Training New York: Harvest and Bedroom
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Items in this lesson
Slide 1 - Slide
SHOT GUNDY: FOR THOSE OF YOU WHO AREN’T YET FAMILIAR WITH THE VAN GOGH MUSEUM: IT’S A MUSEUM DEDICATED TO THE ARTIST VINCENT VAN GOGH, LOCATED IN AMSTERDAM IN THE NETHERLANDS AND IT HOUSES THE WORLD’S LARGEST COLLECTION OF WORKS AND LETTERS BY VINCENT VAN GOGH.
Slide 2 - Slide
VOICE-OVER:
AND OF COURSE, THIS MISSION IS CONNECTED TO THE OBJECTIVES OF THE PROGRAM, WHICH ARE:
· TO EMPOWER CHILDREN WITH SELF-CONFIDENCE AND CREATIVITY.
· TO ALLOW STUDENTS TO GET TO KNOW THE WORK AND LIFE OF VINCENT VAN GOGH.
· TO TEACH 21ST-CENTURY SKILLS:
O CRITICAL THINKING
O CREATIVITY
O COLLABORATION
O COMMUNICATION
O INFORMATION LITERACY
O MEDIA LITERACY
O TECHNOLOGY LITERACY
O FLEXIBILITY
O LEADERSHIP
O INITIATIVE
O PRODUCTIVITY
O SOCIAL SKILLS
· THE OBJECTIVES FOR THIS TRAINING ARE THEREFORE:
· TO LEARN ABOUT THE LESSONS
· TO FAMILIARIZE YOURSELF WITH LESSONUP (THE ONLINE LEARNING ENVIRONMENT)
· TO EXPERIENCE WHAT YOUR STUDENTS WILL EXPERIENCE, BY TRYING OUT THE CREATIVE ASSIGNMENTS
Slide 3 - Slide
VOICE-OVER:
AND OF COURSE, THIS MISSION IS CONNECTED TO THE OBJECTIVES OF THE PROGRAM, WHICH ARE:
· TO EMPOWER CHILDREN WITH SELF-CONFIDENCE AND CREATIVITY.
· TO ALLOW STUDENTS TO GET TO KNOW THE WORK AND LIFE OF VINCENT VAN GOGH.
· TO TEACH 21ST-CENTURY SKILLS:
O CRITICAL THINKING
O CREATIVITY
O COLLABORATION
O COMMUNICATION
O INFORMATION LITERACY
O MEDIA LITERACY
O TECHNOLOGY LITERACY
O FLEXIBILITY
O LEADERSHIP
O INITIATIVE
O PRODUCTIVITY
O SOCIAL SKILLS
These are big objectives
But when we make those objectives smaller,
- Children having a good experience, they are feeling confidence about what they created and are proud of it.
- Children learning about Vincent van Gogh. Learning what do you really see on the artworks of Van Gogh. By learning more about an artwork you see more. An example: I told a student about the way vincent van gogh used contrast in colours and later that afternoon this student came to me and say: our school as contrast colours as well. Why is that?
- 21th century skills: communication, flexibility, social skillls. The assignment are made in a way that this
Slide 4 - Slide
VOICE-OVER:
AND OF COURSE, THIS MISSION IS CONNECTED TO THE OBJECTIVES OF THE PROGRAM, WHICH ARE:
· TO EMPOWER CHILDREN WITH SELF-CONFIDENCE AND CREATIVITY.
· TO ALLOW STUDENTS TO GET TO KNOW THE WORK AND LIFE OF VINCENT VAN GOGH.
· TO TEACH 21ST-CENTURY SKILLS:
O CRITICAL THINKING
O CREATIVITY
O COLLABORATION
O COMMUNICATION
O INFORMATION LITERACY
O MEDIA LITERACY
O TECHNOLOGY LITERACY
O FLEXIBILITY
O LEADERSHIP
O INITIATIVE
O PRODUCTIVITY
O SOCIAL SKILLS
These are big objectives
But when we make those objectives smaller,
- Children having a good experience, they are feeling confidence about what they created and are proud of it.
- Children learning about Vincent van Gogh. Learning what do you really see on the artworks of Van Gogh. By learning more about an artwork you see more. An example: I told a student about the way vincent van gogh used contrast in colours and later that afternoon this student came to me and say: our school as contrast colours as well. Why is that?
- 21th century skills: communication, flexibility, social skillls. The assignment are made in a way that this
Slide 5 - Slide
VOICE-OVER:
AND OF COURSE, THIS MISSION IS CONNECTED TO THE OBJECTIVES OF THE PROGRAM, WHICH ARE:
· TO EMPOWER CHILDREN WITH SELF-CONFIDENCE AND CREATIVITY.
· TO ALLOW STUDENTS TO GET TO KNOW THE WORK AND LIFE OF VINCENT VAN GOGH.
