5TH YEAR VISUAL STUDIES SIP TEACHING

School of Education 22-23 Student Name: Robin O’Shaughnessy

Year: BA3
Unit of Learning
Class Name: 5th years Theme/Scenario: Realism, Modernity and Impressionism
Year group: 5th years
No of Pupils: 11 Statements of Learning:
Total No of lessons in UoL: 5 (Visual Studies) SOL 4. The student creates and presents artistic works and appreciates the process and skills involved
5 (Visual Art)
Key Skills:
1. Information Process – Learning and understanding the Context, Artist + Artworks, Analysis,
AEDP’s, Media + Areas of Practice and Innovation + Invention.
2. Critical and Creative Thinking – Forming their own personal opinions on art and their own
perceptions, learning new knowledge.
Entering Characteristics/Inclusive practices

3 Spanish exchange students and 1 Ukrainian Student. They have a good understanding of English but can find it hard to explain their ideas and opinions in
detail as there is a language barrier. Will speak Spanish to each other, especially if they don’t understand something to try to get a better understanding.

1. Check in on students regularly to make sure they understand what’s being asked of them (they won’t ask what’s going on because of the language
barrier).
2. If they are trying to look for a word to explain what they are trying to say, help them, teach them some new vocabulary while teaching as this can help
with many other subjects and overall, learning the English language.
3. If they are confused, communicate one on one with the students and explain the task as many times as you need to. (Make sure they fully
understand).
4. Encourage the students not to use Spanish/Russian in the class as they are in this school to learn English.

2 students with additional needs (no SNA). Are very capable but will need to explain some terms and words to them as they might not understand certain
words. Simplified notes for these students so they can have a better understanding when they are looking back on the lesson and writing essays.

2 Students very rarely come to class, do not like to take notes and find it difficult to focus and concentrate in Visual Studies. The school is aware of their
attendance and tries to encourage as much as possible, they are happy to see these students in school.
 1. Check in on students regularly to make sure they understand what’s being asked of them.
2. Make simpler notes for these students, also create simpler mind map templates so they only need to add key words.
3. Try to encourage in a friendly, kind tone. These students will create an emotional barrier if they are taught in a strict way, they need kind words and
positive feedback ALWAYS.
4. Try to encourage participation in discussions but don't overdo it, students will get very distressed if they are continuously put on the spot.
Behaviour Management & Classroom Strategies

Classroom Strategies

1. Encourage students with good affirmation when work and behavior is of good standard.
2. Communicate clearly with students to confirm they know what is asked of them and that they all understand.
3. Make it clear to the class that if they are unsure in any way they can ask for advice and guidance, there are no stupid questions.
4. Make sure the students know the Art Room Rules, that they are visible for the students to learn from and that you can reference them
when you need to.
5. Show the students that you have respect for their work so they will learn to respect it too.

Standard Behaviour in the Classroom (School Policy)

● Attending class regularly in full uniform

● Arriving to class and class on time
● Having all necessary books and equipment
● Doing the best you can in homework, classwork and exams
● Taking responsibility for your work and actions
● Keeping the rules
● Helping to create a safe, positive environment
● Respecting all those who work in the school
● Respecting yourself, other students and everyone’s right to learn
● Participating in school activities

My Art Room Rules: SAR RULES

These rules will be on a large poster on the door of the classroom so students will always know the expected behaviou in
the art classroom.

Safe:
1. NO RUNNING in the classroom.
2. Never throw anything.
3. Use art room supplies CORRECTLY.
4. KEEP SCISSORS DOWN BY YOUR SIDE when walking with them.

Accepting:
1. ONLY use POSITIVE language when talking about other people's artwork.
2. NEVER say anything mean about each other's artwork - always be nice.

Respect:
1. Listen to the teacher when she's talking or giving directions.
2. NEVER draw on someone else's artwork or hurt someone else's artwork.
3. Take care of the art supplies.
4. Stop working and clean up when it's clean up time.

