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Educational Activities for Ovation documentary Raiders of the Lost Art: Vincent van Gogh Grade Level – 9-12 Discipline

- Visual Arts

Materials for teacher

- Ovation’s website http://www.ovationtv.com/education/ - Programming clips for the Ovation documentary

Raiders of the Lost Art: Vincent van Gogh - Visual arts activities

Note: It is recommended that teachers view all program clips and related web links contained in these activities prior to using the resources in class. Standards

National Core Arts Standards – Visual Arts High School

Activities and resources contained in this document support the areas of: - Creating - Presenting - Responding - Connecting

National Visual Arts Standards

Grades 9-12

1. Content Standard:

Understanding and applying media, techniques, and processes

3. Content Standard:

Choosing and evaluating a range of subject matter, symbols, and ideas

4. Content Standard:

Understanding the visual arts in relation to history and cultures

5. Content Standard:

Reflecting upon and assessing the characteristics and merits of their work and

the work of others

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Overview of Activities There are two parts to these activities. PART I Students will explore a specific period in the lives of three individuals of a family associated with late 19th century modern art. They will explore themes, artistic styles, creative processes, in addition to exploring painting techniques, materials and colors used in a particular artist’s creations. Students will view select footage from a documentary, and will research information on the Internet about individuals and artworks related to the post-impressionism period. PART II Students will engage in two art-making projects. They will analyze and evaluate the merits of their own work and the work of other students. Length of Units Eleven – 45 minute class periods Instructional Objectives Students will:

- Gain an understanding of significant individual who established the legacy of a world-renowned modern artist.

- Identify significant works of renowned post-impressionism artist.

- Gain knowledge about artworks of significant artist – and understand the nature

of his artistic style, themes, compositions, techniques, colors and materials.

- Analyze and discuss the qualities of an artist’s paintings and describe their emotional reaction to these works.

- Discover the manner in which a renowned post-impressionism artist worked – and create art that resonates with his style.

- Compare and contrast their creations with the art of the artist featured in this documentary.

- Through use of the Internet, research information about modern artists of a particular period.

Supplies:

- computers with Internet access - White Board, or laptop computer, screen and speakers - journals in binder format (for each student) - Ovation documentary Raiders of the Lost Art: Vincent van Gogh - blank writing paper

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- paper toweling - materials for art-making exercises, including:

o canvas or canvas board for each student (suggested size 24”h x 18”w) o sketch paper for each student (size TBD by teacher) o thin tipped paint brushes o acrylic paint in colors:

white, black, bright blue, crimson, bright yellow, gold o lead pencils o color pencils or markers

PART 1 Activity 1 Homework and Motivation Activities The teacher will ask the students to research background information about a renowned

19th century post-impressionism artist, Vincent van Gogh. The students will also be

asked to research information about the impressionism art movement. Following are

suggested web links for this exercise. This activity is provided as a means for students

to become acquainted with this particular artist, key individuals of his family, and an

individual who secured the legacy for Vincent van Gogh, and who marketed and sold

his artwork internationally.

Related Links

Vincent van Gogh

Metropolitan Museum of Art

Heilbrunn Timeline of Art History

http://www.metmuseum.org/toah/hd/gogh/hd_gogh.htm

Google – Van Gogh Self Portraits

https://www.google.com/search?q=vincent+van+gogh+self+portraits&biw=1080&bih=72

6&tbm=isch&tbo=u&source=univ&sa=X&ei=fA64VM2iAY_caLCggvgM&sqi=2&ved=0C

DYQsAQ

Van Gogh Sunflowers

http://www.vangoghgallery.com/painting/sunflowerindex.html

“The Red Vineyard”

http://www.annaboch.com/the-red-vineyard.htm

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Theo van Gogh

Musee d’ Orsay

http://www.musee-orsay.fr/en/events/exhibitions/archives/exhibitions-

archives/browse/13/article/theo-van-gogh-marchand-de-tableaux-collectionneur-frere-

