UNIT PLAN

Pointillism Big and Small

 LESSON 1

Teacher: Ms. McIntyre

Unit Title: Pointillism Big and Small
Lesson Title: Pointillism Overview
Grade Level: 3rd and 4th
Number of Students: about 20 per class

BIG IDEA
The big idea for this unit is technique. Students will be introduced to pointillism where they will
learn how to use both q-tips and markers to make dotted artwork. Students will also become
familiar with paint mixing and color value by trying the technique on their own and taking the
“Pointillism Color Wheel Challenge” if they so choose. Once students master pointillism on a
small scale, they will be invited to use the technique by participating in a large-scale mural.

ART / ARTIST(S) OF RELEVANCE

George Seurat:
● George Seurat was a French artist who studied color.
● He created pointillism in the 1880s.
Examples:
Claude Monet:
● French artist and founder of impressionist painting
● Tries to trick his audience using “blobs” for his flowers

PREREQUISITES
Students must know basic paint mixing skills including how to mix the primary colors to
produce the secondary colors.

INTERDISCIPLINARY CONNECTIONS
This unit connects to history as we will be discussing the background of pointillism and where
the style originated. Students will learn about artist George Seurat, who created and popularized
the style and other art styles that he was inspired by. Understanding the significant influence that
pointillism had on art will hopefully spark curiosity and interest from students.

LESSON OVERVIEW
This lesson will focus on building a foundation of knowledge on pointillism for a large-scale
pointillism mural in the coming weeks. Students will be given the option to try out pointillism
themselves after being presented a brief powerpoint describing the technique.

LEARNER OBJECTIVES
Students will understand the style and basic technique of pointillism. Students will create their
own pointillism artwork using q-tips and markers provided.

NATIONAL ART STANDARDS

VA:Cr1.1.3a:
● Elaborate on an imaginative idea.

VA:Cr1.2.3a:
● Apply knowledge of available resources, tools, and technologies to investigate personal
ideas through the art-making process.

VA:Cr2.1.4a:
● Explore and invent art-making techniques and approaches.

PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS

9.1.3.H.6.:

● Handle materials, equipment and tools safely at work and performance spaces: Identify
methods for storing materials in the arts.

9.1.5.B.4.:

● Recognize, know, use and demonstrate a variety of appropriate arts elements and
principles to produce, review and revise original works in the arts. Visual Arts: paint;
draw; craft; sculpt; print; design for environment, communication, multimedia

MATERIALS NEEDED FOR LESSON

● Q-tips
● Markers
● Coloring Sheets
 ● Tracing Paper/Cardstock
● Paint (Various Colors)
● Pencils
● Lightbox
TEACHER ACTIONS / EXPECTED LEARNER ACTIONS
Teacher Actions
-Present brief powerpoint on
Pointillism
● https://docs.google.com/p
resentation/d/1Z4S6qKK2
PYVt2UvcJqNHYAbom5
ebmM0JzIUSBqBkFxs/ed
it?usp=sharing
-Students will grab their folders
before deciding to come try
pointillism or not
● Studio choices gives them
the ability to choose their
projects/what they want to
work on
-Students who are interested in
pointillism will be instructed to
take the “Pointillism Color Wheel
Challenge” or choose a
design/make a design of their
own
● Students will be given
time to trace their designs
on a lightbox if necessary
-Students will work on their
pointillism paintings
Expected Learner Actions
-Students will be expected to
listen to the information given
in the powerpoint so that they
can apply the technique to their
artwork.
-Students will choose to make
artwork that inspires them
whether that be pointillism or
not. The studio will be open for
a few weeks so they have time
to try it out in the future if not
today.
-Students will be expected to
listen to directions so that they
can use materials respectfully
and explain the directions to a
friend who might want to try it
in future classes.
-Students should work
diligently and use their time to
experiment with this new
technique.
-Clean Up -Students are expected to clean
out their paint palettes, throw all
used q-tips away, and put their
completed artwork in the
correct area of the drying rack.

ENDING THE LESSON

Closure of Lesson: I hope you enjoyed learning this new painting technique! The
Pointillism studio will be open for another few weeks so we can make even more dotted
artwork!

