Impressionism
Discovering Links Between the Arts
Michael Archer
Gwen Keohane
Laura Laude
Emily Paolini
Alex 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 CrossCurricular 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 Intelligences
Learning 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 Project
Eduoard 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 Objectives
Edgar 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 Activity
Claude 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