Aim of Unit of Learning

Through discussion and critical thinking, the students will explore the style and movement of Realism and Impressionism and
discover the artists behind these movements inspired by the use of Art Elements and Design Principles they use in their work such
as Colour, Line, Texture, Shape and Form.
Learning outcomes for the unit of learning

3.1Analysis Discuss examples from Visual Studies

1.1 Look Analyse an artwork

3.1 Analysis Recognise the artistic thinking and elements in their own work and that of others.
2.2 Contextual enquiries Apply the art elements and design principles in creating and evaluating their work.
Lesson No/total in UoL: 1/5
Duration: 1 hour
Date: 24th March
Stage: Realism
Teaching & Learning Content
Theme: Visual Studies “Gustave
Courbet.”
Support Studies: Gustave Courbet.
1. Context: The Industrial
Revolution, machinery and
newly created social
classes.
2. Artist + Artworks: Realism
and Romanticism.
3. Analysis: Painted scenes
from his own farming
background and his work
reflected his view on
socialism, thick
superimposed layers of
paint applied directly with
a palette knife
4. AEDP: “A Burial at Ornans
1849,” composition –
foreground, background
etc, Colour- muted colour
palette, Form, Line, Shape,
Contrast and Balance.
5. Media + Areas of Practice:
Oil on canvas.
6. Innovation + Invention:
1.Thick application of flecks
and slabs of paint, inspired
Learning Intentions
At the end of this lesson the students
should…
To know
1. To know what was happening in
the world in the early 19th
century and who Gustave
Courbet was and his
background.
2. To know one painting by
Gustave Courbet, “A Burial at
Ornans 1849,”and the
symbolism and meaning behind
it.
3. To know what painting
techniques Gustave Courbet
uses in his painting, “A Burial at
Ornans 1849,” (eg. visible
brushstrokes).
4. To know what AEDP’s Gustave
Courbet used in his painting “A
Burial at Ornans 1849.”
To understand
Success criteria
1. The students must know
what was happening in the
world in the early 19th
century and who Gustave
Courbet was and his
background.
2. The students must know
one painting by Gustave
Courbet, “A Burial at
Ornans 1849,”and the
symbolism and meaning
behind it.
3. The students should know
what painting techniques
Gustave Courbet uses in
his painting, “A Burial at
Ornans 1849,” (eg. visible
brushstrokes).
4. The students should know
what AEDP’s Gustave
Courbet used in his
painting “A Burial at
Ornans 1849.”
 artists such as Paul
Cezanne.
2. Painting Outdoors.
3. Large Scale Paintings.
Literacy: PowerPoint presentation
on Gustave Courbet which will
include all the 6 visual studies
headings.
Oracy:
1. Asking questions about the
AEDP’s, symbolism and
painting techniques
Courbet uses, group
discussions, how did he use
the art element and why?
2. Fun facts on Gustave
To be able to
Courbet, to help the
students remember him as
an artist.
Process:
1. Writing - The student must
fill out the blanks in the
printed out presentation
that will be handed out to
them. They will complete
this during the lesson and
will stick this into their
notebooks – easier to read
and more interesting to
learn from when looking
back at notes.
1. To understand how Gustave
Courbet used AEDP’s in his
painting, “A Burial at Ornans
1849,”for example Line- bold
lines to define the forms of the
figures and the landscapes.
2. To understand the symbolism in
his painting eg. muted colours
and barren trees symbolise the
somber mood of the painting.
3. To understand how Gustave
Courbet’s work and innovations
influenced other artists such as
Édouard Manet.
1. To be able to fill in the printed
hand out of the presentation.
2. Create an A5 drawing of the
Industrial Revolution to stick
into their notes so the students
know the time period the artist
is living in.
3. Use their handed-out notes and
printed out presentation to
complete a 3-4 A4 page essay
for homework on the title,
“Identify a typical Realist
painting by an artist and discuss
the subject matter, painting
5. The students should
understand how Gustave
Courbet used AEDP’s in his
painting, “A Burial at
Ornans 1849,”for example
Line- bold lines to define
the forms of the figures
and the landscapes.
6. The students should
understand the symbolism
in his painting eg. muted
colours and barren trees
symbolise the somber
mood of the painting.
7. The students should
understand how Gustave
Courbet’s work and
innovations influenced
other artists such as
Édouard Manet.
8. The student should be able
to fill in the printed hand
out of the presentation.
9. The students must create
an A5 drawing of the
 2. Drawing- The students will
complete an A5 drawing of
the Industrial Revolution to
stick into their notes so the
students know the time
period the artist is living in.
Homework:
Essay – “Identify a typical Realist
painting by an artist and discuss
the subject matter, painting
techniques and Art Elements and
design principles” – include
discussion of context, innovation
and movement. (3-4 A4 pages
long, must have an essay title on
at the top of their page).
Drawing – using colouring
pencils to do an outline drawing
of Gustave Courbet’s painting, “A
Burial at Ornans 1849”. Then
taking a section from the
painting and creating a detailed
drawing using colouring pencil,
then annotating the drawing
(This will help the students
remember the painting, so they
know how to draw it in an exam
Hand Outs:
1. Print out of notes for
students under the 6 Visual
techniques and Art Elements
and design principle.” This must
include the discussion of
context, innovation and
movement.
10. Using their handed-out
4. To be able to create a line
drawing of Gustave Courbet’s
painting, “A Burial at Ornans
1849,” using colouring pencils.
The students must annotate this
drawing for homework.
5. To be able to take a section from
the painting, “A Burial at Ornans
1849,” and creating a detailed
drawing using colouring pencil,
then annotating the drawing for
homework.
11. The students must be able
Industrial Revolution to
stick into their notes so the
students know the time
period the artist is living in.
notes they should
complete a 3-4 A4 page
essay for homework on
the title, “Identify a typical
Realist painting by an artist
and discuss the subject
matter, painting
techniques and Art
Elements and design
principle.” This must
include the discussion of
context, innovation and
movement.
to understand what is
being asked of them for
homework and be able to
complete it by the
deadline, Friday the 31st
of March.
 Studies headings eg.
Context - 2 versions for the
higher achieves and the
students who work a little
slower.
2. A printed hand out of the
presentation however
there are added blanks so
they must fill in the hand
out as we go.

