II. D. Skill Objectives Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 1

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1 Put Yourself in Van Gogh s World Grade Level or Special Area: Visual Arts, 7 th Grade Written by: Judy Ruhland, Art Specialist (K-12) Harwood Junior High, Hurst-Euless-Bedford ISD, Bedford, Texas Helen Nunn, Librarian, Harwood Junior High, Hurst-Euless-Bedford ISD, Bedford, Texas Length of Unit: Seven Lessons (approximately 12 days; one day = 50 minute class period) I. ABSTRACT A. The students will research and develop an understanding of the life, history, and art of Vincent Van Gogh and his major contribution to the history of Modern art through his use of color, line, texture, and light to express emotion, specifically the Post- Impressionism period that included other artists such as Paul Cezanne, George Seurat, Paul Gauguin and Henri Toulouse-Lautrec. II. OVERVIEW A. Concept Objectives 1. Discuss the difference between forgery and appropriation/interpretation. (Texas TEKS: 7.4 Response/Evaluation) a. Analyze and compare relationships, such as function and meaning. b. Analyze original artworks. 2. Study Van Gogh s life, art style, particularly use of color, line, and texture to express emotion. (Texas TEKS: 7.3 Historical/Cultural) a. Analyze ways that international, historical and political issues influence artworks. b. Analyze selected artwork to determine cultural contexts. 3. Demonstrate skill in researching artist, reproducing, and enlarging artwork (Texas TEKS: 7.2 Creative) a. Create artworks based on direct observations, personal experience, and imagination. b. Use the elements and principles of art in projects. (Texas TEKS: 7.1 Knowledge/Skills) 3. Change the meaning of a famous artwork by changing one thing about it. (Texas TEKS: 7.1 Perception) a. Illustrate ideas from direct observation, imagination, and personal experience. b. Compare and contrast the use of art elements and principles, using vocabulary accurately. B. Content from the Core Knowledge Sequence 1. Visual arts: Post-Impressionism: Examine representative artists and works, including Vincent Van Gogh s The Starry Night. (p. 168) 2. Self - Portrait with Bandaged Ear, Van Gogh, (p. 168) 3. Vase with Twelve Sunflowers, Van Gogh, (p. 168) C. Content not from the Core Knowledge Sequence 1. The All-Night Café, Van Gogh Van Gogh s Bedroom in Arles, Van Gogh, Portrait of Dr. Gachet Seated at a Table, Van Gogh, Vincent, Don McLean, Sound recording, Don McLean Records, 2001 D. Skill Objectives 2005 Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 1

2 1. Students will use the library and computer resources to investigate and research Vincent Van Gogh, his history, and art. 2. Students will learn to identify artwork created by Vincent Van Gogh. 3. Students will compare Vincent Van Gogh s work with other artists at the time. 4. Students will discuss the difference between forgery and appropriation interpretation. 5. Students will discover how changing an artwork can change the meaning or message. 6. Students will study Van Gogh s style, particularly his brush strokes and color use. 7. Students will demonstrate skill in reproducing and enlarging an artwork. 8. Students will work in pairs and choose a famous artwork to reproduce, changing one thing about it such as clothing, hairstyle, environment, etc. in order to change the meaning or message. III. IV. BACKGROUND KNOWLEDGE A. For Teachers 1. Various calendars/postcards of famous works and art appropriations. 2. Great Housewives of Art, Sally Swain, Penguin Books, 1988, Vincent Van Gogh, Ingo F. Walthar, Benedikt Taschen, 2002, X. 4. Art & Man working with color Vincent Van Gogh, Scholastic Magazine, How to Read a Painting Marvin Bartel 6. What is Art? What is an artist? Sweet Brian College by Chris Witcombe 7. Van Gogh, An Appreciation of His Art, Gerhard Gruitrooy, Todtri Publishers, 1994, Masters of Art, Van Gogh Enrica Crispino, Peter Beddrick Books, 1996, Van Gogh Poster book, Benedikt Taschen, 1990, Vincent Van Gogh Carol Zemel. Rizzoli Publications, 1993, Van Gogh: A Museum for Vincent, Dir. Elias Marroquin, Videocassette, Vanguard Productions, (32 minutes). B. For Students 1. Student should have an understanding of the elements of art and the principles of design. (Texas TEKS: 7.1, Perception) 2. Students should understand the color wheel and impact of color on feelings. (Texas TEKS: 7.4, Response/Evaluation) 3. Student should have an understanding of Post Impressionism on the modern art world. (Texas TEKS: 7.3, Historical/Cultural Heritage) 4. Students need to understand ratio and measurement for enlargement. (Texas Math TEKS: 7.9, Measurement) 5. Students need to have use and skills in computer and library research concepts. (Texas TEKS: 7.2, Creative Expression/Performance) RESOURCES A. Bartel, Marvin, How to Read a Painting [Online] Available URL: B. Crispino, Enrica, Masters of Art, Van Gogh. New York: Peter Beddrick Books, 1996, ISBN C. Gruitrooy, Gerhard, Van Gogh, An Appreciation of His Art, New York: Todtri 2005 Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 2

