Annotated Learning Plan Template ELEMENTARY & SECONDARY 1

Pointillism: the branch from 5

Title of lesson Grade level
Impressionism to Neo-Impressionism
Subject Visual Arts Topic Pointillism
It is important for students to learn about pointillism as it is the dominant technique of the Neo-Impressionist period.
As students move through art history, it is critical that they understand the techniques attributed to each art
movement. Learning about pointillism will help students differentiate between Impressionism and
Relevance: Neo-Impressionism. They will also be encouraged to use their knowledge of pointillism techniques to create their
own art pieces.

The overall learning goal is for students to develop an understanding of Pointillism by understanding its
Overall Learning Goal characteristics and techniques that make it unique to the Neo-Impressionist period.
Students will need access to the internet (whether it be through provided Ipads or Chromebooks)
Resources Required A Smartboard
● Competency 1: To produce individual works in the visual arts
○ Students will be invited to create their very own digital works of art using Pointillism techniques.
Students will be invited to choose their own subject for the artwork. Students will be expected to
describe the methods (techniques) they used.
QEP Subject Area ● Competency 3: To appreciate works of art, traditional artistic objects, media images, personal productions,
Competencies and those of classmates
○ Students will closely examine the techniques and features of George Seurat’s “A Sunday
afternoon on the Island of la Grande Jatte” by making critical and aesthetic judgements.
○ Students' work will be saved to Google Classroom, allowing students to appreciate their
classmates' productions.
By the end of the lesson, students will be able to:
● create their own Pointillism art using the proper technique
● compare Impressionism to Neo-Impressionism
Learning Objectives: ● identify artists who used Pointillism
● list the techniques of Pointillism
● employ the techniques of Pointillism
What is pointillism art? What are the techniques of Pointillism art? How does Neo-Impressionism compare to
Essential Question(s): Impressionism?
Flipped classroom homework: students will have to option to read an article, watch a video or listen to a podcast to prepare
for this lesson. Giving students options will adhere to their personal learning styles.
Universal Design for Students can contribute to their group’s Jamboard according to their strengths. They can choose the feature they wish to
Learning use; whether it be writing on post-it notes or using the pen and sketch features.
Students are encouraged to choose their own subject matter for their digital artwork. There will be no limitations regarding
personal choices, just an expectation to create a Pointillism piece.
Introduction (hook):
Lesson We will begin the lesson by looking back at our previous lesson After this lesson, students will know:
Timing on Impressionism. Allowing students to look back at
10 Impressionism will make the transition to Neo-Impressionism
minutes easier. Timelines:
-that Neo-impressionism followed Impressionism
I will say:
“Before we begin today’s lesson, I want us to take a quick look Key factual information:
back to Impressionism.” -the techniques of pointillism
- small dots of colour placed closely next to one another
I will draw a timeline (of the 19th century) across the Smartboard. - there are no straight lines
-different shades/colours are created by placing different
I will invite students to share their knowledge about the
coloured dots next to one another
following ideas: -dots must be placed close enough together so they appear
- I will ask for a volunteer to draw a circle around the as though they blend. No empty spots between dots.
years that mark the Impressionist period -The dots are usually small in size
- I will ask for 3 volunteers to write the name of any -all colours are made up of three primary colours: red,
Impressionist artists (underneath the Impressionist yellow, blue
section of the timeline)
- I will ask for 4 volunteers to write down a technique Vocabulary:
that Impressionist artists use (above the Impressionist -proper vocabulary regarding pointillism (proper vocabulary includes
section of the timeline) the following: brushstroke, Impressionism, Neo-Impressionism,
I will invite students to raise their hands and express any Pointillism, primary colours, etc)
knowledge about Impressionism if they wish to do so. This
open-ended conversation will last 3 minutes. Important People:
-The names of different artists who used Pointillism (Georges Seurat,
I will proceed to explain today’s lesson. Vincent Van Gogh, Paul Signac, etc)
I will explain that we will be moving from Impressionism to
Neo-Impressionism. I will tell students that they were asked to

1
Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
 read (watch/listen) about Pointillism because it is the technique
that characterizes Neo-Impressionism.

I will share the essential questions of today’s lesson:

What is pointillism art? What are the techniques of Pointillism
art? How does Neo-Impressionist art compare to Impressionist
art?

I will provide students a layout of today’s lesson

● 1st: review Impressionism
● 2nd: in groups of 4, students will be completing a
collaborative Jamboard activity to take a look at
specific questions related to their reading on
Pointillism.
● 3rd: individually, students will be apply their newfound
knowledge of Pointillism techniques to create their
own digital artwork using Kleki.com
● 4th: students will review their lesson on
Neo-Impressionism by completing the same activity as
the beginning of the lesson
● 5th: as homework, students will be asked to comment
on a classmate’s art piece posted to Google
Classroom.

I will emphasize that the tools we will be using today will be:
1) Jamboard - to work collaboratively to brainstorm
answers to a series of questions
2) Kleki.com - to create digital art
3) Google Classroom - to post their art and show
appreciation for their classmate’s efforts

