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Art Education Lesson Plan 1

Teacher name: Lauren Bakker


Lesson title: Monets Garden
Time frame: 4 classes
Sequence Theme/Big Idea:
Art and the natural world around us inspires and influences change in culture and history.
Grade level: 3rd
Lesson Narrative: Monets garden was his crowned jewel. He put much care and detail into
arranging the flowers and colors to achieve the highest level of beauty. Even after hiring seven
gardeners he still retained his role as lead garden architect. Now its up the students to become
their own garden architect. While keeping in the impressionist style, they will draw their own lush
garden filled with at least three everyday things from nature using oil pastels and toned paper.
What does your Giverny look like?
Lesson Rationale: This lesson introduces students to Claude Monet and the Impressionist
movement. I will touch on his most famous paintings, but focus primarily on his lily pad paintings
from his time spent in Giverny. This movement pushed the boundaries of art in the 19th century.
This is important because Monet and the Impressionist movement got people talking about the
evolving nature of art. This movement was also important because artists began painting
outside the studio and focused on painting modern life, rather than still lifes in a studio setting. It
is important for students to capture their unique garden, because it teaches students to apply
the concepts of Impressionism in their own artwork. It is also important because it guides them
to investigate their own creativity, and thus inspiring change in art, which captures the ideals of
the art movement.
Key Concepts:
-Claude Monet influenced an art revolution
-The Impressionist movement was a turning point in art history
-Oil pastels are a complex medium
-Creativity inspires change in the art world
Objectives: Students will be able to describe who Claude Monet is and what Giverney is.
Students will be able to identify his famous lily pad paintings. Students will be able to describe
what the Impressionist movement was and why it was important. And finally, students will apply
their knowledge of how to use oil pastels in.
Standards
3PE Use historical and cultural artworks to answer questions about daily life.
4PE Recognize selected artists who contributed to the cultural heritages of the
people of the United States.
6PE Recognize and identify choices that give meaning to a personal work of
art

Art Education Lesson Plan 2


1PR Demonstrate skill and expression in the use of art techniques and
processes
2PR Use appropriate visual art vocabulary during artmaking processes.
5RE Use feedback and self-assessment to improve the quality of personal artworks.
Materials:
Toned Brown paper (30 sheets)
Graphite pencils (25)
rulers (15)
erasers (25)
oil pastels (11 sets)
Lesson Vocabulary:
Impressionism: a style or movement in painting originating in France in the 1860s,
characterized by a concern with depicting the visual impression of the moment,
especially in terms of the shifting effect of light and color.
plein air landscape or en plein air: En plein air (French pronunciation: [ pl n
is a
French expression which means "in the open air" and is particularly used to describe the
act of painting outdoors, which is also called peinture sur le motif ("painting on the
ground") in French.
Giverny: is a commune in the Eure department in northern France. It is best known as
the location of Claude Monet's garden and home.
Historical/Multicultural Exemplars:
Claude Monet was born in 1840 in Paris France. He was painter a founder of the Impressionist
movement. The movement's philosophy was expressing one's perceptions of nature, especially
as applied to plein-air landscape painting. The driving force behind this movement was for the
artists to free themselves of the constraints of the Salon de Paris. The characteristics of
Impressionist paintings include small, thin, yet visible brush strokes, open composition,
emphasis on accurate depiction of light, and ordinary subject matter.

Visual Culture Component:


Students will engage in the visual culture of this lesson by applying what theyve learned about
Impressionism and en plein air and do sketches from observation. Guided by what the
impressionist did, students will observe nature and their surrounding environment to compose
their garden.
Procedure:
Hook: I will greet students at the door dressed as Claude Monet. Ill direct them to sit
have a seat on the floor in the middle of the classroom. I will give them a background
about myself and the impressionist movement. Ill then proceed to read them Linnea in
Monets Garden by Christina Bjork (author and Lena Anderson (illustrator . Ill leave the
copy of the book on the demo table along with other art books with Monets work in it for

Art Education Lesson Plan 3


students to reference when they are creating their own gardens. Following the story Ill
transition right into the Prezi that will go in more depth about Monet and the
impressionist movement, introducing facts and vocabulary they will be expected to recall
in the assessment.

Cover of Linnea in Monets Garden


Dialogue:
Day 1: Introduction and Planning
To introduce the subject matter I will come to class dressed as Claude Monet. As students enter
the room I will greet them and invite them to take a seat in the middle of the classroom. Once
settled I will take my seat and introduce myself (Claude Monet) and explain to them that their
teacher Ms. Bakker asked me to come in and speak to her class about my work. I will tell them
my background as an impressionist artist and my time at giverny. I will also tell them the
importance of the impressionist movement and why it was different for more accepted art of the
time. Ill then proceed to read them Linnea in Monets Garden by Christina Bjork (author) and
Lena Anderson (illustrator . Ill leave the copy of the book on the demo table along with other art
books with Monets work in it for students to reference when they are creating their own
gardens. Following the story give the students an assignment sheet detailing the requirements
of the project, and briefly go over what is expected of them. I will then have students do a brain
dump of things they see in nature and their daily lives that stands out to them. This could be a
tree that they like climbing on, a flower they think is pretty, a pet, or even a family member. I will
demonstrate how to properly use the oil pastels while utilizing the impressionist style. With
remaining time, students will then sketch their garden ideas in their sketchbooks, make a list of
everyday things to incorporate into their garden, and practice using the oil pastels. For next
class I will ask students to bring a sketchbook and a digital camera or camera phone. I will also
ask students to look in their own backyards for inspiration. For next class they will also need 2-3
sketches that they did at home.