Visual Aid:
1. A completed A5 drawing of
the Industrial Revolution to
stick into their notes so the
students know the time
period the artist is living in.
2. Finished examples of a line
drawing of Gustave
Courbet’s painting, “A
Burial at Ornans,” then
annotating the drawing.
3. Finished example of a
section from that painting
but drawn in detail using
colouring pencils.

Post class critical reflection What went well and why and even better if…. E.g.: In relation to learning intentions

This class was very successful as I found the students were very engaged in the lesson. I handed out version 1 of the
notes to the students that are capable to use more formal language and handed out the second version to the students
who might work a little slower. The students who I handed out the second version to seemed very pleased that I had
thought of them and seemed to get motivated to write this essay. Many students asked questions and at the end of the
lesson I put the assignment, all notes and presentation on teams so every student, including the students who weren't
in, can catch up.
Lesson No/total in UoL: 2/5
Duration: 1 hour
Date: 21st of April
Stage: Realism and
Impressionism.
Teaching & Learning Content
Theme: Visual Studies “Édouard
At the end of this lesson the students
Manet.”
should…
Support Studies: Édouard Manet.
To know
“Olympia, 1863”
1. Context: Paris in the 1850’s
had been transformed
from chaotic and full of
crime to a new urban
landscape, new bridges.
and new architecture.
2. Artist + Artworks: Realism
and Impressionism.
3. Analysis: Preferred
painting directly from
reality rather from his
imagination, SYMBOLISM.
4. AEDP: Édouard Manet
“Olympia, 1863,” – Line
(strong, bold), Colour,
Form, Balance, Contrast.
5. Media + Areas of Practice: To understand
Oil on canvas.
6. Innovation + Invention:
Manet was inspired by 17th
century Dutch and Spanish
paintings= modernized
these great traditions in
these paintings to create
modern art for Paris.
Learning Intentions
1. To know what was happening in
Paris in the 1850’s and who
Édouard Manet was and his
background.
2. To know one painting by
Édouard Manet,“Olympia,
1863,”and the symbolism and
meaning behind it.
3. To know what painting
techniques Édouard Manet uses
in his painting, “Olympia,
1863,”To know what AEDP’s
Édouard Manet used in his
painting “Olympia, 1863.”
1. To understand how Édouard
Manet used AEDP’s in his
painting,“Olympia, 1863,”for
example Constrast.
2. To understand the symbolism in
his painting eg. Olympia's pose
and direct gaze challenge
Success criteria
1. The students should know
what was happening in
Paris in the 1850’s and
who Édouard Manet was
and his background.
2. The students should know
one painting by Édouard
Manet,“Olympia,
1863,”and the symbolism
and meaning behind it.
3. The students should know
what painting techniques
Édouard Manet uses in his
painting, “Olympia, 1863,”
4. The students should know
what AEDP’s Édouard
Manet used in his painting
“Olympia, 1863.”
5. The students should
understand how Édouard
Manet used AEDP’s in his
painting,“Olympia,
1863,”for example
Composition.

