The High School art curriculum combines the 21st Century Skills with the philosophies of Teaching for Artistic Behaviors, The Harkness Method and Subject-based art education. Students are seated in a group setting where discussions happen at a square or a round table, where communication and collaboration can take place. The students are free to access art centers located in the two classrooms and are able to move and create at their own free will. Below you will see some examples of lessons that I have used within my curriculum.

An Example of a High School, Art Foundations Lesson:

High School Art Lesson on Impressionism, Post-Impressionism, Neo-Impressionism and Expressionism 

Lesson Objective: The student will see compare and contrast art movements of Impressionism, Post-Impressionism, Neo-Impressionism and Expressionism. The student will create a painting in reference to the style in which they relate to.

Objectives: 

Students will understand the art movements of Impressionism, Post-Impressionism, Neo-Impressionism and Expressionism in relation to each other.

Students will reference Impressionist and Expressionist painters and creating a painting by applying some of the same application methods as the artists they research.

Florida Sunshine State Standards:

Skills and Techniques

Standard 1: The student understands and applies media, techniques, and processes. (VA.A.1.4)

Benchmark: 1. uses two-dimensional and three-dimensional media, techniques, tools, and processes to communicate an idea or concept based on research, environment, personal experience, observation, or imagination. (VA.A.1.4.1)

Benchmark: 2. uses tools, media, processes, and techniques proficiently, knowledgeably, and in a safe and responsible manner. (VA.A.1.4.2)

Benchmark: 3. knows how the elements of art and the principles of design can be used to solve specific art problems. (VA.A.1.4.3)

Benchmark: 4. uses effective control of media, techniques, and tools when communicating an idea in both two-dimensional and three-dimensional works of art. (VA.A.1.4.4)

Creation and Communication

Standard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts. (VA.B.1.4)

Benchmark: 1. applies various subjects, symbols, and ideas in works of art. (VA.B.1.4.1)

Benchmark: 2. understands that works of art can communicate an idea and elicit a variety of responses through the use of selected media, techniques, and processes. (VA.B.1.4.2)

Benchmark: 3. understands some of the implications of intentions and purposes in particular works of art. (VA.B.1.4.3)

Benchmark: 4. knows how the elements of art and the principles of design can be used and solves specific visual art problems at a proficient level. (VA.B.1.4.4)

Cultural and Historical Connections

Standard 1: The student understands the visual arts in relation to history and culture. (VA.C.1.4)

Benchmark: 1. understands how social, cultural, ecological, economic, religious, and political conditions influence the function, meaning, and execution of works of art. (VA.C.1.4.1)

Benchmark: 2. understands how recognized artists recorded, affected, or influenced change in a historical, cultural, or religious context. (VA.C.1.4.2)

NVAS- National Visual Art Standards

Content Standard #1: Understanding and applying media, techniques, and processes

-Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

-Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

Content/Skills: (concepts, (e.g. key content, vocabulary, or facts to be understood, academic skill to be learned).):

Students will learn compare and contrast Impressionism, Post-Impressionism, Neo-Impressionism and Expressionism and will create a painting on one of the art movements.

Skills: observing power point presentations, demonstrations and visual aides, comparing and sharing techniques between themselves and their peers, using control in the handling of tools and materials in a safe and responsible manner, using the elements and principles of art during production, self-assessment of final project.

Essential Question(s):  Which art movement do I prefer out of the two choices of Impressionism, Post-Impressionism, Neo-Impressionism and Expressionism? How am I going to communicate my choice through creating a painting?

Activities: (What have you planned to do?)

Opening:

-Students will observe a powerpoint presentation on Impressionism, Post-Impressionism, Neo-Impressionism Expressionism, artists’ examples.

Main activity:

-Students will create a painting in reference to Impressionism by painting outside for two weeks. They will choose between the styles in the movement of Impressionism, Post-Impressionism or Neo-Impressionism (choice-based).

-Students will create a painting in reference to Expressionism and write a creative written artifact to accompany the artwork.

Activity Procedure for both lessons:

1.     Observe an introduction to Impressionism, Post-Impressionism, Neo-Impressionism and Expressionism power point presentation.

