Teacher’s Page

Title of Lesson

Paint Like a Master!


Lindsey Almeida

Fall 2013


This WebQuest is focused on the Impressionistic art period.  Students will be starting their own museum, and have to represent artwork from each art period, but, the artwork that will be hung in the museum will be their own.  Students will be paired off, although both students will be museum curators, one will be in charge of finding the Great Masters of the Impressionistic art period, while the other will have to define the style, the history behind it, the different art techniques used.  They will have a worksheet that they will have to fill in as they go.  After both worksheets are complete, they will have to share their answers with each other, each teaching the other about the information they came across.  The end result will be each student will be familiar with the Impressionistic period, and will have to create a painting in that style.

Performance Objectives

Students will be learning to identify the different styles of the Impressionistic paintings.

Students will be analyzing painting and composition techniques in order to replicate Masters’ artwork.

Students will relate Masters’ masterpieces to their own artwork.


At the end of this lesson, students will be familiar with the Masters of the Impressionistic art period, along with the style that the Masters used to create their masterpieces.  Students will apply newly learned concepts to paint in the style of the Great Masters, and will have the ability and knowledge to create their own masterpiece, using the same subject matter, styles, and techniques, which when finished, will be hung in their museums.

Scaffolding Knowledge

Essential Questions: Who is the “father” of Impressionism?  How does Impressionism differ from classical painting?  How do you paint in the style of Impressionism?

Level Activities
Remembering During this lesson, the technique specialist has to research different Impressionistic painting techniques and identify and describe them to their partner.  Also, the historian has to find different Masters of the Impressionistic period and recall them to their partner.
Understanding The pair will review their guide sheets together and discuss their findings.  Students will also identify the different techniques used in Impressionistic paintings
Applying Students will apply their newly learned Impressionistic techniques in a painting.
Analyzing Students will compare and contrast Impressionistic paintings to classical paintings and identify the differences.
Evaluating Before handing in their finished product, students will be doing a “Step Back” technique which makes students take a step back from their painting to assess it from a distance to see if it still makes sense.
Creating The final activity of this WebQuest is for students to create and design their own painting, using the painting techniques of the Impressionistic Masters.


Multiple Intelligences

Intelligence Activities
Linguistic This intelligence is targeted with the worksheet they have to fill out and the discussion the students will have about their findings.
Logical-Mathematical  This intelligence is targeted when students have to analyze the Impressionistic paintings and explain how they differ from classical paintings.
Musical  This intelligence is targeted during the discussion part of the WebQuest.  Because students are teaching one another about what they discovered while in their role, listening is a big part of learning.  Students have to listen to their partner to learn what they found while in their role.  Also I will be playing music for the students to listen to while painting.
Bodily-Kinesthetic  This intelligence it targeted during the art making process.  Students will be getting out of their seats to gather their supplies through out the class.  Also students will be painting, which is hand-eye coordination and is also part of this intelligence
Spatial This intelligence is targeted during the art making process.  Students will be painting in the style of the Impressionistic Masters.
Interpersonal  This intelligence is targeted during the discussion section of the WebQuest.  Students have to discuss their findings with each other and teach the other student about what they found while researching their role.
Intrapersonal  This intelligence is targeted during the art making process.  The painting is an independent project where students can focus on the painting and work by themselves.

Mind Styles

Concrete Sequential This learner will excel during the research and art making sections.  They are quiet and independent, yet have exact instructions on what to do.
Concrete Random This learner will excel during the art making process.  It is a very hands on project, and produces a real and creative product.
Abstract Random  This learner will do well during the part of the WebQuest when the students have to explain their findings to each other.  Also during the group work part.
Abstract Sequential  This learner will do well during the research section, along with the art making.  These are both independent objectives.

Sense and Meaning

The Impressionistic period was started when painters began to break away from the traditional style of painting, and started to paint in their own style.  This created a big stir, and actually started its own movement.  In High School, students are learning who they are and who they want to become and begin to break away from the social norm.  Many students will connect with the artists of the Impressionism, and can make sense of how this movement came about.


