular sponge brush
in order to for larger paint application. A larger painting tool can make the
process simpler and less tedious.
o ELL Students: students are to use their translation sheet at their need throughout
the painting process. And should be provided with a translated list of mini-quiz
questions. ELL students should be checked in with frequently.

RUBRIC: Next Page

Reflection on Lesson

a. The Lesson Plan:

b. Teaching Skills:

c. The Students:
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Lesson Plan Template

Pointillism Lesson
Self-Assessment Rubric
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Lesson Plan Template
Name:______________________________ Date:_____________________

Day/Period:_______________

Grade yourself by circling the category (4,3,2, or 1) you believe you achieved in pencil.
Teacher will assess in colored pen after being collected.

4- Meets / Exceeds Expectations

3- Meets Expectations
2- Progress Towards Expectations
1- Support Needed

Category Description 4 3 2 1

Participation Did you give your best effort to involve 4 3 2 1

(Engagement) yourself in class discussions? Were you
actively listening throughout
demonstrations?

Color Theory Did you apply the class content of color 4 3 2 1

& Sketches theory to your painting by including at least
(Elements of 2 colors blended in each section? Did your
Art) contour-line sketch include a foreground,
middleground, and background? Were the
subjects in your painting all larger than the
size of a quarter?

Pointillism Did you give your best effort in attempting 4 3 2 1

(Methods, this new form of art? Did you use class
Materials, & materials for the intended purposes? Did you
Techniques) meet the criteria of the project by using the
pointillism technique only? Was your final
painting filled completely (no paper showing
through)?

Clean-up / Exit Was your table clean and ready to start the 4 3 2 1
Routine closure activity? Were materials returned to
(Expectations) correct locations (work on drying rack,
paints put away, painted q-tips & blotting
sheets thrown away, table wiped clean)?
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