GAP Lesson Plan Format

Teachers Names:. Samantha Connolly, Lucas Harper, and Alison Vest

Art lesson title: Van Gogh and Post-Impressionism Using the Puzzle Technique
Grade/age Level: 4th Grade
Rationale/Goals:
Students learn about Vincent van Gogh and his influence on the art community. Students
will be introduced to still life art and be able to create their own examples using
watercolors. Students will create post-impressionist pieces using a differentiation of
brush strokes and colors. Students will also choose colors and earth textures that appeal
to them.
Standards/Objectives/Assessments:
STANDARDS

OBJECTIVES

SC Academic Standards in
Visual Arts

- The students will be able

to use different techniques
of shading and coloring and
creating artwork, from each
of their assigned grid pieces
taken from the entire
painting.

Creating Media Artwork

1: The student will develop
and expand his or her
knowledge of the
processes, techniques, and
applications used in the
creation of media artwork.
Indicators:
MA4-1.1: Identify the
specific skills, knowledge,
and abilities necessary for
creating media artwork.
MA4-1.2: Use a variety of
media technologies,
techniques, and processes
to communicate ideas.
MA4-1.3: Demonstrate an
understanding of and
respect for the accepted
procedures regarding the
responsible care of media
arts equipment and
materials.
MA4-1.4: Utilize

ASSESSMENTS

Informal:
-Observe the students
techniques and applications
when creating their own
image.
Formal:
-Student demonstrates
knowledge through creation
-The students will be able
to create a larger artwork by of their designated squares.
piecing together the smaller
grid pieces.

information literacy skills

to make informed decisions
about his or her use of
digital tools and resources.
MA4-1.5: Develop self-led
and peer-led instruction and
assessment skills in the
creation of media artwork.
Understanding Artistic
Design
2: The student will create
media artwork that
demonstrates an
understanding and
command of the principles
of artistic design.
Indicators:
MA4-2.1: Use media arts
vocabulary to identify
elements of artistic design
specific to individual
media.
MA4-2.2: Design and
create media artwork that
communicates his or her
personal experiences.
MA4-2.3: Describe
processes used in the
creation of media artwork
and identify the products
that are the result of those
processes.
Common Core ELA
Standards
CCSS.ELALITERACY.W.4.3
Use dialogue and
description to develop
experiences and
events or show the
responses of
characters to
situations.
CCSS.ELALITERACY.L.4.5

The student will be able to

make predictions and
inferences based on
information provided in the
story; discuss character
traits; and support opinions
about the plot using textual
evidence.

Informal:

The student will be

able to read or hear

Informal:

Throughout the read-aloud,

the instructor will stop and
ask students questions that
will require them to refer to
the text in order to answer.

Demonstrate
understanding of
figurative language,
word relationships,
and nuances in word
meanings.

figurative language
being used to
describe something,
and explain what the
author means as well
as identify what type
of figurative language
is used.***

The instructor will point out

uses of figurative language
during the read-aloud and
ask students to identify the
figurative language being
used.

South Carolina Academic Standards for the Visual & Performing Arts:
Include standards (Even though your lesson may hit multiple standards, please
only focus on 2-4) and appropriate indicators
http://ed.sc.gov/agency/se/Instructional-Practices-andEvaluations/VisualandPerformingArts.cfm
South Carolina Standards from another subject/discipline
Include any appropriate standards (2-4 max.)
http://ed.sc.gov/agency/se/instructional-practices-and-evaluations/
Objectives:
At the end of this activity, students will be able to use different techniques of shading and
coloring and creating artwork, from each of their assigned grid pieces taken from the
entire painting. The students will be able to create a larger artwork by piecing together
the smaller grid pieces. The student will be able to make predictions and inferences based
on information provided in the story; discuss character traits; and support opinions about
the plot using textual evidence. The student will be able to read or hear
figurative language being used to describe something, and explain
what the author means as well as identify what type of figurative
language is used.
Assessment strategies:
The students will be assessed informally through whole class discussion and individual
interaction between instructor and student. Each student will be able to re-create their
own square based on a model square and the whole class will be assessed by their ability
to put the square together to create the original painting.
Key Concepts:
Vincent van Gogh, Post-Impressionist, Still-Life art, gridding, brush strokes

Lesson Sequence:
1. Warm-Up Activity: The instructors and students will first remove their shoes and enter the
dance floored room. Everyone will form a circle with the group and play Zip! Zap! Zop!
2. After three minutes of the warm up activity, students will come together from the circle
into a clustered group, facing the corner where the instructors will be standing or
kneeling. The instructor will read, van Gogh and the Sunflowers by Laurence Anholt to
provide the students with background information of the artist and the painting that will
be recreated.
3. Throughout the reading, the instructor will pause and discuss with students the figurative
language and other literary concepts that come up in the reading and a brief discussion of
their interpretations of van Goghs style.
a. Why do you think the other students in Camilles class laughed and disliked van Goghs
painting of him?
b. What is your impression of Vincent? How do you know/think this?
4. After returning to their tables, the instructor will explain the assignment to the students.
5. The instructor will demonstrate how to recreate the grid piece onto another sheet of
paper. Focus on how to correctly mix the oil pastels and how to create lighter and darker
colors and textures.
6. After the demonstration, the instructor will hand out an assigned grid piece to each
student to recreate.
7. While students are working, instructors will go around and provide help to students that
may be struggling or need feedback.
8. Once finished the students will work together to fit together their pieces to create the
original painting.
9. After completing the puzzle, the instructor will tie in figurative language concepts and
apply them to the painting.
a. Discuss similes and metaphors in the painting such as, Bright as a star and how van
Gogh depicted the stars using light and bright colors.
b. How do the colors and shapes represent different objects.
Materials, supplies, tools, visuals, and equipment:

Van Gogh and the Sunflowers by Laurence Anholt

Printer/Watercolor Paper
Colored Pencils (1 set per 2-3 students)
No. 2 Pencils (one for each student)
Large prints of van Goghs Starry Night Painting for visualization (2)
Visual samples of the artistic product(s):