Differentiation:
Note: students who require to be actively moving during the
activity will be given a template of a timeline to make their own
as they follow along.
45 Development (Learning activities – step by step
minutes
sequential procedure): After this lesson, students will understand:
*Note: Students are expected to already have extensive knowledge using
Jamboard, meaning that they are equipped to begin right away. -Students will be able to explain the characteristics of a Pointillism
painting by describing techniques.
I will explain the Jamboard activity:
“We are going to begin today’s class with a small Jamboard -Students will be able to apply their knowledge of Pointillism
activity. Over the weekend I asked you all to explore 1 of 3 techniques to create their own Pointillism artwork
resources about Pointillism: the podcast, the article, or the
informative video. Each resource shared very important -Students will make connections between Impressionism and
information about Pointillism and you will be using this Neo-Impressionism
information in teams to answer the following questions on
Jamboard.”
1) What techniques are used in pointillism? After this lesson, students will be able to do:
2) Who painted the painting, “A Sunday afternoon on
the Island of la Grande Jatte?”
3) Describe the painting “A Sunday afternoon on the
Island of la Grande Jatte.”
4) Do you think “A Sunday afternoon on the Island of la
Grande Jatte” is a good example of pointillism? -Students will be able to create their own Pointillism art pieces
5) List 3 other artists who used Pointillism.
-Students will be able to communicate what techniques were used in
Pointillism paintings
I will provide the students with criteria for the Jamboard activity
● each group member must contribute -Students will be able to communicate their understanding of
● answers can be written in full sentences, bullet points, Pointillism by employing proper vocabulary and terminology
or expressed through sketches
● their answers must be reinforced by the resources they -Students will be able to communicate similarities and differences
explored between Impressionism and Neo-Impressionism
● questions should be colour coded with their answers
-Students will be able to work collaboratively on an online platform.

Afterwards, I will inform students that they will now be creating

their own digital art works using Pointillism techniques. I will tell
students that due to time constraints, they are not expected to
create something elaborate but rather something simple.
 I will explain that we will be using Kleki.com as our tool for this
section of the lesson.
*Note: students will have used Kleki.com before, however, I will
play a tutorial video for supplemental knowledge.
I will play the following tutorial:
https://www.youtube.com/watch?v=6iXV1n7Wgus

I will explain to students that to create their digital art work,

these are the 3 components of the website they should be using:
● the brush
● the size meter
● the eraser
● the “save image” icon

In order to concretely understand what is expected of them,

students will be provided a copy of the checklist (rubric). I will
reinforce that it is their use of Pointillism techniques being
evaluated and that they can demonstrate these techniques in a
simple artwork. I will circulate around the classroom and ask
students the following prompting questions:
● “Is your art piece composed of dots or straight lines?”
● “What colours have you used?”
● “How does your art piece look from afar?”

When students are finished with their artwork, they will be asked
to save the image and upload it to our Google Classroom
(something they have done many times before).
*Students who struggle to save their image will be given access
to the following ‘help’ page:
https://kleki.com/help/#:~:text=Save%20as%20PSD%20to%20sa
ve,e.g.%20Krita%2C%20Clip%20Studio).

*If there are students who struggle with the time constraint, they
will be offered supplemental time later on.
*If students are struggling with troubleshooting on kleki.com, I
will offer my guidance
*Students are welcome to communicate with one another while
creating their pieces

Closure (transition): FORMATIVE - Assessment FOR learning:

When students have completed their artworks and have posted
them to Google Classroom, we will return to the initial timeline
Students will participate in several discussions throughout the lesson.
as a class. I will invite students to share their newfound Class-wide discussions will take place while creating our art movement
knowledge about Neo-Impressionism the same way they timeline. Intimate conversations will also take place as the teacher
demonstrated their knowledge about Impressionism: circulates while students work on their digital artwork.
- I will ask for a volunteer to draw a circle around the
years that mark the Neo-Impressionist period
- I will ask for 3 volunteers to write the name of any
Neo-Impressionist artists (underneath the FORMATIVE - Assessment AS learning:
Neo-Impressionist section of the timeline)
- I will ask for 4 volunteers to write down a technique The collaborative Jamboard will serve as a formative assessment.
that Neo-Impressionist artists use (above the When students complete the Jamboard, they will be able to reflect
Neo-Impressionist section of the timeline) about their contribution to the group effort.

I will explain the homework: students will be expected to log

into Google Classroom and check out their classmates’ art. They
will be expected to leave a comment under one of their
classmates' art work. They will be advised that their comment
must highlight their appreciation for specific techniques their
classmates used.
SUMMATIVE - Assessment OF learning:
The digital art that the students create on kleki.com will allow the
teacher to evaluate the students’ use and understanding of pointillism
techniques. This hands-on activity will demonstrate ability to apply
their acquired knowledge.

Further considerations:
- Students can further develop their understanding of Pointillism techniques by creating a “how to” video that can later be uploaded to Google
Classroom.
- Students can create a word wall with words related to Neo-Impressionism.
- Students can create a class book that highlights features of all the art periods we cover over the course of the year.
 APPENDIX

Flipped Classroom Resources:

video: https://www.youtube.com/watch?v=rDW4wSTm-V4
article: https://mymodernmet.com/georges-seurat-a-sunday-afternoon-on-the-island-of-la-grande-jatte/
podcast:
http://www.thelonelypalette.com/episodes/2020/4/13/episode-47-george-seurats-a-sunday-on-la-grande-jatt
e-1884

JamBoard Example Layout

Students will be welcome to set up their Jamboard as they please but will be provided this example.
 DIGITAL ARTWORK CHECKLIST / RUBRIC
(inspired by class assignments)

Deliverable (the student’s work Evidence of deliverable What’s missing?

demonstrates…)

Digital artwork: made up entirely

of dots (no straight lines)

Digital artwork: the dots are

placed close enough together
that it looks like they blend
together. There are no gaps
between dots.

Digital artwork: the dots are small

in size. The digital artwork does
not look like large dots placed
next to one another.

Digital artwork: students place

colours side by side to create
hues instead of choosing a single
colour (example - place green and
white dots next to one another to
create a light green hue in that
section)
*note: since the students are
completing their digital artwork
online, they are not expected to only
use the primary colours since they
cannot be blended the same way
they can in “real-life”