4th Art History Art History1

Scheme Plan for Art History – Melanie Jones Title of Scheme: No. of Lessons:5 Group: 4th year Art History: Edgar Total Time: (5 No. of Pupils: 17 Degas and the singles)3 hours & 20 Impressionism mins Movement Aims: • Students will be introduced to the Impressionism movement, Degas and Monet • Students will develop an appreciation and enjoyment of the subject matter. • Students will describe, discuss and illustrate one work of Degas and Monet and be able to compare and contrast them. • Students will develop a visual awareness and language and critical appraisal and evaluation skills • Students will develop personal skills in small groups in describing, making, reviewing artworks. Overall Learning Outcomes for the Scheme: • Student will become familiar with Degas painting and illustrate with annotations “Miss La La at the Cirque Fernando” • Student will become familiar with Monet painting and illustrate with annotations “Water Lily Pond” • Explore and develop their visual literacy and research skills to enable them to be a visual detectives build up a word bank that relate to Impressionism, Degas and Monet work. • Students will be able to describe, discuss, compare and contrast Monet and Degas Investigating/Exploring/Creating (include illustrations, especially your own work): • Degas paintings … show the non conventional viewpoint of his subjects, repeated poses and postures, curve of a stooped back or the slope of a shoulder, texture, surface, colour and form mysterious, fantasy, experiential and vivid colours, unusual perspectives and complex formal structures. Study of gestures and poses of human figures in interior settings. “a painting requires a little mystery, some vagueness, some fantasy when you always make your meaning perfectly plain you end up boring people” (Degas) • Investigate: small scale sketches and paintings of Degas and Monet work • Placement, shape, size, colour, line drawings. Exploring requires: • Describing in words and imagery looking at line, colour, and atmosphere, light, reflection, water as theme, circus act, form, movement, posture, poses.

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Investigating… different compositions, size, colour torn out, cut out, collaged, hand drawn, painted imagery. Creating requires: Research Degas, Monet and Impressionism movement; design a mood boards with key works and visuals relating to this period and artists;

example of mood board:(see appendix 1 ) Harmonious (theme) emotional connection, timeless, craft and elegance combined, all over patterns and placement prints, atmospheric and decorative, vintage and antique elements, abundance of contrasting textiles visuals: Degas, floral, lace, Japanese antiques, gilt frames, Venice

Requires researching key word, illustrations, drawing, making, annotation

Example of word mapping to use in word bank worksheet (at appendix)

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M Students as an individual will produce: 1 A3 x mood board on different themes with key words Group A: mood board on Degas painting “Miss La La” Group B: mood board on Monet painting “Water lily pond” Group C: mood board on Impressionism styles Group D:mood board on Degas or Monet in a modern context 1x A4 illustration with annotation of Degas painting; 1 x A4 illustration with annotation of Monet painting 1 x A4 word bank of key words relating to this movement and artists. 1 x A4 collage/painted/illustrated image of Miss La La in another setting

Understanding/Evaluating: (include illustrations): • Evaluations through group reviews, research, homework, worksheet, class work, mood board, word bank worksheet • Group research, peer presentations and discussion about Impressionism movement and Degas. Students will understand the influences of this movement on the artists of the time? Describe the style used in terms of colour, composition, light, atmosphere, and theme? • Students will able to illustrate Degas and Monet work with descriptive annotation

Illustrations used to show students examples and highlight key areas: See appendixes at back: support worksheet and example for activity in lesson 2 and examples of mood boards for lesson 4

Edgar Degas- Miss La La at the Cirque Feranado 1879 Example of illustration from the original painting – eg descripiton:- warm colour of the circus building suggests danger, which spills onto Miss La La’s satin costume

