Impressionism Discovering Links Between the Arts Michael Archer Gwen Keohane Laura Laude Emily Paolini Alex Reid.

Impressionism

Discovering Links Between the Arts

Michael ArcherGwen KeohaneLaura LaudeEmily PaoliniAlex Reid

What is an Impression?

An effect, feeling, or image retained as a consequence of experience

A vague notion, remembrance, or belief

Community of Learners

• High School General Music Course• Previous Exploratory Courses

– Art, Music, Dance

• English Courses– Poetry, Narrative, etc.

• Preconceptions of Learners?

Curriculum Objectives

• Impressionism as a Subject of Cross-Curricular Study

• Evaluating Impressionism as an important movement in History– Connections to features in the arts and

music of today

• Using Impressionism to foster creativity and higher order thinking skills

Blooms Taxonomy

• Revised Blooms Taxonomy– Lorin Anderson,

1990 • Remembering• Understanding• Applying• Analyzing• Evaluating• Creating

Mary Cassatt, Children Playing On the Beach, Oil On Canvas: 1884

Blooms Taxonomy • Remembering: names, facts, and dates• Understanding: History in context, how the art

movement used characteristics of Impressionistic ideals

• Applying: Take what they know about Impressionism in art and utilize that with music of the period.

• Analyzing: How one piece compares to another, what kind of effect artist is trying to create

• Evaluating: How a piece makes them feel, what images or moods are created

• Creating: Watercolor, short poem or dialogue, dance, musical piece

Multiple Intelligences Learning Styles

• Multi-Disciplinary Study• Social Constructivist and Direct

Instruction– Lecture and Group Work: Connecting the

Curriculum to Everyday Experiences

• Varied Media and Teaching Strategies

Multiple IntelligencesLearning Styles

• Introductory Lesson– Intrapersonal, Interpersonal Intelligences– Visual and Auditory Learners

• Visual Art Lesson– Kinesthetic, Spatial, Musical, Interpersonal Intelligences– Visual and Tactile Learners

• Literature Lesson– Linguistic, Musical, Intrapersonal, Interpersonal Intelligences– Visual/Verbal Learners

• Dance Lesson– Kinesthetic, Linguistic, Musical, Spatial, Interpersonal

Intelligences– Visual and Tactile Learners

• Music Lesson– Musical, Linguistic, Intrapersonal, Interpersonal Intelligences– Auditory Learners

Motivation

• Social Constructivism – Topics that Connect with Students’

Interests

• The “Hook”: Ink Blots• Fostering Creativity, Interaction with

Peers– Sharing their Own Personal Feelings

• Viewing “The Arts” as a Whole

Assessment

• Comprehension of Material

• Daily Assignments– Applying the

Concepts of Impressionism to Class-work

• Concept Mastery vs. “Quality” of Creation

• Final ProjectEduoard Manet, Luncheon on the Grass, Oil On Canvas: 1863

Lesson I: Introduction

• Lecture: Overview of Impressionism– What is Impressionism?– Louis Leroy

• Claude Monet, Impression: Sunrise

– How is Impressionism linked to Human Emotion?

– Key Concepts– Instructional Objectives

Lesson II: Visual Art

• Lecture (Brief)– Historical Timeline of Impressionism in

Art– Styles and Techniques of Painting

• Discussion of Paintings:– Lecture Notes, Power Point Slides, Walls!

• Create Your Own!• Instructional Objectives

Watercolor by Sage B., Conwego Valley Intermediate School, 5th Grade

Lesson III: Literature• Icebreaker Activity:

– How does the music make you feel?

• Lecture– Concepts of Symbolism

• Poetry: Prelude to the Afternoon of a Faun

• Maeterlink, Pelleas et Melisande • Create Your Own!• Instructional Objectives

Lesson V: Dance• Opening Discussion:

Modern Dances• Lecture: Dance of the

Impressionism Era– Pictures of Dancers in

Motion• Video: Dancers in

Action• Discussion: Concept

Mastery• Group Work and

Presentation• Instructional

ObjectivesEdgar Degas, Little Fourteen Year Old Dancer, Bronze and Fabric: 1880-81

Lesson IV: Music

Pierre-Auguste Renoir, Woman Playing a Guitar, Oil On Canvas: 1896-97

Impressionism In Music

• Surfaced in France• Composers felt possibilities had been

exhausted– Explored exotic rhythms, scales, and

colors

• Contrasts traditional sounds of western music

Characteristics

• Tone combinations• Chromaticism, Whole-Tone Scale• Parallel motion; primary intervals• Ninth chords• Orchestral color• Rhythm• Small forms

Composers

• Claude Debussy (1862-1918) • Maurice Ravel (1875-1937)

• Frederick Delius (1862-1934)

• Charles Griffes (1884-1920)

Claude Debussy (1862-1918)

• Most important composer of early 20th Century

• Considered art to be a sensuous experience, like other painters and writers

• Romanticism did not work for him– Turned against traditional form; art of indirection– Subtle and discreet– Expressed in short, flexible forms– Mood pieces

• Images of Impressionistic painting

Debussy’s Famous Works

• Pelléas and Mélisande

• Prelude to “The Afternoon of a Faun”

• Three Nocturnes– Clouds, Festivals,

Sirens

• La Mer (the sea)• Claire de lune Claude Debussy

Listening ActivityClaude Debussy, The Sunken Cathedral

As you are listening, write down the impression that is left on you by the music.Use descriptive words such as colors, emotions, people, objects, animals, etc.

Claude Monet, Rouen Cathedral Series, Oil On Canvas: 1894