Van Gogh Web Pages--2001-2002

The following web pages are the culmination of an interdisciplinary, thematic unit of study on the artist, Vincent Van Gogh, by Mrs. Rosa's and Mrs. Blodgett's Third Grade Class, along with the technological help of Dr. McKillop.

 

We began work on this unit at the end of March. We read books about Van Gogh and his tragic life. We looked at numerous prints and examples of his paintings in books and on the Internet. We also visited an interactive web site and fell into one of his paintings! To get out of the painting, we had to put our artistic knowledge to the test.

Each student eagerly painted their own version of a Van Gogh masterpiece of their own choice. We added soap flakes to the tempera paint to give it a thicker texture. The third graders also had fun using palette knives to make the swirled strokes that Van Gogh loved.

Next we celebrated his birthday on March 30, with a party. We got dressed up for the birthday party. Some wore straw hats, beards, and mustaches, so that we would look like Van Gogh. Some students wore clothing or brought in an item that had personal meaning for them. During the party the students’ pictures were taken with the digital camera that was awarded to the Art Department as part of the Vermont Millennium Arts Project. The pictures were then used as a visual reference for us to create our own portraits in the style of Van Gogh. We also used the rule of halves-a technique that artists use to create proper proportions when drawing the face. Students were asked to also portray their feelings in their paintings, by using the art elements of color, line, shape, and texture.

The students then wrote about their "Versions" and "Self-Portraits" in
language arts class. Students were encouraged to use descriptive words and art vocabulary. Next the students created their web pages "Microsoft FrontPage" on the
computer.

The Vermont Communications and Arts, Language and Literature Standards that the students achieved are as follows:

1.4    Students comprehend and respond to a range of media, images and text.

1.5    Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of purpose, organization, details, and tone or voice.

1.6    Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage and mechanics.

1.9    In written narratives, students organize and relate a series of factual events, in a coherent whole.

1.13    Students listen actively and respond to communications.

1.16    Students use a variety of forms to create projects that are appropriate in terms of skill development, reflection and critique, and making connections.

1.18    Students use computers and other tools of technology to gather information and ideas, and to represent information and ideas accurately and appropriately.

1.19    Students use organizational systems to obtain information.

5.1     Students demonstrate understanding of the historical styles that have helped define forms and structures in arts.

5.2    Students demonstrate how works in the arts influence and reflect their time and their local and regional culture.

5.4     Students form aesthetic judgment, using appropriate vocabulary and background knowledge to critique their own work and the work of others, and to support their perception of work in the arts.

5.5     Students develop a point of view that is their own.

5.6    Students review others' critiques in revising their own work, separating personal opinion from critical analysis.

5.7    Students respond constructively as members of an audience.

5.13    Students responds to documents using interpretive, critical and evaluative processes.

5.14    Students interpret and evaluate a variety of media.

5.15    Students design and create media products that successfully communicate.

5.22     Students convey artistic intent from creator to viewer or listener.

5.23    Students critique their own and others' work in progress, both individually and in groups, to improve upon intent.

5.26    Students develop and present basic analysis of work in the arts from structural perspective.

5.28    Students use art form to communicate, showing the ability to define and solve artistic standards with insight, reason, and technical proficiency.

5.29    Students use the elements and principles of two-dimensional design in the visual arts, including line, color, shape, and texture, in creating, viewing and critiquing.

5.30     Students use a variety of visual arts media to show an understanding of the different properties each possesses.

The following web pages are the end result of much learning and hard work by everyone. We are proud of the students and their accomplishments!

Click on the name to follow the link.

	LAP Web Designs