Literacy: PowerPoint presentation
on Édouard Manet which will
include all the 6 visual studies
headings.
Oracy:
1. Asking questions about the
AEDP’s, symbolism and
painting techniques Manet To be able to
uses, group discussions,
how did he use the art
element and why?
2. Fun facts on Édouard
Manet, to help the
students remember him as
an artist.
Process:
1. Writing - The student must
fill out the blanks in the
printed out presentation
that will be handed out to
them. They will complete
this during the lesson and
will stick this into their
notebooks – easier to read
and more interesting to
learn from when looking
back at notes.
2. Drawing- The students will
complete an A5 drawing of
Paris in the 1850’s (new
urban landscape, new
bridges and new
traditional notions of femininity
and the male gaze in art.
3. To understand how Édouard
Manet was influenced by artists
such as Thomas Couture.
1. To be able to fill in the printed
hand out of the presentation.
2. Create an A5 drawing to stick
into their note of new urban
landscapes, new bridges and
new architecture in Paris in the
1850’s to continue with our
timeline drawings - so the
students know the time period
the artist is living in.
3. To be able to create a line
drawing of Édouard Manet's
painting ,“Olympia, 1863,”using
colouring pencils. The students
must annotate this drawing for
homework.
4. To be able to take a section from
the painting,,“Olympia, 1863,”
6. The students should
understand the symbolism
in his painting eg.
Olympia's pose and direct
gaze challenge traditional
notions of femininity and
the male gaze in art.
7. The students must
understand how Édouard
Manet was influenced by
other artists such as
Thomas Couture.
8. The students should
understand how Édouard
Manet work and
innovations influenced
other artists such as
Thomas Couture.
9. The students should be
able to fill in the printed
hand out of the
presentation.
 architecture) - stick into and create a detailed drawing 10. A completed A5 drawing to
their notes so the students using a coloring pencil, then stick into their note of new
know the time period the
annotating the drawing for urban landscapes, new
artist is living in.
homework. bridges and new
Homework: architecture in Paris in the
1850’s to continue with
Drawing – using colouring pencils our timeline drawings - so
to do an outline drawing of the students know the
Édouard Manet’s “Olympia, 1863.” time period the artist is
Then taking a section from the
living in.
painting and creating a detailed
drawing using colouring pencil,
then annotating the drawing (This 11.The students must be able
will help the students remember to understand what is
the painting, so they know how to being asked of them for
draw it in an exam. homework and be able to
complete it by the
Hand Outs:
deadline, Wednesday the
26th of April.
1. Print out of notes on
Context, Movement
/Artists and Artworks,
Analysis and also notes on
the painting “Olympia,
1863” for students that
include everything that we
covered in this class eg.
Context - 2 versions for the
higher achievers and the
students who work a little
slower.

2. A printed hand out of the

presentation however
 there are added blanks so
they must fill in the hand
out as we go.

3. A printed hand out that

includes images that can
help the students when
completing their drawings
of Paris in the 1850’s.

Visual Aid:

1. A completed A5 drawing of
Paris in the 1850’s to stick
into their notes so the
students know the time
period the artist is living in.
2. Finished examples of a line
drawing of Édouard Manet
“Olympia, 1863,” then
annotating the drawing.
1. Finished example of a
section from that painting
but drawn in detail using
colouring pencils.

Post class critical reflection What went well and why and even better if…. E.g.: In relation to learning intentions

This class went very well and I feel the students were very engaged in this lesson. I found that their knowledge on the
Art Elements and Design Principles continues to grow and the students are becoming very confident answering
questions. The students are enjoying the structure I have created for these Visual Studies lessons and I am very happy
that the students are liking this way of learning. The students respected the subject matter of the painting “Olympia,
1863,” and were very mature when talking about the controversy behind this painting. I was very proud of them and

