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Multiple Level Lesson Plan

Beyond the Dot...

Created on September 06, 2012 by lightARTed

Students create art in the style of Angie Vandenbogaard and include dots that have monochromatic elements and of different sizes in their work. Students partcipate in a class discussion to learn about and compare/contrast the following artists whose art is created with dots: Angie Vandenbogaard, George Seurat, Roy Lichtenstein, Aboriginal dot art, and other pointilism examples.

59 Keeps, 11 Likes, 9 Comments

THE PLAN
4 sessions; 50 minutes per session
Students create art in the style of Angie Vandenbogaard and include dots that have monochromatic elements and of different sizes in their work. Students partcipate in a class discussion to learn about and compare/contrast the following artists whose art is created with dots: Angie Vandenbogaard, George Seurat, Roy Lichtenstein, Aboriginal dot art, and other pointilism examples.
PowerPoint
Poster and prints of various artists such as George Seurat, Roy Lichtenstein, Aboriginal dot art, and other pointilism examples.
Book: The Dot, by Peter H. Reynolds
Pencils
Watercolor paper
Watercolor paint
Teacher-made handout
Q-tips
Oil pastels
Small stickers
Markers
Paint
Black Sharpies
Color pencils

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1. Read the book, The Dot, by Peter H. Reynolds.

2. Students study the art of Angie Vandenbogaard, George Seurat, Roy Lichtenstein, Aboriginal dot art through a teacher-made PowerPoint and posters.

3. Lead students in a class discussion and have them compare and contrast the variety of paintings.

4. Students practice and experiment with making a variety of styles of dots on a teacher-made handout. Students can use materials such as Sharpie pens, Q-tips and paint, oil pastels, color pencils, markers, watercolor and brush, and sticker dots.

5. Demonstrate how to create monocromatic colors with watercolor paint. Explain to students that their tree paintings should include monochromatic colors as well as a varitey of different sizes. Demonstrate how to draw the outline shape of trees and allow students time to practice drawing lightly in their sketchbooks.

6. Students should LIGHTLY sketch an outline of their trees on paper. Students will then fill their trees in with watercolor paint making sure to include light, medium, and dark color dots as well as small, medium, and large sized dots. When paintings are dry students may erase their pencil lines.
Student practice in handouts and sketchbooks.
Did students participate in the class discussion?
Final project:
1. Did students draw lightly? Can you see any pencil lines?
2. Did students include light, medium, and dark color dots as well as small, medium, and large sized dots?
3. Is the painting neat, smudge and spill free?
4. Did students demonstrate knowlege learned and partcipate in class critique?
Discussion questions from viewing a variety of pointillism and dot paintings:
What do all these paintings have in common?
How are they different?
Which painting do you think took the longest?
If you were to make a painting with dots which style would you choose?
How do you make a dot? How do you think these artists made dots?
What sorts of materials could we use to make a dot picture?
How would you teach a kindergartner to make dots?
THE STANDARDS

Visual Arts Standard 1:
Understanding and applying media, techniques, and processes


[K-4] Students know the differences between materials, techniques, and processes
[K-4] Students describe how different materials, techniques, and processes cause different responses

Visual Arts Standard 4:
Understanding the visual arts in relation to history and cultures


[K-4] Students identify specific works of art as belonging to particular cultures, times, and places

Visual Arts Standard 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others


[K-4] Students understand there are different responses to specific artworks
THE FEATURES
Roy Lichtenstein, Georges Seurat
Color/Value
Watercolor
ATTACHMENTS
Angela Vandenbogaard 2 .ppt
Angela V practice dots handout.docx

  • RuthByrne 09/06/2012 at 09:21am
    great great great !


  • klawart 09/09/2012 at 05:32pm
    I love it. having the connection visualy with books is great. I try to do it all the time.


  • LiveColorfully 09/12/2012 at 06:23am
    LOVE love love this project. How cool would it be to have them all hanging up together on a wall? Very fresh. Will definitely have to steal this one for my Foundations course in the spring! Plan to alter for high schoolers- in a panel of 4: Grayscale, Primary, Complimentary, Monochromatic.


  • K-8teach 09/17/2012 at 03:56pm
    Wonderful! Thanks for sharing! :)


  • AmyHall 09/26/2012 at 03:57pm
    Soo beautiful!!!! Thank you for sharing!! I finally ordered The Dot last week and have been thinking of a good project to go along with it! Thanks again!!


  • remembertheshadows 10/02/2012 at 08:20am
    Grades 1 - 9 worked through this lesson. The Negative Space between the shapes, (ie dots) became part of the lesson. When Students came to the front of the room to tape their work up on the white board, there were coffee table books of Monet, Cezanne and VanGogh leaning in the silver 'chalk' tray. More than one student explaimed, "That picture (one the cover)is just like MINE!!!"


  • Dariyn 11/04/2012 at 09:32pm
    Great Lesson, I will have to try this one with my 8th grade class, they have already used dots in aborigine dot paintings when they were in 6th grade. This would be a nice follow up using dots in a more contemporary style. Thanks for sharing.


  • mtnbrooke7 05/27/2013 at 05:37am
    Thanks for sharing, I will have to try this one!


  • RVArtist 08/27/2014 at 05:32am
    Great to combine with my Yayoi Kusama and Kandinsky lessons! Thanks so much!