8 sessions; 50 minutes per session

1. SWBAT create a large scale Impressionist landscape painting by mixing colors to match a photograph.
2. SWBAT define Impressionism.
3. SWBAT define Intensity.
4. SWBAT paint an Intensity scale and use complementary colors, tints and shades in their paintings.

1. We use 18X24 grey bogus paper.
2. Tempera paints.
3. Brushes, water cans, paper towels.
4. Laminated picture or photo inside a sheet protector.

Need these materials? Visit Blick!

Students will study the style of art known as Impressionism. As a color mixing project, students will mix paint to match a laminated landscape photo. Students sketch out their picture first, then mix the paint and touch it to the photo to see if it matches. If it doesn't they just wipe it off and try again. I encourage students to bring in photos that they have taken and put them inside a sheet protector. I have collected old calendar pictures and laminated them for students to use if they don't bring their own. It's important they pay attention to direction of brush strokes and how loosely they are applied to the paper. Its not about blending the colors, but matching the colors.

See attached rubric.

This project always turns out really well. It forces students to mix colors in order to match their reference. Crayola green from the bottle doesn't necessarily match the green grass in the picture. Students have to problem solve whether they need to add it's complement to dull it or make it lighter or darker.

[9-12 Proficient] 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

[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium

[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems

[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art

[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

Mary Cassatt, Claude Monet, Camille Pissarro, Pierre-Auguste Renoir, Alfred Sisley

Impressionism

Color/Value

Drawing, Paper, Photography, Tempera

Impressionist RUBRIC.doc
Color- ValueIntensity.doc