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Lesson on van Gogh & Horace Pippin

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BluesTruth_at_TeacherArtExchange
Date: Tue Aug 24 2004 - 15:58:53 PDT


Here it is ...kinda unfinished, but here's the gist of it....
 
HORACE PIPPIN & VAN GOGH
An Integrated Art Unit
Literacy Computer Lab Media Center
 
Grade Level: 3rd - 8th
 
Materials:
Digital camera
paint brushes
good quality construction paper, ass't colors.
 24 x18 or 12" x 18" white paper
pencils
oil pastels
markers
Concept: The students will complete a visual, written & time comparison of
selected works by Vincent van Gogh & Horace Pippin. This unit will connect
at least 4 disciplines which will develop and enhance artistic & literary
skills, in addition to observation & critical thinking. Vincent van Gogh and
Horace Pippin both created artwork to make a point about the conflicts and
hardships of life. Their work also represents vitality, creativity and support.
The outcome of this project will be to introduce students to observe and make
a visual inventory of that they see. Other objectives include: The
students will create computer generated pictures of themselves, investigate and
compare works of van Gogh and Pippin using CD ROM, Internet, etc. and apply
critical thinking to express opinions of the artists. Students will have an
opportunity to evaluate their own projects (self portraits) and the teacher will
prepare a student rubric on the project. They will also be evaluated on
their contribution in class discussion.
 
Key Activities:
The students will begin this unit with creating an individual self-portrait,
along with a prewriting and drawing activity. They will be assigned to
observe 2 other self-portraits and comment on what they learned about the artist.
The students will study the history behind each artist and their portraits,
creating collages (electronic or physical) writing in prose and poetry about
themselves as artists.
 
The main purpose of this unit will be to demonstrate that through dedication
and commitment the different viewpoints regarding the role and value of
diversity in human life were managed in the artists' work & life. They will gain
an understanding how minority groups (example: Pippin's "Mr. Prejudice")
and/or people with mental disabilities (Van Gogh's letters to his brother, Theo)
were affected through the 19th & 20th century coupled with the
discrimination they faced. The students will study the different viewpoints regarding the
role and value of diversity. We will also discuss the nature of family so
strongly depicted in both van Gogh's and Pippin's
works. How well did the 2 artists capture the essence of family? This
project will incorporate the themes of equality, acceptance, tolerance, family
pride, work ethic & respect.
 
 

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