de-vincent-3992.html?print=1&

Johanna van Gogh-Bonger

Wikipedia

http://en.wikipedia.org/wiki/Johanna_van_Gogh-Bonger

Paul Gauguin

Metropolitan Museum of Art

Heilbrunn Timeline of Art History

http://www.metmuseum.org/toah/hd/gaug/hd_gaug.htm

Emile Bernard

Wikipedia

http://en.wikipedia.org/wiki/%C3%89mile_Bernard

Helene Kroller-Muller Wikipedia http://en.wikipedia.org/wiki/Helene_Kr%C3%B6ller-M%C3%BCller Subject Related Words The teacher will relate the following list of words and definitions to the students for use during class discussions and in their writing assignments. This information was selected, specifically for its correlation to words used in association with these activities, from http://www.merriam-webster.com/ The students can obtain additional meanings for these words, and usage, from this website. aesthetic adjective : appreciative of, responsive to, or zealous about the beautiful; also, responsive to or appreciative of what is pleasurable to the senses

composition noun the act or process of composing; specifically: arrangement into specific proportion or relation and especially into artistic form

depict transitive verb 1: to represent by or as if by a picture <a mural depicting a

famous battle>

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impasto noun 1 :the thick application of a pigment to a canvas or panel in

painting; also: the body of pigment so applied 2 :raised decoration on ceramic ware usually of slip or enamel

Impressionism noun 1: often capitalized: a theory or practice in painting especially

among French painters of about 1870 of depicting the natural appearances of objects by means of dabs or strokes of primary unmixed colors in order to simulate actual reflected light

interpretation noun 1: the act or the result of interpreting: EXPLANATION. 2, a

particular adaptation or version of a work, method, or style

masterpiece noun 1: a work done with extraordinary skill; especially: a supreme

intellectual or artistic achievement, 2: a piece of work presented to a medieval guild as

evidence of qualification for the rank of master

perspective noun 1: a: the technique or process of representing on a plane or curved surface the spatial relation of objects as they might appear to the eye; specifically: representation in a drawing or painting of parallel lines as converging in order to give the illusion of depth and distance. b: a picture in perspective. 2. a: the interrelation in which a subject or its parts are mentally viewed <places the issues in proper perspective>

pigment noun 1: a: a substance that imparts black or white or a color to other

materials; especially: a powdered substance that is mixed with a liquid in

which it is relatively insoluble and used especially to impart color to

coating materials (as paints) or to inks, plastics, and rubber

Postimpressionism noun :a theory or practice of art originating in France in the last

quarter of the 19th century that in revolt against impressionism stresses

picture structure, or expressionism

process noun a series of actions or operations conducing to an end; especially: a

continuous operation or treatment especially in manufacture

realism noun 1: concern for fact or reality and rejection of the impractical and visionary

resonate verb to relate harmoniously: strike a chord theme noun – 1: a: a subject or topic of discourse or of artistic representation <guilt and punishment is the theme of the story> b: a specific and distinctive quality, characteristic, or concern <the campaign has lacked a theme>

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PART 1 Day1 - Activity 1 Class Work Activity The students will explore a specific period in the lives of Theo van Gogh, his wife Johanna van Gogh-Bonger, and the background and artworks of Vincent van Gogh. The students will be viewing and discussing selected programming clips. Each clip is approximately three minutes in length. Following each clip, the teacher will engage the students in some of the discussion points listed below, helping them to understand the themes, compositions, colors and techniques engaged in by this artist. Clip 1 Discussion Points

- Observe and listen to this introduction of this program, about the individuals,

artists, and period being described.

- As you view the following program sequences, discuss and make notes about

the narrative of this story and about the events, artworks and artists being

described. Make notes about the lives of Vincent van Gogh, Theo van Gogh,

and the life of Johanna van Gogh-Bonger, wife of Theo van Gogh.

Clip 2

Discussion Points

- Discuss the overall situation facing Johanna when her husband Theo van Gogh

passed away, and what major challenges she encountered in her personal and

professional life.

- Given the comments made here about Johanna, what would you say were some

of her distinctive personal traits?

Clip 3

Discussion Points

- Observe and listen as the narrative of Johanna’s challenges of enhancing

awareness of Vincent van Gogh’s art continues.

- As you view the painting “The Red Vineyard,” discuss the overall composition,

color palette, textures, and scale of the work.

- Discuss the significance of Johanna’s persistence, dedication and passion for

what would eventually result in international recognition of Van Gogh’s artworks.

Clip 4

Discussion Points

- Discuss the significance of the some 700 letters from the Van Gogh brothers,

written to each other, and left to Johanna. Discuss some ways she might have

utilized them to kindle interest in Vincent van Gogh as an artist, and his artworks.

