Van Gogh Lesson Plan: Original Self-Portraits

Submitted by: Angela Watson

Grade Levels: K-3

In this lesson plan, which is adaptable for grades K-3, students use BrainPOP Jr. resources to explore Vincent Van Gogh’s portraits, self-portraits, landscapes, and still life paintings. Students will analyze Van Gogh’s artistic techniques and how they changed over time. They will then create an original self-portrait using a process similar to the one Van Gogh often used.

Lesson Plan Common Core State Standards Alignments

Grade: 01

CCSS.ELA-Literacy.L.1.6

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Grade: 02

CCSS.ELA-Literacy.L.2.6

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Grade: 03

CCSS.ELA-Literacy.L.3.6

Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Grade: K

CCSS.ELA-Literacy.L.K.6

Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Grade: 01

CCSS.ELA-Literacy.SL.1.1

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Grade: 01

CCSS.ELA-Literacy.SL.1.2

Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Grade: 01

CCSS.ELA-Literacy.SL.1.3

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Grade: 02

CCSS.ELA-Literacy.SL.2.1

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Grade: 02

CCSS.ELA-Literacy.SL.2.2

Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Grade: 02

CCSS.ELA-Literacy.SL.2.3

Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Grade: 03

CCSS.ELA-Literacy.SL.3.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Grade: 03

CCSS.ELA-Literacy.SL.3.2

Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Grade: 03

CCSS.ELA-Literacy.SL.3.3

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Grade: K

CCSS.ELA-Literacy.SL.K.1

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Grade: K

CCSS.ELA-Literacy.SL.K.2

Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Grade: K

CCSS.ELA-Literacy.SL.K.3

Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Grade: 01

CCSS.ELA-Literacy.W.1.1

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Grade: 01

CCSS.ELA-Literacy.W.1.2

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Grade: 01

CCSS.ELA-Literacy.W.1.3

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Grade: 01

CCSS.ELA-Literacy.W.1.8

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Grade: 02

CCSS.ELA-Literacy.W.2.8

Recall information from experiences or gather information from provided sources to answer a question.

Grade: 03

CCSS.ELA-Literacy.W.3.8

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Grade: K

CCSS.ELA-Literacy.W.K.8

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Students will:

Explore Vincent Van Gogh's portraits, self-portraits, landscapes, and still life paintings.
Analyze Van Gogh's artistic techniques and how they changed over time.
Create an original self-portrait using a process similar to the one Van Gogh often used.

Materials:

Projector and computer with internet access
Art materials for students to use in creating their self-portraits
Student photographs and/or small mirrors

Vocabulary:

sketch; technique; self-portrait; still life painting; landscape painting

Preparation:

Find several examples (either from books or the internet) of Vincent Van Gogh's self-portraits that you would like students to analyze and explore. You should also review the movie and prepare the materials students will use to create self-portraits. If possible, provide materials for them to sketch first and then paint.

Lesson Procedure:

Project the Word Wall for the class to see. Are there any terms they are already familiar with? What does the term "subject" mean in art? Use the word in a sentence and challenge students to create a definition.
Show the Vincent Van Gogh movie to the class and tell them to listen for four different subjects that Van Gogh is famous for depicting. If desired, play the movie through a second time, having students signal when they hear a type of artistic subject, and pause to record their ideas. Ask students to revisit their definition of "subject" using information learned in the movie.
Project the Sequence Game and have students share the correct order for important events in Van Gogh's life.
Show students several self-portraits by Van Gogh and have the class analyze them. How did he convey a feeling or mood in his self-portraits? What details help the paintings communicate a feeling?
Have students create their own self-portraits and challenge them to evoke a mood or emotion through their art. You may want children to bring in photographs of themselves or small mirrors to help them in the project. Encourage students to draw a sketch of themselves and then use the sketch to paint, just as Van Gogh often did.
After all self-portraits are complete, create a "class photo" by gathering the self-portraits together. See if students can determine which mood or emotion each self-portrait was intended to portray, and discuss the techniques children used to express themselves.

Extension Activities:

Use the Talk About It feature to have students compare and contrast one of Van Gogh's self-portraits and one of his still life paintings. Then have students complete the Activity to create different types of subjects that Van Gogh is known for depicting: still life, landscape, portrait, and self-portrait. On the back of their papers, encourage students to reflect on which subject is their favorite to draw/paint and why.