GENERIC LESSON PLAN (Liberal Studies Level)

INSTRUCTIONAL UNIT:
TEACHER
Ms. Valerie Martinez

COURSE
EDUC 349
DAY
March 4, 2015
CAMPUS
University of La Verne

GRADE
3rd
SUBJECT
Visual Arts: Art

LESSON TITLE
Impressing with
Impression
LENGTH OF LESSON
45 minutes

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARD
2.0 Creative Expression: Creating,
Performing, and Participating in the
Visual Arts
Students apply artistic processes and skills,
using a variety of media to communicate
meaning and intent in original works of art.
2.2 Mix and apply tempura paints to create
tints, shades, and neutral colors.
2.5 Create a work of art based on the
observation of objects and scenes in daily
life, emphasizing value changes.

GOAL OF UNIT
The goal of the unit will be for students to
learn about the history of Impressionism and
be able to identify the characteristics of an
Impressionistic painting.
OBJECTIVE OF LESSON
Given a blue construction paper as a blank
canvas, different colored tempura paint, glue,
and cotton balls, the student will be able to
create his/her own landscape painting
utilizing the characteristics associated with
Impressionism.

MULTIPLE INTELLIGENCE ADDRESSED

Visual-Spatial Intelligence: The students will
be learning through the help of visual aids,
such examples of impressionist paintings and
will be creating a painting of their own.

ASSESSMENT
STRATEGY FOR ASSESSMENT
Students will be asked to identify any similarities they notice about the pictures of the
paintings shown from a PowerPoint on Impressionism.
Teacher will walk around while students are working on their painting to see if they truly
understood the lesson on Impression based on whether or not they are following directions
and using the right brush strokes.
An additional formal assessment will occur within the students Beyond, or extension
activity.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
Visuals from the examples provided of Impressionistic paintings, along with a hands-on
lesson would prove to be beneficial for English language learners.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Materials: Blue construction paper, tempura paint (ROYGBIV), cotton balls, glue, tape, Dixiecups, paper plates, water, & paint brushes (fingers can be used as well).
Technology: Computer with access to internet, and an overhead projector.

STEPS THROUGH THE LESSON

INTO (Orientation)
Instant Activity
The lesson begins with showing the images
copied below on a projector for the class to

RATIONALE
This quick orientation is a way to gage the
students attention and curiosity towards the
lesson they are about to learn. Without

see of the paintings Late Afternoon Stroll by

Tom Nachreiner & another one of an
Impressionist sunset. Ask students to
describe what they see and any similarities
they can find between the two paintings.
Anticipatory Set
Begin talking about the history of
Impressionism and who started it. (Time
period, how it came to be, Monet, etc.)
Next a quick 2 minute video on
Impressionism is played:
https://www.youtube.com/watch?
v=mke0XNn7Qos

THROUGH (Presentation, Structured Practice,

lknowing it yet, they are already beginning

to identify characteristics of Impressionism.
The historical context in which the
Impressionism art movement took place is
vital to the students understanding of how it
came to be, who were the major artists who
started it, and other artists it came to
influence.
This introductory video about Impressionism
goes into detail about the characteristics
known by this art form: Lighting, brush
strokes, unique perspectives, a sense of
movement, compositions that are open and
flowing, and that ordinary, everyday life is
the subject matter.

RATIONALE

Guided Practice)

Demonstration/Lesson Modeling
Teacher shows an example of an
Impressionistic art piece he/she painted
herself of an everyday landscape with
cotton balls glued on for clouds to add
dimension.
Teacher tells class that they are to paint &
make their own landscape applying the
characteristics they have learned about
from Impressionism art.
Materials are passed out to each table
(construction paper, tempura paint, water
cup, paper plates, and paint brushes).
Practice
Students first practice doing brush strokes
onto their piece of paper.
Guidelines are given out as to how they
should begin to create their Impressionistic
landscape. (Starting with grass or hills,
working up into the sky, and then gluing
cotton balls that are stretched out to act as
clouds for their art piece)
Activity
Students are told to begin creating their
Impressionistic landscape painting
Teacher walks around to provide assistance
Once complete and dry, students are given
a piece of tape to hang up their art piece on
the wall

By providing an example of what they are to

be creating, students are able to have a
guide to look toward too if needed.
By now they should have an idea as to how
Impressionistic painting look like, the
methods in which they are made, and be
able to create one of their own.

It is important to have students practice

doing their brush strokes first so they can
get a feel for how they will creating their art
piece and get them to understand that it will
take repetition & patience.
Guidelines provide structure to the activity
and allow students to have a mental
checklist of what they need to be doing and
the steps they should be taking.
The stretched out cotton balls that will be
glued onto their paper will give a more
realistic feel and add dimension to their
paintings.
By allowing students to create their own
Impressionistic landscape, students are
actively engaging in the lesson and are more
equipped to remember what they learned.
Showcasing students art work gives them a
sense of pride, an example they made
themselves to show for what they have
learned, and something to look back to as
future reference.

BEYOND (Independent Practice)

Once the painting are dry and taped onto
the wall, the teacher asks students to clean
up and gets them ready for discussion.
Questions that should be asked are what
they learned? What was the most difficult
part? What was their favorite part? Why did
they use the colors they did?
Closure
Teacher should begin to talk about how the
Impressionism art movement came to
influence other famous artists such as Van
Gough and how it led to the Post
Impressionism art movement
Application
Teacher shows 8 paintings of his/her
choosing and ask students to identify which
ones were a part of, or influenced by the
Impressionism art movement based on what
they learned in class.

RATIONALE
By asking them questions, the teacher is
able to assess whether they really
understood what they did and give them a
sense of pride by allowing them to share
their own feelings toward the assignment.
Students need to be able to understand that
there are many different types of art
movements and how they can come to
influence other artists from different time
periods, as well as the effects they can have
on people.
By now students should be able to recognize
Impressionistic art pieces fairly easily, and
this activity is a great way to assess whether
they truly understood or see what needs
more explanation.