Art Education Lesson Plan 4

Sketchbook/Artists Journal Motivation:


Students will use their sketchbooks for the planning stages of the lesson. The students
will do their brain dump and preliminary sketches. Students will also be using their
sketchbook outside documenting what they see to use for their final drawing.

Day 2: Beginning Drawing


Beginning day two of the lesson I will come as myself and ask the students if they enjoyed the
visitor the previous day. I will then proceed to show them a short prezi going over the
information they learned. This will refresh them on all the information they are expected to take
away from the lesson. After the presentations I will ask students to get out their sketchbooks
and proceed to follow me quietly outside to sketch the schools garden/field green space.
Students will be allowed 20 mins to draw I will walk around and take a look at students work,
answering any questions they might have or make suggestions for their final piece. I will give
students the paper for their final pieces. Students will begin by sketching out their composition
for their garden. I will do a demonstration for the students instruction them how to properly use
the oil pastels in the Impressionist style. Students will use the remaining time of class to
complete sketching out their final drawing.
Day 3: Work Day
By today students will have their sketches finalized and will begin working with oil pastels. They
will be given the entire class time to work uninterrupted so they will make major progress on
their drawings.
Day 4: Finishing and Assessment
Students will be finishing their drawings today. Once finished, they will fill out the assessment
response sheet **see assessment for response questions**. Students will then complete their
cleaning jobs based on their table colors. If the entire table completes their task of cleaning up,
a sticker will be added next to their groups names. The group with the most stickers at the end
of the week gets prize from the art bin!
Closure:
As closure for the assignment I will hang the students work in the hallways so the entire
student body, staff and any visitor can see the artwork theyve done. To accompany the
drawings I will include a lesson statement explaining the project to viewers.
Adaptations/Special populations:

For special and exceptional learners I will adjust the assignment based on their
specific needs. Prior to the lesson I will identify which students might
need/benefit from any special accommodations, and speak to their
paraprofessional about their abilities. It is my goal to have all my students
participate in the lesson and create a final piece.

Art Education Lesson Plan 5

Assessment:
Formative Assessment:
I will hand out an activity sheet of paper with several questions and extended responses.
(10 pts. total)
1.
List 2 things that you learned about Claude Monet and the Impressionist
movement. (2 pts.)
2.
Why did the impressionist movement happen? (1 pt.)
3.
What was different about impressionist painting?(style, subject matter, etc.) (3
pts.)
4.
What 3 or more things did you choose to incorporate in your drawing? Explain
why you incorporated them. (2 pts)
5.
What did you like about this project? (1 pt.)
6.
What would you change about this project? (1 pt.)
This part of the assessment will help me as the teacher find out what they took away from the
assignment. This will also provide me with feedback about what they thought of the lesson. This
is important because it will help me improve the lesson for future classes. This part of the
assessment will be part of the participation grade, separate from the grade of the artwork.
Summative Assessment:
For the summative assessment I will evaluate if the students met the criteria of the assignment.
Students will be graded upon the following:
1.
Did the student draw a garden in the likeness of Claude Monets Giverny garden?
2.
Did the student use the oil pastels in an effective way?
3.
Did they incorporate at least 3 objects in nature from their everyday lives?
4.
How are the elements of art and principles of design working in the piece?

Art Education Lesson Plan 6

***EXAMPLE RUBRIC FOR GRADING ARTWORK***

Art Education Lesson Plan 7


Classroom set-up:

Example images of activity/project:

Haystacks

Japanese Foot Bridge

Art Education Lesson Plan 8

Garden In Giverny

Lily Pads

Question strategies for images: What about these paintings makes them Impressionist
paintings? Who is the artist who painted these? Do you think these are successful works
of art? What is your reasoning for your answer?
Resources:
Art Rubric Sample. (n.d.). Retrieved November 6, 2014, from
http://www.makeworksheets.com/samples/rubrics/art.html
Bakker, L. (n.d.). Claude Monet and Impressionism. Retrieved November 6, 2014, from
https://prezi.com/wz0hq9tngg6h/claude-monet-and-impressionism/
Bjork, C. (1987). Linnea in Monet's Garden Text: Bjork; Drawings: Lena Anderson. R & S
Books.
Claude Monet. (2014, June 11). Retrieved November 6, 2014, from
http://en.wikipedia.org/wiki/Claude_Monet
Impressionism. (2014, May 11). Retrieved November 6, 2014, from
http://en.wikipedia.org/wiki/Impressionism
Extra Materials:
-Assignment Sheet detailing the assignment
-Rubric of what students will be graded on

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