2.     Go to computer lab to find a reference to paint if need be. Come back to class when finished.

3.     Get out painting supplies.

4.     Paint.

5.     Critique as a class.

6.     Self and Peer Assessment

7.     Hand in work.

8.     Quiz.

Closing:

Students will sign their finished paintings and decide where to present it in the school.

Student will complete a quiz on Impressionism, Post-Impressionism, Neo-Impressionism and Expressionism.

Students will complete a self-assessment and peer assessment on their finished work.

Accommodations: List students and specific accommodations you used below.

Student

Accommodation

LRC

Quizzes and Tests taken in LRC

 

LRC accommodation reports will be honored to specific students

Vocabulary: 

Elements and Principles of art and design: color, value, hue, line, shape, form, balance

Workmanship, Expressionism, Impressionism,

Post-Impressionism, Neo-Impressionism

Materials:

Ppt presentation, projector, canvas board, paint, paintbrushes, water, graphite

Grouping:  How did you group the students for instruction? Why?

As a whole, small group, individual, partners working together at the printing press.

Evaluation/Assessment: How will you know if the students understood the key concepts of the lesson?

Finished project, quiz, self/peer assessment, participation 

Analysis: What assessment data do you have that provides evidence of student learning

X  Tests, quizzes

X  Student work samples

X  Cooperative Learning Examples

X  Student Engagement (Participation)

X  Photographs/Video

X  Surveys (Self-Assessments)

_  Observation data/field notes (teacher checklist)

_  Other:

Describe how this lesson impacted student learning?

Students were engaged in creating a work of art where they get to reflect on themselves visually.

Students were able to learn about Impressionism, Post-Impressionism, Neo-Impressionism and Expressionism and apply it to create a painting.

 

Reflection: (Reflecting on the lesson)

It was a successful lesson.

What suggestions do you have for improving this lesson in the future?

More time to add a written story or artist statement to go with the work- maybe collaborate with the English department.

 

Impressionism, Post-Impressionism and Neo-Impressionism: Student Artwork 


 


 


 


 

Rubrics for Self and Peer Evaluations 

 Impressionism/Post/Neo

13-Lower

15-14

17-16

20-18

Painting captures the effects of light, i.e. highlights, reflected light, cast shadows, atmospheric perspective, color space

 

 

 

 

Painting demonstrates properties of luminosity, i.e. warm/cool color interaction. Optical complimentary colors are represented in close proximity.

 

 

 

 

Well-drawn, carefully studied representation of natural environment. Displays proportional accuracy and structured brushwork.

 

 

 

 

Accurate texturing and attention to detail is evident in finished painting such as specific foliage, grass, and ripples on water.

 

 

 

 

Overall impression. Does the painting capture the essence of Impressionism?

 

 

 

 

Total

 

 

 

 


 

Expressionism: Student Artwork 

"Expressionism is a painting that expresses the author’s or the person in the painting’s emotions or feelings. My painting signifies that sometimes journeys can be painful and they can still lead to bright and happy places as long as you keep your eyes on your goal and you try your hardest to get to where you want to be. The girl in this painting has experienced something painful and discouraging, say an injury that prevents you from doing what you love to do, and has a long and hard journey to recovery. In the distance it is bright and what I would imagine as happy colors and on the girl's immediate path is dark and sometimes lonely colors. The dark cliffs with water running down them and a sunset between them signify that there can be a great light and joy in the middle of pain and “darkness.”

I chose to do this because I recently had an injury that is signified by the red and black path. Due to this injury, I cannot preform in my sport. I have a new schedule that prevents me from truly being part of the team and the loneliness that it brings is signified by the dark purples. I believe that eventually the rehab will begin to work even though there may be setbacks and the light and dark blue path represents that. The dark and light green path represents getting steadily better with “splashes” of minor setbacks and problems. The pink and yellow path represents beginning to play again and, once again becoming part of the team. The trees in that section signify obstacles that could appear in the path. They also signify limits. If you’re running through a forest, you cannot go as fast as you would please because there are trees, or limits and obstacles, in your way. The sunset between the cliffs represents finally getting there. The brightness between the darkness shows the beauty and happiness of finally reaching your goal. It signifies the coming greatness and surprises that hide behind the tall and sometimes dangerous cliffs. The painting shows the long but rewarding journey of many parts of life."

