Claude Monet
Jaques-Louis David, Napoleon Crossing the Alps 1801-1805. Oil on canvas. Chateau de Malmaison.
Claude Monet, Impression ,Sunrise 1872. Oil on canvas. Musée Marmatton Monet, Paris.
Claude Monet, Bridge over a Pond of Water Lilies 1899.The Metropolitan Museum of Art.
Claude Monet, Self Portrait in Beret, 1886, 21.7 x 18.1 inches
http://commons.wikimedia.org/wiki/File:Autoportret_Claude_Monet.jpg
Claude Monet
Born: November 14, 1840. Paris, France
Died: December 5, 1926. Giverny, France
Impressionist Movement
In 1851, Claude began attending school. He studied many subjects including art.
When he was a young teenager it became apparent he had artistic ability. Claude would draw caricatures of his teachers
on his schoolwork and developed a reputation as a caricature artist.
Claude was in the military and during his time serving he did not paint or create art. When he returned from his service,
he picked up where he left off and never stopped painting and creating art.
Claude Monet was a French painter most famously known for his important role as a leader of the impressionist
movement.
In the late 1847 France a change in the arts happened when Claude Monet and a small group of other artists got
together and exhibited their work. Most of their work resembled a sketch like or blurry quality, giving a view just an
impression of the image.
Impressionism consisted of a style of painting using quick ,short, broken brushstrokes, pure unblended color, and an
emphasis on light and color rather than realism and form. The term Impressionism was actually created after an art critic
observed Monet’s Impression, Sunrise.
To capture light, impressionist artists like Monet used quick strokes of bright color. Painting outdoors (Plein Aire) was
one of Monet’s trademarks. Most of his paintings are outdoor scenes of people, gardens, rivers, or buildings, captured
at different times in the day. Some of his most loved are his garden scenes he painted of lilies on his pond where he
lived in Giverny, France. Claude used oil paints in most of his works.
Impressionism happened at a time when was only accepted by the public and considered “good” art if the art was
approved by the Royal Academy of Art. In Europe, these Royals Academies set the standard for art, telling people what
kind of art is considered tasteful. To the Academy, art was only acceptable if the subject matter was an important event
in history painted in a realistic and heroic style (like in the Napoleon Crossing the Alps image). Monet’s sketchy,
impressionistic style changed the way France, the Royal Academy and the world viewed art and opened the door to
modern artistic styles.
Important take-away: Monet was a major influential impressionist artist who made an lasting and world impact on
artistic taste through introducing a new method of painting that differed greatly from what was accepted at the time.
Materials:
Images of the work of Famous Artists mentioned in this lesson plan.
*Teachers may wish to research or gather additional images of Monet’s paintings.
Canvas Paper- for acrylic paint
Acrylic paint brushes in a variety of sizes.
Wooden dowels-equal number as paint brushes so students can paint from far away.
Easels /drawing boards/butcher paper or wall, desk or floor space to mount painting on
Masking tape
Scissors
Acrylic paint (Claude used oil paints)
Paper plates or palette to place paint and to mix paint on
Project
Introduction:
Introduce Impressionism and Claude Monet. Display or show images of Jaques-Louis David’s Napoleon Crossing the Alps
(fig. 1) and compare with Monet’s Impression, Sunrise (fig. 2). Ask the class to describe each painting, describing in
detail the subject matter, the colors used, and the style of painting. Ask which they like better and for what reasons?
(opinion) Discuss the Royal Academy of Art in Europe from this era describing the artistic requirements of heroic and
important subject matter, painted in a classical style of perfection and detail. Next introduce impressionism and
describe the impressionistic style of quick brush strokes, highlighting the effects of light by emphasizing color rather
than defined line. See if the students can guess which painting belongs to which category (realism or impressionism).
Discuss additional facts about Claude Monet and his birthplace by using a map to locate France and Europe. Explain that
Claude Monet was one early artist that displayed creativity and bravery by experimenting with a new style that was not
considered as acceptable fine art at the time. To show students differences between realistic and impressionistic styles,
you can also ask students to look at outside or at an object in the room… as their eyes focus they can see every detail.
Ask them to discuss the details. Now, ask students to blur their eyes by squinting or “dazing” off. See how the details go
away, what do they see? Colors?, Shapes? What impression of the object or landscape do they have?
For the project, students will paint in the style of Claude Monet to paint their very own impressionism painting. Each
student will mimic Monet’s Bridge Over a Pond of Water Lilies (fig. 3) in the spirit of welcoming Springtime. Students
grade K-2 will finger paint in classroom while students grade 3-5 will need more space, possibly painting in the school
gym or outside (weather permitting). If students are able to go outside to paint, they will paint the landscape around
them (possibly mountains, trees).
Procedures:
1. Each student should be wearing a smock and sleeves rolled up. Paint will stain clothing.
2. Hand each students a piece of paper art paper, preferably canvas paper (8 x 11 or 9 x 12). Younger children may
have smaller pieces of paper in order to complete the project.
3. Students will mount their paper with a little masking tape on drawing boards or another surface or floor
depending on whether they will paint outside or inside. Remind students that this is special art paper and this
will be their final piece.
