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Claude Monet's Impressionist Ponds (PK - 5)

Last changed: 08/16/2021 3:17pm
PK , K , 1 , 2 , 3 , 4 , 5 Visual Art
Visual Art Science
Both Grade Level and Arts/PE Program Alignment
1 45 min
1 45 min
This program can be completed in one 45 minute visit,however I am willing to extend it and stay and provide a longer 60 minute or 90 minute visit when this can be achieved in one visit/day.
In-School Workshop
All year, spring preferred. In-School,
$5 0
$200 0
no Phone , Email
Laminated images of Monet's paintings, Artifacts from CT pond life, Watercolor paper, Paint brushes, Water containers to share, Watercolor paint (oil pastels for AF programs)
A near by sink to fill water dishes and to empty watercolor dishes.A space on the floor to make a circle with the class, so we can pass pond life artifacts.A clean desk space for each student, so that we can paint.
Students will start in a circle on the floor if room allows. Students will move to their desks or tables to create a watercolor painting. Students will walk around the room to look at artwork at the end of class.
I CAN understand how weather, seasons, time of day, and mood artist’s interpretation of a place. I CAN name many unseen organisms and animals that make up a ponds ecosystem. I CAN describe how the five senses were important to impressionist paintings. I CAN recognize the difference between an impressionist painting and a photo or realistic painting.
Immerse yourself into the world of Claude Monet’s Impressionist Ponds as we investigate both the science and art history of Monet’s colorful ponds. Students will create their own beautiful impressionist watercolor painting and hold artifacts from a local Connecticut pond ecosystem. Discuss all the plants and animals that make up the eco-system of local pond life. Touch pond artifacts from the visiting artist's natural history collection including topics of metamorphosis, food chain, soil, and plant adaptations. Look at 20 different Monet pond paintings. Listen to a speaker and participate in group discussion about past person Monet from France. Notice how the paintings are made up of hundreds of tiny yet visible dancing brush strokes. Notice how the paintings look like paintings not like realism or photographs. Notice variations in color and brush strokes in the paintings of the same pond. Discuss how weather, seasons, time of day, light, shadows, reflections, vision impairments and mood could have caused the pond to look different in each painting. 2nd Half: With watercolor paper, paint brushes, and water, learn to paint with both the toe and belly of the brush. Learn to be gentle to the bristles to maintain long lasting tools. Practice the proper way to dip a brush into the water container and wipe excess water off the brush. Practice making tiny small brush strokes or dots on paper. Paint with one color at a time via instruction. We will count in various age appropriate ways as they make a painting consisting of over 500 marks. Students will look at each other’s paintings and discuss how each painting and interpretation is different despite the same instructions, colors, and tools.
Immerse yourself into the world of Claude Monet’s Impressionist Ponds in this 2- session program as we investigate both the science and art history of Monet’s colorful ponds. Students will create their own beautiful impressionist watercolor painting and hold artifacts from a local Connecticut pond ecosystem. 1st Half: Discuss all the plants and animals that make up the eco-system of local pond life. Touch pond artifacts from the visiting artist's natural history collection including topics of metamorphosis, food chain, soil, and plant adaptations. Look at 20 different Monet pond paintings. Listen to a speaker and participate in group discussion about past person Monet from France. Notice how the paintings are made up of hundreds of tiny yet visible dancing brush strokes. Notice how the paintings look like paintings not like realism or photographs. Notice variations in color and brush strokes in the paintings of the same pond. Discuss how weather, seasons, time of day, light, shadows, reflections, vision impairments and mood could have caused the pond to look different in each painting. 2nd Half: With watercolor paper, paint brushes, and water, learn to paint with both the toe and belly of the brush. Learn to be gentle to the bristles to maintain long lasting tools. Practice the proper way to dip a brush into the water container and wipe excess water off the brush. Practice making tiny small brush strokes or dots on paper. Paint with one color at a time via instruction. We will count in various age appropriate ways as they make a painting consisting of over 500 marks. Students will look at each other’s paintings and discuss how each painting and interpretation is different despite the same instructions, colors, and tools.
One teacher or caregiver could help students.

Grade PK

Grade K: Earth's Systems: K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time.: DCI: Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.
Pre K : Visual Arts: Creating : Anchor Standard 2:Organize and develop artistic ideas and work. 2. Share materials with others.
Pre K: Visual Arts: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. 1. Recognize that people make art.

Grade K

Grade K: Earth's Systems: K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time.: DCI: Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.
Kindergarten: Mathematics: Counting and Cardinality: Know number names and the count sequence. Cluster #1: Count to 100 by ones and by tens.
Kindergarten: Visual Arts: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. 2. Create art that represents natural and constructed environments.
Kindergarten: Visual Arts: Creating: Anchor Standard 3: Refine and complete artistic works. 1. Explain the process of making art while creating.

Grade 1

Grade1: Earth's Place in the Universe: 1-ESS1-2: Make observations at different times of the year to relate the amount of daylight to the time of year.: DCI: Seasonal patterns of sunrise and sunset can be observed, described, and predicted.
Grade 1: Visual Arts: Investigate: Anchor Standard 2: Organize and develop artistic ideas and work 2. Demonstrate safe and proper procedures using materials, tools, and equipment while making art.
Grade 1: Visual Arts: Responding (Perceive): Anchor Standard 7: Perceive and analyze artistic work. 2. Compare images that represent the same subject.

Grade 2

Grade 2: Biological Evolution: Unity and Diversity: 2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats. DCI: There are many different kinds of living things in any area, and they exist in different places on land and in water.
Grade 2: Visual Arts: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. 1. Interpret art by identifying the mood suggested by a work of art and describing relevant subject matter and characteristics of form.
Grade 2: Visual Arts: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. 1. Compare and contrast cultural uses of artwork from different times and places.

Grade 3

Grade 3: Biological Evolution:Unity and Diversity: 3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. DCI: For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.
Grade 3: Mathematics: Operations and Algebraic Thinking: Multiply and divide within 100: #7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Grade 3: Visual Arts: Responding: Anchor Standard 7:Perceive and analyze artistic work.
1. Speculate about process an artist uses to create a work of art.
Grade 3: Visual Arts: Responding: Anchor Standard 7: Perceive and analyze artistic work.
2. Determine messages communicated by an image.

Grade 4

Grade 4: Earth Systems: 1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
Grade 4: Visual Art: Compare responses to a work of art before and after working in similar media.

Grade 5

Grade 5: Ecosystems: Interactions, Energy, and Dynamics: 5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. DCI: The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms ) both plants or plant parts and animals) and therefore operate as "decomposers." Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of the ecosystem.
5th: Visual Arts: Responding: Anchor Standard 7: Perceive and analyze artistic works.
1. Compare one’s own interpretation of a work of art with the interpretation of others.
5th: Visual Arts: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experience to make art.
1. Apply formal and conceptual vocabularies of art and design to view surroundings in new ways through art making.
Get to Know Our Arts Provider:

Reagen Holt