Pointillism Pumpkins

ARTE 342
Name: Samantha Butkus
1/1
DAILY PLAN
Lesson Title: Pumpkin Pointillism
Grade Level: 3
Skills:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.3 a. Elaborate on an imaginative idea.
VA:Cr1.2.3 a. Apply knowledge of available resources, tools, and technologies to
investigate personal ideas through the art-making process.
Anchor Standard 3: Revise, Refine, and complete artistic work.
VA:Cr3.1.3 a. Elaborate visual information by adding details in an artwork to
enhance emerging meaning.
Anchor Standard 4: Select, analyze, and interpret artistic work for
presentation.
VA:Pr4.1.3 a. Investigate and discuss possibilities and limitations of spaces,
including electronic, for exhibiting artwork.
Anchor Standard 7: Perceive and analyze artistic work.
VA:Re7.1.3 a. Speculate about processes an artist uses to create a work of art.
VA:Re7.2.3 a. Determine messages communicated by an image.
Anchor Standard 9: Apply criteria to evaluate artistic work.
VA:Re9.2.3 a. Evaluate an artwork based on given criteria.
Social Studies Standards:
SS.IS.6.3-5: Construct and critique arguments and explanations using reasoning,
examples, and details from multiple sources.
SS.H.2.3: Describe how significant people, events, and developments have
shaped their own community and region.
Overall Lesson Objective:
Big Idea: Community
-Studying the past makes it possible for us to understand the human story across
time.
-Knowledge and understanding of the past enable us to analyze the causes and
consequences of events and developments, and to place these in the contest of
the institutions, values and beliefs of the periods in which they took place.
ARTE 342
Technical Skill: Students will discuss what they already might know about
Pumpkin Festival and pointillism. After a leaded class discussion and learning
new facts, students will be able to summarize what they have learned.
Formal Qualities: Students will apply their knowledge of pointillism and the
importance of community to their projects. Students will experiment with
pointillism methods to discover how to make secondary colors without mixing,
rather, putting the dots close to each other or even overlap.
Conceptual Complexity: Students will create a meaningful composition on their
pumpkins related to Halloween or Pumpkin Festival, using the pointillism
method.
Daily Objectives:
-Given Q-tips, acrylic paint, and a pumpkin, each student will examine the
process of painting with a pointillism approach.
-Given a range of paintings done with pointillism students will examine
techniques, explore possibilities and apply them to their own compositions.
Essential Questions:
- What conditions, attitudes, and behaviors support creativity and innovative
thinking?
- What factors prevent or encourage people to take creative risks?
- How does collaboration expand the creative process?
- How does knowing the contexts, histories, and traditions of art forms help us
create works of art and design?
- Why do artists break from established traditions?
-Why do people value objects, artifacts, and artworks and select them for
presentation?
Academic Language:
-Composition
-Community
-Pointillism
Assessment Criteria:
Technical Skill
Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.
10-8 points
Student
participated in the
class discussion, as
well as summarized
what we learned in
their
artist
7-5 points
Student did not
participate in the
discussion,
although still had a
strong
artist
statement.
4-0 points
Student did not
participate or write
an artist statement.
ARTE 342
Formal Quality
Conceptual
Complexity
Critique/
Statement
Artist
statements.
Student
experimented with
pointillism methods
and made it evident
that
they
discovered how to
make new colors
without mixing.
Students
composition
was
well thought out,
has strong meaning
and demonstrates a
clear understanding
of pointillism.
Students statement
shows
a
clear
understanding
of
the importance of
community.
Student
experimented with
pointillism
methods, although
the
composition
was simple and the
dots were clearly
separated.
Students
composition
suggests it was a
quick thought, and
the
pointillism
method was not
fully executed.
Students statement
shows
a
slight
understanding
of
community.
Student did not

paint
their
pumpkin
using
pointillism
methods.
Students
composition
has
nothing to do with
the given criteria
and pointillism is
not present.
Students statement
does not show an
understanding
of
community.
Teaching Resources Needed to Support the Lesson:
Note: All background materials,

research documents, and handouts should be listed below and included as attachments.
-Pointillism PowerPoint
-Pumpkin Festival PowerPoint
Art Materials Necessary for the Lesson:
-Acrylic paint
-Q-tips
-Pumpkins
-Pallets
Teacher Activities
Introduction:
Student Activities
ARTE 342
Students gather and discuss what they
know about pointillism and learn the
definition and technique
Students share what they already

know about the pointillism
technique
Students are shown examples of pointillism

and are introduced to George Seurat
Students examine examples of

pointillism
and
begin
to
understand the technique as they
see the big pictures and zoomed
in portions
Students are exposed to real life examples of

pointillism and how colors interact next to
each other to create illusions of other colors
while composing an image
Students observe and study

examples and begin to think of
their own
Pumpkin Festival is introduced with a brief

history and description relating to creativity
and the community coming together
Students make connections to

Pumpkin Festival and discuss
what they know about it
Development:
Students are introduced to the creation of
pointillism on pumpkins for the festival by
using paint and Q-tips, focusing on a theme
of autumn or Halloween
Students
consider
what
pointillism image they will paint
on their pumpkins
Supplies are distributed
Students begin their pointillism

images on their pumpkins
Teachers walk around to provide help and

encouragement as students work on their
compositions
Students continue to work on

their images and work through
technicalities both independently
and separately
Conclusion:
A ten-minute warning is given before clean
up
Students
wrap
up
their
ARTE 342
Clean up begins and students come up to

the board to record what they learned
pointillism paintings
Students clean up and record
what they learned on sheet of
paper on the board
Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
Students enjoyed tying in their community to an art project and wrote a card of
appreciation to the farms that donated the pumpkins to them. There must be
more attention paid to the use of Q-tips as tools for dots. Many students wanted
to use them as a paintbrush and make strokes.

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ARTE 342

Name: Samantha Butkus

Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.

Student did not

Teaching Resources Needed to Support the Lesson:

Note: All background materials,

Students share what they already

Students are shown examples of pointillism

Students examine examples of

Students are exposed to real life examples of

Students observe and study

Pumpkin Festival is introduced with a brief

Students make connections to

Supplies are distributed

Students begin their pointillism

Teachers walk around to provide help and

Students continue to work on

Clean up begins and students come up to

Critical Comments and Reflections:

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