Pro forma Scheme Plan
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Title of Scheme:
No. of Lessons: 3
Group: 5th Years
An Introduction to Irish
Total Time: 2 hours
No. of Pupils:
Artists within the LC
24
section Art in Ireland
Aims:
- To help broaden students understanding of some of the most famous Irish
Artists and their context in Irish Art history
- To allow students to gain an appreciation of art and art in Ireland
- To enable students to identify several well-known Irish artists and be able to
discuss their historical backgrounds, the materials used and the meaning behind
the work of art.
- To help students to appreciate the quality of design and craftsmanship
achieved in the execution of these fantastic paintings and designs
- To become skilled at essay writing and answering questions for homework and
exam
- To partake in class exercises and topics of discussion
Overall Learning Outcomes for the Scheme:
- Distinguish 4-6 particular Irish artists: Sean Keating, Jack B. Yates, Paul
Henry, Louis Le Brocquy and Eileen Grey
- Understand how to read a painting and the different ways of seeing what is
happening in the painting in terms of composition, colour, line and narrative
- Classify certain terms and key words, such as realist and abstract and be able to
employ all the relevant terminology in discussing Irish Artists
- Prepare for exam’s by practicing writing questions and have them readily on
hand for quicker revision
- Identify what is on the history of art syllabus and its structure for exams
Investigating/Exploring/Creating:
Investigating:
 The context of Irish designers such as Eileen Gray and painters such as Sean
Keating, Paul Henry Jack B Yeats, work in society
Pro forma Scheme Plan
 How to read and explore a painting for example a realist painting such as ‘An
Allegory’
 How to describe modern architecture, decorative arts and stlylised furniture
 The historical background of the designers and painters under study
 Similar Irish Artists to the one you are studying, so that you will be able to
compare and contrast
 The artistic movement when the object or painting was created and how it was
represented during the time
Exploring:
 The materials, techniques or mediums used in the design or painting
 The narrative of the painting
 The theme or mood of the painting
 The composition
 Contextual information
 The style, rhythm, subject matter or influences
Creating:
 To be able to produce sketches of the painting or design in question
 To be able to answer the question with full competence
 To be become more confident and be able to participate in class discussion
 To be able to take notes during class and ask questions
History of Art and Critical and Contextual Studies
Knowledge:
 Discuss the historical background of Sean Keating, Jack B. Yeats, Paul Henry
and Eileen Gray
 Specify facts, figures and dates in relation to the artist and the painting in
question
 Refer to least two pieces of work for each artist for example Sean Keating’s
Men of the West and An Allegory
 Compare and contrast two pieces of work
Pro forma Scheme Plan
 Discuss the materials for example oil on canvas or gouache paint
 List techniques such as lacquer, broad brushwork and thick impasto
 Explain the narrative of the painting and what is really going on in the
background
 Recognise symbolism and any hidden meaning or innuendo
 Understand the representation of colours and lines. Is the painting landscape,
abstract or figurative? Is the piece of furniture modernist archirecture
Skills:
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Participate in group discussion within the classroom
Construct an essay answer for each question
Illustrate the paintings under investigation and provide in your answers
Compose valuable notes in the classroom in preparation for homework and
exam revision
 Judge a piece of work and arguably explain your answer
 Complete work sheets and develop essay writing skills, answering,
drawing/illustration techniques
Attitude:
 Argue and form an opinion
 Critically evaluate the paintings, artists, designers work
 Understand key words such as lacquer, impasto, nationalist and naturalism
 Classify important imagery, symbolism and dates in relation to social and
artistic movements
 Participate in questioning, answering and discussion in the classroom
 Justify and support your understanding of Irish artists and the importance in
the Art appreciation section
Pro forma Scheme Plan
ICT:
 Power point presentation
 Videos
 Visual Images
 Interactive whiteboard
 Computers
 Printers
 Photocopiers
Literacy and Numeracy: Abstract, Figurative, Realist, Mood, Narrative, Modern,
Observation, compare, contrast, discuss, design, decorative arts, architectural
modernism or modernist architecture, lacquer, interior design, cultural figures, art
nouveau, nationalism,
Teaching/Learning Strategies:
 Worksheets
 Notes and Handouts
 Student to take notes
 Questioning and Discussion (student /Teacher led?)
 Pacing the lesson and allowing time for a break during doubles
 Quizes
Materials: Pencils, coloured pencils, biros, paper, images, worksheets, textbooks and
copybooks
Safety Precaution: N/A
Differentiation:
 There will be a difference in the level of the homework produced and the
feedback given in class, as some if the of the students will be doing higher or
ordinary level
 Extra attention will be given to those in need.
