1. Impressionism/Post-Impressionism Exhibit Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A Webquest for 9 th -12 th Grade Art Designed by Kenzie Brubacher [email_address] Based on a template from The WebQuest Page Flickr: Art Gallery NSW

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Good Afternoon! You are an impressionist artist trying to get your artwork into a museum exhibit. After researching one of the five artists that have been provided, you are to produce a piece of artwork to imitate that particular artist’s work. You will be expected to have background information about the artist, so you can pick subject matter that is appropriate. You must also have a “date” when your work was produced and an explanation of why it was produced. After your work is complete, you will meet with four other impressionist artists, and together you will set up a museum exhibit for all five of your works. The presentation of the exhibit will be the final product for this project. http://www.abcgallery.com/D/degas/degas.html Once the project is complete you will have a better understanding of the Impressionism and Post-Impressionism movements. You will also be able to inform the rest of the class about your particular artist, and why they are an important figure for us to study and understand.

3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] After doing some research, you will meet with four of your fellow classmates and set up a mock Impressionism museum exhibit. The exhibit will showcase all five students imitation artworks of a particular artist. Once the exhibit is set up, you will present it to the class. Title Flickr:NSW

6. Evaluation Example: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score One page first person biography Poor sentence structure. Many grammatical and spelling errors. Very little info beyond name and date of artist. Does not meet length requirements Needs more information on artist. Grammatical and spelling errors negatively affect flow. Fairly detailed account of artists life, though somewhat lacking. Few grammatical and spelling errors. Very detailed description of artists life. Flows nicely. Very little to no errors. Imitation Painting Obviously little time spent no care involved on painting. Does not reflect the style of the studied artist at all Somewhat reflects artists’ style. Some care put into product. Reflects artists’ style well. Good craftsmanship. Some elements of design considered. Very interesting painting that incorporates elements of design. Accurate representation of artists style. Great care put forth. Museum exhibit Poorly organized. Perhaps forgot to approve design. Little to no care put into display. Paintings not mounted well. Confusing display choices. Exhibit is thought out, yet lacking professionalism. Paintings are mounted. Works very nicely mounted. Exhibit is very well thought out and put together Exhibit presentation No evidence of organizational planning for presenting. Could not explain display choices. Attempt at organization. Was able to explain some choices for display. Some organizational hiccups. Not all display choices explained. But could answer when asked about them. Planned out what to say and the order in which it is said. Explains choices of display very well and brief description of artists are informative Effort and attitude Negative attitude. Did not work with group to produce the final product. Did not put much effort into any part of assignment Worked with group some of the time. Little effort put into assignment. Completed only some aspects fully. Worked with group. Completed all aspects of the assignment, yet lacking enthusiasm Very productive. Worked very well with group. Put much care into entire project.

7. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! You are know an expert on the impressionism period. You have lived the life of an artist and tried to produce artwork that a gallery would accept and display. Hopefully you have learned some of the struggles these artists had to face. Now you perhaps understand the importance of studying artists in the past; for they have paved the way for artists today! www.galleryofart.us

8. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Thanks To: Flickr The WebQuest Page The WebQuest Slideshare Group

9. Impressionist/Post-Impressionist Exhibit [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9 th -12 th Grade (art) Designed by [email_address] Kenzie Brubacher Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Flickr: Art Gallery NSW

10. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page I thought of this assignment because, we had been doing jig-saw activities in my education class. The activities were fun, so I decided to create my own. Your students are going to take on the role of an impressionist artist trying to get your artwork into a museum exhibit. After researching one of the five artists that you have provided, they will produce a piece of artwork to imitate that particular artist’s work. Your students will be expected to have background information about the artist, so they can pick subject matter that is appropriate. They must also have a “date” when their work was produced and an explanation of why it was produced. After the work is complete, they will meet with four other impressionist artists, and together they will set up a museum exhibit for all five of your works. The presentation of the exhibit will be the final product for this project. Evaluation Teacher Script Conclusion Once the project is complete your students will have a better understanding of the Impressionism and Post-Impressionism movements. They will also be able to inform the rest of the class about their particular artist, and why they are an important figure for us to study and understand.

11. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This Lesson is a best fit for High School students. The lesson focuses on fine art, with an element of art history. The assignment also involves math, because the students have to appropriately mount and hang their pieces in an exhibit. The students to be able to do this project must have a brief introduction into the impressionism movement. They must also be familiar with the elements and principles of design. Evaluation Teacher Script Conclusion

16. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score One page first person biography Poor sentence structure. Many grammatical and spelling errors. Very little info beyond name and date of artist. Does not meet length requirements Needs more information on artist. Grammatical and spelling errors negatively affect flow. Fairly detailed account of artists life, though somewhat lacking. Few grammatical and spelling errors. Very detailed description of artists life. Flows nicely. Very little to no errors. Imitation Painting Obviously little time spent no care involved on painting. Does not reflect the style of the studied artist at all Somewhat reflects artists’ style. Some care put into product. Reflects artists’ style well. Good craftsmanship. Some elements of design considered. Very interesting painting that incorporates elements of design. Accurate representation of artists style. Great care put forth. Museum exhibit Poorly organized. Perhaps forgot to approve design. Little to no care put into display. Paintings not mounted well. Confusing display choices. Exhibit is thought out, yet lacking professionalism. Paintings are mounted. Works very nicely mounted. Exhibit is very well thought out and put together Exhibit presentation No evidence of organizational planning for presenting. Could not explain display choices. Attempt at organization. Was able to explain some choices for display. Some organizational hiccups. Not all display choices explained. But could answer when asked about them. Planned out what to say and the order in which it is said. Explains choices of display very well and brief description of artists are informative Effort and attitude Negative attitude. Did not work with group to produce the final product. Did not put much effort into any part of assignment Worked with group some of the time. Little effort put into assignment. Completed only some aspects fully. Worked with group. Completed all aspects of the assignment, yet lacking enthusiasm Very productive. Worked very well with group. Put much care into entire project.

18. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is an excellent initial exploration into the impressionist and post impressionist movements. It also lets the students see how important it is for us to study these artists. The painting and the exhibit aspect of the project allow students to experience the struggles of making it as an artist, and how these artists truly struggled. By having them work in groups to set up the exhibit, they are forced to learn how to explain why and how their art should be shown. This will prepare them for art history courses in college and critique sessions on artwork in the future. Evaluation Teacher Script Conclusion

19. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Thanks to flickr and many other wonderful websites whose links are provided on the process pages The WebQuest Page The WebQuest Slideshare Group Evaluation Teacher Script Conclusion