Impressionism(1875) Post Impressionism(1890)

Click here for a sample collection to use with instructor's lecture

It should be emphasized that this is leading into their studio painting experience and that students should study the brush strokes and details of painted works in an attempt to observe color mixing, how light is indicated, and the type of color used for certain parts of the painting (“Notice the blue tones used in this face... “, “Notice the colors used in the trees, what colors do you see?”, etc.).

Student collection of Impressionist art. Evaluation:

Uses a minimum of two works (Can not use works seen in teacher collection) to illustrate each of the major themes talked about in the lecture. (The change in subject matter to the “everyday”, patrons are now middle class, brush strokes are very visible, sculpture is left rough, spontaneity, details of sculpture/painting/ architecture, beginning of the breakup of Renaissance rules.)

Brief paragraph (in the student’s own words) about each work including artist, date, culture/geographic location, the work’s purpose, interesting fact(s), attribution information (where the work was found, MIA, WAC, Tweed museum of art, etc.). The student’s opinion of the work. What the student likes, what the student dislikes and why.

Correctly created an art collection, placed images in chronological order, published and turned in the URL to teacher.



Student collection of Post Impressionist art. Evaluation:

Uses a minimum of two works (Can not use works seen in teacher collection) to illustrate each of the major themes talked about in the lecture. (The abstraction of color and shapes, personal interpretation of subject matter, brush strokes emphasized, patrons are now middle class, spontaneity...)

Brief paragraph (in the student’s own words) about each work including artist, date, culture/geographic location, the work’s purpose, interesting fact(s), attribution information (where the work was found, MIA, WAC, Tweed museum of art, etc.). The student’s opinion of the work. What the student likes, what the student dislikes and why.

Correctly created an art collection, placed images in chronological order, published and turned in the URL to teacher.


*As with any collection, the teacher may wish to have students illustrate a certain theme of the era. For example, students could choose a few works of art and write about how they illustrate a social issue of the time. Or it is quite conceivable that the written assignment could be expanded to be the sole evaluation tool used in this unit.


Compare/Contrast Writing Assignment.

Students are to compare/contrast how works from both stylistic periods, with similar subject matter, are
composed or executed.

Evaluation:

Correct grammar, spelling, and punctuation.
Use of terms covered in class.
Contains objective observations.
Includes many points of comparison or contrast.
Depth of comparison/contrast.
Includes a conclusion (summary or opinion).