 Where appropriate identify learning difficulties and the support needed.
 Highlight key words and phrases
 Use repetition of words
 Adjust the vocabulary and the pace of the lesson to suit the needs of the
individual
Pro forma Scheme Plan
 Highlight lesson objectives learning outcomes on the board
 Provide notes and visual aids when needed
 Re-illiterate and revise learning outcomes and objectives at the end of every
lesson
 Employ a buddy system if needed
 Identify the learning outcomes to the students at every lesson
Timeline/Sequence of Lessons:
Week 1: I will begin the lesson with an introduction to Irish art and how it is
presented for the LC paper. I will go through marking schemes and structures briefly.
I will introduce the scheme through teaching how to observe a painting and how to
answer a sample question. I will cover Sean Keating and Jack B Yeats this week. I
explain the lesson with a PowerPoint presentation to make it visual and interesting
and I will ask the students questions as I go along. I will then give out notes and
handouts and we will practice answering questions in the classroom.
Week 2: I will cover Eileen Gray and focus on her historical background as one of the
most significant female designers and architects of our generation. I will discuss how
her work was split into two parts: decorative arts and modernist furniture by her
critics. I will refer pieces of her work and elaborate and discuss them with the class
such ‘The Bibendum Chair’ which was one of the 2Oth Century’s most recognisable
furniture designs. I will ask the class to analyse a piece of her work and we can discuss
afterwards. I will give out notes and worksheets also.
Week 3: In this final lesson of our scheme on Irish Artist, I will cover Paul Henry, a
post-Impressionist painter, one of the Irelands best known artists ever produced. I will
discuss his background. I will present on a PowerPoint and show images of his work
such as ‘The Launching of the Curragh’, ‘The Lobster Fisher’ and ‘The Watcher’. I
will ask the students to analyse the images in class and take notes. I will go over briefly
what we have learned and I will then ask the students to recap everything by giving a 5
minute quiz.
Pro forma Scheme Plan
Assessment Rubric:
1 Drawing
2 Investigation
Illustrate/ Sketch (at least
two examples) for each
question from each artist
Eileen Gray, Paul Henry,
Sean Keating and Jack B
yeats
Good practice of
organisation and
planning essay type
answers in preparation
for exams
Include diagram and
explanations beside them
in your answers
Applied appropriate
illustrations to suit the
question
Use of colour in your
sketch or diagram
Include explanations
beside your illustrations
Ability to anaylse, look
at or critique a piece of
art
Understanding the
processes, mediums,
materials used by these
artists
Develop a critical
awareness of the
aesthetic elements in
modern design, art and
architecture
Investigate historical,
social and cultural
background behind the
artists and their works
3 Problem Solving
and making
4 Understanding and
attitude
Developing skills in
the use of general
questioning, looking
and reading a painting
or piece of design
furniture
Willingness to cooperate
and work in groups and
individually, therefore
contributing to the
fieldwork and workshop
learning activities
Ability to test
technical and visual
approaches within the
overall framework of
art appreciation
Understanding of
processes used, key
words and terminology
Practice of sufficient
time management for
answering the
questions
Study the social
context or background
of the work
Willingness to
overcome and persevere
creative and
observational challenges
Effective co-operation
in discussing the work
in the classroom
Evidence of being able
to answer questions and
having an understanding
of Irish Art
Evidence of Learning
Showing an appreciation
for Irish artists and an
admiration for the
aesthetic qualities of their
work in your drawings,
essays and in your
answers in class
Complete drawings,
sketches or diagrams of
the artist’s work in
question in class and for
home work
Ability to take sufficient
amount of notes in class
for research for future
homework questions
Completion 4 questions
covering the work of each
artist per question in class
and homework
Evidence of looking at
formal qualities like
basic shapes,
composition, colour,
tone and line through
classroom discussion
and evidence in
homework essays
Explain the process used
by these artists, modern
and chronological
artists and practices
Become more skillful at
looking and critiquing
Have compared and
contrasted different
artists and their work in
a single question
Categorize different
artists in terms of their
work, social context and
mediums
Applied appropriate
stage by stage
planning, note taking,
questioning for
developing your
knowledge
Have at least 4
questions completed
covering 4 different
artists
Have developed skills
in terms of
questioning and
looking
Have evidence of
knowledge of the
background of each
artist and their work
and studied the social
context within the
framework
Careful planning and
implementing the
correct strategies and
procedures for essay
writing and questions
Personally engaged with
the process and all its
facets in the full and
integrated nature of the
work, both creative and
contextual
Developed more
confidence and gained
clarity during the
process throughout the
different stages during
classroom presentations
and discussion