Transition to Next Lesson: Next week we will be learning more about mixing and
blending our colors with pointillism. There will also be a top secret project coming soon!

THE CLASSROOM AS A THIRD TEACHER

The classroom is set up with various “studios” throughout the room giving students the ability to
try out a variety of art styles, techniques, and mediums. All of the respective materials and
visuals needed for these studios are located in each area so that they are easily accessible to
students.
 LESSON 2

Teacher: Ms. McIntyre

Unit Title: Pointillism Big and Small
Lesson Title: Pointillism Value and Layering
Grade Level: 3rd and 4th
Number of Students: about 20 per class

BIG IDEA
The big idea for this unit is technique. Students will be introduced to pointillism where they will
learn how to use both q-tips and markers to make dotted artwork. Students will also become
familiar with paint mixing and color value by trying the technique on their own and taking the
“Pointillism Color Wheel Challenge” if they so choose. Once students master pointillism on a
small scale, they will be invited to use the technique by participating in a large-scale mural.

ART / ARTIST(S) OF RELEVANCE

Kan Dmv:
● Kan is a street Pointillism artist from Paris, France
● He creates large-scale murals on walls throughout Paris
Examples:
PREREQUISITES
Students must know basic paint mixing skills including how to mix the primary colors to
produce the secondary colors.

INTERDISCIPLINARY CONNECTIONS
This unit connects to science as there is a heavy emphasis on experimentation. By learning the
concepts of color value and layering, students will experiment with these techniques and
discover ways to utilize them within their own artwork. By looking at photos of landscapes
around the school, students will come to understand how color value and layering can be seen in
our daily lives, not just in our artwork.

LESSON OVERVIEW
This lesson will focus on teaching the concepts of color value and layering using pointillism.
Students will be notified of the upcoming pointillism mural and be given the opportunity to vote
on their favorite landscape for the mural. Students will also be invited to continue working with
pointillism using the optional landscape design to practice new techniques as well as the other
blank coloring sheets provided.

LEARNER OBJECTIVES
Students will create pointillism artwork using color value and layering techniques. Students will
analyze how using these techniques enhances their compositions.

NATIONAL ART STANDARDS

VA:Cr2.3.3a:
 ● Individually or collaboratively construct representations, diagrams, or maps of places that
are part of everyday life.

VA:Cr1.2.3a:
● Apply knowledge of available resources, tools, and technologies to investigate personal
ideas through the art-making process.

VA:Cr2.1.4a:
● Explore and invent art-making techniques and approaches.

PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS

9.1.3.A.4.:

● Know and use the elements and principles of each art form to create works in the arts and
humanities. Elements: Visual Arts: color; form/shape; line; space; texture; value.
Principals: Visual Arts: balance; contrast; emphasis/focal point; movement/rhythm;
proportion/scale; repetition; unity/harmony

9.1.5.B.4.:

● Recognize, know, use and demonstrate a variety of appropriate arts elements and
principles to produce, review and revise original works in the arts. Visual Arts: paint;
draw; craft; sculpt; print; design for environment, communication, multimedia

MATERIALS NEEDED FOR LESSON

● Q-tips, Painbrushes, or Wooden Dowels (styluses)
● Markers
● Coloring Sheets (landscapes)
● Tracing Paper/Cardstock
● Paint (Various Colors)
● Pencils
● Lightbox

