Pointillism Art Creation

I want to plan a art lesson on pointillism. The children will look and respond to what is pointillism, how it works, how Georges Seurat the french artist created it in the 1880s and how he loved to paint beach scenes. The teacher will model how to lightly line/draft an illustration summer themed and how to use the two different cotton bud types with paint to create the pointillism effect. Templates are available for those who do not wish to draw. This is my lesson plan template: ST Name: Kym Fox ST Number: 40036679 Class Level: 2nd & 3rd Class Date: 21/05/25

Subject: Visual Arts Time: 12:40 Duration of Lesson: 60 Minutes No of Pupils: 27 pupils Strand(s) Paint and Colour Strand Unit(s)/ Element(s) Looking and responding Painting

Learning Outcome(s)/ Content Objectives: Look at and talk about his/her work, the work of other children and the work of artists. Make paintings based on recalled feelings and experiences, exploring the spatial effects of colour and tone, overlapping, and with some consideration of scale. Learning Objectives: (Two are required. One other may be added if deemed necessary)

The child should be enabled to:
The child should be enabled to:

Assessment:

Method:
Assessment of:
To be recorded: Teacher Questioning: (Insert I, D, C for relevant part of lesson) Lower order questions (Closed Questions)

Higher order questions (Open Questions) 1. 2. 3. Language Development opportunities in this lesson: Literacy Development opportunities in this lesson: Teaching Methodologies: Please underline the primary methodology/ies to be used during the lesson · All Subjects: Talk and Discussion, Collaborative/Co-operative Learning, Active Learning, Skills Through Content, Using Local Environment, Problem Solving

Introduction: Stimulus: Elicit Prior Knowledge: Share Learning Intention:    Development:   Conclusion: Cognitive: Social: Transition (if appropriate:    Universal Design for Learning

Pupil(s) Reason(s) Method(s) Additional Comments/

The Learning Environment: Resources:

ST Name: Kym Fox

ST Number: 40036679
Class Level: 2nd & 3rd Class
Date: 21/05/25

Subject: Visual Arts
Time: 12:40
Duration of Lesson: 60 Minutes
No of Pupils: 27 pupils

Curriculum Strand & Strand Units (IE Curriculum)

Strand: Paint and Colour
Strand Units:
- Looking and Responding
- Painting

Learning Outcomes / Content Objectives (Aligned to IE Curriculum)

By the end of the lesson, children will:

Look and Talk about Art
- Recognise and discuss works by Georges Seurat and the pointillism technique, relating to feelings and experiences.
- Demonstrate an understanding of how pointillism works as a painting technique through class discussion and observation.
Create Paintings Using Pointillism Technique
- Make a summer-themed painting using dotting methods with two types of cotton buds, exploring spatial effects of colour, tone, and scale in their work.
- Demonstrate control and skill in applying paint dots to create texture and layering, inspired by Seurat’s beach scenes.

Learning Objectives

The child should be enabled to identify characteristics of pointillism and describe Georges Seurat’s contribution to the style (Exploring the Past and Present in Art).
The child should be enabled to use dotting techniques with cotton buds to produce a simple summer-themed image that shows understanding of colour blending and spatial arrangement.

Assessment

Method: Observational assessment during art activity and through structured class discussion/questions.
Assessment of:
- Understanding of pointillism through oral responses.
- Ability to apply pointillism techniques when creating artwork.
To be Recorded: Teacher notes on pupil participation, comprehension, and skills in using the dotting technique.

Teacher Questioning

Lower order questions (Closed Questions) [I, D]

What is the technique called that uses lots of small dots?
Who created pointillism in the 1880s?
What colours do we see in beach scenes painted by Seurat?

Higher order questions (Open Questions) [C]

How do the dots create different colours when looked at from a distance?
Why do you think Seurat chose to paint the beach using pointillism?
What feelings or memories does your summer-themed painting bring to mind?

Language Development Opportunities

Introduce artistic vocabulary: pointillism, dots, colour mixing, texture, tone, spatial effects, gradient
Use descriptive language during discussions and while explaining techniques.
Encourage pupils to use sentences when describing their artwork and feelings.

Literacy Development Opportunities

Write a simple caption or sentence about their summer painting.
Label colours and techniques used on their painting sheet (oral or written).
Discuss and listen to a short narrative about Georges Seurat and his paintings before practical activity.

Teaching Methodologies

Talk and Discussion (Primary)
Collaborative/Co-operative Learning
Active Learning
Skills Through Content

Lesson Structure

Introduction (10 mins)

Stimulus: Share a high-quality image of Georges Seurat’s famous beach scene “A Sunday Afternoon on the Island of La Grande Jatte.”
Elicit Prior Knowledge: Ask pupils if they’ve seen paintings made of tiny dots and what effect they notice. Show close-up and distant views of a pointillism painting.
Share Learning Intention: “Today, we are going to learn about a special painting style called pointillism used by an artist named Georges Seurat, and create our own summer scenes using dots of paint.”

Development (40 mins)

Look and Talk (15 mins)
- Brief story of Georges Seurat and the 1880s pointillist movement (adapt for age).
- Show examples of dot painting, explain how small dots of different colours placed close together produce new colours and tones.
- Class discussion with teacher-led questioning and vocabulary emphasis.
Modelling and Demonstration (10 mins)
- Teacher models lightly lining a summer-themed illustration (e.g., sun, beachball, umbrella) on the whiteboard or projector, explaining the planning stage.
- Demonstrates using two cotton bud types (thinner and thicker) dipped in paint to create dots emphasizing control, spacing, and layering.
Creative Activity (15 mins)
- Pupils either draw their own simple summer design on paper or use available templates.
- Using cotton buds and poster paints, pupils create pointillism-style paintings of their summer theme.

Conclusion (10 mins)

Cognitive: Pupils share their artwork in small groups or pairs, discuss how they created their dots, colours used, and what the painting reminds them of.
Social: Group reflection on the learning experience, compliments for peers’ work focusing on colours and techniques.
Teacher highlights how the art links to feelings, beach scenes, and practice of observation skills.
Transition: Talk about what they will learn next in painting.

Universal Design for Learning (UDL) Considerations

Pupil(s)	Reason(s)	Method(s)	Additional Comments
Pupils less confident in drawing	Anxiety around free drawing	Provide templates; offer one-on-one support during drawing phase	Encourage focus on pointillism dots over drawing skill
Pupils with fine motor difficulties	Challenges holding cotton buds	Offer thicker cotton buds for easier grip; paired work for assistance	Use adaptive grips if needed
Pupils with hearing difficulties	Following verbal instructions	Use visual prompts, step-by-step posters, peer helpers	Reinforce via visual modelling

The Learning Environment: Resources

Colour printouts of Georges Seurat’s “A Sunday Afternoon...” and other pointillism paintings
Whiteboards or large paper for teacher modelling
Cotton buds (two types: thin and thick)
Poster paints in primary and secondary colours
Summer-themed drawing templates and blank papers
Water pots, paper towels, aprons for pupils
Visual step charts showing the pointillism dotting process

This lesson plan ensures deep engagement through talk, hands-on learning, and creativity while meeting both the Visual Arts strand and the IE Curriculum’s emphasis on looking/responding and painting units for 2nd and 3rd Class children.

Teaching Instructions