Art Movements Overview

Overview

Year group: 7
Duration: 30 minutes
Class size: 1 student
Unit: Art Movements Unleashed (Lesson 1 of 4)
National Curriculum link:
This lesson supports the aims of the National Curriculum for Art and Design (England), specifically:

• Key Stage 3 - Purpose of study: “engage creativity and experimentation with ideas, processes and materials”
• Attainment target: Develop understanding of art history and diverse artistic styles.
• Programme of Study (KS3 - Years 7-9):
  • Pupils should be taught to:
    • [KS3 Art and Design] “Take inspiration from the greats through investigating great artists, architects and designers in history”
    • Develop an understanding of different historical, cultural and social contexts of art movements

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Learning Objectives

By the end of this lesson, the student will be able to:

1. Define what an art movement is and describe its importance in art history.
2. Identify and describe key characteristics of Impressionism, Cubism, and Surrealism.
3. Explain the cultural and historical context that influenced each art movement.
4. Engage critically in a discussion reflecting on how these movements changed artistic expression.

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Resources Needed

• Printed or digital visual examples of famous artworks representing Impressionism, Cubism, and Surrealism (e.g., Monet, Picasso, Dalí)
• Whiteboard or sketchbook
• Markers or pencils
• Prompt questions prepared in advance
• Timeline visual chart (optional)

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Lesson Breakdown

1. Introduction to Art Movements (5 minutes)

• Teacher Action: Begin with a simple, clear definition: "An art movement is a style or tendency in art with a specific common philosophy or goal, followed by a group of artists during a specific time period."
• Use a quick analogy: “Like fashion trends, art movements influenced how artists created their work.”
• Briefly introduce the three featured movements with dates and origins:
  • Impressionism (c. 1870s France)
  • Cubism (early 20th century, France)
  • Surrealism (1920s, Europe)

2. Interactive Visual Exploration (10 minutes)

• Show 1-2 key images from each movement. For example:
  • Monet’s “Impression, Sunrise” (Impressionism)
  • Picasso’s “Les Demoiselles d’Avignon” (Cubism)
  • Dalí’s “The Persistence of Memory” (Surrealism)
• For each artwork:
  • Ask the student what they notice about the style, use of colour, shapes or subject matter.
  • Highlight key features:
    • Impressionism: loose brushwork, light and colour, capturing moments
    • Cubism: fragmented objects, multiple perspectives, abstract shapes
    • Surrealism: dream-like scenes, unexpected juxtapositions, subconscious themes
• Use reflective questioning techniques: “Why do you think the artist chose to paint this way?” and “How do you feel when you look at this piece?”

3. Discussion of Cultural Context (8 minutes)

• Briefly explain the social and historical background:
  • Impressionism: Reaction against traditional academic art, industrial revolution effects, new technologies like photography
  • Cubism: Responses to modernity, new ways to represent reality amid scientific progress
  • Surrealism: Influence of psychoanalysis, Freudian theory, aftermath of World War I
• Encourage the student to think about how historical events or ideas can influence artistic choices.
• Pose a “what if” scenario: “What if these artists lived today? How might their art change with modern technology and global culture?”

4. Reflection and Recap (5 minutes)

• Ask the student to summarise:
  • What is an art movement?
  • Name one key characteristic of each movement discussed.
• Introduce the upcoming focus for next lessons:
  • “Next time, you will get to create your own artwork inspired by one of these movements.”
• Provide a quick formative assessment: Have the student sketch a simple motif using one characteristic from each style (a loose brushstroke for Impressionism, a fragmented shape for Cubism, and a surreal object or combination). This will be low stakes and purely reflective.

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Assessment and Feedback

• Formative: Observation of student participation in discussion and understanding revealed through sketching task.
• Success Criteria:
  • Able to articulate the definition of an art movement.
  • Identifies at least one characteristic of Impressionism, Cubism, and Surrealism.
  • Reflects on cultural/historical context with prompting.
• Teacher Feedback: Give positive feedback focusing on insightful observations; encourage curiosity and personal interpretation.
• Consider recording student explanations to revisit how understanding evolves by lesson 4.

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Differentiation

• With only one student, adapt questioning to their interests and prior knowledge.
• Provide additional visual or written descriptions if needed for English language support.
• Scaffold complex concepts into simpler language while maintaining academic rigor.

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National Curriculum Compliance Summary

• The lesson encourages exploration and creativity through cultural and historical contexts ([Art and Design KS3]).
• Develops critical thinking and communication skills through discussion ([National Curriculum, English, Spoken Language links]).
• Lays foundations for personal artistic expression aligned with study of “great artists in history”.
• Meets British national statutory aims for art education by connecting practical work with historical understanding.

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This focused introduction lays a strong foundation for uncovering and creating within influential art movements, ensuring a purposeful and inspiring start to the "Art Movements Unleashed" unit.