Lesson No/total in UoL: 3/5
Duration: 1 hour
Date: 28th of April
Stage: Impressionism
feel we are making great progress in their understanding of Realism and Impressionism.
Teaching & Learning Content
Theme: Visual Studies “Édouard
Manet.”
Support Studies: Édouard Manet.
“Le Déjeuner sur l'herbe, 1863,”
1. Context: Paris had been
transformed from chaotic
Learning Intentions
To know
1. To know another painting by
Édouard Manet, “Le Déjeuner sur
l'herbe, 1863,”and the
symbolism and meaning behind
it.
2. To know what painting
techniques Édouard Manet uses
Success criteria
1. The students must know
another painting by
Édouard Manet, “Le
Déjeuner sur l'herbe,
1863,”and the symbolism
and meaning behind it.
 and full of crime to a new
urban landscape, new
bridges and new
architecture.
2. Artist + Artworks: Realism
and Impressionism.
3. Analysis: Preferred
painting directly from
reality rather from his
To understand
imagination., SYMBOLISM.
4. AEDP: Édouard Manet “Le
Déjeuner sur l'herbe,
1863,” – Line (strong,
bold), Colour, Form,
Texture, Balance Contrast.
5. Media + Areas of Practice:
Oil on canvas.
6. Innovation + Invention:
Manet was inspired by 17th
century Dutch and Spanish
paintings= modernized
these great traditions in
these paintings to create
modern art for Paris. To be able to
1. The students must be able to
Process:
1. Mind Map Template - The
students will fill out a Mind
Map template that will be
handed out that will
include notes and blanks in
which the students must
fill out using the extra
notes that will be handed
out.
in his painting, “Le Déjeuner sur
l'herbe, 1863,” (eg. Loose brush
strokes).
3. To know what AEDP’s Édouard
Manet used in his painting “Le
Déjeuner sur l'herbe, 1863.”
1. To understand how Édouard
Manet used AEDP’s in his
painting, “Le Déjeuner sur
l'herbe, 1863” for example Form.
2. To understand the symbolism in
his painting eg. The nudity of
the woman is a significant
symbol that challenges
traditional norms and
expectations of modesty in art.
complete a Mind Map template
on Edouard Manet as a good
study tool.
2. To be able to fill out a Mind Map
template that will be handed
out that will include notes and
blanks in which the students
must fill out using the notes that
have been handed out.
2. The students should know
what painting techniques
Édouard Manet uses in his
painting, “Le Déjeuner sur
l'herbe, 1863,” (eg. Loose
brush strokes ).
3. The students should know
what AEDP’s Édouard
Manet used in his painting
“Le Déjeuner sur l'herbe,
1863.”
To understand
1. The students must
understand how Édouard
Manet used AEDP’s in his
painting, “Le Déjeuner sur
l'herbe, 1863” for example
Composition.
2. The students must
understand the symbolism
in his painting eg. The
nudity of the woman is a
significant symbol that
challenges traditional
norms and expectations of
modesty in art.
 2. The students must create a To be able to
line drawing of Édouard 1. The students must be able
3. To be able to create a line
Manet “Le Déjeuner sur
drawing of Édouard Manet's to complete a Mind Map
l'herbe, 1863,”then
annotating the drawing. painting, “Le Déjeuner sur template on Edouard
3. The students must take a l'herbe, 1863” using colouring Manet as a good study
section from that painting pencils. The students must tool.
but draw it in detail using annotate this drawing.
colouring pencils.
2. The students must be able
4. To be able to take a section from to create a line drawing of
Literacy: PowerPoint presentation
the painting “Le Déjeuner sur Édouard Manet's painting,
on Édouard Manet which will
include all the 6 visual studies l'herbe, 1863”, and create a “Le Déjeuner sur l'herbe,
headings. detailed drawing using a 1863” using colouring
coloring pencil, then annotating pencils. The students must
Oracy: Asking questions about the the drawing. annotate this drawing.
AEDP’s, symbolism and painting
techniques Manet uses, group 3. The students must be able
discussions, how did he use the to take a section from the
art element and why?
painting, “Le Déjeuner sur
l'herbe, 1863” and create a
Homework:
detailed drawing using a
Essay – “Identify a typical Realism
coloring pencil, then
painting by an artist and discuss annotating the drawing
the subject matter, painting
techniques and Art Elements and
design principles” – include
discussion of context, innovation
and movement. (3-4 A4 pages
long, must have an essay title on
at the top of their page).