This WebQuest can evoke different types of emotion from each student.   Painting can be very relaxing and enjoyable, and gives students a chance to forget about their daily stresses.  But, there are some students who do not like the mess that comes along with painting, and have a hard time controlling the paintbrush.  Therefore, this causes the students stress, and making the painting experience not enjoyable.


Standards Addressed

1.1.12.D.2- Stimuli for the creation of artworks can come from many places, including other arts disciplines.

1.2.12.A.1- Cultural and historical events impact art-making as well as how audiences respond to works of art.

1.2.12.A.2- Access to the arts has a positive influence on the quality of an individual’s lifelong learning, personal expression, and contributions to community and global citizenship.

1.3.12.D.1- Synthesize the elements of art and principles of design in an original portfolio of two- and three-dimensional artworks that reflects personal style and a high degree of technical proficiency and expressivity.

1.3.12.D.2- Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding.

1.3.12.D.3- Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums, and techniques used.

1.3.12.D.4- Analyze the syntax and compositional and stylistic principles of two- and three-dimensional artworks in multiple art media (including computer-assisted artwork), and interpret themes and symbols suggested by the artworks

1.3.12.D.5- Identify the styles and artistic processes used in the creation of culturally and historically diverse two- and three-dimensional artworks, and emulate those styles by creating an original body of work.


Teacher Preparation

Materials Needed:

  • Computer or IPad
  • Examples of past art student’s Impressionistic paintings.
  • Pencils
  • Erasers
  • Painting Palettes
  • Acrylic Paint (All colors)
  • Paintbrushes
  • Palette Knives
  • Water cups
  • Paper towels
  • Canvas Board

Printable Handouts:

Historian Worksheet

Technique Specialist Worksheet

Art Making Rubric

Key Terms

Impressionism a style of painting developed inthe last third of the 19th century, characterized chiefly byshort brush strokes of bright colors in immediate juxtaposition to represent the effect of light on objects.
Texture  the visual and especially tactile quality of a surface
Oil Paint  a paint made by grinding a pigment in oil, usually linseed oil.
Acrylic Paint  fast-drying paint containing pigment suspension in acrylic polymer emulsion

Lesson Outline

1. Teacher Instructional Proces

  1. Teacher will introduce art period Impressionism.
  2. The teach will ask students to think about how this style of painting differs from what they are used to.

The teacher will ask the following questions to the students:

  • If you saw this painting in person, and had a chance to run you hand over it, how do you think it would feel?
  • Do you think you would be able to create a painting where if you ran your hand over it, you could feel the brush strokes?
  • How do you think you could recreate the texture?

The teacher will then quickly go over the WebQuest, showing students how to properly through the website.  Having students navigate to the Task page, the teacher will then:

  1. Assign students into pairs
  2. Explain the roles and what is expected
  3. Assign students to roles

The teacher will then let the students begin the WebQuest on their own.

2. Guided Practice

  1. The teacher will be walking around the classroom to make sure that the students are staying on task.
  2. Students will be working independently at first, filling out their role worksheet.
  3. When the pair is finished, they will take turns, going over their role worksheet, teaching the other student what they found/learned.

3. Independent Practice

Students will be showing their new understanding during the art making process.  Students will be painting in the style of Impressionism and using the same theme as the Masters did.  Studetns will also be using the “Step Back” method, where they will place their painting on the sill of the chalkboard and take a step back to see what their painting looks like from a distance.

4. Closure

The teacher will ask the students what their favorite part of Impressionsim is.  Did they enjoy painting like the Masters?  Would they ever paint in this style again?  Which painting technique was their favorite?  Which Master was their favorite, why?

Alternate Outline – Accommodations

  • Timing:Students who have accommodation will be granted extra time if needed.
  • Technology: This WebQuest can be done with limited computers, students can combine groups into fours, and can share the work.

Suggested Follow-Up

If students need more practice on skills, visit……

M.S.E.T program. Ramapo College, New Jersey. 2012




http://en.wikipedia.org/wiki/Anthony_Gregorc http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences


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