3 Publishers, ISBN D. Krull, Kathleen, Lives of the Artists, New York: Harcourt Brace and Company, ISBN E. Lassaigne, Jacques, Van Gogh, New York: Exeter Books, ISBN F. Swain, Sally, Great Housewives of Art, New York: Penquin Books, 1988, ISBN G. Van Gogh Posterbook, Koln, Germany, Benedikt Taschen, 1990, ISBN H. Walthar, Ingo F, Vincent Van Gogh, Koln, Germany, Benedikt Taschen, ISBN X I. Witcombe, Chris, What is Art? What is an artist? Sweet Brian College [Online] Available URL: J. Zemel, Carol, Vincent Van Gogh. New York: Rizzoli Publications, 1993.ISBN V. LESSONS Lesson One: Introduction to Van Gogh and Discussion of Differences Between Forgery, Appropriation, and Interpretation (2 days) A. Daily Objectives 1. Concept Objective(s) a. Recognize and use the visual arts as a way to illustrate ideas from direct observation, imagination and personal experience. (Texas TEKS: 7.1 Knowledge/Skills) b. Compare and contrast the use of art elements and principles, using vocabulary accurately. (Texas TEKS: 7.1 Knowledge/Skills) c. Student will demonstrate an understanding of art history and culture as records of human achievement. (Texas TEKS: 7.3 Historical/Cultural Heritage) 2. Lesson Content a. Introduce examples of changing the image to fit into today s world. b. The Cats Gallery of Western Art, Susan Herbert, c. Great Housewives of Art, Sally Swain, 1989, d. Van Gogh s Bedroom in Arles, Van Gogh e. Vincent Van Gogh, Ingo F. Walthar, Benedikt Taschen, Skill Objective(s) a. Students will discuss the differences between forgery, appropriation and interpretation. b. Students will study Van Gogh s style, brush strokes color and form. c. Students will compare Van Gogh s artwork with his contemporaries of the same time. d. Students will discuss works of art from a personal and critical viewpoint. B. Materials 1. Slides of Van Gogh s work/internet search, examples may include: a. Starry Night b. The All-Night Café c. Self-Portrait with Bandaged Ear d. Vincent s Bedroom in Arles e. Portrait of Dr. Gachet f. Twelve Sunflowers in a vase slides for Van Gogh can be ordered through: (Universal Color Slide Company, , Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 3

4 g. Copies for each student of the project Art Rubric - Appendix B. 2. Sound Recording a. Vincent by Don McLean, Sound recording C. Key Vocabulary 1. Appendix A D. Procedures/Activities 1. Show examples of Van Gogh s work and watch video on Van Gogh. 2. Show examples of appropriation art. 3. Discuss differences between forgery, appropriation and interpretation. 4. Divide class in half and have a debate on whether a specific example is forgery or interpretation. 5. Hand out Appendix A and B 6. Play Don McLean s Starry, Starry Night. E. Assessment/Evaluation 1. Did students develop an understanding of the difference between forgery and appropriation/interpretation by participating in class debate? 2. Were students able to identify Van Gogh s work? 3. Classroom discussion participation. 4. Explanation and Student understanding of Van Gogh s Evaluation Rubric. Lesson Two: CSI: Texas - Library Research (2 days) A. Daily Objectives 1. Concept Objective(s) a. Recognize and use the Library and Internet resources to develop ideas from observation and research. (Texas TEKS: 7.1, Knowledge/Skills) b. Learn meanings of vocabulary words in context with lesson and in their own choice of art. (Texas TEKS: 7.1, Knowledge/Skills) c. Students will develop an understanding of the art history and culture in Van Gogh s lifetime and realize his great artistic contribution to the art world. (Texas TEKS: 7.3, Historical/Cultural Heritage) 2. Lesson Content a. Learn the value of research in the understanding of Van Gogh s life. b. Introduce Van Gogh s work that is available through Internet sites. c. Give the student a sense of empowerment in the research of a certain topic with the understanding of the processes of research and all the tools available. 3. Skill Objective(s) a. Students will research Van Gogh s life. b. Students will select an original artwork to interpret and appropriate. c. Students will be able to contrast and compare the Van Gogh s different periods of painting and his decline. d. Students will be able to discuss and view Van Gogh s artwork from a personal and critical viewpoint. B. Materials 1. Copies for each student of Vocabulary worksheet - Appendix A. 2. Computers with Internet access. 3. Printers 4. Library books 5. Encyclopedias C. Key Vocabulary 1. Forgery - to counterfeit, to imitate falsely. 2. Appropriation - to take without permission for a particular use Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 4