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- After viewing the artworks in this sequence discuss the artistic attributes of these

paintings.

Clip 5

Discussion Points

- After observing the variety of sunflower paintings, discuss and make notes about

the compositions, techniques, palettes, and brushstrokes of the flowers and the

background in the artworks.

- Discuss the significance of the artistic alliances of Vincent van Gogh, Emile

Bernard, and Paul Gauguin.

- Discuss the relevance of including the sketch of the bridge in Van Gogh’s letter.

- As you observe the artists’ self-portraits here, in your assessment, what are the

distinctions in their styles, brushstrokes, colors, overall tones, moods and details

in these works?

Clip 6

Discussion Points

- Here we view a self-portrait by Vincent van Gogh. Discuss the artistic qualities,

colors, details and texture of this painting. In your opinion, what is the expression

being conveyed on his face and in his eyes?

- How does his use of color and this technique support the overall expression?

- In these intimate letters between the Van Gogh brothers we learn about Vincent’s

mental decline. There are self-portraits from this period by Vincent van Gogh.

Compare and contrast the qualities, perspective, facial expressions. What

feelings do you believe are being related in these images? Continue to make

notes about various aspects of the Vincent van Gogh self portraits throughout

these discussions.

Clip 7

Discussion Points

- Observe and discuss the various paintings in this sequence, addressing the

angles of the face, intensity of the gaze, use of colors, brushstrokes, and

handling of the background.

- Following the deaths of Vincent van Gogh and Theo van Gogh, Johanna

embarked on exposure of Vincent’s paintings. Make a list of the actions and

steps she took in this process.

- In your opinion, what motives, and personal and professional characteristics

must Johanna have possessed to manage and execute these activities?

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- Cite the personal reasons Johanna expressed supporting her commitment to

promoting and attempting to sell Van Gogh’s artwork, and to enhance his

reputation as a significant modern artist of his time?

Clip 8

Discussion Points

- Johanna was able to make sales of Van Gogh’s artwork early on to wealthy and

influential people.

- As you observe and listen to details about these buyers of Van Gogh’s art, make

a list of the collectors, their positions in society, and their professional roles.

- Discuss the significance of the purchases made by Helene Kroller-Muller.

- Discuss the probable reasons why these individuals sought to collect artworks of

this particular post-impressionism artist.

Day 2 Class Work Activity The students will continue to view and discuss selected programming clips. Each clip is approximately three minutes in length. Following each clip, the teacher will engage the students in some or all of the discussion points listed below. Clip 9

Discussion Points

- Discuss the activities embarked upon by Johanna and Helene Kroller-Muller, to

effectively market, expose, and sell Van Gogh’s paintings.

- In your opinion how might the published letters between the Van Gogh brothers

have enhanced the value of the Van Gogh paintings, and his legacy?

- If the letters were to be published for the first time today, approximately 100

years later, make a list of social media which you would utilize to raise

awareness of these documents, and the legacy of the Van Gogh brothers.

Clip 10

Discussion Points

- Compare and contrast artistic elements of the sunflower paintings of German

artists shown in this sequence to the styles and tones of those painted by Vincent

Van Gogh.

- In this sequence we learn that Van Gogh’s sunflower paintings were considered

by Paul Gauguin to be important pictures. It is stated that Vincent van Gogh saw

the sunflower as his own symbol. In your opinion, and given what you have

learned about Vincent van Gogh’s life experiences, why do you believe the

sunflower would be symbolic to this artist?

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Clip 11

Discussion Points

- Discuss the significance of interactions of Johanna and the representative of the

National Gallery, and how he succeeded in purchasing the distinctive Van Gogh

sunflowers painting from Johanna.

- From what you observe in this sequence, what reasons prevailed in Johanna’s

mind that made her relent and sell the sunflower painting to the National Gallery?

- In the letter Johanna sent to the National Gallery representative she stated she

had come to realize no other picture could represent Vincent in a more worthy

manner. Given your understanding of the distinctive style, themes, pallet, and

techniques of Vincent van Gogh’s artwork, in your opinion why might this

particular image of 15 sunflowers be the best representation of his work?