TEACHER ACTIONS / EXPECTED LEARNER ACTIONS

Teacher Actions Expected Learner Actions

-Present brief powerpoint on
Pointillism Value & Layering
● https://docs.google.com/p
resentation/d/1H0jvi5IfU
NEIyFFYtDo4IWVuDiCJ
HtCsUD1_5KKijXc/edit?
usp=sharing
-Students will grab their folders
and vote on their favorite layout
for the future mural
● There will be three
options to choose from
and they will draw a tally
mark under their favorite
○ https://docs.google
.com/document/d/
1lxbJdl6tIIGWPte
GmJxytIvI1zat_Su
LUpy7pRZnvoE/e
dit?usp=sharing
-Students who are interested in
continuing pointillism will work
at the pointillism studio area and
be provided new landscape
coloring sheets to try using color
value and layering
-Students will work on their
pointillism paintings
-Clean Up
-Students will be expected to
listen to the information given
in the powerpoint so that they
can apply the techniques to their
artwork and be aware of the
future mural project.
-Students will be presented with
three landscape options on the
whiteboard and will vote using
tally marks underneath the
photos.
-Students who choose to work
in the pointillism studio will
continue their work from last
week or begin a new artwork
using blank coloring sheets or
their own designs.
-Students should work
diligently and use their time to
experiment with this new
technique.
-Students are expected to clean
out their paint palettes, throw all
used q-tips away, and put their
completed artwork in the
correct area of the drying rack.
ENDING THE LESSON
Closure of Lesson: Can anybody remind me of the techniques that we worked on today?
Or Did anybody discover something new while they were creating today?

Transition to Next Lesson: Get excited, we will be starting our pointillism mural next
week!

THE CLASSROOM AS A THIRD TEACHER

The classroom is set up with various “studios” throughout the room giving students the ability to
try out a variety of art styles, techniques, and mediums. All of the respective materials and
visuals needed for these studios are located in each area so that they are easily accessible to
students.
 LESSON 3

Teacher: Ms. McIntyre

Unit Title: Pointillism Big and Small
Lesson Title: Pointillism Mural
Grade Level: 3rd and 4th
Number of Students: about 20 per class

BIG IDEA
The big idea for this unit is technique. Students will be introduced to pointillism where they will
learn how to use both q-tips and markers to make dotted artwork. Students will also become
familiar with paint mixing and color value by trying the technique on their own and taking the
“Pointillism Color Wheel Challenge” if they so choose. Once students master pointillism on a
small scale, they will be invited to use the technique by participating in a large-scale mural.

ART / ARTIST(S) OF RELEVANCE

Kan Dmv:
● Kan is a street Pointillism artist from Paris, France
● He creates large-scale murals on walls throughout Paris
Examples:
PREREQUISITES
Students must know basic paint mixing and layering skills including how to mix the primary
colors to produce the secondary colors.

INTERDISCIPLINARY CONNECTIONS
This unit connects to photography as we will be discussing how students will experiment with
these techniques and discover ways to utilize them within their own artwork. By looking at
photos of landscapes around the school, students will come to understand how color value and
layering can be seen in our daily lives, not just in our artwork.

LESSON OVERVIEW
This lesson will focus on discussing what a mural is and where they can be found. Today will
also be the beginning of painting the pointillism mural! Students will be given thorough
instruction on how to paint the mural before beginning their work. (ex. Using the paint dobbers,
only choosing one color, specific amounts of dots, using the color key, etc). Students will also be
invited to continue working in the pointillism station if they choose.

LEARNER OBJECTIVES
Students will understand the rules established for them to paint the mural. Students will create
dots using the provided materials.

NATIONAL ART STANDARDS

VA:Cr2.2.3a:
● Demonstrate an understanding of the safe and proficient use of materials, tools, and
equipment for a variety of artistic processes.
VA:Cn10.1.3a:
● Develop a work of art based on observations of surroundings.

VA:Cr2.1.4a:
● Explore and invent art-making techniques and approaches.

PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS

9.1.3.A.4.:

● Know and use the elements and principles of each art form to create works in the arts and
humanities. Elements: Visual Arts: color; form/shape; line; space; texture; value.
Principals: Visual Arts: balance; contrast; emphasis/focal point; movement/rhythm;
proportion/scale; repetition; unity/harmony

9.1.5.B.4.:

● Recognize, know, use and demonstrate a variety of appropriate arts elements and
principles to produce, review and revise original works in the arts. Visual Arts: paint;
draw; craft; sculpt; print; design for environment, communication, multimedia

MATERIALS NEEDED FOR LESSON

-Pointillism Mural
● Paint Dobbers (Poster Paint Markers or Bingo Daubers)