5 3. Interpretation - to express one s understanding of the work. 4. Elements of Art - The basic parts of an artwork. They are line, color, value, shape, texture, form and space. 5. Elements of Design - Guideline that artist use to organize the elements in art in a composition. They are unity, variety, emphasis, balance, proportion, pattern and rhythm. 6. Line - A mark on a surface usually created by a pen, pencil or brush. Lines vary in length, width, direction and color. 7. Texture - The way something feels to the touch, or how it may look. 8. Color - The visual quality of objects caused by the amount of light. 9. Mood - The feeling or emotion created in an artwork through the use of the elements of art and principles of design. 10. Composition - The plan or placement of the elements of art in an artwork. Composition may also refer to any work of art. 11. Pattern - Repeated colors, lines, shapes, forms, or textures in an artwork. 12. Post - Impressionism - French painting style of late nineteenth century that use basics of art elements to express feelings and ideas. 13. Foreground - In paintings objects that appear in front of picture. 14. Middleground - In painting the objects that appear in the middle of picture. 15. Background - In painting the objects that appear in the back of picture. 16. Landscape - A picture of countryside. It can include foliage, people and buildings. 17. Pigment - A finely ground powder that gives paint its color. D. Procedures/Activities 1. Put Internet sites on computer server space for student access. a. b. c. d Have students read and learn about Van Gogh from different sources. 3. Have students complete vocabulary words hand out Appendix A. 4. Students will choose the Van Gogh work they like best and would like to change to fit into today s work. 5. Student will learn all about the picture of choice and Van Gogh s meaning for the picture. E. Assessment/Evaluation 1. Did the student learn the meaning of the vocabulary words? 2. Did the student gain a deeper understanding of the man Van Gogh and the history of art of the time? 3. Were the students able to identify Van Gogh s artwork by his style of painting, and use of brushstrokes and color? 4. What did they understand about Van Gogh and his artwork that they didn t before? Lesson Three: What if Van Gogh had televisions, computers and I-pod? (Put yourself in his world) (1 day) A. Daily Objectives 1. Concept Objective(s) a. Students will learn about Post-Impressionism and history of Van Gogh s life and times. (Texas TEKS: 7.3, Historical/Cultural Heritage) b. Using their research skills students will pick out a favorite Van Gogh painting. (Texas TEKS: 7.4, Response/Evaluation) 2005 Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 5