Claude Monet- Water Lily Pond 1903 Example of illustration from the original painting – description:- the surface of the painting is a rich carpet of colour with brush strokes of yellow, pink and lavender woven in with the shimmering green of the plants. ICT: • Images sourced from internet and books on Degas, Monet and Impressionism Era • Websites: Tate online: www.tate.org.uk/britain/exhibitions/degas; The Metropolitan Museum www.metmuseum.org; National Gallery, London http://www.nationalgallery.org.uk/ • PowerPoint presentation on Degas and Monet work and examples of illustration • Students will use internet for research work • Record students work by digital camera • Whiteboard to outline the structure of the lesson Key words/phrases: • word bank, new words, phrases • Line drawings, image, illustration with annotation, unconventional viewpoint, vivid, bright colours,, suspended, reflection, water, Composition, theme • collage, colour, black and white, tonal value, shape, space, line, styles, proportion, size, cutting, simplify, sketches, torn, cut out, hand drawn, painted, series of poses, posture, • visuals, mood board, reflection, bright, nature, outdoor and indoor painting, Japanese prints, sunshine, mixing colours on canvas, light, shade, study of colour, technique, fleeting moments, atmosphere, swirling shapes of colours, abstraction, drawing, painting from life or imagination, collage • research, art, ideas, circus, performance

Teaching/Learning Strategies: • Present information on subject matter and key areas of learning through visual aids and demonstration. • Group discussion and analysis to compare and contrast key areas and artists techniques. • Group description of key area, techniques and subject matter verbally and through observation drawings • Teacher guided instructions through demonstrations and guidance. Questions and answer time allowed after demonstrations and during lessons. • Homework/ class work will demonstrate if the student has grasped the key areas of learning during the lesson, confidence and skills in subject matter and research will improve student knowledge. • Group and individual work assessment, discussion and peer presentation. Materials: • Colour & white cartridge paper (different weights), pens, colouring pencils, pva glue, magazines, acetate, paints, scissors, fabric paint, photocopies, craft knives, cutting boards Safety Precaution: • Safety talk and demonstration on correct use of craft knives and cutting boards where applicable to lesson plan. Differentiation: • Visual demonstration of each tasks • Use key words on whiteboard to support and map out each lesson. • Students will be encouraged to work to their own strengths and adapt their designs. A selection of materials will be available for those who have difficulties with cutting. • A4 laminated photocopies of visual images with annotation and worksheets with key words. • Encourage students to work at their own pace and capabilities and adjust scheme to suit this. Timeline/Sequence of Lessons: Week One- introduce subject matter, Impressionism and artists like Degas and Monet Lesson 1 (Single):- Introduce subject matter. Who were the Impressionists? Why do you think they are called the impressionist? What are the similarities between the paintings? What is their inspiration? What did the impressionist do different from the previous

school of art? How was colour used and which materials i.e. brush? Group Activity: visual cards and worksheet. Divided up into 4 groups through worksheet and present findings. (appendix 1a) Introduce word bank – handout with list of words on Impressionism, Degas and Monet (new words/ phrases to be added to list).(at the end) Homework: Research Degas and Monet and impressionism and collect imagery for What are their key styles/techniques and unusual compositions? Lesson 2: Start adding to word bank. Week Two: Impressionism – introduce group work for week 5 presentation Lesson 2 (Single) – Review any new words for word bank. Discussion about Degas ‘Miss La La’ painting. Why were so many artists attracted to the circus for inspiration? How does this painting compare to any performance you might have seen, for example at the circus, film, street artists and the theatre? Do you agree that Degas was described as an abstract artist using the human figure to project form, colour and movement? Introduce: visual image of Degas pastel sketch and painting Activity: Think of an alternative place for Miss La La to be suspended from, using collage, photographs, drawing or painting from life or from your imagination, place, and daring acrobat into other settings. (see appendix 2-4) Homework : 1 x illustration with annotation on Degas painting ‘Miss La La’ for lesson 3 and finish class work Week Three: * Lesson 3(Single) Review and collect homework/class work Describe Monet work – water lily pond (Visual image) Collect homework from lesson 2: Homework: 1 x A4 illustration on Monet painting ‘Water Lily Pond’ Week Four- Compare and Contrast Monet and Degas paintings Lesson 4 (Single) Review new words for word bank. Compare and Contrast Monet and Degas paintings (Visual image) Introduce mood boards and show examples. Collect homework from lesson 3 (illustration – Monet) Group A: Degas mood board and key words based on Miss La La Group B: Monet mood board & key words based on Water Lily Pond Group C: Impressionism style mood board & key words

