van gogh and found poetry
DESCRIPTION
A secondary art lesson incorporating the common core standards, Nation Art Standards, and California State Standards. Incorporating Close Reading strategies, and Found PoetryTRANSCRIPT
Vincent van Goghan Art History Lesson Incorporating Reading and Writing
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Lesson Objectives
California Visual Art Standards: High School Proficient3.0 HISTORICAL AND CULTURAL CONTEXT
• Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
The standards listed in the lesson will allow students to :• Understand the role Vincent van Gogh played in the History of Fine Arts• Identify and describe post-impressionistic art and how it reflects the time and place from which it came from.• Analyze a paragraph about Vincent van Gogh and cite textural evidence of what the text says• Produce an audience, purpose and task appropriate found poem from a text about van Gogh
National Core ArtsPerforming, Presenting and Producing:• Convey meaning through the presentation of artistic work.
Responding: Perceive and analyze artistic work• Interpret intent and meaning in artistic work
Common Core Literacy: Reading and WritingCCSS.ELA-Literacy.RI.9-10.1• Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-Literacy.WHST.9-10.4• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Background Info:
Van Gogh’s ambition, support and mental illness all played an important role in making him one of the most famous painters in history. His struggles with depression gave him the need to express his angst in his art. With the help of his brother he was supported artistically as well as financially. His need to continuously seek his purpose in life made him persevere as an artist and find his unique style and gift for the art world. At this time, there were a number of artists in France who were influenced by the impressionist painters who were concern with depicting a visual impression of a given moment, especially in terms of light and color. The post-impressionists, including van Gogh, pushed the ideas of the impressionists further, by expressing emotion in their art, using unrealistic color and thick loose brush strokes. Unfortunately, it was not during his life time that his gift as an artist was recognized and circumstances surrounding his mental illness caused his life to be cut short. It is important to note his contribution to the visual arts and how he has changed the way we look at it.
Vocabulary:• Impressionism-a style or movement in painting originating in France in the 1860’s, characterized by a
concern with depicting the visual impression of the moment, especially in terms of the shifting effect of light and color.
• Post-Impressionism-Inspired by impressionism, but pushed the ideas of impressionists into new directions like the use of thicker paint, brighter unnatural colors, and expression of emotion.
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Incorporating Reading and Writing Strategies:After the introduction to the previous slides and learning the importance Vincent van Gogh played in the history of Visual Arts, students use the following paragraph to analyze and draw textural evidence through Close Reading Strategies , and then use Found Poetry Strategies to produce an appropriate piece of writing.
The Dutch artist, Vincent van Gogh had a very dramatic life. He was poor and suffered from a mental illness, but he persevered. One of his great passions in life was to help others, especially the poor people he came in contact with while being a missionary. He struggled at finding his unique purpose in life. Though he was never well-known as an innovative artist during his lifetime, he changed the art world with the stroke of his paint brush, using thick layers of bright colors and loose brush strokes. His dedication to his art, and perseverance, along with the support from his brother, Theo, helped him push the boundaries of impressionism. He used painting as a coping skill for his mental illness. When showing signs of mania, depression and hallucinations, he was committed to a mental hospital. During his hospital stay, he painted prolifically, completing 150 paintings in just a few years. His brother Theo encouraged him through letters and financial support. Although, Vincent only painted for 10 years, he created 860 known pieces. His thick textured paintings show his innovative style of movement and color applied in layers of unmixed paint. His distinct style makes him one of the most famous artists in history. Sadly, his life was cut short due to injuries caused by a self-inflicted gunshot wound.
Five Steps of Close Reading: 1. Number the paragraphs- for referencing 2. Chunk the text- draw lines between the paragraphs to allow for smaller chunks of information. 3. Underline and Circle- (this will have to be refined by what we decide to have them read) This would be for specific things we want them to look for, such as what claims is the author making should be underlined while key terms, names of sources, power verbs and figurative language should be circled. 4. Left Margin: What is the author saying?
