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and based on our interpretation of the State of California Standards for Art Curriculum.Getting Started Our lessons have a special focus on educational standards. 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” . practical application for your children. Every lesson by Kids Art Classroom is grounded in the elements of art.
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. .
– Large pictures or posters of Van Gogh’s Starry night should help the children become more involved. what do they look like. stars). – Describe the shapes. do they look like “forms” (houses. . what do they feel like. • 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).While Showing Your Example – Ask: • What do you see? (here are some prompts) – Tell me about the colors. – Explain how different brush strokes can show motion and texture. – Do any of the shapes look like they are real.
or can be more intricate. Around the houses are some fields. (Show pictures of a cypress tree to give your students an idea of what shape it should be) The houses come next. The houses should be drawn under the horizon line and to the right of the tree. These can be drawn with a white crayon using basic shapes (triangles and squares).Let’s draw the outlines! • To create the setting for your Starry Night. This line serves as the horizon line. pick up a white crayon and draw a wavy line horizontally from the left side of the page to the right. depending on grade level. Next we add the wavy cypress tree on the left side of the page with a brown crayon. simply take your white crayon and create some squares and rectangles in the dead space under the horizon line. (Make sure your field outlines don‟t run inside the houses or the tree!) • • • . Draw small squares inside each house for windows. To draw them.
Now let’s fill it all in! • Now that the outlines have been drawn. draw some small yellow circles in the sky for stars. as well as different colors. Have your students use Van Gogh‟s famous brushstroke. mixed or not. so leave them alone for now! The fields can be colored any color. its time to fill in our various shapes. using short taps to create small lines with the crayon/pastel. somewhat far apart. The cypress tree should be colored a mix of brown and green The houses will be filled in later. Leave room on the right edge of the sky for the moon (not too many. 4 or 5 should do the trick) . Mix different kinds of this stroke together. any variation that you want! (see example to the right) Now its time to fill in the sky. the focal point of “Starry Night” • • • • • To begin.
we are going to add a twinkle to the stars and moon. color in your houses in any desired color (make sure they stand out from the fields). Each star and the moon should have these tapped rings around them. It should be drawn on the right edge of the sky. to create a dashed line connecting them. and can be a full or crescent moon. and should all be connected. it‟s time to make the sky twinkle! Using Van Gogh‟s technique learned earlier with the fields. Now that the sky has been drawn. Then. start your stroke on one side of a star. go around this new star in a circle like before. and begin tapping your way around the star in a circular motion. it‟s time to add the moon.A beautiful starry night • After the stars are done. To do this. After you have gone around the star a few times. Last. begin tapping towards another star. to show movement in the sky. and color in the windows yellow to show that someone is at home! • • • • .
What did we learn? Let’s Share! • Have your student artists share their art – • What they saw • What they felt. or imagined • What they learned. texture Swirls: line Background: color Fields: 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. Elements Used Stars/Moon: color. shape Cypress Tree: color. texture Houses: color. shape. shape .
There are two types of : Optical (visual) texture. ovals and squares. space. texture and value. length. length as well as width. colors. 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. 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. TEXTURE: Texture is the feeling and visual feel of the fabrics. pyramids.Elements of Art The elements of art are like ingredients when you cook. line. color. Shapes can be geometrical. yellow or pink). This is also determined by how much light is reflected or absorbed by any surface. value. eggs and chocolate chips to bake chocolate chip cookies. they form shapes. To create art you need elements. spheres or even cylinders. flour. This is represented as an enclosed area that is defined by color. . VALUE: The value refers to the changes in the base color. Values mean the various intensities of the tones or colors. Examples of such would be cubes. width and height. shape. value and the intensity. form. and texture which you can touch (tactile). and room accessories. When lines form together. which are hue. FORM: A form always has three dimensions. You need butter. This could be the highlights. SHAPE: A shape always has two dimensions. rectangles. texture and form. mid tones or even shadows in any painting or sculpture. COLOR: Always has three characteristics.
cde. *Note: The standards above refer to the California Standards for Visual Arts California Standards for visual arts: http://www. Analyzing. and derive meaning from works of art.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. 3.0 ARTISTIC PERCEPTION • Processing. They also use the vocabulary of the visual arts to express their observations.ca. according to the elements of art. 2.0 CREATIVE EXPRESSION • Creating. and aesthetic qualities. the principles of design.Art Standards* 1. and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts • Students perceive and respond to works of art. events. 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 Making Judgments About Works in the Visual Arts • Students analyze.asp National Standards for visual arts: http://artsedge.0 AESTHETIC VALUING • Responding to. and Participating in the Visual Arts • Students apply artistic processes and skills. including their own. using a variety of media to communicate meaning. Analyzing.org/ . RELATIONSHIPS. 5.gov/be/st/ss/vamain. Performing. objects in nature. and the environment. assess. noting human diversity as it relates to the visual arts and artists.kennedy-center. 4.0 CONNECTIONS.
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