-Pointillism Station
● Q-tips, Painbrushes, or Wooden Dowels (styluses)
● Markers
● Coloring Sheets (landscapes)
● Tracing Paper/Cardstock
● Paint (Various Colors)
● Pencils
● Lightbox

TEACHER ACTIONS / EXPECTED LEARNER ACTIONS

Teacher Actions Expected Learner Actions

-Present powerpoint discussing
murals and the rules for the
Pointillism Mural
● https://docs.google.com/p
resentation/d/1djB8FIQdz
sX8PZ1u8gZxtIHj2upjjv8
NIvs0wxxkRFA/edit?usp
=sharing
-Students will grab their folders
and those who choose to
participate in the mural will come
to the gallery at any point during
the class period.
-Students who are interested in
continuing pointillism will work
at the pointillism studio area and
be provided new landscape
coloring sheets to try using color
value and layering
-Clean Up
ENDING THE LESSON
-Students will be expected to
listen to the information given
in the powerpoint so that they
can apply the techniques to their
artwork and be prepared to
begin the mural project.
-Students will be expected to
choose one color to work with
and use the color key to
determine where that color
goes. They will also be
responsible for counting their
dots to ensure they do not go
over the limit.
-Students who choose to work
in the pointillism studio will
continue their work from last
week or begin a new artwork
using blank coloring sheets or
their own designs.
-Students are expected to place
all of their paint dabbers back
into the correct spots with the
caps secured. Those who
worked in the pointillism station
are expected to clean out their
paint palettes, throw all used
q-tips away, and put their
completed artwork in the
correct area of the drying rack.
 Closure of Lesson: Great job today! Can anybody remind me where murals are found?

Transition to Next Lesson: Next week you will be able to add even more dots to the mural
once every class gets a chance to start working on it!

THE CLASSROOM AS A THIRD TEACHER

The classroom is set up with various “studios” throughout the room giving students the ability to
try out a variety of art styles, techniques, and mediums. All of the respective materials and
visuals needed for these studios are located in each area so that they are easily accessible to
students. The Pointillism Mural is located in the gallery–a separate room connected to the art
room–which lessens the possibility for it to distract students working in other studios.
 LESSON 4

Teacher: Ms. McIntyre

Unit Title: Pointillism Big and Small
Lesson Title: Pointillism Mural Day 2
Grade Level: 3rd and 4th
Number of Students: about 20 per class

BIG IDEA
The big idea for this unit is technique. Students will be introduced to pointillism where they will
learn how to use both q-tips and markers to make dotted artwork. Students will also become
familiar with paint mixing and color value by trying the technique on their own and taking the
“Pointillism Color Wheel Challenge” if they so choose. Once students master pointillism on a
small scale, they will be invited to use the technique by participating in a large-scale mural.

ART / ARTIST(S) OF RELEVANCE

Kan Dmv:
● Kan is a street Pointillism artist from Paris, France
● He creates large-scale murals on walls throughout Paris
Examples:
PREREQUISITES
Students must know basic paint mixing and layering skills including how to mix the primary
colors to produce the secondary colors.

INTERDISCIPLINARY CONNECTIONS
This unit connects to photography as we will be discussing how students will experiment with
these techniques and discover ways to utilize them within their own artwork. By looking at
photos of landscapes around the school, students will come to understand how color value and
layering can be seen in our daily lives, not just in our artwork.

LESSON OVERVIEW
This lesson will focus on discussing rules and reminders for the pointillism mural. Students will
be reminded no to squeeze their paint dabbers to avoid drips, not to bang too hard on the wall,
and not to mix wet colors so that we do not contaminate the paint dobbers. After these reminders,
students will be allowed to do unlimited dots on the mural ensuring they follow the color key.

LEARNER OBJECTIVES
Students will apply the information given in the presentation to their artwork. Students will
understand how their treatment of materials affects a final product.

NATIONAL ART STANDARDS

VA:Cr2.2.3a:
● Demonstrate an understanding of the safe and proficient use of materials, tools, and
equipment for a variety of artistic processes.
VA:Cr1.2.3a:
● Apply knowledge of available resources, tools, and technologies to investigate personal
ideas through the art-making process.