Drawing – using colouring pencils

to do an outline drawing of
Édouard Manet’s “Le Déjeuner sur
l'herbe, 1863,”
Then taking a section from the
painting and creating a detailed
drawing using colouring pencil,
then annotating the drawing (This
will help the students remember
the painting, so they know how to
draw it in an exam

Hand outs:

1. Print out of notes on

Media + Areas of Practice
and notes on the painting
“Le Déjeuner sur l'herbe,
1863,” for students that
include everything that we
covered in this class- 2
versions for the higher
achievers and the students
who work a little slower.
2. Mind Map template on
Edouard Manet.

Visual Aid:

1. Finished examples of a line

drawing of Édouard Manet
“Le Déjeuner sur l'herbe,
1863,”then annotating the
drawing.
2. Finished example of a
section from that painting
 but drawn in detail using
colouring pencils.

Post class critical reflection What went well and why and even better if…. E.g.: In relation to learning intentions

This class went very well and I have noticed that each week the students are enjoying Visual Studies more and more!
They have become much more confident when talking about symbolism in a painting and have very strong opinions,
they seem to break down the painting in much more detail than before and seem to find our discussions very
interesting. The students also worked well in the student activity of filling out the mind map, they like having it as a
study tool and I think they can very much benefit from this handout.
Lesson No/total in UoL: 4/5 Teaching & Learning Content
Duration: 1 hour
Date: Theme: Visual Studies “Claude To know
Stage: Monet.”
Support Studies: “Claude Monet.”
“Bridge over a Pond of Water
Lilies, 1899”
1. Context: Rise of
Impressionism and
Technological
advancements in art.
2. Artist + Artworks:
Impressionism
3. Analysis: En plein air, he
painted outdoors directly
from nature. This allowed
him to capture the
changing light and
atmosphere in his
paintings, loose brush
strokes and vibrant
colours. To understand
4. AEDP: Colour, Line,
Texture, Proportion and
Balance.
5. Media + Areas of Practice:
Oil on Canvas.
6. Innovation + Invention:
The Impressionist
Movement and new
techniques for painting
outdoors, or en plein air,
Learning Intentions
1. To know what was happening in
the world in the late 19th
century and who Claude Monet
was and his background.
2. To know one painting by Claude
Monet, “Bridge over a Pond of
Water Lilies, 1899”and the
symbolism and meaning behind
it.
3. To know what painting
techniques Claude Monet uses
in his painting, “Bridge over a
Pond of Water Lilies, 1899.”
4. To know what AEDP’s Claude
Monet used in his painting
“Bridge over a Pond of Water
Lilies, 1899.”
1. To understand how Claude
Monet used AEDP’s in his
painting “Bridge over a Pond of
Water Lilies, 1899” for example
Colour.
2. To understand the symbolism in
his painting eg. Nature's Beauty
and Tranquility:
Success criteria
1. The students must know
what was happening in the
world in the late 19th
century and who Claude
Monet was and his
background.
2. The students must know
one painting by Claude
Monet, “Bridge over a
Pond of Water Lilies,
1899” and the symbolism
and meaning behind it.
3. The students must know
what painting techniques
Claude Monet uses in his
painting,“Bridge over a
Pond of Water Lilies,
1899.”
4. The students must know
what AEDP’s Claude
Monet used in his painting
“Bridge over a Pond of
Water Lilies, 1899.”
5. The students must
understand how Claude
 which involved capturing
the changing light and
weather of the natural
world.
Process:
1. Writing - The student must
fill out the blanks in the
printed out presentation
that will be handed out to
them. They will complete
this during the lesson and
will stick this into their
notebooks – easier to read
and more interesting to
learn from when looking
back at notes.
2. Drawing- The students will
complete an A5 drawing of
Technological
advancements in art to
stick into their notes so the
students know the time
period the artist is living in.
Literacy: PowerPoint presentation
on Édouard Manet which will
include all the 6 visual studies
headings.
Oracy:
1. Asking questions about the
AEDP’s, symbolism and
To be able to
1. To be able to fill in the printed
hand out of the presentation.
2. Create an A5 drawing to stick
into their note of Technological
advancements in art in the late
19th century to continue with
our timeline drawings - so the
students know the time period
the artist is living in.
3. To be able to create a line
drawing of Claude Monet,
“Bridge over a Pond of Water
Lilies, 1899” using colouring
pencils. The students must
annotate this drawing for
homework.
4. To be able to take a section from
the painting, “Bridge over a
Pond of Water Lilies, 1899” and
create a detailed drawing using
a coloring pencil, then
annotating the drawing for
homework.
Monet used AEDP’s in his
painting “Bridge over a
Pond of Water Lilies,
1899” for example Colour.
6. The students must
understand the symbolism
in his painting eg. Nature's
Beauty and Tranquility:
7. The students must be able
to fill in the printed hand
out of the presentation.
8. A completed A5 drawing to
stick into their note of
Technological
advancements in art in the
late 19th century to
continue with our timeline
drawings - so the students
know the time period the
artist is living in.
9. The students must be able
to create a line drawing of
Claude Monet, “Bridge
over a Pond of Water
Lilies, 1899” using
colouring pencils. The
 painting techniques Manet students must annotate
uses, group discussions, this drawing for
how did he use the art
homework.
element and why?
2. Fun facts on Claude
Monet, to help the 10.The students must be able
students remember him as to take a section from the
an artist. painting, “Bridge over a
Pond of Water Lilies,
Homework: 1899”and create a detailed
drawing using a coloring
Drawing – using colouring pencils pencil, then annotating the
to do an outline drawing of Claude
drawing for homework.
Monet’s painting,“Bridge over a
Pond of Water Lilies, 1899”
Then taking a section from the
painting and creating a detailed
drawing using colouring pencil,
then annotating the drawing (This
will help the students remember
the painting, so they know how to
draw it in an exam

