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This lesson provided by:
Author: Amanda Chesser
System:Jasper City
School:West Jasper Elementary School
Lesson Plan ID: 33075
Title:

Where Did My Sunflowers Van Gogh?

Overview/Annotation:

Students will read about the life of Vincent Van Gogh and observe how the events of his life shaped his art.  Students will view various works by the artist and evaluate the changes in them.  Students will then create a still life sunflower portrait interpretation based on the works of Vincent Van Gogh.

This is a College- and Career-Ready Standards showcase lesson plan.

Content Standard(s):
AED(1) Visual Arts1. Create works of art using a variety of techniques.
AED(1) Visual Arts3. Identify neutral colors, form, and space in works of art.
AED(1) Visual Arts4. Recognize similarities and differences in media, visual and tactile characteristics, and natural or man-made forms used in artwork.
AED(1) Visual Arts5. Describe moods, feelings, and emotions depicted by a work of art.
AED(2) Visual Arts1. Apply a variety of procedures, methods, and subject matter in the production of two-dimensional works of art, including landscapes, still lifes, and relief prints.
AED(2) Visual Arts2. Apply analogous and intermediate colors, symmetrical balance, and geometric and organic shapes in the production of works of art.
AED(2) Visual Arts4. Explain similarities and differences in works of art, including color schemes, symmetrical balance, and geometric and organic shapes.
AED(2) Visual Arts6. Relate moods, feelings, and emotions generated by a work of art to life experiences.
AED(2) Visual Arts8. Identify ways art reflects and records history.
AED(3) Visual Arts2. Produce works of art depicting genre subject matter.
AED(3) Visual Arts5. Demonstrate appropriate safety, care, and use of art materials and equipment.
AED(3) Visual Arts6. Compare works of art in terms of complementary color schemes, value, contrast, and asymmetrical balance.
AED(3) Visual Arts8. Identify ideas and feelings expressed by individual artists in works of art.
ELA2013(1) 7. Use illustrations and details in a story to describe its characters, setting, or events. [RL.1.7]
ELA2013(1) 10. Ask and answer questions about key details in a text. [RI.1.1]
ELA2013(1) 31. Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups. [SL.1.1]
ELA2013(1) 32. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [SL.1.2]
ELA2013(2) 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RL.2.1]
ELA2013(2) 3. Describe how characters in a story respond to major events and challenges. [RL.2.3]
ELA2013(2) 16. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. [RI.2.7]
ELA2013(2) 17. Describe how reasons support specific points the author makes in a text. [RI.2.8]
ELA2013(2) 30. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [SL.2.2]
ELA2013(3) 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL.3.1]
ELA2013(3) 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [RL.3.3]
ELA2013(3) 32. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.3.2]
Local/National Standards:  
Primary Learning Objective(s):

Students will be active listeners while listening to the biography of Vincent Van Gogh's life and observe his works.

Students will evaluate how events from his life impacted his decisions and his work. 

Students will discuss how mood and emotion are conveyed through the colors and strokes in his pieces of art.  

Students will discuss in pairs or groups and answer text-based questions about Van Gogh.

Students will paint a still life interpretation of Van Gogh's Vase of Twelve Sunflowers.

Additional Learning Objective(s):

Teacher can opt to have students fold a piece of paper in half and cut out a "vase type" shape to glue to the paper for their painting. This can introduce a discussion on symmetry and line of symmetry. (not a standard that is noted above)

Approximate Duration of the Lesson: 61 to 90 Minutes
Materials and Equipment:

This lesson plan is based around the book Vincent Van Gogh: Sunflowers and Swirly Stars (Smart About Art) by Joan Halub The majority of the lesson plan focuses on this book. Portions of the lesson plan can be completed without it, or using other biographical sources. (I have even provided a few below) However, some of the standards may not be met, and some of the questions asked may not be applicable. I do HIGHLY recommend the book! It is very cheap, and full of information which is presented in an interesting format.

pencils, paint, brushes, heavy paper or canvas, paper/styrofoam plates, or paint trays, clean up materials, computer, projector

Technology Resources Needed:
Background/Preparation:

Teacher should read and be familiar with the biography and have prompting questions prepared. Some questions will be provided below, but they will be based on the book mentioned above.

Materials should be gathered.

If teacher wants to create a rubric for assessment other than the one included, that should be done ahead of time.

Procedures/Activities:

Day 1:

Step 1. Teacher will read the book Vincent Van Gogh: Sunflowers and Swirly Stars aloud to the class. While reading, teacher will ask questions such as: 

What was Vincent's childhood like?

Step 2. Discuss Vincent's failures with your partner/group. How do you think this affected him? Cite specific examples from the reading.

Step 3. Discuss with your partner/group the importance of Vincent's relationship with his brother Theo. Use examples from the story. 

How does the use of color in The Potato Eaters convey the emotion of the subjects?

How did the paintings of artists like Monet and Gaugin influence and transform Vincent's artistic style?

Step 4. Teacher should have students share aloud from their partner/group talks.

Day 2:

Step 1. Students will view examples of Vincent's work, which can be found online. This video of a song about Vincen'ts life conatains many images of his art. Here are some others.

Step 2. Students will produce their own interpretation of Van Gogh's Vase with Twelve Sunflowers. They will draw first with pencil, then use paint to complete the project.

Step 3. When paintings are complete and dry, they may be hung around the room or in another location to create a gallery of student work. 


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Assessment Strategies:

Teacher will use observation and anecdotal notes to assess children's listening and responses during the read aloud.  

To assess artwork, teacher may create their own rubric or use this one.

Extension:

Students can research other paintings by Van Gogh and create their own interpretations of those paintings.

Students can research to write their own biography of Van Gogh's life.

Remediation:

Have an aide or other assistant help students who have trouble with drawing, painting, or other fine motor skills.

Teacher may preread the story to struggling readers so that they will be better prepared for discussions during the whole group reading.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
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