- We learn here that Johanna died on September 2nd, 1915, soon after selling the

painting to the National Gallery in London. Discuss the significance of this event

and make note of it.

Clip 12

Discussion Points

- Observe and listen to the history of ownership of the painting “Sunset at

Montmajour.” Discuss the significance of the markings on the back of the

painting and the identification of the castle tower.

- Discuss and make notes about the actions taken to authenticate the painting.

- In your opinion, how might today’s use of digital and social media outlets help or

hinder the process of authenticating masterpiece artworks?

Clip 13

Discussion Points

- As you view the reproduction of the Van Gogh sunflowers painting found in a

portfolio in Japan, in your opinion, what makes it distinctive from the artist’s

sunflower paintings viewed in previous program sequences?

- Compare and contrast this composition, the use of color modulations and

painting techniques used in this image to the sunflower paintings seen in

previous program segments.

Clip 14

Discussion Points

- As stated here the story of Vincent’s life has become famous. Take time to list

five singular words that in your opinion sum up Vincent van Gogh’s artistic

legacy.

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- It is stated here that Gauguin described Van Gogh as an emotive artist. Having

viewed the artworks of Van Gogh shown throughout these program clips, do you

agree with this assessment? If so, or if not, expand on your opinion.

Clip 15

Discussion Points

- It is stated here what Johanna did was on a heroic scale, assuring the legacy and

fame of Vincent van Gogh. Discuss the significance of this statement.

- Make a list of what you perceive were Johanna’s personal and professional

attributes and cite the activities she executed in this endeavor.

- It is stated in this sequence that Vincent van Gogh said people will only

understand my portraits 25 years afterwards. Do you believe he was right? In

your opinion, what might have been the fullest meaning of that statement?

PART II Art Making Activities Class work - Day3 Creating Self-Portrait Paintings inspired by Vincent van Gogh’s Artwork

The teacher will show students images of self portrait paintings by Vincent van Gogh, featured on the suggested website listed below. Google – Vincent van Gogh Self Portraits https://www.google.com/search?q=self+portraits+by+vincent+van+gogh&biw=1080&bih=726&tbm=isch&tbo=u&source=univ&sa=X&ei=786-VIrUOoSgNsHXgIAD&ved=0CB0QsAQ&dpr=1%20-%20imgdii=_&imgrc=SggbnNo3FESe5M%253A%3BIvAtaNLeuq1m6M%3Bhttp%253A%252F%252Fupload.wikimedia.org%252Fwikipedia%252Fcommons%252F4%252F4c%252FVincent_van_Gogh_-_Self-Portrait_-_Google_Art_Project_(454045).jpg%3Bhttp%253A%252F%252Fen.wikipedia.org%252Fwiki%252F#imgdii=_

Paintings by Vincent van Gogh

- The teacher will select four distinctive images with input from students,

focusing on the following aspects:

o overall composition

o use of color

o light

o brushstrokes

o techniques

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o facial expression and eyes

o emotion

o costume

o background image

- Four suggested self portraits on this website are: o Vincent van Gogh Self-portrait – 1887 o Vincent van Gogh Self-portrait – 1889 o Vincent van Gogh Self-portrait – With Felt Hat o Vincent van Gogh Self-portrait – With Pipe

- The teacher will guide the students in a conversation to compare and contrast

the four selected artworks and discuss the following: o What are the common or dissimilar elements in the style?

o What’s going on in the backgrounds of the paintings? o What are the textures, colors and designs in each of the costumes –

observe the light and dark qualities of each element? o How are the expressions on the faces similar or different? o What do the eyes “tell” the viewer? o What does the expression of the mouths convey to the viewer? o Are their gazes directed at the viewer or are they in profile…or partial

profile? o How are Van Gogh’s sitting/standing positions similar or different? o What do you feel when you view each portrait? o If asked to assign one word describe the emotion of each of these

portraits, what word would you use? The teacher will explain to the students that as part of the art making activities, they will each be creating self-portraits, which will result in an image resonating with the style of one of Vincent van Gogh’s artworks selected. The teacher will ask each student to select one of the four paintings referenced above, and to use that image as an artistic inspiration for his/her artwork. Days 4-10 Creating portraits inspired by Vincent van Gogh’s paintings The teacher will tell the students that this exercise contains two activities.

