Title of Unit Pointillism Art Grade Level Primary 5
Curriculum Area Art Form Time Frame 1 term (10 weeks)
Developed By Jennifer Tan
Identify Desired Results (Stage 1)
Established Goals/Content Standards
Students understand key concepts in pointillism art.
Students understand how to create a quality line drawing for the pointillism drawing.
Students are able to express their ideas through pointillism art.
Understandings Essential Questions
Overarching Understanding Overarching
Students will understand:
- Pointillism is a way of creating art using small dots or points of paint.
- Besides writing materials like pencil and pens, crayons, oil, acrylic, watercolor and gouache can also be an art medium to create.
- Art has purposes and functions.
- Artist will manipulate light to express emotions and ideas.
- How can human emotions be expressed through art?
- How do materials used in artworks influence how we understand art?
- How can the use of light affect the artwork?
Knowledge
Students will know… Skills
Students will be able to…
• how to select an image for quality line art drawing
• about line, proportion, light, texture and composition
• and use the elements and principles of each art form to create works
• there are used of various dots / colors to form an image when looking at it from far away, the eye blends the dots, in a process called optical blending
• there are used of blending the different color dots together, giving the picture more reality.
• When viewed from a distance, even though no orange paint was used, red and yellow create the effect.= COLOR THEORY/MIXING
• Painting medium can be utilised in pointillism including oil, acrylic, watercolour and gouache.
• artists who use pointillism
• Georges Seurat---...
... middle of paper ...
...all assigned guidelines; clearly explained concept, idea, or application of elements of composition and principles of design in a meaningful way.
Student demonstrated critically thought and insightful personal responses, which were clearly presented and well articulated. Student addressed most assigned guidelines; briefly explained concept, idea, or application of elements of composition and principles of design.
Student presented some general thought and personal responses.
Student addressed a few assigned guidelines; hardly explained concept, idea, or application of elements of composition and principles of design.
Student presented 1 or 2 general thought and personal responses.
Student did not address any guidelines; was not able to explain concept, idea, or application of elements of composition and principles of design.
No personal responses were given.
Pointillism was a major reason in why Seurats painting looks so lifelike. During the painting of La Grande Jatte, Seurat simplified his brushwork to such an extent that his painting seems to be composed of nothing but tiny, more or less circular dots. Seurat’s experiments with color led him to paint in small dots of color which are arranged in such combinations that they seem to vibrate. Individual colors tend to interact with those around them and fuse in the eye of the viewer. This approach is not unlike the dots or pixels in a computer image. If you magnify any computer image sufficently, you will see individual colors that, when set together, produce an image. Seurat was interested in the way colors came about. With the enhancement of the luminousity of colors made possible by the investigation of scientific optics, he saw positive merit in a method in which the movement of the brush no longer demanded the slightest skill: ‘Here the hand is, in effect, useless, deceit impossible; no room for bravura i...
point or just makes sense. Probably the biggest thing I took away from this paper, is to not do the
... the students a better understanding of what I am looking for in each entry. I think I will use a suggestion from McTighe, “Teachers can also use the examples (with student names removed) with future students to help them see the difference excellent, good, fair, and poor work.”(Richardson, 2009) This will be a great way for students to identify what is expected of them and it will save instructional time in the process so we don’t fall behind in my pacing scale
The colors used in the painting are very vivid yet rich in depth. A combination of high chroma and low chroma gives the picture its dep...
closer to the bottom of the painting there is a heavier use of oranges, yellows
Students struggle to understand writing prompts. Instead of starting with a strong topic and thesis statement they are frustrated and confused by what is expected of them. They are unable to begin the process and cannot organize their thoughts into a written response.
...ng particularly the way Rubens blends in the yellow streak of visible light while using other objects in the center of the scene. Rubens began with a thin layer of blue and a thick brush and made his painting on top of that layer additionally with thin layers with exclusion of the main objects in the center that receive a thicker coating of paint. Those objects were also painted with a much thinner brush than that of the first layer.
activity. A simple change of class topic or style of academic instruction does not provide the
Posing questions on materials covered and the quality of materials selected can create the desired environment for students to thrive. I want to inspire my students to think outside the box and to ask questions. Society needs thinkers not robots. The classroom plays an important part in aiding the growth of an individual. It is my duty as a teacher to impart knowledge because ideas have a way of changing lives. Examining and discussing ideas with students allows them to move to a new level of understanding, so that ultimately, they may be transformed.
Today most art education programs are made up of four components. One of these components is art aesthetics. Aesthetics is the study of the nature of a piece of artwork. It analyzes the work by asking specific questions regarding the artist and the piece. The viewer becomes the judge in a sense. It tries to discover what the artwork might be representing. They could also ask what type of emotion the artist was trying to convey in their work. The viewer also takes part in analyzing the physical aspects and characteristics of the work. It focuses on the use of color, sequence and synchrony of an artwork. It notes the artist’s craftsmanship, artistic ability and proficiency in technique (Hoffman 1999).
I have ensured that I meet my students’ science needs by assuring that the material needed to be cover in the class was covered. Furthermost, the students are able to learn from exploring, which is different from teaching the students how to and giving them the information needed. The students were still able to learn the material needed to be covered by discovering the content.
Wiggins, G., & Mctighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
student is to handed information by the teacher (Freire 23). It is as if the
...could be problems with both teacher and student creativity, and the differentiated learning styles of students.
2- Asking students to do reports in different topics. These reports titles are totally chosen by the students themselves.