Hand Outs:

1. Print out of notes for

students that include
everything that we
covered in this class eg.
Context - 2 versions for the
higher achievers and the
students who work a little
slower.
 2. A printed hand out of the
presentation however
there are added blanks so
they must fill in the hand
out as we go.

Visual Aid:

1. A completed A5 drawing of
Technological
advancements in art to
stick into their notes so the
students know the time
period the artist is living in.
2. Finished examples of a line
drawing of Édouard
Manet’s, “Bridge over a
Pond of Water Lilies,
1899” then annotating the
drawing.
3. Finished example of a
section from that painting
but drawn in detail using
colouring pencils.

Post class critical reflection What went well and why and even better if…. E.g.: In relation to learning intentions

The students seem to be very engaged in this lesson, like most of the visual studies lessons. They seem to be very
grateful for all the notes I provide for them and continue to ask questions. I have found that the layout of these lessons
have worked very well with these students and that the student with additional needs has also started to ask
questions himself. It is lovely to see these students come out of their shells and question art. They completed both
tasks very well and the class went well for time.
Lesson No/total in UoL: 5/5 Teaching & Learning Content
Duration: 1 hour
Date: Theme: Visual Studies “Claude
To know
Stage: Monet.”
Support Studies: “Claude Monet.”
“Women with a Parasol- Madame
Monet and her Son, 1875.”
1. Context: Rise of
Impressionism and
Technological
advancements in art.
2. Artist + Artworks:
Impressionism
3. Analysis: En plein air, he
painted outdoors directly
from nature. This allowed
him to capture the
changing light and
atmosphere in his
paintings, loose brush
strokes and vibrant
colours.
4. AEDP: Colour, Line,
Texture, Proportion and
Balance.
5. Media + Areas of Practice:
Oil on Canvas.
6. Innovation + Invention:
The Impressionist
Learning Intentions
1. To know another painting by
Claude Monet, “Women with a
Parasol- Madame Monet and
her Son, 1875,” and the
symbolism and meaning behind
it.
2. To know what painting
techniques Édouard Manet uses
in his painting, “Women with a
Parasol- Madame Monet and
her Son, 1875,”(eg. Loose brush
strokes).
4. To know what AEDP’s Édouard
Manet used in his painting
“Women with a Parasol-
Madame Monet and her Son,
1875.”
To understand
1. To understand how Édouard
Manet used AEDP’s in his
painting, “Women with a
Parasol- Madame Monet and
her Son, 1875,” for example
Colour.
Success criteria
1. The students must know
another painting by Claude
Monet, “Women with a
Parasol- Madame Monet
and her Son, 1875,” and
the symbolism and
meaning behind it.
2. The students must know
what painting techniques
Édouard Manet uses in his
painting, “Women with a
Parasol- Madame Monet
and her Son, 1875,”(eg.
Loose brush strokes).
3. The students must know
what AEDP’s Édouard
Manet used in his painting
“Women with a Parasol-
Madame Monet and her
Son, 1875.”
4. The students must
understand how Édouard
 Movement and new
techniques for painting
outdoors, or en plein air,
which involved capturing
the changing light and
weather of the natural
world.
To be able to
.Process:
1. Mind Map Template - The
students will fill out a Mind
Map template on Claude
Monet that will be handed
out that will include notes
and blanks in which the
students must fill out using
the extra notes that will be
handed out.
4. The students must create a
line drawing of Claude
Monet’s “Women with a
Parasol- Madame Monet
and her Son, 1875,”then
annotating the drawing.
5. The students must take a
section from that painting
but draw it in detail using
colouring pencils.
Homework:
Essay – “Identify a typical
Impressionist painting by an artist