 

"Expressionism is a style of painting, music, or drama in which the artist or writer seeks to express emotional experience rather than impressions of the external world. In my expressionistic artwork, I am trying to express the inner piece of every man, like in today's world, it has just become impossible for a man to think about his inner piece. Everyone is stuck into the daily routine and has forgotten that, apart from the technological life, there are many places in the natural world that could really help to find peace. Nature plays a major a role in our life as it has it's own beauty. The birds stand for peace and propriety. In my artwork I have used only white and black and some shades of grey; white stands for peace and the black to highlight what we are in daily life. I chose this because I really find people stressing out more than they should. I chose to color the water white because in daily routine, water is just blue and man’s life is just like the waves in it. We should live life the way we want, not with the fear of what others think about us. This artwork stands for everyman that is stressing his life more than he should and he should just break down some responsibilities and find peace for himself. This artwork most likely stands for my Dad as he recently had an heart surgery and still is working hard be cause he is responsible for many families back near home, who admire him and want to be like him. I just want him to find some time for himself." 


"Expressionism is a style of painting where the artist tries to express their emotional experiences through art. In my artwork I tried to convey the idea that when you feel alone, Mother Nature will always be there. The woman in my painting is alone but she is not lonely because of the comfort she seeks in the natural world. Sometimes I feel alone even though I am surrounded by people every day. The feeling that no one understands you is one of the worst feelings and the woman in my painting does represent in some ways how I feel alone. Nature won't turn its back on you like many people will and that is why I like to look to find myself in the simplicity of the relationship I can create with our planet. I chose to use the darker gray and black colors because I wanted to show that in reality we all face dark times. The white lightning bolt represents a "light at the end of the tunnel" effect and shows that we can find our paths again through becoming one with nature, as the woman in my piece has."

 

"Expressionism is the modernist art movement in which an artist, through the work of texture, form, color, value, space, shape and line, can express their inner emotions in an abstract way. Works of art in this form represent more an inner emotional feeling rather than a realistic or physical reality. Examples of such works of art can be seen throughout history and famous examples such as Die Bruke’s "The Bridge", Edvard Munich’s "Scream" and Vincent Van Gogh’s "Sunflowers". Below is a description of my attempt of expressing my present emotions in a work of art:

The Unknown

Within my expressionist piece, I have attempted to lay out my uncertainties and thoughts regarding transitioning from high school to college. At this point in time, my future road is unclear, on an undecided choice on college. I can be seen as the bird heading into darkness.  What was once light and clear, my schedule and life laid out before me has now become unknown. As an individual I cannot “see” or picture my future any longer.  Moreover, the bird represents myself, commonly birds symbolize freedom and independence and this is germane for the road I shall be taking not to long from now. The bright red color on the bird has also been used to represent youth and vitality, for college is what most people view as the beginning of their adult life.  Independence is what I shall be heading towards, yet currently this flight is a mystery of what and where this will entail."


"Expressionism is a movement that began in Germany in the twentieth century. It focused mainly on both poetry and painting. The goal of expressionism is for the artist to express any particular emotion or to evoke an emotion from those who observe the artist’s painting. Expressionism was recognized as a style of art during World War 2, and was particularly popular in Berlin. Expressionism later spread to literature, theater, music, dance, film and architecture. A famous example of a work of Expressionist art is “The Scream” by Edvard Munch.

My painting is also an Expressionist work of art. It features a roaring lion with an explosion made from a blend of red orange and white. The red in my painting represents the power, determination, and passion of an athlete. I chose orange to represent the energy needed to accomplish anything worthwhile in life. The yellow in my painting illustrates the intelligence an athlete must have with their approach to life. The lion in the center of the painting really pulls everything that this painting represents together. We are taught growing up to be fearless like a lion, as relentless as a lion, and to boast confidence just as the lion does. The lion in my painting represents the spirit of an athlete in pursuit of his or her dreams."