ART EDUCATION LESSON PLAN (PSII)

Grade: 10 Lesson Title: Modern Pointillism Lesson Duration

(mins): 60 min

Overview of lesson

This lesson will review the basic concepts of pointillism, introduce modern artists
who have incorporated this technique, demonstrate how modern technology has
influenced this style, guide students through the process of creating their own
modern pointillism pieces.
Students will learn:

 To use pointillist techniques to depict an object or image

 To “map out” the general size and shape of the object or image they are
depicting before they begin their mark-making
 To continue the “evolution” of this technique by incorporating modern
marks, technology and symbols, thus new concepts, ideas and
statements.

These objectives are based on the following criteria:

DRAWINGS
Communicate
INVESTIGATE VARIETIES OF EXPRESSION IN MAKING IMAGES.
B. A drawing can be a formal, analytical description of an object.

COMPOSITIONS
Components 2
SOLVE TEACHER-DIRECTED PROBLEMS OF UNITY AND EMPHASIS IN
CREATING COMPOSITIONS.
B. Unity is achieved by controlling the elements of a composition within the
picture plane.

ENCOUNTERS
Transformations Through Time
COMPARE THE IMAGE CONTENT OF CERTAIN PERIODS.
B. Technology has an affect on materials used in image making.

To start, students will take part in an activity intended to remind them of

previously discussed artists, styles, techniques and works; as well as, get the
creative “juices” flowing.
After a very brief introduction, students will pick their images for recreation.
At this point, students will be free to work on their art until it is time to clean up.

Alberta Program of Study – Visual Art

DRAWINGS
Communicate
INVESTIGATE VARIETIES OF EXPRESSION IN MAKING IMAGES.
Concepts
B. A drawing can be a formal, analytical description of an object.

COMPOSITIONS
Components 2
SOLVE TEACHER-DIRECTED PROBLEMS OF UNITY AND EMPHASIS IN
CREATING COMPOSITIONS.
Concepts
B. Unity is achieved by controlling the elements of a composition within the
picture plane.

ENCOUNTERS
Transformations Through Time
COMPARE THE IMAGE CONTENT OF CERTAIN PERIODS.
Concepts
B. Technology has an affect on materials used in image making.

DBAE

Art History: Review of pointillist artists (Seurat, Signac, Cross, etc.)

Creative Production: Imagery created through “modern” pointillist techniques
Aesthetic Experience: Students will choose imagery that is personal to them in
some way. They will then recreate chosen images using a modern interpretation
of pointillism.

Critical Questions

What is pointillism?
How do I create “unity” through my composition?
How can I modernize pointillism?
What do modern “symbols” represent, and how do they influence the meaning of
my art?

Learning Objectives

1. Students will create an analytical depiction of an object.

2. Students will be able to extend their understanding and application of
pointillism in relation to Federico Pietrella
3. Students will practice the application of mark making (with stamps) to create
depth and density.
4. Students will practice concepts of “unity” while creating their imagery.
(composition)
5. Students will consider the implications of using modern tools and symbols in
their work.

Assessment

Formative:

 Observational Assessment of prior knowledge through “white-board”

activity. I am not recording the results of this activity. This activity is
designed for me to get a sense of the class’ general understanding of the
content. Table group discussion is encouraged during this activity.
 Observational Assessment of SLO’s through student’s work. I will be
checking to see:
o Does this piece use pointillism to depict an image?
o Is there an element within this piece that creates “unity”? (for
example, if students’ work mixes the ink marks with other mediums,
do they consider blending the mediums? Or are the images
seemingly random?)
o Students have put thought into the meaning of the stamps. (for
example, they chose a small symbol in lighter regions, they chose a
thicker symbol for darker regions, students used a symbol to
represent multiple meanings, etc.)
 Some of these learning objectives are greatly open to interpretation.
Summative:
n/a

Learning Resources (Used in Lesson Delivery)

Resource #1: https://www.researchgate.net/figure/Two-paintings-by-the-

French-Impressionist-and-Pointillist-Georges-Seurat-Here-
small_fig13_258511258

Resource #2:
https://www.theartstory.org/artist-signac-paul-artworks.htm
Resource #3:
https://docs.google.com/presentation/d/18eDjLuF676vAlbxWZy6rRprs66nE
wkZoEaJiUeTctXc/edit#slide=id.g4e5c4b15df_1_52

Resource #4:
https://www.federicopietrella.com/

Material and Equipment

List:

 4 whiteboards
 4 dry-erase markers and erasers
 Computer/software/projector
 20-30 sheets of white paper
 13 pencils (unsharpened)
 13 small pieces of paper (approx. 4x5)
 Several assorted stamps
 13 ink pads
 Extra ink (in case an ink pad dries up)
 Assortment of magazines (in case students forget their images)
 Scissors
 Paper towels/cleaners

Lesson Procedures:
Introduction (10 min.)
Important Note:
This is the second lesson of four. We will be proceeding with the assumption
that the first lesson has already occured.