2. To understand the symbolism in
this painting eg. The parasol
symbolised both protection from
the sun and a sense of elegance
and refinement.
1. The students must be able to
complete a Mind Map template
on Claude Monet as a good
study tool.
2. To be able to fill out a Mind Map
template that will be handed
out that will include notes and
blanks in which the students
must fill out using the notes that
have been handed out.
3. To be able to create a line
drawing of Claude Monet’s
painting, “Women with a Parasol-
Madame Monet and her Son,
1875,”using colouring pencils.
The students must annotate this
drawing.
5. To be able to take a section from
the painting “Women with a
Parasol- Madame Monet and her
Son, 1875,” and create a detailed
Manet used AEDP’s in his
painting, “Women with a
Parasol- Madame Monet
and her Son, 1875,” for
example Colour.
5. The students must
understand the symbolism
in this painting eg. The
parasol symbolised both
protection from the sun and
a sense of elegance and
refinement.
6. The students should be
able to complete a Mind
Map template on Claude
Monet as a good study
tool.
7. The students should be
able to fill out a Mind Map
template that will be
handed out that will
include notes and blanks in
which the students must
fill out using the notes that
have been handed out.
who took inspiration from the
outdoors. Discuss the subject
matter, painting techniques and
Art Elements and design
principles” – include discussion of
context, symbolism and
movement. (3-4 A4 pages long,
must have an essay title on at the
top of their page).
Drawing – using colouring pencils
to do an outline drawing of Claude
Monet’s painting, “Women with a
Parasol- Madame Monet and her
Son, 1875.”
Then taking a section from the
painting and creating a detailed
drawing using colouring pencil,
then annotating the drawing (This
will help the students remember
the painting, so they know how to
draw it in an exam
drawing using a coloring pencil,
then annotating the drawing.
9. The students should be
8. The students should be
able to create a line
drawing of Claude Monet’s
painting, “Women with a
Parasol- Madame Monet
and her Son, 1875,”using
colouring pencils. The
students must annotate
this drawing.
able to take a section from
the painting “Women with
a Parasol- Madame Monet
and her Son, 1875,” and
create a detailed drawing
using a coloring pencil,
then annotating the
drawing.

Hand outs:

1. Print out of notes on

Media + Areas of Practice
and notes on the painting
“Women with a Parasol-
Madame Monet and her
Son, 1875.” for students
that include everything
that we covered in this
class- 2 versions for the
higher achievers and the
 students who work a little
slower.
3. Mind Map template on
Edouard Manet.

Visual Aid:
1. Completed Mind map
template on Claude
Monet.
2. Finished examples of a line
drawing of Claude Monet’s
painting, “Women with a
Parasol- Madame Monet
and her Son, 1875.”then
annotating the drawing.
3. Finished example of a
section from that painting
but drawn in detail using
colouring pencils.

Post class critical reflection What went well and why and even better if…. E.g.: In relation to learning intentions

I finished this Uol by doing a recap over Claude Monet and getting the students to complete a mind map template so
they can use it as a study tool. The students have continued to surprise me throughout these lessons and always seem
to be engaged. It has been so lovely to teach these students as I have found their vocabulary has grown and they seem
so confident in answering questions. They have even asked if I can continue to post notes on teams for them as they
like their layout. I will continue to do this until the end of the academic year. Overall, it's been a pleasure teach these
students and I have enjoyed seeing the students question and appreciate art.