6 c. Students will brainstorm and create sketches based on choices made. 2. Lesson Content (Texas TEKS: 7.2, Creative Expression/Performance) a. The students will change the meaning of a famous artwork by changing one thing about it. 3. Skill Objective(s) a. The students will learn to work together, brainstorming and reaching agreement on work of art and appropriation that will change the meaning. b. Students will carefully examine and criticize an artwork in order to reproduce it and copy Van Gogh s style. B. Materials 1. Colored 8 x 10 prints of Van Gogh s works (these may be reproduced and enlarged on a color printer if necessary.) 2. Sketch paper 3. Research notes C. Key Vocabulary 1. See Appendix A D. Procedures/Activities 1. Divide students into pairs. 2. Have each pair discuss their research and favorite Van Gogh work. 3. Students will pick one artwork to recreate. 4. Students will brainstorm their picture and make an appropriation presentation. 5. Students will sketch their ideas. E. Assessment/Evaluation 1. Sketches 2. Originality and uniqueness of the change to be made. 3. Create an original work and a new meaning, by changing one thing about the work. 4. What do you understand about Van Gogh s art that you didn t before? Lesson Four: Make It Big! (2 days) A. Daily Objectives 1. Concept Objective(s) a. Fine tuning final sketch for approval. (Texas TEKS: 7.1, Knowledge/Skills) b. Student will learn the ratio concept in griding. (Texas TEKS: 7.2, Creative Expression/Performance) 2. Lesson Content a. How to Grid 3. Skill Objective(s) a. The student will successfully enlarge an original artwork keeping the composition and proportion the same. B. Materials 1. Ceiling tiles - one for every pair of students (Tiles will be painted and put back in ceiling.) 2. If this is not possible - cut tag board the size of the ceiling tile, and put it over the ceiling tile. 3. If ceiling can t be use, do this on a 24 x 36 heavy weight white water color paper Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 6

7 4. Pencil, erasers, rulers. 5. Ceiling tile, tag board or watercolor paper. C. Key Vocabulary 1. See Appendix A D. Procedures/Activities 1. Discuss vocabulary and process of griding. 2. Review appropriation and interpretation examples. 3. Remind students that only one thing should be changed in the recreation of artwork in order to change the meaning. All other proportions and composition remain the same. 4. Do a demonstration on enlarging by using a 1 to 2 or 2 to 4 ratio for the grid. 5. Grid the smaller original artwork first - using the smaller ratio number. 6. Next, lightly grid the tile, tag board or paper. Using the larger ratio number. 7. Use a pencil on both and draw lightly. 8. Number the copy and the tile, tag board or paper the same on both. 9. Matching up numbered squares draw what you see in the smaller girded picture copy onto the same number in the large girded tile, tag board, or paper. E. Assessment/Evaluation 1. Understand and know vocabulary words. 2. Successfully enlarge an original artwork keeping the composition and proportions the same. 3. Create an original work, and therefore, a new meaning, by changing one thing about the work. 4. Completion of griding process. Lesson Five: Let s Paint (2 days) A. Daily Objectives 1. Concept Objective(s) a. Students will develop an understanding of the color wheel and the mixing of primary, secondary, and tertiary colors. (Texas TEKS: 7.1, Knowledge/Skills) b. Student will develop an understanding of how to match colors to the original artwork. (Texas TEKS: 7.2, Creative Expression/Performance) 2. Lesson Content a. Color mixing b. Painting demonstration 3. Skill Objective(s) a. The student will learn to mix different hues using the color wheel as a guide. B. Materials 1. Color wheel (Appendix B) 2. Tempera paint 3. Palettes 4. Water containers 5. Paint brushes 6. Ceiling tile, tag board, or watercolor paper 7. Copy of Van Gogh s original art works 8. Paper towels C. Key Vocabulary 1. See Appendix A D. Procedures/Activities 2005 Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 7

8 1. Show examples of Van Gogh s work and talk about his choice of colors and use of brush strokes, and how students will match colors and brush strokes. 2. Do a paint demonstration showing Van Gogh s style of color use and brush strokes. 3. Students will begin practicing the mixing of colors. 4. Pair of students will decide which person will paint which part of picture. 5. Hand out Appendix A and B E. Assessment/Evaluation 1. Did student develop an understanding of color wheel and how to mix colors? 2. Were students able to match colors in their pictures? Lesson Six: Continue to Paint (2 days) A. Daily Objectives 1. Concept Objective(s) a. Students will learn about how color can affect emotion (Texas TEKS: 7.1, Knowledge/Skills) b. Students will develop an understanding of color wheel and mixing of color. (Texas TEKS: 7.2, Creative Expression/Performance) c. Students will learn more about Post-Impressionism and the use of broadbrush strokes to also show feelings. (Texas TEKS: 7.3, Historical/Cultural Heritage) 2. Lesson Content a. Color wheel and mixing of colors. b. Different kinds of brush strokes. c. Applying paint to the board. d. Demonstration of Van Gogh s painting technique. 3. Skill Objectives a. The student will look at original artwork and match the same colors using the knowledge gained from color wheel and mixing of colors. b. The student will learn how Van Gogh s broad-brush strokes were a part of his emotional make up and his stylistic painting technique. B. Materials 1. Appendix B (color wheel) 2. Tempera paint 3. Palettes 4. Water and containers 5. Pencils 6. Rulers 7. Different size paint brushes 8. Paint knives 9. Paper towels 10. Original art work 11. Revised sketch 12. Show the class an example of art and ask the class to identify what has been changed. C. Key Vocabulary 1. Appendix A D Procedures/Activities 1. Review Vocabulary words. 2. Discuss color wheel and color mixing. 3. Have each pair of students continue working on their grid paintings Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 8

