Trainingsvideo Van Gogh Bedroom
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Items in this lesson
Slide 1 - Slide
SHOT SJOUKJE: 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
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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
· 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 4 - Slide
are the lessons for the same students?
How can you adjust the lessons? Good to refresh there knowledge.
Slide 5 - Slide
WHAT DO YOUR STUDENTS ALREADY KNOW ABOUT VINCENT VAN GOGH? YOU CAN FIND IT OUT DURING THE INTERACTIVE QUIZ
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 6 - Quiz
BY THE WAY, THE
ANSWER IS B.
Slide 7 - Slide
YOU ALSO CAN:
- READ QUOTES BY VINCENT
Slide 8 - Slide
Bedroom:
His own bedroom!
Colours:
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.
Bespreek ook de lijnen en vlakken
Slide 9 - Slide
Bedroom:
His own bedroom!
Colours:
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.
Bespreek ook de lijnen en vlakken
Slide 10 - Slide
The kids should write a short story with a clear beginning, middle and end. They can choose from three options:
- What you see in the painting is the beginning of the story
- What you see in the painting is the middle of the story
- What you see in the painting is the end of the story
First make a mind map, with all your ideas for the story. Write down individual words. Then think of the story.
Slide 11 - Slide
AND IN THE SECOND LESSON YOU CAN LOOK CLOSELY AT THE SPECIFIC LOCATION WHERE VINCENT WORKED, USING OLD MAPS AND DRAWINGS. DO YOU THINK HIS PAINTING OF THE BEDROOM WAS ACCURATE?
AND THERE IS A LOT MORE TO DISCOVER.
The kids might indicate that they feel the perspective in the painting is not quite right. There are several reasons for this:
- Vincent’s room was not square, it had a diagonal wall that came to a point in the back right corner (check the hotspot). That is why the line between the floor and the back wall slopes slightly upwards.
- Vincent painted freehand. The lines creating the perspective are not therefore perfectly straight. But Vincent liked that.
- Vincent liked to exaggerate. In this painting, for example, he exaggerated the size of the bed, which makes a few things look out of proportion and it’s a bit like you’re looking at the room through a fish-eye lens.
Slide 12 - Slide
EVERY LESSON INCLUDES A CREATIVE ASSIGNMENT, WHICH IS PERSONAL AND STUDENT FOCUSSED AND RELATED TO THE BEDROOM.
In the first assignment the students learn how to create depth by objects further or closer in a space.
IN THIS VIDEO WE WILL DEMONSTRATE TWO OF THEM: PAINTING A CHAIR (LESSON 3) AND TAKING A PORTRAIT PHOTO (LESSON 4).
Slide 13 - Slide
EVERY LESSON INCLUDES A CREATIVE ASSIGNMENT, WHICH IS PERSONAL AND STUDENT FOCUSSED AND RELATED TO THE BEDROOM. IN THIS VIDEO WE WILL DEMONSTRATE TWO OF THEM: PAINTING A CHAIR (LESSON 3) AND TAKING A PORTRAIT PHOTO (LESSON 4).
Slide 14 - Slide
YOU COULD SAY THAT THESE TWO PAINTINGS ARE LIKE 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 (IT’S A SIMPLE CHAIR)
- HE LIKES TO SMOKE A PIPE
- HE’S A PRACTICAL/ACTIVE PERSON (THE CHAIR IS NOT MADE TO CHILL OUT IN , IT WOULD BE GOOD FOR DOING SOMETHING ACTIVE LIKE DRAWING OR CHOPPING FOOD
- It SEEMS A KITCHEN CHAIR: MAYBE HE LIKES TO BE TO BE IN THE KITCHEN
- IT IS LIGHT : HE’S A DAYTIME PERSON
- ETC.
AND THIS IS VINCENT’S CHAIR FOR HIS FRIEND PAUL GAUGUIN. WHAT DOES PAUL’S CHAIR TELL US ABOUT HIM?
- HE IS ELEGANT /STYLISH
- HE LIKES TO READ
- AND LOOK AT THE BLUE SHADES: MAYBE HE IS A BIT MYSTERIOUS
- IS AN EVENING OR NIGHT PERSON
- HE HAS A CERTAIN STYLE
Slide 15 - Slide
THE CHAIR YOU PAINT SHOULD SAY SOMETHING ABOUT YOU TOO. SO YOUR CHAIR WILL ACTUALLY BE A SELF-PORTRAIT, JUST LIKE THESE TWO EXAMPLES.