- Activity 1 will be a drawing of the facial features/expression, hair (and hands – optional), costume, body position, and background.

- Activity 2 will be the completed painting of the facial features/expression, body position (and hands-optional), costume, and background.

- Prior to beginning the art making process the teacher will ask students to write a paragraph about their emotional state they will be representing in their self-portraits.

- The teacher will inform the students that they will work with colored pencils and paper for Activity I, and with paints, canvas boards or canvases to create the completed artwork in Activity 2.

- The teacher will allow time at the conclusion of the activities for the students

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to clean up their workspace and store their artwork in progress. - Procedure

o Day 4 Research websites to review Vincent van Gogh’s self portraits.

The teacher will tell the students that at the completion of the art-making project, each student will deliver three elements: a theme for the painting – drawing of the image – painting of the image.

Write paragraph describing the overall concept of your self-portrait

Day 5 through 6 Draw the image on white sketch paper, (size TBD by teacher),

using colored pencils or markers. Day 7 through 10

Use photo of face and/or sketch for basis of the painting. Create a painting of the final image on canvas or canvas board –

(suggested size, 24”h x 18”w). The teacher will allow time at the conclusion of the activities for the students to clean up their workspace and store their artwork in progress.

Activity 3/Day 11 Analyzing and Discussing the Creative Process During this final activity, the students will be encouraged to discuss their experiences of understanding and creating artwork which resonates with the style of Vincent van Gogh. The students will be asked to refer to the notes they have made throughout these activities. The students will share their artwork with the class and compare the outcome of their creations.

Student Self Evaluation Sheet (mid-completion) DRAWING OF SELF-PORTRAIT Name Grade Level Date

Assignment Drawing for the intended final artwork

Please describe your artwork concept thus far and explain how this piece will represent

you as an aspiring artist.

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How are you using the time in class and your drawing to help you create the finished

piece?

_____________________

Considering the point you are at now, what do you feel is the strongest aspect? Why?

________________________________

If you were to change something at this point, what would it be? Why?

_____________________________________

Is there a skill that you wish you had for this project?

If you had to grade yourself at this point, what grade do you think you should receive?

Why? GRADE___________

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Student Self Evaluation Sheet (at completion) PAINTING OF SELF-PORTRAIT Please answer the following questions below in full sentences, typed, double spaced,

and hand in no later than___(TBD by teacher)_______. Include the following:

Name

Grade Level

Date submitted

Assignment Painting an image of a female figure inspired by Manet’s paintings of

female figures

1. How did you interpret this assignment?

2. How did you approach solving this assignment?

3. In what ways did you change the way you work to improve upon the outcome of

this piece versus your previous piece?

4. How well does this work solve the problems outlined in the assignment?

5. How did the mid-completion assessment aid you in completing this piece more

successfully?

Related Links

Vincent van Gogh

Metropolitan Museum of Art

Heilbrunn Timeline of Art History

http://www.metmuseum.org/toah/hd/gogh/hd_gogh.htm

Google – Van Gogh Self Portraits

https://www.google.com/search?q=vincent+van+gogh+self+portraits&biw=1080&bih=72

6&tbm=isch&tbo=u&source=univ&sa=X&ei=fA64VM2iAY_caLCggvgM&sqi=2&ved=0C

DYQsAQ

Van Gogh Sunflowers

http://www.vangoghgallery.com/painting/sunflowerindex.html

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“The Red Vineyard”

http://www.annaboch.com/the-red-vineyard.htm

Theo van Gogh

Musee d’ Orsay

http://www.musee-orsay.fr/en/events/exhibitions/archives/exhibitions-

archives/browse/13/article/theo-van-gogh-marchand-de-tableaux-collectionneur-frere-

de-vincent-3992.html?print=1&

Johanna van Gogh-Bonger

Wikipedia

http://en.wikipedia.org/wiki/Johanna_van_Gogh-Bonger

Paul Gauguin

Metropolitan Museum of Art

Heilbrunn Timeline of Art History

http://www.metmuseum.org/toah/hd/gaug/hd_gaug.htm

Emile Bernard

Wikipedia

http://en.wikipedia.org/wiki/%C3%89mile_Bernard

Helene Kroller-Muller Wikipedia http://en.wikipedia.org/wiki/Helene_Kr%C3%B6ller-M%C3%BCller