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Jorge Augusto Correia, Tavira, Portugal

Title of lesson/Lesson topic: The Lesson Summary:
impressionism movement in painting The impressionism

Subject areas: History

Grade/Level/Class: 11th
Time required: 100 minutes
Teacher: Fátima Pires
Curriculum framework: (e.g. everyday maths)
– 300 minutes per week

Learning objectives: Students will know/ understand: Students will be able to do:
(write 2-5 objectives stating the purpose of the
lesson, why students need to learn it and expected Despite arts education within the classical patterns, To be more open minded to modern art
learner outcomes) there are other equally valid alternative proposals.
To identify the discontinuities introduced by To fight against prejudice (related to modern arts)
the Impressionist movement The importance of the scientific knowledge to
understand art To visit a virtual museum
To make a virtual visit to the Monet's
collection of the Marmottan Monet’ museum To contact with different impressionist painters and
and National Gallery – London: their paintings

To examine the painting Impression, sunrise, To identify the aspects in which Impressionism
under the scientific knowledge: the picture contradicted classical art
and the science, the new discoveries

To identify the main features of a pictorial

movement: the colour, the technique and

To understand the impressionism as a

movement which covered different arts
Arts integrated objectives: The discontinuities introduced by the impressionist
To identify the discontinuities introduced by movement opened doors to contemporary art
the Impressionist movement

To know different impressionist painters and

their paintings

To associate the impressionism to different

Technology integrated objectives: The resources of the internet A virtual visit to a reference museum

To make a virtual visit to the Monet's To manage a virtual museum website

collection of the Marmottan Monet’ museum
and National Gallery- London

To interact with the site of a virtual museum

Input/Warm-up: A short activity that focuses Materials/Resources/Web Pages/Textbooks/Text:

Students’ attention before the actual lesson (handouts, factsheets, links, technology/art tools.....)
begins. For example, a hand-out given to
students at the door, review questions Activity that focuses Students’ attention before the actual lesson
written on the board, two problems on the http://joom.ag/yBnp
overhead projector .
Prezzi Presentation – Monet’s collection from Marmottan Museum
Comparing a classical painting with an https://prezi.com/kxiy8sobyjly/copy-of-untitled-prezi/
impressionist one: which are the main
differences? Support text “Magazine ” created at joomag:
Pre-required knowledge:
Classical canons in painting Virtual visit to the Museums:
Key words – Vocabulary: http://www.nationalgallery.org.uk/visiting/virtualtour/#/central-hall/
En plein air

Lesson steps/activities: Instructional strategies

1. Modeling (show): The Teacher shows in Class discussion
graphic form or demonstrates what the
finished product looks like. Visual aid/experiment
The students will be faced with a classical
framework (Ticiano , Isabel de Portugal)and Internet X
other impressionist (Renoir, A Young woman).
One they have to present small groups’ Video
Assessment/Evaluation: Quiz/questionnaire/journal/teacher observation/discussion
2. Guided practice (follow me): pair work
activities/ small group activities/ whole class Previous instrument – what do students know about the subject?
activities. The Teacher leads the students https://docs.google.com/a/estavira.com/forms/d/18bHXJ8ne3LvV7GzlQ8EG-
through the steps necessary to perform the xRE06nZ9WIRv7HVavwiNGI/viewanalytics
skill using the tri-modal approach –hear-see-
do. Teacher observation
Analytical observation of Impressionist Discussion
paintings. Systematization of the main Correct information in the postcard
features (whole class).
Metacognition evaluation
Depth analysis of t Monet painting impression
- The importance of the painting;
- Science’s contribute to the analysis of
the painting.

3. Checking for understanding: The Teacher

uses a variety of questioning strategies to
determine ‘Got it yet?’ and to pace the lesson
- move forward/back up?
Students gather in small groups to analyze
their favourite impressionist painting from
the Marmottan museum impressionist
collection. They must also point out the
breakthrough opened by impressionism.

4. Independent Practice/Homework: The

Teacher releases Students to practice on their

Discover the impressionist collection of the

National Gallery London

Select a painting from an impressionist room

(Room 43 or 45)

Create a post card and point out the main

impressionist characteristic in the chosen
painting (108 characters)

Send an email to the teacher with the

postcard in attachment

Teacher notes

Answer key

The main features of impressionism in different paintings: the colour, the technique and themes