4. Give students masking tape; four or five students may share the one roll of tape. For grades K-2 teachers
should give students 2 equal lengths of masking tape, long enough to cross the width of the paper, as well as 6
smaller piece that will span the height between the two pieces of long tape. This will create the bridge in
Monet’s water lily painting. For grades 3 – 5, teachers should show students how to first sketch in a bridge and
then students will paint over it when they create their painting. (Remind students which parts of the painting
artist start with, Background, middle ground foreground… things that are closer are painted last. Where is the
horizon line, how do we mix colors. *If students are painting their own outside image in Plein Aire or from a
printed picture, assist them through the parts of the landscape and show them tricks on how to create the
image they see.
5. Distribute the paints very last after you have given instructions of the project. Grades 3-5 students will also
receive a paintbrush taped to a long wooden dowel, one per student. Younger grades will use their fingers to
paint (or can use regular brushes, sponge brushes, or q-tips to paint). Review with students how to hold a paint
brush (like a pencil, normally, artists hold the brush on the silver or metal part of the brush so they have control.
Monet used a very long brush so he could stand back and get an impression of his painting (reason why older
kids are using dowels attached to their brush). When our hand moves back to the end of the brush, we loose
precise control, and things become more impressionistic). Make sure when distributing paints to review how to
mix colors and how to mix paints with students. *Teachers may choose to use a different art medium for this
project such as chalk or oil pastels, watercolor or another painterly medium. Crayons and markers should not be
used! We want students to experience mediums which they do not normally get to use in school.
6. Pass the acrylic paint on plates or palettes to students. Refresh their memories of the color wheel if needed.
Show students how brush strokes can evoke shape, line, direction… try blotting, painting brush strokes in an
upward motion (as for trees or grass) or creating subtle side motions to create gentle water ripples (not large
waves).
7. Encourage students not to blend paint on their paper but instead create strong contrasts of pure bright colors by
blotting. Remind students that if paint is blended on their paper, colors will look muddy and you won’t be able
to see the impression of the image they are painting. Juxtapose yellow with green and blue to give the
impression of tiny lilies scattered on a pond. Tell the students to focus on color changes instead of making
distinct lines for shaping things like trees. Paint water and lilies under the bridge and begin painting trees and
plants just at the base of the bridge, in between the bridge dividers, and above the bridge. If painting a window
view of the mountains give them the same sort of instructions. Show students how although the grass is green,
there are vivid colors of yellow and blue and red to create the scene.
8. Have students fill their entire page with color, leaving no white empty space on their paper. Pull masking tape
from bridge up carefully to not rip paper (if using canvas paper, there will be less of a risk of pulling paper up, if
using drawing or Bristol board, paper may tear so volunteer or teacher assistance may be needed). After
students pull up tape, have them complete the painting by finishing painting their bridge.
9. Let painting dry completely (paint will be quite built up for this project, so we recommend having students leave
their painting where they create it and move on with their school day, have teachers, volunteers or other adults
help move the paintings)
10. When dry, carefully and slowly peel the masking tape off of the page at an angle. Remove picture from board or
butcher paper. A white frame should appear.
Based on Utah State Visual Arts Core Curriculum Requirements (3rd Grade)
Standard 1
(Making): The student will explore and refine the application of media, techniques, and artistic processes.
Objective 1
Explore a variety of art materials while learning new techniques and processes.
Paint with complementary color schemes.
Make one color dominant in a painting.
Create the appearance of depth by drawing distant objects smaller and with less detail than objects in the foreground.
Establish more natural size relationships among objects in drawings.
Objective 2
Use a broad range of art materials in supporting the visual arts needs at school.
Use as many art materials as possible to help decorate the room.
Objective 3
Handle art materials in a safe and responsible manner.
Ventilate the room to avoid inhaling fumes from art materials.
Dispose and/or recycle waste art materials properly.
Clean and put back to order art making areas after projects.
Respect other students' artworks as well as one's own.
Standard 2
(Perceiving): The student will analyze, reflect on, and apply the structures of art.
Objective 1
Analyze and reflect on works of art by their elements and principles.
Determine how artists create a dominance in their work; e.g., size, repetition, and contrast.
Examine significant works of art and point out how the artists have created an illusion or feeling of depth.
Objective 2
Create works of art using the elements and principles.
Identify dominant elements in significant works of art.
Group some significant works of art by a common element or visual characteristic.
Discover how an artist has thoughtfully used all of the space within an artwork.
Create a work of art that uses all of the space on the paper.
Create a work of art that uses contrast to create a focal point. Use that to convey the most important idea or part of the
work.
Standard 3
(Expressing): The student will choose and evaluate artistic subject matter, themes, symbols, ideas, meanings, and
purposes.
Objective 1
Explore possible content and purposes in significant works of art.
Explain possible meanings or interpretations of some significant works of art.
Invent possible stories that may explain what is going on in these same works of art
Standard 4
(Contextualizing): The student will interpret and apply visual arts in relation to cultures, history, and all learning.
Objective 1
Compare the arts of different cultures to explore their similarities and diversities.
Describe why different cultures may have used different materials to create their arts and crafts.
Objective 3
Recognize the connection of visual arts to all learning.
Explore personality or achievements of famous people by examining a significant portrait of them.