Pointillism: A Dot Can Lead to A Lot

Lead Teacher: Lauren StahlerUnit Title: Making your mark: PointillismLesson 1 of 1: A Dot Can Lead To A Lot – 2.5 hours

Grade/age level: 1^st Grade

Estimated # of students: 11

Arizona State Standards:

1.1.001 – Contribute to a discussion about ideas for his or her own artwork

(Students will contribute ideas for what to include in their pointillism paintings)

1.2.001 – Use materials, tools, and techniques appropriately in his or her own artwork

(Students will properly use Sharpie markers, colored pencils, acrylic/tempera paints, and Q-tips properly)

1.3.001 – Identify and use elements in his or her own artwork.

(Students will create paintings using color theory and color mixing in pointillism)

2.1.001 – Contribute to a discussion about who artists are, what they do and why they create art

(Students will contribute to a discussion about George Seurat and Ed McCarthy and their artworks)

2.5.002 – Demonstrate respect while responding to others’ artworks

(Students will show respect will discussing the artworks of George Seurat, Ed McCarthy and their classmates’ artworks)

3.2.001- Describe the visual effect s created by an artist’s use of tools, materials, and techniques in an artwork

(Students will describe the visual effects created in the pointillist works of arts)

UNIT SIGNIFICANCE

In this lesson, students will explore creative expression through the reading of the book The Dot, by Peter H. Reynolds. They will express themselves through a drawing activity inspired by this book. Students will then learn about the works of George Seurat and Ed McCarthy (pointillist artists). Students will create their own pointillist paintings and learn more about color mixing, the value, tint and shade of colors, and how to use materials properly. The aim of this lesson is to teach the students about making their mark through art and pointillism and about their potential as artists.

LESSON + LEARNER OUTCOMES

Students will be able to…

explore their potential as artists through the drawing exercise inspired by The Dot.
talk about the pointillist works of George Seurat and Ed McCarthy, comparing the two and discussion the visual effects of the pointillist style
further explore color theory and color mixing through the use of pointillism
create their own pointillist paintings
begin learning how to draw 3D
participate in a discussion about each other’s artwork

MATERIALS NEEDED FOR LESSON

Teacher Materials

° Computer with PowerPoint capabilities

° A projector

° Remote control for computer/projector

° Chalk and eraser

° Camera/Video Camera for documentation

° Notebook for taking notes

° Timer

° Materials to demonstrate with (see below)

° Sheet of newsprint to draw on for pointillism painting

° The Dot by Peter H. Reynolds

Student Materials (# p. student)

° Watercolors, cups for water, paintbrushes, and paper towels, crayons, sharpies, carbon paper (to finish up last weeks’ lesson)

° bookmarks with holes in them, yarn to tie at the top (for those who finished last weeks’ lesson or were absent)

° (12) Drawing paper

° (11) Sharpies

° Colored pencils

° Graphite pencils

° Red, yellow, blue, and white acrylic/tempera paints

° (10) Trays for paints (enough for 9 paints per pair of students)

° (9) Q-tips

° (12+) Heavier sheets of paper for the pointillism paintings

° (12) Drawing paper for extra activity at the end if we have time

Instructional Resources

° Computer and projector

° Images from the internet

° Examples of artwork

Learning Center

LESSON ORGANIZATION

TEACHING METHODS:

Discussion and review, demonstration, individual work

Beginning the Unit/ Lesson:

This lesson will begin by having 10 minutes of free-draw time in student sketchbooks. (9:30-9:40) The students will then be given time to finish their paintings from last week. Students who finish, can draw in their sketchbooks, or make a bookmark to take home (handout will be given on examples of block letters they can draw) (9:40-9:55). We will then clean up and move into the new lesson (9:55-10:00)

Lesson Sequence:

*Pathway 1*Read The Dot by Peter H. Reynolds(15 minutes) 10:00-10:15
Teaching Approach/Teacher Actions	Learner Actions	Documentation Strategies	Environmental Design
1. Teacher will read book and show pictures to students2. Teacher will ask questions –What happened to Vashti? Why would an artist sign their name on a piece of artwork?3. Teacher will lead a discussion about the book(The book, The Dot, is about exploring creative expression and human potential; making your mark)	1. Students will listen as the teacher reads the book2. Students will answer questions and participate in discussion	Write down things the students say	Class will be sitting in the discussion circle at the front of the class.
*Pathway 2*Drawing activity(15 Minutes) 10:15-10:30
Teaching Approach/Teacher Actions	Learner Actions	Documentation Strategies	Environmental Design
1. Teacher will demonstrate what students will be doing – start with a dot in the middle of the paper. Keep drawing lines and shapes and whatever you want. There are no mistakes that you can make. Whatever you draw-even if you feel like you’ve messed up-is okay.2. Teacher will then instruct students to color in their drawings with the colored pencils and will remind them of the Bruce Gray artwork from last class (on PowerPoint at the front of the class) See image in PowerPoint of dot activity3. When the student thinks they have finished and don’t want to add anymore – teacher will have them sign their name on the front in Sharpie	1. Students will begin drawing with a Sharpie until their whole page is filled up.2. Students will color in their page with colored pencils3. Students will sign their name on their drawing	Take pictures of student artwork	Students will be in their seats.Teacher will demonstrate at the front of class
*Pathway 3*Pin up artwork/PowerPoint & discussion(10 minutes) 10:30-10:40
Teaching Approach/Teacher Actions	Learner Actions	Documentation Strategies	Environmental Design
1. When everyone is done, teacher will call students up by table to pin their artwork on the board. We will look at everyone’s artwork for a minute or two and sit in the discussion circle – Did anyone feel like they were able to draw whatever they wanted. What did you like about doing this? Why? Is there anything you didn’t like? Why?2. Teacher will instruct the students to remain in the discussion circle – we will view the PowerPoint about the pointillism works of George Seurat and contemporary artist Ed McCarthyA single dot can lead to so many things. A dot can lead to a lot! Teacher will lead discussion about these artworks	2. Students will look at each other’s artwork and will answer teacher questions2. Students will view PowerPoint and answer teacher questions	Take notes on student answers, take photographs	Students will be sitting in the front of the classroom
*Pathway 4*Demonstration(10 minutes) 10:40-10:50
Teaching Approach/Teacher Actions	Learner Actions	Documentation Strategies	Environmental Design
1. Teacher will call everyone to the demonstration table – will do a re-cap of mixing the primary colors to make secondary colors.2. Show what paint colors they will be getting (3 different values of each) Show how to properly use the Q-tips to make the dots. Explain tint and shade (tint is with white, shade is with black) and how to make different values of the colors by using different tints.3. Using only the primary colors, teacher will demonstrate how blue and yellow dots appear to be green from far away (repeat with red+yellow, and blue+red, and red+blue+yellow) –Students will go to the other side of the classroom to view the dots and see if they look green (orange, purple, or brown)-What color does it look like? What else needs to be added so it looks ___?	1. Students will stand at the demonstration table and watch as teacher demonstrates, answering/asking any questions2. Students will learn how use the Q-tips to make dots properly and will learn what a tint or shade is (they will be using tints of the primary colors to create the secondary colors) and how to use them to make different values of the colors.3. Students will go across the classroom to view the dots from far away	Take notes, photograph or video record	Students will be around the demonstration table
*Pathway 5*Students work(50 minutes) 10:50-11:40
Teaching Approach/Teacher Actions	Learner Actions	Documentation Strategies	Environmental Design
1. Teacher will dismiss everyone back to their tables by group – table leaders (#2) will get supplies for their table2. Teacher will ask the students what kind of house they should design (draw what they say on a large paper at the front of the class –draw the whole house and outside, tree’s, clouds, grass etc) Now draw your own house. Don’t add any details such as patterns because we are going to fill this all in wit paint like the artists we talked about did –Do this step-by-step(Show how to make the house 3D)3. What color should the house be? If you want to make a ___ house, use ____ colors. Demonstrate how to make red with the medium and light tints. Demonstrate how to make the sides of the house darker red with regular red and medium tint.4. After demonstrating each part, give students time to work, then move onto the next part.	1. Table leaders will pass out supplies2. Students will give ideas about their house design – will draw their own house3. Students will give ideas about the house colors – They will fill in their drawings with the paint colors they want – adhering to the things we talked about in the demonstration time.		-Students will be seated at their desks-Teacher will stand where everyone can see and walk around
*Pathway 6*Clean-up(10 minutes) 11:40-11:50
Teaching Approach/Teacher Actions	Learner Actions	Documentation Strategies	Environmental Design
1. 1-2-3-Be a Tree – Assign clean up duties	1. Students will clean up
*Pathway 7*Closing Discussion(10 minutes) 11:50-12:00
Teaching Approach/Teacher Actions	Learner Actions	Documentation Strategies	Environmental Design
1. Teacher will encourage students to look at each other’s’ work and what everyone did. Ask questions about what students did such as – What did ____ do to make this look like ___? Do the colors blend together from far away? What did you learn? Etc.	1. Students will view each other’s artwork and will participate in discussion	Take notes and pictures	Students will stand around tables at the back of the classroom

ENDING THE LESSON

Closure of Lesson: Lesson will end in discussion. (see Pathway 7).

Transition to next lesson: This is the last of 2 lessons for the unit.

° Teacher will explain that their artwork will be left in the classroom

DOCUMENTATION AND ASSESSMENT OF STUDENT LEARNING

Documentation will consist of note-taking, photographs, and video recording
Student learning will be assessed by monitoring production of art making (drawing activity, using proper colors for the pointillism project, etc.) and by assessing the discussion time
Student learning will be assessed by reviewing/monitoring the drawings and paintings that they created, and working with individual students as needed.

REFERENCES TO MATERIALS CONSULTED