Title of Lesson: Van Gogh’s Bedroom - Crystal Weakley



Crystal Weakley Final Draft Date of Lesson: Wednesday, October 7, 2009

Title of Lesson: Van Gogh’s Bedroom Level: 4th Grade Number of Lessons: 1-2

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

Benchmark 2: identify specific works of art as belonging to particular cultures, times and places.

Indicator 3: Explain examples of relationships between history, cultural/visual arts.

Standard 6: Making connections between the visual arts and other disciplines.

Benchmark 2: Identify connections between the visual arts and other disciplines in the curriculum.

Indicator 2: Communicate connections between the visual arts and other disciplines.

Vocabulary:

Shape: 1) The quality of a distinct object or body in having an external surface or outline of specific form or figure, 2) this quality as found in some individual object or body form, 3) something seen in outline, as in silhouette, 4) an imaginary form ()

Color: 1a) The appearance of objects or light sources described in terms of the individual's perception of them, involving hue, lightness, and saturation for objects and hue, brightness, and saturation for light sources. 1g) Appearance of authenticity, 1h) variety of expression ()

Texture: 1) The visual and esp. tactile quality of a surface, 2) the characteristic structure of the interwoven or intertwined threads, strands, or the like, that make up a textile fabric, 3) the characteristic physical structure given to a material, an object, etc., by the size, shape, arrangement, and proportions of its parts ()

Negative Space: empty space, space around an object or form ()

Materials & Resources: Print of ‘Van Gogh’s Bedroom at Arles’; Rulers; Pencils; Paper; Cut-Out, Labeled Shapes; Teacher’s Model (Sample); Shapes Poster; Worksheets

Loumaye, Jacqueline. Art for Children: Van Gogh, The Touch of Yellow. Chelsea House Publishers, New York and Philadelphia, 1993.

Venezia, Mike. Getting to know the World’s Greatest Artists: Van Gogh. Children’s Press, Chicago, 1988.

Krull, Kathleen. Lives of the Artists: Masterpieces, Messes (and What the Neighbors Thought). Harcourt Brace & Company, Florida, 1995.

Briere, Monique, Z. Lavbitz, I. Kuska, and R. Ross, ed. Make Art a Part of Your Curriculum Success: A Resource for any Classroom, ‘Vincent Van Gogh,’ 2 Ed. Page 273. Art Image Publications, 2009.

Guiding Questions:

What are shapes?

How often do you see shapes each day?

Objectives:

Students will identify geometric shapes.

Students will draw a bedroom using geometric shapes.

Procedure

Prior Knowledge:

-The students have been studying geometric shapes in math class and art class. They should at least be able to draw a variety of shapes, even if they cannot name the shapes. Some students may have prior knowledge on Vincent Van Gogh.

Motivation:

(Day One) *Questions or comments the teacher may make are in gray.

-Teacher will begin by asking students to define shape. Ask students what kinds of shapes they saw on their way to school that morning, and what kind they see in the classroom.

How would you define shape? How many shapes can you name? Can you identify all the shapes on this poster (referring to shapes poster)?

-The teacher will then display a picture of “Van Gogh’s Bedroom at Arles.”

Some of you may recognize this picture; can anyone identify the title of the picture or the artist who created it?

(Talk briefly and give some facts about Van Gogh and the picture.)

-Teacher will ask students to point out and name the shapes they see in the picture.

I want you to think about your trip to school this morning. What shapes do you recall seeing on your way to school?

Can you give me any examples of shapes that you see in this classroom? (Explain.)

What is negative space? (Empty space, space around an object or form)

How can we create shapes out of negative space?

Demonstration:

-Teacher will demonstrate how to draw geometric shapes free hand and with a ruler.

-Teacher will draw a box in perspective on the paper (for the bedroom).

(The students may choose not to use perspective, depending on what angle they draw from.)

-Draw a rectangle for the bed, with a square or rectangle bed frame. Draw a square with smaller squares in it for the window. Draw a square with four long rectangular pieces for a nightstand. Draw squares or ovals on the wall for picture frames. Draw a rhombus for a mirror. Draw a rectangle for a door, with a circle for the door handle.