VA:Cr3.1.4a:
● Revise artwork in progress on the basis of insights gained through peer discussion.

PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS

9.1.3.A.4.:

● Know and use the elements and principles of each art form to create works in the arts and
humanities. Elements: Visual Arts: color; form/shape; line; space; texture; value.
Principals: Visual Arts: balance; contrast; emphasis/focal point; movement/rhythm;
proportion/scale; repetition; unity/harmony

9.1.5.B.4.:

● Recognize, know, use and demonstrate a variety of appropriate arts elements and
principles to produce, review and revise original works in the arts. Visual Arts: paint;
draw; craft; sculpt; print; design for environment, communication, multimedia

MATERIALS NEEDED FOR LESSON

-Pointillism Mural
● Paint Dobbers (Poster Paint Markers or Bingo Daubers)

-Pointillism Station
● Q-tips, Painbrushes, or Wooden Dowels (styluses)
● Markers
● Coloring Sheets (landscapes)
● Tracing Paper/Cardstock
● Paint (Various Colors)
● Pencils
● Lightbox

TEACHER ACTIONS / EXPECTED LEARNER ACTIONS

Teacher Actions
-Present brief powerpoint on the
rules and reminders for the
pointillism mural day 2
● https://docs.google.com/p
resentation/d/1uKq4nqbf
mMjCX9B6xIrWXyQpcir
76DisZxa3zuDtnfY/edit?
usp=sharing
-Students will grab their folders
and come to the gallery to work
(if they choose)
-Students who are interested in
continuing pointillism will work
at the pointillism studio area and
be provided new landscape
coloring sheets to try using color
value and layering
-Clean Up
ENDING THE LESSON
Closure of Lesson: Can anybody remind me of what we learned today? How do you avoid
drips while painting the mural?
Expected Learner Actions
-Students will be expected to
listen to the information given
in the powerpoint so that they
can apply these points to their
work and behaviors during
painting
-Students are expected to apply
their knowledge from the
presentation and follow the
color key as they add dots to the
mural.
-Students who choose to work
in the pointillism studio will
continue their work from last
week or begin a new artwork
using blank coloring sheets or
their own designs.
-Students are expected to place
all of their paint dabbers back
into the correct spots with the
caps secured. Those who
worked in the pointillism station
are expected to clean out their
paint palettes, throw all used
q-tips away, and put their
completed artwork in the
correct area of the drying rack.
 Transition to Next Lesson: The mural is almost complete! We will work one more week
before it is ready to hang up!

THE CLASSROOM AS A THIRD TEACHER

The classroom is set up with various “studios” throughout the room giving students the ability to
try out a variety of art styles, techniques, and mediums. All of the respective materials and
visuals needed for these studios are located in each area so that they are easily accessible to
students. The Pointillism Mural is located in the gallery–a separate room connected to the art
room–which lessens the possibility for it to distract students working in other studios.
 LESSON 5

Teacher: Ms. McIntyre

Unit Title: Pointillism Big and Small
Lesson Title: Mural Missions
Grade Level: 3rd and 4th
Number of Students: about 20 per class

BIG IDEA
The big idea for this unit is technique. Students will be introduced to pointillism where they will
learn how to use both q-tips and markers to make dotted artwork. Students will also become
familiar with paint mixing and color value by trying the technique on their own and taking the
“Pointillism Color Wheel Challenge” if they so choose. Once students master pointillism on a
small scale, they will be invited to use the technique by participating in a large-scale mural.

ART / ARTIST(S) OF RELEVANCE

Kan Dmv:
● Kan is a street Pointillism artist from Paris, France
● He creates large-scale murals on walls throughout Paris
Examples:
PREREQUISITES
Students must know basic paint mixing and layering skills including how to mix the primary
colors to produce the secondary colors.

INTERDISCIPLINARY CONNECTIONS
This unit connects to photography as we will be discussing how students will experiment with
these techniques and discover ways to utilize them within their own artwork. By looking at
photos of landscapes around the school, students will come to understand how color value and
layering can be seen in our daily lives, not just in our artwork.