Slide 16 - Slide
NOW, STEP BY STEP, WE WILL DRAW A CHAIR IN PERSPECTIVE.
DON’T MAKE THE LINES TOO THICK, SO THEY CAN BE RUBBED OUT, AND THEY ARE NOT VISIBLE THROUGH THE PAINT.
FIRST (1, 2 AND 3), DRAW A CUBE IN CHARCOAL USING VERY THIN LINES.
THEN (4, 5 AND 6) USE A THICK LINE TO DRAW OVER THE LINES OF THE CUBE THAT FORM A CHAIR.
AND ERASE THE OTHER LINES AS MUCH AS POSSIBLE.
IF YOU THINK DRAWING A CUBE IS TOO COMPLICATED, THERE IS ANOTHER WAY. IT DOESN’T GIVE THE STUDENTS AS MUCH INSIGHT, BUT IT CAN SAVE TIME (AND FRUSTRATION).
Slide 17 - Slide
START BY DRAWING A DIAMOND SHAPE (THE SEAT OF THE CHAIR) IN THE MIDDLE OF THE SHEET (1).
THEN DRAW TWO VERTICAL LINES OF EQUAL LENGTH POINTING UPWARDS ... (2)
AND THREE VERTICAL LINES OF EQUAL LENGTH POINTING DOWNWARDS (3) + A LINE CONNECTING THE TWO LINES POINTING UPWARDS (4). SHOW HOW YOU CAN MAKE THE SEAT AND ONE CHAIR LEG THICKER, AS AN EXAMPLE (5 AND 6).
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NOW YOU’RE GOING TO TURN THIS BASIC CHAIR INTO YOUR OWN CHAIR.
Slide 19 - Slide
YOU DO THIS BY CHANGING AND ADDING THINGS. SHOW THE THREE EXAMPLES ON THE SMARTBOARD.
NOW YOU’RE GOING TO PAINT YOUR CHAIR. THINK AGAIN ABOUT WHAT COLOURS ARE BEST FOR YOU.
Slide 20 - Slide
IN LESSON 4 THE STUDENTS ALSO MAKE A PORTRAIT, IN THE FORM OF A PHOTOGRAPH.
Slide 21 - Slide
THE STUDENTS ARE GOING TO DO MAKE AN ARTISTIC PHOTOGRAPHIC PORTRAIT WHICH, IF YOU LOOK CLOSELY, SAYS SOMETHING ABOUT WHO THEY ARE. WE WILL DO IT IN STAGES.
Slide 22 - Slide
STEP-BY-STEP INSTRUCTIONS FOR MAKING THE PORTRAIT.
· FIRST CHOOSE THREE CHARACTERISTICS THAT DESCRIBE YOU.
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· IN STEP TWO WE’RE GOING TO USE THE THINGS WE COLLECTED.
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Have the kids think about what three characteristics suit them. They should write down three.
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· IN STEP THREE WE’LL MAKE A QUICK SKETCH OF OUR IDEAS.
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· AND IN STEP FOUR WE’LL TAKE THE PHOTO AND WRITE A LABEL FOR IT.
YOU CAN TAKE THE PHOTOS YOURSELF OR A STUDENT WHO’S PARTICULARLY INTERESTED IN PHOTOGRAPHY CAN TAKE THEM. DECIDE WHAT YOU THINK WOULD WORK BEST. ONE BY ONE THE STUDENTS WILL TAKE A PHOTO. MAKE SURE THE BACKGROUND IS AS PLAIN AND EVEN AS POSSIBLE, AND THERE’S GOOD LIGHT. MEANWHILE, THE OTHER STUDENTS CAN WRITE THEIR LABELS EXPLAINING BRIEFLY WHAT THEY WANT TO SAY WITH THEIR PORTRAIT.
Slide 29 - Slide
THE LABEL CAN BECOME SOMETING LIKE THE ONE MADE BY EREN, 11 YEARS OLD:
“In my photo, I'm hiding and looking a little mysterious. Normally I am a sporty and active boy. But.. I'm calmer inside than you might think! I'm sensitive and I don't like it when someone says something about me. The purpose of this photo is to show my sensitive side as well.”
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Slide 31 - Video
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