Timeline

                In accordance with the New York State Learning Standards, this unit lends itself to the Language Arts and Technology disciplines as well as the Arts. Within the time frame of one month of instruction and execution of this unit, it has been broken down into four lesson plans with day by day objectives.

Lesson #1: The Sensory Palette: Setting the Scene for Impressionism

     Day 1.  Students will view and discuss the film “Linnea in Monet’s Garden”.

After viewing the film, students will respond in their notebooks to the following:

1.        When Linnea arrived in Giverny, what three places did she visit in Monet’s garden?

2.        Describe them.

Class discussion will follow as to the natural surroundings, Monet chose as the subject of his paintings.  The Japanese footbridge, the water lily pond, and the flower path will be explored as the motivation to his brilliantly colored paintings.

    Day 2. While listening to “A Walk in the Garden” by Gary Lamb, and viewing posters of Monet’s “Waterlilies” and Van Gogh’s “Sunflowers” displayed in the front of the room, students will respond in their notebooks to these questions and class discussion will follow:

1. Describe what you see in each painting?

2. Why do you think the artist choose this subject to paint? Explain.

3. What is unique about the painting style these artists have used? Describe.

4. How do we know these artists loved color?  Explain.

5. Which painting do you like best? Why?

Homework:  1. Using the Internet, explore the web sites: http://giverny.org – a visit to Monet’s home and gardens at Giverny, France and: www.vangoghmuseum.nl – a visit to the van Gogh museum in Amsterdam. 

Write a biographical study of the artist’s life.

Reflect upon the following:

How did Monet become one of the leaders of the Impressionist movement?

Why is van Gogh considered a Post-Impressionist artist?

(Insert link to Sample Student Research Report)

Lesson #2: The Literary Palette: Connecting Art & Literature

        Day 3. Teacher reads aloud to students A Blue Butterfly, A Story about Claude Monet by Bijou Le Tord. Upon completion of the read-aloud, students will respond to the following during class discussion.

1.        Why is this book called “A Blue Butterfly?”

2.        What did the Impressionists try to capture in their paintings?

Day 4. Teacher reads aloud Camille and the Sunflowers by Laurence Anholt. After story has been read, students will respond and discussion will follow.

1.        Can we tell why van Gogh painted sunflowers?

2.         Why is this book called “Camille and the Sunflowers”?

Homework/Evaluation: Students will be given a homework assignment to explore the following web sites: http://giverny.org, - Monet’s house and gardens, and www.vangoghmuseum.nl – the van Gogh museum in Amsterdam, to gather information and pictures to create sketches for their final project.

Lesson #3: The Color Palette: Color Wheel and Brush Strokes

      Day 5. Students will review the color wheel as they explore the waterlilies of Monet, and the sunflowers of  van Gogh.

       Color theory will be reviewed as well as proper techniques for mixing colors.

Day 6. Students will explore the Impressionist technique of painting.

Students will review the characteristics of the Impressionist movement, short, quick, brushstrokes, light brilliant color, fleeting images.

Lesson #4: The Studio Palette: Picking Up the Impressionist Paintbrush

    Day 7- 16. Students will create individual realistic sketches of waterlilies and sunflowers.

                   Students will work cooperatively and creatively to design a waterlily mural and a sunflower still-life painting, using tempera and acrylic paint.

                    Students will value the fruits of their labors by creating an Impressionist SHOWCASE ART GALLERY of their paintings.