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Unit 8C Impressionist Painting Project

Art and design Year 8

About the unit


This unit focuses on the work of the Impressionists at the beginning of the 20 Century. Students explore texture and brush marks in paint and look at how to create a painting using layers. The work of Impressionist artists is researched and explored each week building up students art history knowledge as well as reinforcing their own painting technique. Colour theory is looked at and students will learn how to harmonise with colour and show this in their finished pieces. At the end of the project students will have produced a landscape painting from a photograph in the style of the Impressionists.
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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

What the unit covers


Art Line Craft Tone Design Colour 2-D Pattern 3-D Texture Individual work Collaborative work Shape Form Space Painting Collage Print making Digital media Sculpture Textiles

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.

Where the unit fits in


This unit carries on from unit 7A identity painting and will help students to understand painting in layers. It comes directly after unit 8A Hundertwasser building project, where we explore the urban landscape, and precedes unit 9B a focus on the painted still life. Colour theory is built upon from the previous unit; opposite colours give way to harmony.

YC 2007

Yew Chung International School Art Department

Art-Unit 8C Impressionist Painting

Prior learning
It is helpful if pupils have: Completed a landscape painting. Explored mark making using paint. Investigated colour theory.

Language for learning


Through the activities in this unit pupils will be able to understand, use and spell correctly vocabulary relating to: harmony, mark making, impression, wash, landscape, distance, pointillism,

fauvism, feeling, expressive, abstract, layering, refine, opacity

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.

Adapting the unit


Pupils could: Paint a landscape outside or choose a favourite picturesque area in Hong Kong.

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

Art - Unit (click and type)

LESSON NUMBER

POSSIBLE TEACHING ACTIVITIES

LEARNING OBJECTIVES PUPILS

POINTS TO NOTE

Exploring and developing ideas


Lesson 1 Starter: Show students work by Vincent Van Gogh on whiteboard. Ask students to copy the work for the first 10 minutes of the lesson. This is a sustained piece which will be built up week by week to support the work by the students. Main: On WB show image by Vincent Van Gogh. Ask students what they know about Van Gogh and his life. Elicit information from students. Ask students to describe the painting as they see it and write keywords down on the WB. (Bright, textured, colourful etc.) Elicit information as to what kind of day it was, how was the weather? What time of year was it? This is to help students begin to understand that Impressionism was more concerned with the mood or feeling of the day rather than a realistic copied image. Show another image by Van Gogh and explain how his work is made up entirely of smaller brush marks, mixing different colours together and making sweeping effects around the picture plane. Task: Students copy images from the board in Van Goghs style just using oil pastel. Images are differentiated. They are to use them like he would and not shade in blocks of colour. Doing this on colour paper helps the students begin to understand the reason behind layers of a painting. While students are working go through facts about Van Goghs life. They can read them out or the teacher can read while students are working. Plenary: Have portrait by Van Gogh on the WB and ask students what they know about him. Encourage them to see them difference between the facts and the fictions about his life. Opposite colours have been used in the image, ask students about this (revision from the last lesson). It is a good point here to explain about Impressionists interest in colour. Explore the myths and reality of Van Gogh and his work Investigate using oil pastels to create an Impressionist style image Controlling students use of oil pastels will inform them better when they begin painting their finished image. Ask students why we are using coloured paper and not white paper.

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

Art - Unit (click and type)

LESSON NUMBER

POSSIBLE TEACHING ACTIVITIES

LEARNING OBJECTIVES PUPILS

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

Yew Chung International School Art Department

Art-Unit 8C Impressionist Painting

LESSON NUMBER

POSSIBLE TEACHING ACTIVITIES

LEARNING OBJECTIVES PUPILS

POINTS TO NOTE

Investigating and making


Lesson 4 Starter: Students copy work by Van Gogh into their sketchbooks for the first 10 minutes. Teacher must check homework at this stage to ensure that all are completed. Students look at the board and offer responses to the work by Georges Seurat. Main: Explain to students that Seurat would often spend a long time building up small dots to create an image. The eye would mix the dots and create shapes and forms. Ask students which modern day items use this technique. Offer suggestions such as TV and newspaper. Explain that Impressionists were interested in how the science behind colour and how it is mixed by the eye. Students can choose either their own images or 2 given by the teacher. These images are differentiated and will suit different abilities. Task: Students are to being working from their homework and complete a line drawing. When they have finished students complete the first layer using thin paint as a wash. From here students build up marks using different colours and marks in different areas. Express to students the importance of building up layers slowly in order to have a fully finished painting. Lesson 5 Starter: Students continue working on their image by Van Gogh. Students look at the board and assess the work by Pierre-Auguste Renoir. Main: Ask students why is this an Impressionist painting? Elicit responses and revise the term. Teacher also assess the use of colour and explain that the red areas help to harmonise the whole painting and show the complete colour range. Focus on the style of marks and ask how they were made. What objects or materials were used? Students continue working on their painting. By now most students should be almost starting on their mark making. Encourage students to experiment with this process. Explain to students that the opacity of the paint increases with the thickness. If time allows in the medium term plan, give students paper and ask them to experiment building up marks and colours in different styles. Students could use other objects around the art room, not just paint brushes. Plenary: Ask students to swap work with other students and assess their work against the grades. Students are to write one positive comment and one negative about the work. These can then be shared with the rest of the class.
YC 2007 Yew Chung International School Art Department Art-Unit 8C Impressionist Painting

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

POSSIBLE TEACHING ACTIVITIES

LEARNING OBJECTIVES PUPILS

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

Yew Chung International School Art Department

Art-Unit 8C Impressionist Painting

LESSON NUMBER

POSSIBLE TEACHING ACTIVITIES

LEARNING OBJECTIVES PUPILS

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)

Evaluating and developing work


Lesson 10 Starter: Students complete all sketchbook work. Main: Students spend 10 minutes discussing with each other the project and how it started to where it ended. What they learned and how they would improve it next time. On the white board have some evaluation questions and ask students to slowly work through them completing each section. Ask students to be critical about their work and how it could be improved through the evaluation. Plenary: Ask students to present their evaluation to the rest of the class. Class can give advice on if is a true evaluation of what else they could do to improve it. Alternatively ask students on each table to line them up from best to worst evaluation. (click and type) (click and type)

YC 2007

Yew Chung International School Art Department

Art-Unit 8C Impressionist Painting

LESSON NUMBER

POSSIBLE TEACHING ACTIVITIES

LEARNING OBJECTIVES PUPILS

POINTS TO NOTE

YC 2007

Yew Chung International School Art Department

Art-Unit 8C Impressionist Painting

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