LESSON OVERVIEW
This lesson will begin by notifying the students that–they are not students today–they are secret
agents! Students will be presented their “assignment” which will be to analyze spots on the
mural that need finishing touches. The gallery is only accessible to “Authorized Agents” aka
three groups of two students at a time. Once obtaining a badge and arriving in the gallery, they
will be handed a “Mission Card” by Ms. McIntyre that will give them a task to complete. Once
their task is completed, they will return it to Ms. Berliner and a new pair will enter.

LEARNER OBJECTIVES
Students will evaluate the current state of the mural to address areas that need more dots/more
color. Students will apply the knowledge they have gathered from the past few weeks of
pointillism discussion.

NATIONAL ART STANDARDS

VA:Cr2.2.3a:
 ● Demonstrate an understanding of the safe and proficient use of materials, tools, and
equipment for a variety of artistic processes.

VA:Re9.1.3a:
● Evaluate an artwork based on given criteria.

VA:Cn10.1.4a:
● Create works of art that reflect community cultural traditions.

PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS

9.1.3.A.4.:

● Know and use the elements and principles of each art form to create works in the arts and
humanities. Elements: Visual Arts: color; form/shape; line; space; texture; value.
Principals: Visual Arts: balance; contrast; emphasis/focal point; movement/rhythm;
proportion/scale; repetition; unity/harmony

9.1.5.B.4.:

● Recognize, know, use and demonstrate a variety of appropriate arts elements and
principles to produce, review and revise original works in the arts. Visual Arts: paint;
draw; craft; sculpt; print; design for environment, communication, multimedia

MATERIALS NEEDED FOR LESSON

-Pointillism Mural
● Paint Dobbers (Poster Paint Markers or Bingo Daubers)

-Pointillism Station
● Q-tips, Painbrushes, or Wooden Dowels (styluses)
● Markers
● Coloring Sheets (landscapes)
● Tracing Paper/Cardstock
● Paint (Various Colors)
● Pencils
● Lightbox

TEACHER ACTIONS / EXPECTED LEARNER ACTIONS

Teacher Actions
-Present brief “Mural Missions”
powerpoint
● https://docs.google.com/p
resentation/d/1FO8nDk_2
WRd1zZCPps7qOkn_gae
IKar2IVfECVkR4bQ/edit
?usp=sharing
-Students will choose a partner to
be a “secret agent” with while
painting the mural. Ms. Berliner
will hand out “Authorized Agent”
badges to 3 pairs and add names
to a waitlist once the first pairs
have completed their mission.
-Ms. McIntyre will be in the
gallery handing out “Mission
Cards” to students and
supervising their work
-Once a mission is completed the
badge will be returned to Ms.
Berliner and another group will
be admitted to the gallery.
-Students who are interested in
continuing pointillism will work
at the pointillism studio area and
be provided new landscape
Expected Learner Actions
-Students will be expected to
listen to the information given
in the powerpoint so that they
can be ready for the lesson to
begin.
-Students are expected to kindly
and quietly choose a partner and
see Ms. Berliner for passes/wait
list.
-Students are expected to work
only on their mission so that
they can complete it and allow
other students to work on the
mural.
-Students are expected to see
Ms. Berliner to return their
badge before moving on to
another task.
-Students who choose to work
in the pointillism studio will
continue their work from last
week or begin a new artwork
coloring sheets to try using color using blank coloring sheets or
value and layering their own designs.

-Clean Up -Students are expected to place

all of their paint dabbers back
into the correct spots with the
caps secured. Those who
worked in the pointillism station
are expected to clean out their
paint palettes, throw all used
q-tips away, and put their
completed artwork in the
correct area of the drying rack.

ENDING THE LESSON

Closure of Lesson: Thank you secret agents! You have successfully completed your
missions and your hard work is greatly appreciated!

Transition to Next Lesson: Once all of our agents have been given a mission, the mural
will be ready to display!

THE CLASSROOM AS A THIRD TEACHER

The gallery is decorated with caution tape and a sign that indicates that you can only enter with a
badge. This addition to the space helped students feel like real “secret agents” in the art
classroom. (see image below)