Trainingsvideo Van Gogh Bedroom

• Kunst
• Lower Secondary (Key Stage 3)

Van Gogh Museum

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.

How were the first Van Gogh Lessons?

Do you need help with LessonUp? Did everything work well?

Link naar alle lessen: https://www.lessonup.com/app/explorer/shared/Rqt6os3tLph94d8z2/Szzm9caRPSRjxjHYy

Program objectives

• Empower childrens self confidence and creativity.
• Pupils get to know the work and live of Vincent van Gogh.
• 21st century skills.

Training objectives

• Learn about the lessons 
• Get to know LessonUp
• Experience what your students will experience

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

Are you like Vincent?

I don’t know what I want to be yet

1

I’m stubborn

2

I like nature

3

I find it difficult to stick to rules 

4

I work hard / don’t give up easily 

5

I fall in love very easily

6

I like to do things in a new or different way 

7

One day I’m happy and full of energy, and the next I’m tired and feeling down 

8

I want to mean something (to others/the world) 

9

I make my own choices, even if they are not popular 

10

are the lessons for the same students?

How can you adjust the lessons? Good to refresh there knowledge.

True of false?

WHAT DO YOUR STUDENTS ALREADY KNOW ABOUT VINCENT VAN GOGH? YOU CAN FIND IT OUT DURING THE INTERACTIVE QUIZ

True of false?
Statement 1:

1. Vincent was already producing amazing paintings when he was 12
2. Vincent had to practise a lot to become a good painter

BY THE WAY, THE ANSWER IS B. 

'I keep on making what I can't do yet in order to learn to be able to do it.'

Vincent wrote:

YOU ALSO CAN:

- READ QUOTES BY VINCENT

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

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

Assignment: Write a story to go with The Bedroom

worksheet

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.

Map

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.

Creative assignments

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).

Creative assignments

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).

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

Paul Gauguin

Vincent van Gogh

THE CHAIR YOU PAINT SHOULD SAY SOMETHING ABOUT YOU TOO. SO YOUR CHAIR WILL ACTUALLY BE A SELF-PORTRAIT, JUST LIKE THESE TWO EXAMPLES.

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).

1

2

3

4

5

6

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).

NOW YOU’RE GOING TO TURN THIS BASIC CHAIR INTO YOUR OWN CHAIR.

Paint your chair

Margritte

Hockney

Degas

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.

IN LESSON 4 THE STUDENTS ALSO MAKE A PORTRAIT, IN THE FORM OF A PHOTOGRAPH.

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.

Let’s get to work

1. Choose characteristics

2. Choose your material

4/5 take the photo

4/5 write a label 

3. Make a quick sketch

worksheet page 1

worksheet page 2

STEP-BY-STEP INSTRUCTIONS FOR MAKING THE PORTRAIT.

· FIRST CHOOSE THREE CHARACTERISTICS THAT DESCRIBE YOU.

ambitious

careful

sensitive

creative

dreamer

moody

thinker

 understanding

control freak

curious

impatient

hyperactive

calm

careless

stubborn

funny

smart

kind

lazy

jolly

shy

adventurous

 brave

tidy

strong

patient

something else?

Which three characteristics best describe you?

Let’s get to work

1. Choose characteristics

2. Choose your material

4/5 Take a self-portrait 

4/5 Write a label 

3. Make a quick sketch

· IN STEP TWO WE’RE GOING TO USE THE THINGS WE COLLECTED.

Materials

Have the kids think about what three characteristics suit them. They should write down three. 

Let’s get to work

1. Choose characteristics

2. Choose your material

4/5 Take a self-portrait 

4/5 Write a label 

3. Make a quick sketch

· IN STEP THREE WE’LL MAKE A QUICK SKETCH OF OUR IDEAS.

• Decide where you want to put your materials
• Draw your materials on the silhouette
• Add some decorations

Let’s get to work

1. Choose characteristics

2. Choose your material

4/5 Take a self-portrait 

4/5 Write a label 

3. Make a quick sketch

· 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.

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.”

Thank you!