9 4. Remind students that all colors, shapes and objects must remain the same except for their one change that will change the meaning of work. E. Assessment/Evaluation 1. Did the student successfully imitate Van Gogh s style and color in the original artwork? 2. Did the student enlarge the artwork and keep the composition and proportions the same? 3. Did the students create an original work and, therefore, a new meaning, by changing one thing about the work? Lesson Seven: Classroom Critique (1 day) D. A. Daily Objectives 1. Concept Objective(s) a. Student will understand Visual Art materials, vocabulary and the use of art elements and principles of their project. (Texas TEKS: 7.1, Knowledge/Skills) b. Students will create art appropriation based on their understanding of the original artwork and their understanding of the medium and skill technique. (Texas TEKS: 7.2, Creative Expression/Performances) 2. Lesson Content a. Visual art: Student will discuss differences between forgery, appropriation/interpretation. b. Student will be able to identify Van Gogh s artwork by his impressionistic style and use of color and brush strokes. 3. Skill objectives a. Students will be able to identify and discuss Van Gogh s art. b. Student will understand the difference between forgery, appropriation, and interpretation. c. Student will demonstrate skill in reproducing and enlarging an artwork. d. Students will change the meaning of a famous artwork by changing one thing about it and the discussing the meaning of work. B. Materials 1. Student s work 2. Examples of appropriation art. (Appendix E) 3. Students Van Gogh art rubric (Appendix C) C. Key Vocabulary 1. Vocabulary (Appendix A) D. Procedures/Activities 1. Introduce examples of art appropriation produced by students. 2. Have each pair of student join with other class member to critique their work in these areas a. Enlargement b. Color/painting technique c. Changing the meaning by good choices of what Van Gogh would see differently in this century. 3. Discuss and define vocabulary words. E. Assessment/Evaluation 1. Did the student enlarge an original artwork keeping the composition and proportions the same? 2. Successfully imitate the original artist s style and color Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 9

10 3. Create an original work, and therefore, a new meaning, by changing one thing about the work? 4. Develop an understanding of the differences between forgery/appropriation/interpretation by participating in a class discussion. 5. Art rubric VI. VII. CULMINATING ACTIVITY (Optional) A. Students will have an art show in the Library exhibiting their work. Parents, students, and teachers will be invited. B. Students will display their art and a print of the original painting by Van Gogh. C. For extra credit, students can dress as the artist Van Gogh. HANDOUTS/WORKSHEETS A. Appendix A: Vocabulary words B. Appendix B: Color Wheel C. Appendix C: Evaluation Rubric D. Appendix D: Van Gogh History E. Appendix E: Harwood Junior High student s art appropriation samples 2005 Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 10

11 VIII. BIBLIOGRAPHY A. Bartel, Marvin, How to Read a Painting [Online] Available URL: B. Crispino, Enrica, Masters of Art, Van Gogh. New York: Peter Beddrick Books, 1996, ISBN C. Gruitrooy, Gerhard, Van Gogh, An Appreciation of His Art, New York: Todtri Publishers, ISBN D. Krull, Kathleen, Lives of the Artists, New York: Harcourt Brace and Company, ISBN E. Lassaigne, Jacques, Van Gogh, New York: Exeter Books, ISBN F. McLean, Don, Starry, Starry Night, Sound Recording, Don McLean Records, G. Swain, Sally, Great Housewives of Art, New York: Penquin Books, 1988, ISBN H. Van Gogh: A Museum for Vincent, Dir. Elias Marroquin, Videocassette.Vanguard Productions, (32 minutes). I. Van Gogh Posterbook, Koln, Germany, Benedikt Taschen, 1990, ISBN J. Walthar, Ingo F, Vincent Van Gogh, Koln, Germany, Benedikt Taschen, ISBN X K. Witcombe, Chris, What is Art? What is an artist? Sweet Brian College [Online] Available URL: L. Zemel, Carol, Vincent Van Gogh. New York: Rizzoli Publications, 1993.ISBN Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 11

