GEORGES

SEURAT & PAUL SIGNAC – POINTILLISM LP 1

Name: Alyssa Fortin

Date: Friday Feb. 16
Grade: 2
Subject: Art
Class Length: 1.5-2 hours

General Learner Outcomes:
1) Reflection
2) Depiction
3) Composition
4) Expression

Specific Learner Outcomes:
Reflection, Component 3, Appreciation
Students will interpret artworks literally.
a) Art takes different forms depending on the materials and techniques used.
b) An art form dictates the way it is experienced.
c) An artwork tells something about its subject matter and the artist who made it.
d) Tints and shades of colours or hues affect the contrast of a composition.
Depiction, Component 4, Main Forms and Proportions
Students will learn the shapes of things as well as develop decorative styles.
a) Shapes can be depicted as organic or geometric.
b) Shapes can be made using different procedures; e.g., cutting, drawing, tearing, stitching.
c) A horizontal line can be used to divide a picture plane into interesting and varied
proportions of sky and ground.
Depiction, Component 6, Qualities and Details
Students will represent surface qualities of objects and forms.
a) Colour can be lightened to make tints or darkened to make shades. These tints or
shades are also referred to as tone or value.
b) Details enrich forms.
Composition, Component 7, Emphasis
Students will create emphasis based on personal choices.
a) An active, interesting part of a theme can become the main part of a composition.
b) The main part of a composition can be treated thoroughly before adding related parts.
c) Forms can run off the edges of the picture space in a composition.
Composition, Component 8, Unity
Students will create unity through density and rhythm.
a) Repetition of qualities such as colour, texture and tone produce rhythm and balance.
b) A composition should develop the setting or supporting forms, as well as the subject
matter.
Composition, Component 9, Craftsmanship
Students will add finishing touches.
a) Finishing touches (accents, contrasts, outlines) can be added to make a work more
powerful.
GEORGES SEURAT & PAUL SIGNAC – POINTILLISM LP 2

Expression, Component 10 (ii), Subject Matter

Students will develop themes, with an emphasis on personal concerns, based on:
b) Environment and places.

Learning Objectives:
Students will…
1) Develop an understanding of complementary colours.
2) Familiarize themselves with pointillism as a painting medium.
3) Encounter people of historical importance in the art world.
4) Create a painting through pointillism.

Assessment:
Students will be assessed on their application of learned techniques, and how well they are able
to manipulate the tools and methods provided. They will become aware of experimental
painting methods without the use of a brush, while using tempera paint.

Materials:
• PowerPoint pres. (Seurat, Signac, van Gogh, pointillism)
• Q-tips (painting tool)
• Large white paper (preferably paint appropriate)
• Masking/painter’s tape
• Plates or recycled egg cartons (paint palette)
• Cups (for water)
• Tempura or acrylic paint (green, blue, yellow, red, purple, orange, white, black, brown)
• Papertowel/rags

Introduction:
Setup and Preparation
Ensure every desk has painting paper (taped down with masking tape), a handful of Q-
tips, and a small cup/bowl (for discarding used Q-tips), and a piece of paper towel.
When students come in, ask them to not touch materials until everything is ready. Have
paint prepared ahead of time (2-3 students can share one palette) and waiting for them
until the presentation is over.

Body:
Presentation (5 min)
Start by introducing artists Georges Seurat, Paul Signac, and Vincent van Gogh to
students. Who were they? What was their medium? What kind of things did they paint?
HOW did they paint? Explain pointillism using slideshow presentation.
Today we will be making our own pointillism landscape paintings. Since these artists
liked to paint places near where they live, we are going to paint the Rocky Mountains. It
will be a long, step-by-step process, so we need to be focused and try our best.
Background (30 min)
GEORGES SEURAT & PAUL SIGNAC – POINTILLISM LP 3

Get select students to collect paint for them and their groups. With own paper taped to
board at front of room, lead students through creating a background, using the dotting
technique of pointillism with their Q-tips. Advise them that they can use whatever “sky”
colour that they would like (determine time of day). Guide them through making an
outline of the mountains and then filling in the sky space. Use a blank space on the
SmartBoard to provide an example and guide the students through the steps. Emphasize
how they should not be using too much paint on their Q-tips.
Once the sky space is finished, ask the students to either turn their Q-tips around or
start using a new one. Outline and paint in the mountains now, using grey.
MOVEMENT BREAK WHILE PAINT DRIES
Foreground (30 min)
Using a combination of blue and grey paint (one at a time), guide the students through
painting a lake.
Once the lake is in place, guide the students through creating a forest line along the lake
and covering up some of the mountains.
MOVEMENT BREAK

Closure:
Objects and Details (30 min)
Now that the paper is filled in, you should encourage students to start combining
complementary colours to make their paintings pop and stand out more (definition in
trees, add some plants, clouds, etc.)
Clean Up

Sponge:
https://www.youtube.com/watch?v=qv8TANh8djI