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Middle [6th-8th] Lesson Plan

The Group of Seven | Acrylic Painting

Created on October 10, 2017 by Karimarie

Working from outdoor sketches students will learn about Tom Thompson and The Group of Seven's painting style and techniques. Students will create an original acrylic painting inspired by multiple placed based locations around their community.

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6 sessions; 40 minutes per session

1. SWBAT use acrylic paint.
2. SWBAT create a painting with texture.
3. SWBAT translate a realistic space into a expressionist space.
4. SWBAT use creative color in an acrylic painting.

1. Canvas Panel
2. Acrylic paint
3. Paintbrushes

Need these materials? Visit Blick!

1. Show students PP of Tom Thompson and The group of Seven. Discuss their work and the area they were painting. What makes this work different from what we see outside?

2. Take students to outdoor location to sketch and draw what they observe. Have the focus on things such as color, wind, emotion. etc.

Days 3-6

Intro acrylic painting techniques such as blocking out color and working from background to foreground. I also taught basic color mixing and well as tints ans shades.

Students were allowed to be as creative as they wanted in their mark making and color choices.

1. Students participated in a class critique and answered the following questions on a piece of paper.

1. Which part of your painting is the most successful and why?
2. Which part of your painting is the least successful and why?
3. What is one thing you learned about painting with acrylic paints?
4. which artist from The Group of Seven inspired you the most?


Visual Arts Standard 1:
Understanding and applying media, techniques, and processes

[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas

Visual Arts Standard 2:
Using knowledge of structures and functions

[5-8] Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work
[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas

Visual Arts Standard 3:
Choosing and evaluating a range of subject matter, symbols, and ideas

[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks

Visual Arts Standard 4:
Understanding the visual arts in relation to history and cultures

[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art

Visual Arts Standard 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others

[5-8] Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
[5-8] Students compare multiple purposes for creating works of art

Visual Arts Standard 6:
Making connections between visual arts and other disciplines

[5-8] Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context

Environmental Art, Expressionism, Fauvism, Regionalism

Color/Value, Emphasis, Movement, Rhythm/Pattern, Space, Texture, Variety


Geography, Multicultural Studies