· TO TEACH 21ST-CENTURY SKILLS:
O CRITICAL THINKING
O CREATIVITY
O COLLABORATION
O COMMUNICATION
O INFORMATION LITERACY
O MEDIA LITERACY
O TECHNOLOGY LITERACY
O FLEXIBILITY
O LEADERSHIP
O INITIATIVE
O PRODUCTIVITY
O SOCIAL SKILLS
· THE OBJECTIVES FOR THIS TRAINING ARE THEREFORE:
· TO LEARN ABOUT THE LESSONS
· TO FAMILIARIZE YOURSELF WITH LESSONUP (THE ONLINE LEARNING ENVIRONMENT)
· TO EXPERIENCE WHAT YOUR STUDENTS WILL EXPERIENCE, BY TRYING OUT THE CREATIVE ASSIGNMENTS
Slide 6 - Slide
SHOT: VIDEORECORDING: voorbeeld test (vragen open klikken/ (Sjoukje in beeld als ze de vragen stelt?) en quiz
IN THE FIRST LESSON, FOR EXAMPLE, YOU CAN DO A PERSONALITY TEST ‘HOW ALIKE ARE YOU AND VINCENT?’. EVERY TIME YOU ANSWER ‘YES’, YOU RECEIVE A POINT.
1. I don’t know what I want to be yet
2. I’m stubborn
3. I like nature
4. I find it difficult to stick to rules
5. I work hard / don’t give up easily
6. I fall in love very easily
7. I like to do things in a new or different way
8. One day I’m happy and full of energy, and the next I’m tired and feeling down
9. I want to mean something (to others/the world)
10. I make my own choices, even if they are not popular
HOW MANY POINTS DID YOU GET? I HAD ..
True of false?
Statement 1:
Statement 1:
A
Vincent was already producing amazing paintings when he was 12
B
Vincent had to practise a lot to become a good painter
Slide 7 - Quiz
BY THE WAY, THE
ANSWER IS B.
Slide 8 - Slide
- Play the soundscape of the painting in the reproduction you have brought. Don’t tell them the title yet!
- Assignment: draw what you hear. The students should sketch what they hear. Afterwards, gather together all the sketches. In what ways are they alike? What will be in the painting?
- Assignment: draw what you hear. The students should sketch what they hear. Afterwards, gather together all the sketches. In what ways are they alike? What will be in the painting?
Slide 9 - Slide
- WRITE A POEM
Slide 10 - Slide
Assignment: you are going to use the painting to write a poem. The first step is to copy and complete the following phrases:
This painting feels like….
This painting smells like…
This painting tastes like….
This painting sounds like….
This painting looks like….
This painting smells like…
This painting tastes like….
This painting sounds like….
This painting looks like….
Make sure the sentences vary in length: long, short or even just one additional word.
Examples for teachers:
This painting smells like the end of summer
This painting feels like grass tickling my feet and sun on my cheeks
This painting tastes like French stew
This painting sounds like cicadas and footsteps
This painting looks like holiday
This painting smells like the end of summer
This painting feels like grass tickling my feet and sun on my cheeks
This painting tastes like French stew
This painting sounds like cicadas and footsteps
This painting looks like holiday
Slide 11 - Slide
Now do the same thing with this painting. Get the students to say what feeling they associate with it.
Slide 12 - Slide
Assignment: choose one element from The Harvest. Something that goes with the feeling you wrote down.
What might you choose if you feel strong? (e.g. the house, stands firmly on the ground)
What could you choose if you feel restless? (e.g. the horse, which you could picture rearing up)
What would you choose if you felt tired? (e.g. the haystack – you can sleep in it)
Now, make a painting inspired by your chosen subject. If you choose the haystack, for example, make your own painting of a haystack. You don’t need to copy the one in The Harvest, you can paint it as you wish. The painting might help you to paint a nice haystack if you look at it carefully. Then choose for yourself how you want to do it.
If your feeling is ‘tired’, and you prefer to paint a bed (you could fall asleep in either of them), that’s also fine.
Have you decided what you’re going to paint?
What might you choose if you feel strong? (e.g. the house, stands firmly on the ground)
What could you choose if you feel restless? (e.g. the horse, which you could picture rearing up)
What would you choose if you felt tired? (e.g. the haystack – you can sleep in it)
Now, make a painting inspired by your chosen subject. If you choose the haystack, for example, make your own painting of a haystack. You don’t need to copy the one in The Harvest, you can paint it as you wish. The painting might help you to paint a nice haystack if you look at it carefully. Then choose for yourself how you want to do it.
If your feeling is ‘tired’, and you prefer to paint a bed (you could fall asleep in either of them), that’s also fine.
Have you decided what you’re going to paint?
Slide 13 - Slide
Vincent often had his models pose with objects that meant a lot to them, too. Things that symbolise their knowledge, character, job or role in life. ‘La Berceuse’ is holding a cord which she uses to rock an unseen cradle, for example.