Written on the board will be the following:

 Consider how you will use “unity” in your artwork.

 Symbols have meaning. How can you incorporate this into your artwork?
 Consider your image BEFORE selecting your stamps. We would like you
to connect the meaning of your “symbols” with the meaning of your piece.
Hook/Attention Grabber:
On the overhead will be an image of (...) This should pique curiosity considering
most slideshows contain a title. While Carson distributes small scraps of
paper, whiteboards, dry erase markers and erasers to each table, Ryan will
announce that we are going to “play a game”. This should pique curiosity even
further.

Assessment of Prior Knowledge:

This is the second lesson in a unit of 4 lessons. To assess if students remember
details from the first week, we will play the “whiteboard game”. We’re not
recording the results of this activity. This activity is designed for us to get a
sense of the class’ general understanding of the content. Table group discussion
is encouraged during this activity. There are 8 questions about: pointillism,
Georges Seurat and Paul Signac.

Expectations for Learning and Behavior:

The whiteboard activity is intended to assess general understanding of the
material, but it is also intended to be fun. Table group discussion is encouraged.
Before the game begins, we will remind the class not to use their cell phones to
look up the information. Table groups will be reminded to discuss the answers
with each other.
As we go through the questions Ryan will identify the correct answers as Carson
keeps track of the points on the whiteboard. At the end of the game a winner will
be declared. The winners will have the option to go first or last during the class
critique.
Make sure not to move too quickly through the questions and explain the
answers after each question. There are 8 questions related to “pointillism” as
discussed in Lesson 1.
Once the game has concluded we will be going through an exercise designed to
get students thinking about the meaning of symbols. This exercise is meant to
be done individually.

Transition to body:
On the screen will be an image by Federico
Pietrello https://docs.google.com/presentation/d/18eDjLuF676vAlbxWZy6rR
prs66nEwkZoEaJiUeTctXc/edit#slide=id.g4e5c4b15df_0_12.
Carson will ask students to reflect on the image through leading questions: What
is this an image of? Is there a foreground? Background? What technique is this
artist using? How is this modern? These questions will all be rhetorical. After
approx. 30 seconds, Carson will note that Pietrello is:

 A modern artist who uses pointillism,

 His images are black and white
 His images are achieved through typewriter marks and rubber stamps.
  He clusters his stamps to create dark areas and uses sparse stamps to
create light grey areas.
After an additional 30-40 seconds, we will show an image (#).

Body (40 min.)

Introduction to “modern” pointillism

On the whiteboard will be an image (#). Each student will be given 2 minutes to
list anything they can think of that has to do with this image. After two minutes,
Ryan will ask for people to volunteer their ideas while Carson documents this on
the whiteboard at the front of the class. Ryan will then volunteer that this symbol
means sharp to him (as in F#, C#) because Ryan is a musician and this is the
most common experience he has had with this symbol. We will remind students
to consider what “meaning(s)” symbols have as they move forward with their
second piece or art.

Transition to studio work:

Before students begin, Carson will demonstrate the “pointillist” style using his
cell-phone image and his inkpad and stamps. As Carson begins his image, Ryan
will remind students to consider the COMPOSITION of their piece. Carson will
outline his image as Ryan points out that he has utilized the space on his
“canvas”. After approx. 1 minute of this demonstration, Ryan will tell students to:

 Choose an image from their phone that has ONLY a foreground

 Choose an image from their phone that they feel has meaning to them
 gather their supplies and head to their workspace (Supplies: paper,
stamps, ink pads, etc. will be at the front of the room)
 Remind students that if they forgot their image, there are magazines at the
front of the room they can choose from
 Reflect on the three sentences written on the board before beginning

As studio work continues, both Carson and Ryan will walk around the room and
observe the progression of the work. We will remind students (if applicable) to
consider their:

 Composition (are they utilizing their canvas?)

 Use of stamps (symbols have meaning, so what are you saying by using
this symbol?)
 If students are still unsure about how to create their greyscale, we will
direct them back to Carson’s example at the front of the room

Closure and Cleanup ( 20 min.)

When twenty minutes remain we will ask the class to pin up their pieces (even if
they are incomplete) and prepare for a mini critique/discussion. Using the
questions on the board:

 How did you use “unity” in your composition? Symbols? Negative space?
etc.
 How did you use “symbols” in your artwork?
 How does this enhance the “meaning” of your piece?
We will allow students 10 minutes to discuss these topics. After ten minutes, we
will remind the students to answer these questions (in point form or small
sentences) in their journals. Journals are useful for looking back at their
experience before the final critique in lesson 4.

For clean up, students will be instructed to return any borrowed items (stamps,
ink pads, images, etc.) to the front table. Students must put their work in a
designated area for the ink to dry. When the first student to finish cleaning up
and storing their art returns to their desk, we will remind everyone to help their
classmates tidy up their areas if they are finished themselves. Once all students
have returned to their desks and all borrowed materials are returned in an
organized manner, this lesson will have concluded.