LFEE



Painting with dots: an approach to the pointillism movementGENERAL INFORMATION AND PROFILEContent/LanguageArtsFrenchAge8-11Date(to be completed by teachers)Language levelA1Lesson length45 minutesRationale(links to previous content and language(to be completed by teachers)Materials neededA supply of art paper: white Canson format 7cm X 7cm.Pots/tubes of paint in five coloursCotton buds to make the points / dotsGlue sticksA large poster size sheet of paper for the final “Poster with outline of hand” poster, large enough to hold all of the individual completed student pieces.A computer, screen and speakers to show pointillism images and filmsOUTCOMES4 Cs integrated focus (Coyle, 2006; Coyle, Hood & Marsh, 2010)Main teaching aimsHelp learners understand an artistic movement through pictures, film and images.Show different Pointillist works of art and the artists who created themDiscuss and replicate the shape / colour ratio seen in pointillismLet learners create a picture using only dots (pointillism)ContentLearners:Become familiar with the Pointillist movementExplore vocabulary of colours and shapes through PointillismDevelop understanding and skills using specific painting equipment and associated vocabularyLearn a different painting technique: painting with dots (pointillism)CognitionLearners:Understand an artistic movement - PointillismUnderstand the use and impact of colours and shapesDevelop understanding of different types of painting equipmentUnderstand and be able to create works using a new painting techniqueCommunicationLanguage of learningLearners can:understand and use vocabulary related to colours and shapes: rouge, bleu, jaune, noir et blanc, clair, sombre, carré, point, rond, pois etc.understand and use vocabulary related to artistic equipment: papier à dessin, carte, pinceau, coup de pinceau, coton-tige, tubes de gouache et pots de peinture, colle follow instructions in French: couper, choisir, peindre des points, sécher, coller Language for learningLearners can:recognise, know and use different verbs, nouns and adjectives related to the artistic terminology needed to discuss the pointillist movement: changer, produire, inventer, peindre, artiste, peintre, nouveau, différent, intéressant, stimulant use appropriate vocabulary to understand and give opinions and reactions: je vois, j’aime/je n’aime pas, je préfère, ce que j’aime est...Language through learningLearners can:understand and express emotional responses to art: j’aime, je ressens, j’apprécie etc.understand and express opinions on artistic works: j’aime/je n’aime pas parce que …Le peintre a voulu …understand, complete and request specific actions, understanding and using an appropriate range of vocabulary: regarde, copie, imite, peins, ajoute, colle, choisis, complète CultureUnderstand that art, and artistic works are part of the culture of a countryUnderstand Pointillism: the movement and its style including George Seurat as an artist within the Pointillism movementAssociate an artistic work with a techniqueWork collaboratively to produce a piece of artPROCEDURE: Stage, teacher and student activityLead-inOn the computer, show details of pointillist paintings in very close-up. La parade by G. Seurat (man’s head)La Tour Eiffel from G. Seurat, ? Poire ? Anonymous and the film ? La technique du pointillisme ? Office de Tourisme de Marne et Gondoire) from the 23rd second (sound cut because comments in French) From the first painting, ask students to identify the colours and then what the image could be, students should use the artistic vocabulary they already know. Zoom out and check if they are correct. “Regarde. Quelle couleur vois-tu ? Est-ce du vert ? A ton avis qu’est-ce que c’est ? Qu’en penses-tu ? Est-ce une pomme ? Est-ce une banane ? Est-ce un chat ?”The students share their thoughts in French. Zoom out slowly until the image appears. Complete the same process with the other two images. Then draw students' attention to the dots and the light and dark sides of each image from the pear image: ask questions. For example:Regarde, vois-tu les points de couleur ? Est-ce sombre ou clair ?Additional resources webpage: activityWarm-up: the vocabulary of paint and coloursProduce a painting in the style of Seurat.1. ProductionStudents collect a small piece of coloured card and a 7cmX7cm Canson square and 6 cotton buds. Ask each student to fill the cardboard with paint using the pointillist technique, trying to reproduce the colour on the card taken from the bag.Repeat the steps one by one with the pupils in French. Qu’est-ce que ?a veut dire ? Check the students’ work and remind them to look from a distance to see the colour as it appears. 2. CompositionOnce the squares have been filled, they are placed on a coloured background to create a collective shape, "Poster with the outline of a hand?Ask students to make several squares for the final poster. Notes: Provide hair dryers to dry the squares more quicklyPlan the cutting of some squares to complete the posterWatch this video: deeper into pointillism: produce a painting in the style of an artist from the pointillist movement and explain the technique they used to their peers.EVIDENCE AND ASSESSMENTSuccess criteriaLanguageContentLearners demonstrate:Understanding and following of 6 instructionsUnderstanding and use of present simple and continuousUnderstanding and use of imperativesUse of appropriate nouns, adjectives, adverbs to describe Pointillism Learners can:Create a simple pointillist piece following instructions.Explain and describe the images they seeLearn, understand and use the vocabulary of painting equipment Learn, understand and explain painting techniques AssessmentFormativeObservation of pupils’ use of simple sentences Observation of pupils’ use of imperatives/instructionsNote pupils’ understanding through task completionSummativeThe production of a simple pointillist production following instructions.Explaining pointillism, either orally or in writingDisplaying understanding of the vocabulary of artistic equipment NEXT STEPSContentProduce artistic works using different artistic techniques, following instructions from a teacherLanguageUsing more complex language both in instructions and in artistic vocabularyMove from simple sentences to more complex ones ................
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