Group D: mood board & key words Degas or Monet work in a modern context Homework: Mood boards completed for presentation – Lesson 5 Week Five- Group presentation on Degas, Monet and Impressionism Lesson 5 (Single) Presentation of group work. Group review, worksheets and discussion on peers work. Assessment Rubric: • Design concept/ creativity • Research/ Development • Knowledge and understanding • Effort/ commitment to project • Evidence of Learning Assessment rubric –4th year Art History Design Research & Concept/ development (20) Creativity (20) Visual and imaginative design and concepts(5)

Development of visual literacy/ presentations, (5)

Developmen t of visual vocabulary/i deas and designs in to subject matter(10)

design/drawings/ concepts/annotatio ns word bank/mind mapping/ mood boards/ (5)

Demonstrate Development of independent class work/ thinking (5) Homework (5)

Knowledge and understand ing (20) research Impressionis m movements/ Monet/Degas (5)

Finished work (20)

Finished design Knowledge and understand ing of key areas (5) Key areas (5) Visual compare/ impact of contrast/ finished discuss/ design; describe illustrations artwork and / movement presentatio n (5) Design, Student layout technical composition, response (5) to design (5)

Effort/ commitmen t to project (20) Effort during class And applying this to homework (5) Student taking on board guidance and evidence shown in work (5) Works well individually and in group work (5)

Experiment with different techniques and took time in creating designs. (5)

Techniques skills and medium used (5)

Creative ideas and experiment ing (5)

Enthusiasm throughout the project and finished piece reflects students best work (5)

Example of word bank about Impressionism and Degas and Monet Academic art: art that met the standards defined by the French Academy of Fine Arts, characterized by hard outlines, smooth surfaces, idealized figures, and mythical and biblical themes; this artistic style was popular in Europe from the 17th to the 19th centuries Composition: arrangement of forms in a painting or another work of art Cool colours: colours that contain blue tones and suggest coolness; cool colors appear to recede in a painting, suggesting depth Expressionism: artistic style that exaggerates or distorts the painting’s subject in order to express the artist’s emotions Genre painting: use of scenes of everyday life as the subject matter of a painting Impasto: paint applied to the canvas in thick, raised brushstrokes Impressionism: a style of painting, which emerged chiefly in France during the late 19th century, that focuses on the artist’s general impression of an object or scene and often uses unmixed colours and small brushstrokes to depict reflected light Naturalistic: representing objects or people as they actually appear optical mixtures: technique that places pure, primary colours, in small touches, right next to each other, so that the colours appear to merge

Palette: range of colours used in a painting or the flat surface upon which an artist mixes paints Plein air painting: French term meaning “open air”; used to describe a painting that is created out of doors Realism: French artistic movement, led by Gustave Corbet, that focused on painting ordinary objects and people, instead of the lofty themes traditionally represented in French painting Still life: painting of non-living objects, such as flowers, fruit, or utensils Series painting: a set of paintings that represent a single motif seen under different combinations of light, weather, and seasons Warm colours: colours that contain red tones and suggest warmness; warm colors seem to advance in a painting, appearing closer to the viewer Add you own key words and phrases that describe Monet and Degas work……

Presentation for Art History Slide: 2

Week 2

EdgarDegas, “MissLa La”at theCirque Fernando1879

Howdoesthispainting compareto anyperformance youmighthaveseen, for Slide 2: Week exa2mpleat thecircus, film, streetartistsandthetheatre? Whyweresomanyartists attractedtoth ecircusvie andw sopoint was t Which fewtosportingevents? Describe themedium u DoyouagreethatDegas Which wasdescribedasan ab stract do you pr artistusingthehuman figuretoprojectform, colour andmovement. Slide 3: Week 3

Monet: Water Lily Pond Whatis themain themeand inspirationin thispainting? Describethe coloursand his Slide 4: Week 4 useof light? Howdoes thisinfluencethe painting?

CompareandContrast

Describetheatmosphereinbo Intermsof subject,colou Monet – W aterLilyPond

Slide 4a: Example of Mood boards - group work for week 5

Degas Mood Board Describe the mood you might find in aDegas painting through visuals, illustrations, colours he would have used. Howhemight havecreated this atmosphere. Example: harmonious emotional connection, timeless, craft and elegance combined, all over patterns and placement prints, atmospheric and decorative, vintage and antique elements, abundance of contrasting textiles visuals: Degas, floral, lace, Japanese antiques, gilt frames, Venice