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practical application for your children. and fun expressions that your parents will be proud to hang at work or at home. Our Lesson • Title: Starry Night Gone Wild • Grade: 1st – 5th • Time: 1 Hr • Prep: 10 Minutes • Execution: 45 Min • Clean Up: 5 Min Your Supplies • 12x18 Black construction paper for background • Construction paper crayons (oil pastels for 3rd – 5th graders) Elements Focus • Color • Line • Shape • Texture Suggested Resources • Poster or large picture of Van Gogh‟s “Starry Night” . Every lesson by Kids Art Classroom is grounded in the elements of art.Getting Started Our lessons have a special focus on educational standards. and based on our interpretation of the State of California Standards for Art Curriculum.
What do you see? Teachers are encouraged to create the lesson and have an example of their own – but we know how sometimes that won’t be possible. .
While Showing Your Example – Ask: • What do you see? (here are some prompts) – Tell me about the colors. what do they feel like. – Describe the shapes. what do they look like. do they look like “forms” (houses. – Large pictures or posters of Van Gogh’s Starry night should help the children become more involved. . – Explain how different brush strokes can show motion and texture. – Do any of the shapes look like they are real. • Teacher’s Notes: – Talk about how the stars and moon look like they are moving in the sky (This is because of the swirls drawn around them). stars).
simply take your white crayon and create some squares and rectangles in the dead space under the horizon line. or can be more intricate.Let’s draw the outlines! • To create the setting for your Starry Night. This line serves as the horizon line. Draw small squares inside each house for windows. Next we add the wavy cypress tree on the left side of the page with a brown crayon. Around the houses are some fields. These can be drawn with a white crayon using basic shapes (triangles and squares). pick up a white crayon and draw a wavy line horizontally from the left side of the page to the right. (Make sure your field outlines don‟t run inside the houses or the tree!) • • • . To draw them. depending on grade level. The houses should be drawn under the horizon line and to the right of the tree. (Show pictures of a cypress tree to give your students an idea of what shape it should be) The houses come next.
its time to fill in our various shapes. Mix different kinds of this stroke together. Leave room on the right edge of the sky for the moon (not too many. The cypress tree should be colored a mix of brown and green The houses will be filled in later. 4 or 5 should do the trick) . mixed or not. Have your students use Van Gogh‟s famous brushstroke. using short taps to create small lines with the crayon/pastel. as well as different colors. so leave them alone for now! The fields can be colored any color. somewhat far apart. any variation that you want! (see example to the right) Now its time to fill in the sky. draw some small yellow circles in the sky for stars. the focal point of “Starry Night” • • • • • To begin.Now let’s fill it all in! • Now that the outlines have been drawn.
begin tapping towards another star. to create a dashed line connecting them. After you have gone around the star a few times. color in your houses in any desired color (make sure they stand out from the fields). To do this. and should all be connected. to show movement in the sky. we are going to add a twinkle to the stars and moon.A beautiful starry night • After the stars are done. Now that the sky has been drawn. Last. It should be drawn on the right edge of the sky. it‟s time to add the moon. Then. go around this new star in a circle like before. it‟s time to make the sky twinkle! Using Van Gogh‟s technique learned earlier with the fields. Each star and the moon should have these tapped rings around them. and begin tapping your way around the star in a circular motion. and color in the windows yellow to show that someone is at home! • • • • . start your stroke on one side of a star. and can be a full or crescent moon.
shape Cypress Tree: color. shape. shape . or imagined • What they learned. Elements Used Stars/Moon: color. and applied • Ask about the different brush strokes • Ask where they are going to put the art to remember about how they made their very own „Starry Night‟. line. texture Houses: color. texture Swirls: line Background: color Fields: color.What did we learn? Let’s Share! • Have your student artists share their art – • What they saw • What they felt.
Shapes can be geometrical. value. colors. eggs and chocolate chips to bake chocolate chip cookies. rectangles. line. and room accessories. space. texture and value. . color. LINE: Describes how the artist has used the lines in many different aspects and describes the various types and styles of lines used in the artwork and how this influences the viewer's point of view. length. To create art you need elements. spheres or even cylinders. width and height. This could be the highlights. When lines form together. FORM: A form always has three dimensions. Values mean the various intensities of the tones or colors. they form shapes. shape. Examples of such would be cubes. This is also determined by how much light is reflected or absorbed by any surface. COLOR: Always has three characteristics. There are two types of : Optical (visual) texture. flour. form. value and the intensity. This is represented as an enclosed area that is defined by color. SHAPE: A shape always has two dimensions. ovals and squares. pyramids.Elements of Art The elements of art are like ingredients when you cook. texture and form. and texture which you can touch (tactile). Hue means the shades (Red. value refers to the lightness or the darkness and intensity refers to the brightness or dullness of the work of art. yellow or pink). length as well as width. which are hue. You need butter. mid tones or even shadows in any painting or sculpture. VALUE: The value refers to the changes in the base color. TEXTURE: Texture is the feeling and visual feel of the fabrics.
*Note: The standards above refer to the California Standards for Visual Arts California Standards for visual arts: http://www.org/ .0 AESTHETIC VALUING • Responding to.cde. 4. Performing.gov/be/st/ss/vamain. and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts • Students perceive and respond to works of art.kennedy-center. using a variety of media to communicate meaning. assess. objects in nature.Art Standards* 1.0 HISTORICAL AND CULTURAL CONTEXT • Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts • Students analyze the role and development of the visual arts in past and present cultures throughout the world.asp National Standards for visual arts: http://artsedge. 2. RELATIONSHIPS. They also use the vocabulary of the visual arts to express their observations. and derive meaning from works of art.0 CREATIVE EXPRESSION • Creating.0 CONNECTIONS. and Making Judgments About Works in the Visual Arts • Students analyze.0 ARTISTIC PERCEPTION • Processing. according to the elements of art. Analyzing. APPLICATIONS • Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers • Students apply what they learn in the visual arts across subject areas. and the environment. 3. Analyzing. and aesthetic qualities. noting human diversity as it relates to the visual arts and artists. and Participating in the Visual Arts • Students apply artistic processes and skills.ca. 5. the principles of design. including their own. events.
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