Slide 14 - Slide
Assignment: Take out the poem you wrote in lesson 1. Now write it in your accordion book. You can repeat, change or add phrases if you want. You can also look up and write out words in another language or alphabet. Vincent was very inspired by Japanese characters, and sometimes added them to his paintings. Etel had her poems for her accordion books translated into Arabic for political reasons. So both of them were inspired by other alphabets.
Just write over the colours, but avoid the boxes you drew.
Just write over the colours, but avoid the boxes you drew.
Slide 15 - Slide
Explain that the colours we see in the painting now are not the same as the colours Vincent used. Most of the red paint he used was not light-resistant, and it gradually faded out of the image. That’s why the purple wall is now light blue. The floor was also much redder.
Which colours do the kids like best? The original colours, or the colours as they are now?
Slide 16 - Slide
Show Vincent’s pen and ink drawing of his bedroom. He made the same picture using different materials. Can the kids spot any new lines in it?
There are more lines in the floor. Vincent also put horizontal stripes on the mirror, the back wall and the windows. He put slightly curved stripes on the wash basin to emphasise its rounded shape. On the blanket, too, the stripes curve over the side of the bed.
Slide 17 - Slide
You’re now going to tell the class more about Vincent van Gogh’s The Bedroom. Ask the kids to listen carefully, because the information will be useful later for their written assignment.
Vincent van Gogh’s bedroom was in the yellow house in Arles, France (in the painting on the slide). It was on the first floor, behind the green shutters. Vincent used the ground floor as his studio.
In the distance you can see a steam train. When he had to go on a long journey, Vincent usually went by train.
Vincent also painted the little café you can see. He sometimes ate there with Joseph Roulin, the postman who was also his friend.
Vincent often saw the Roulin family in Arles. He asked them to model for his paintings (see hotspot).
Slide 18 - Slide
Point out the portraits of Camille and Joseph Roulin. Joseph Roulin was a postman, and he must have handled lots of letters from Van Gogh. Camille was his son. Vincent van Gogh also painted his famous Sunflowers at the yellow house. He went out with all his painting stuff for long walks, and painted outdoors. Sometimes he finished the painting at home.
Slide 19 - Slide
Explain that today you’re going to be looking at depth, or perspective as it is called. A canvas is a flat surface; it only has a height and a width. But Vincent painted what he saw around him showing height, width and depth. Ask the kids if they can see how he did that in The Bedroom.
- Everything that’s further away is smaller
- Things that are further away are also higher up the canvas
You can see this if you compare the two chairs and if you compare the foot of the bed with the head. Point this out on the museum edition.
- If the kids are more advanced: all the lines moving away from the viewer’s position come together at an imaginary vanishing point that you can’t see because of the back wall. Point out how, for example, the lines depicting the floorboards and the walls of the room seem to move towards the same point.
Slide 20 - Slide
Now have the kids trace over their sketch using a black pen, and colour it in with coloured pencils. The thick outlines and large areas of colour will make the drawing look more like the painting.
The kids can choose their own colours. It might be fun to use entirely different colours from those in the painting.
Share: have the kids check in pairs what colours they chose and why.
Slide 21 - Slide
Explain: Eventually Paul Gauguin, a French artist, came to live with Vincent for a while. These are portraits that Vincent and Paul made of each other. Around this time, Vincent made two paintings of chairs: his own and Paul’s. We looked at them quickly last time.
Slide 22 - Slide
Explain: you could say that these two paintings are portraits. Each one tells us a lot about the owner of the chair.
What does Vincent’s chair tell us about him?
- He likes simple things (you can see this in the chair he chose, it’s simple)
- He likes to smoke a pipe
- He’s a practical/active person (the chair is made so you can be active when you sit on it; it would be good for drawing or chopping food, for example; it’s not made to chill out in)
- He likes to be in the kitchen
- He’s a daytime person
- Etc.
What does Paul’s chair tell us about him?
- Elegant/mysterious/stylish
- Likes reading
- Is an evening or night person
- Has style
- Etc.
Slide 23 - Slide
Now, step by step, draw a chair in perspective with the kids.
Explain that they shouldn’t make the lines too thick, so they can be rubbed out, and they can’t be seen under the paint.
Slide 24 - Slide
Explain: We’re going to use all kinds of things in the self-portrait, so it’s important to get some things together and bring them. You don’t need to think about how you’re going to use them in your self-portrait yet. There’s no point, because someone else is going to use them. And you’re going to use what someone else brings.
Assignment: Bring two objects to the next lesson.
- The object should not be valuable; choose something that hardly costs anything
- The object should not be too important to you; you aren’t really attached to it
- You already have it at home
- Examples: empty pop bottle, a few pegs, a role of wrapping paper, a block of Post-It notes, a watering can, etc.
Slide 25 - Slide
Have the kids think about what three characteristics suit them. They should write down three.
Slide 26 - Slide
Re-establish contact with the kids and tell them that today you’re going to be making the exhibition of everything you’ve made in the lessons. To inspire the kids, tell them something about what the Van Gogh Museum looks like.
Slide 27 - Slide
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