How would you use shapes in your bedroom?

Could we use different shapes to represent different objects or pieces of furniture?

Is it okay to use shapes in your room that we did not discuss today? (hearts, stars, etc)

-Once the shapes are drawn for an object, the detail can be drawn in. (For example, after the shapes are drawn for the bed, you can add a sheet or blanket, and a pillow to the bed to make it look more like a real bed.

After the shapes are drawn, you can add detail—and later color—to your picture.

Instructions to students:

-Instruct the students to draw and decorate their actual or dream bedroom, using at least four different shapes in their room. The students will begin drawing the furniture and wall decorations for their bedroom by sketching out the geometric shapes that make up that object (rectangle for door, circle for doorknob, etc).

I want you to construct a model of either your own bedroom or what your ‘dream’ bedroom would look like. If you are creating a dream bedroom, think about the things you might want in your bedroom that you do not already have in your room.

Start by drawing the shape of the object, and after you have drawn in the shapes, add detail. You should use at least FOUR different shapes in the creation of your bedroom.

-Give the students a worksheet for reference while they are working on the projects. This worksheet is to be completed after they have completed their bedrooms.

After you finish drawing—but before you color your picture—I would like for you to please fill out these review sheets. Don’t forget to write your name and teacher code.

Culminating Experience: (This may overlap to a second day for the lesson)

-Students will then fill in the detail on the objects.

-If time allows, students can color their room.

If there is enough time, you can color your picture after you have added detail and completed the worksheet.

If you have finished the worksheet and coloring the picture, please turn in both to me. You can then either look at these pictures and books about Van Gogh, or you can draw a picture of another room in your house or ‘dream house.’

Assessment:

-Checklist (Students must use at least four shapes in their room)

Modifications:

-The teacher can provide paper cutouts of shapes for students who might have trouble drawing the shapes on their own.

-The teacher can color code and label shapes for students who may have trouble remembering or identifying shapes.

-Students who are gifted or talented may choose to use more than the shapes discussed in class. They may also draw more than one room if they get done with the project quickly.

-The teacher can provide assistance as needed to the boy with the broken arm.

Name: ________________________________________________________________________

Date: _____________________ Teacher Code: __________

Review Sheet

Who painted ‘Van Gogh’s Bedroom at Arles’? (Please circle only one name)

Pablo Picasso Vincent Van Gogh Andy Warhol

Shapes are an outline or contour of an object. They are often a form or mold, and can be an imaginary form (also called negative space). Can you list at least six shapes that we discussed in class?

1.

2.

3.

4.

5.

6.

Identify at least four shapes that you used in the picture of your bedroom, and describe how you used them:

For example, I used a rectangle for the picture frame that showed my family.

1.

2.

3.

4.

What did you like best about this lesson?

What did you like least about this lesson, or how would you improve it?

SAMPLE ANSWER SHEET

Review Sheet

Who painted ‘Van Gogh’s Bedroom at Arles’? (Please circle only one name)

Pablo Picasso Vincent Van Gogh Andy Warhol

Shapes are an outline or contour of an object. They are often a form or mold, and can be an imaginary form (also called negative space). Can you list at least six shapes that we discussed in class?

Circle Rectangle Triangle Parallelogram

Oval Square Octagon Trapezoid

Sphere Cube Pentagon Rhombus

Cylinder

Identify at least four shapes that you used in the picture of your bedroom, and describe how you used them:

Samples:

I used a rectangle for the picture frame that showed my family

I used a circle for a doorknob

I used a square for the calendar on the desk

I used a rhombus for the mirror on the wall

I used a cube for a box where I keep my toys

I used a cylinder for a trashcan

I used a sphere for a basketball

I used an oval for the rug on the floor

I used a trapezoid for a book on the desk

I used a triangle for the picture on the front of the book

I used a parallelogram for the top of the table

I used a pentagon for a design on my blanket

I used an octagon for a sign on the wall

What did you like best about this lesson?

Creating the picture of my room, learning about Van Gogh

What did you like least about this lesson, or how would you improve it?

Having to use shapes to create the picture

[pic]



Also, rhombus

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