In the left column of the text (We'll have to be specific to what we want the students to "get" here), but have them summarize each chunk in ten words or less. 5. Right Margin: Dig deeper into the text.
In the right margin, do a quick drawing of what each chunk represents. (And we could ask them at this place to also offer one power verb to describe it.)
Found PoetryFound Poetry gained most of its momentum during the twentieth century, paralleling Pop Art. What is Found Poetry? Found Poems are the reordering of text found in everyday media. It is a collage of words found in magazines, online articles, newspapers, and so on. Combining literacy and art, the author of a found poem pieces together clippings of chosen words in selected fonts and sizes to form one poem of their own.Why Found Poetry? It gets students engaged in reading fiction and fact; combining the two, or creating truths out of fiction, or fiction out of truth. This is done by the author and gets the creator to not only read the original text, but analyze it, and then create something new and evaluate it. Critical thinking and creativity balled into one.
How to Make a Found Poem:• Select a theme or lack thereof• Decide what texts or sources to find lines of
the poem from (e.g. Magazines, books, speeches, online sources [printed])
• Select fonts of a similar or contrasting style to fit expression of author/artist
• Cut and clip words out of chosen literary works
• Determine a palate or canvas (backdrop) to place the clippings
• Order clippings in creative ways on canvas • Adhere the clippings in an expressionable
fashion (to canvas)• Critique the final product • Write a reflection of the process and the
message being told
Found Poem Example:
Van GoghDramatic,Purpose, perseverance, passions, Innovative,Thick paint, bright colors,Loose brush strokes,Mental illness, depressionProlific, Distinct style,Life was cut short,Van Gogh
Lesson Extensions:1. research another post-impressionism artist and find a good piece of text to
make a found poem from2. compare/contrast 2 different post-impressionism paintings or artists & their work3. create their own Impressionistic painting and write a reflection on their
creation process and product.4. convert poem graphically on the computer, and post to a website or blog5. Present information and poem to a younger grade classroom6. Write a list of things that help you be successful as an artist
Strategies for Diverse LearnersSince each student doesn't learn the same way as another student, the teacher's job is to create lessons to meet the diverse needs of their students. Instructional accommodations should be made in the content, process, product, and learning environment to benefit the learning of all the students. For this lesson: CONTENTThe lesson is presented using presentation slides, while providing verbal and written directions. This allows for students to understand the material by listening and reading. PROCESSThe lesson is scaffolded to break up the lesson into comprehensive steps. The teacher explicitly models how to do a Close Reading of a text by teaching students how to analyze a text and directly write notes on a copy of the text. Through guided practice, the students are coached to find evidence to understand author's purpose and explanation. For the Found Poetry portion, the teacher also models how to complete the task and provides an example for the students to see a completed project.
Strategies for Diverse Learners (cont.)PRODUCTThe Found Poetry assignment is student-centered, because the students are able to choose their favorite words and phrases, and how they constructDepending on some students needs, some modifications will include using a form of technology and being allowed extra time to complete the assignment. LEARNING ENVIRONMENTThe lesson is structured: lecture, explanation, Q&A, modeling, and guided practice. The learning environment is supportive and student-centered, as students form small groups to work on their projects and the teacher circulates the room to consult individual students.
:References:
http://www.slideshare.net/asasson/van-gogh-oil-paintings?utm_campaign=ss_search&utm_medium=qf1&utm_source=1&qid=17bd65e4-7489-4de4-81cd-0555abd886a7&v=qf1&b=&from_search=1 http://www.poets.org/poetsorg/text/poetic-form http://www.cde.ca.gov/be/st/ss/vaproficient.asp http://www.corestandards.org/ELA-Literacy/RI/9-10/ http://www.corestandards.org/ELA-Literacy/W/9-10/ http://www.wikiart.org/en/vincent-van-gogh/field-with-poppies-1890