12 Appendix A, page 1 Vocabulary Van Gogh Name Date Class Forgery Appropriation Interpretation Elements of Arts Elements of Design Line 2005 Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 12

13 Appendix A, page 2 Texture Color Mood Composition Pattern Post-Impressionism Foreground 2005 Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 13

14 Appendix A, page 3 Middle ground Background Landscape Pigment 2005 Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 14

15 Appendix B, page 1 * Color Theory Color theory encompasses a multitude of definitions, concepts and design applications. All the information would fill several encyclopedias. As an introduction, here are a few basic concepts. The Color Wheel A color circle, based on red, yellow and blue, is traditional in the field of art. Sir Isaac Newton developed the first circular diagram of colors in Since then scientists and artists have studied and designed numerous variations of this concept. Differences of opinion about the validity of one format over another continue to provoke debate. In reality, any color circle or color wheel which presents a logically arranged sequence of pure hues has merit. PRIMARY COLORS Red, yellow and blue In traditional color theory, these are the 3 pigment colors that can not be mixed or formed by any combination of other colors. All other colors are derived from these 3 hues 2005 Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 15

16 Appendix B, page 2 SECONDARY COLORS Green, orange and purple These are the colors formed by mixing the primary colors. TERTIARY COLORS Yellow-orange, red-orange, red-purple, blue-purple, blue-green and yellow-green. These are the colors formed by mixing one primary and one secondary color. * Donation made to Colormatters to help keep site available for teachers. Proof of donation will be furnished upon request. Appendix C 2005 Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 16

17 Vocabulary Van Gogh Art Rubric Name Date Title of Project Points Listening to & following directions Does not listen or follow directions Criteria Sometimes listen Usually listens and and follows follows directions directions Always listens and follows directions Proper use and application of materials Applies and uses materials inappropriately Needs reminding on proper application and use of materials Uses and applies materials appropriately most of the time Uses and applies materials appropriately at all times Effort Completed the process with little or no effort Project could have been improved with more effort Project could be outstanding with a few finishing tricks Project was completed with effort that goes above and beyond the requirements Creativity Little evidence of trying anything original Some level of creativity lacks originality Creative, mostly original ideas Extremely creative, demonstrates unique ideas and skills Participation No participation in Some discussion asks no participation, questions for might ask a clarification, waste question for time clarification, sometimes on task Usually participates i discussion, ask some questions for clarification, normall on task Frequently participates in discussion, ask questions for clarification, always on task and uses time wisely Teacher comments Please note that this assessment is not based on artistic abilities. It is based on the learning process and the techniques used Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 17

18 Appendix D Vincent Van Gogh Self Portrait with Straw Hat 1887 Oil on canvas on panel, 35.5 x 27 cm Current Location: The Detroit Institute of Arts, Detroit, Michigan Vincent Van Gogh was a Dutch painter whose works and life are possibly better known than any other artist s. During his lifetime he was hardly able even to give his artwork away. He sold only one painting, to his brother Theo. The uglier I get, the older, nastier, sicker, and poorer, the more I want to avenge myself by going in for brilliant, well contrived, resplendent color... to manipulate the colors in a picture so that they vibrate and set each other off. He was only 35 years old when he wrote this. An artist of rare and lonely genius who was not liked or recognized by his artist friends, who had suffered failure and rejection since childhood, who had known absolute poverty and the despair of madness. But of all modern artists, Van Gogh has become after his short life and death, the most universally appreciated artist. *Adapted from: Van Gogh, Jacques Lassaigne, Exeter Books, 1998, Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 18

19 Appendix E, page 1 Sample of student's art appropriation work, the image changed to fit into today s world with Van Gogh originals Original was The All-Night Café Original was Van Gogh's Bedroom in Arles - Changed to 21st Century Bedroom (Added TV on Stand 2005 Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 19

20 Appendix E, page 2 ` Picture of student s tiles after they have been inserted in ceiling Core Knowledge National Conference, Put Yourself in Van Gogh s World, 7 th Grade 20