Marc Chagall, I and the Village VTS Lesson

1.) Objective/Goal of the lesson: 

Students will identify characteristics in the painting, I and the Village
Students will describe the elements and principles used in the painting
Students will describe how the artwork communicates meaning

The goal is for students to gain skill in wondering, turn taking, social skills, problem solving,
and making predictions. Students will also become familiar with the art and style of Marc
Chagall. Students will learn the style cubism.
 
2.) Standards

4.1.1.5.1 Describe the characteristics of the elements of visual art including color, line,
shape, value, form, texture, and space.

4.1.1.5.2 Describe how the principles of visual art such as repetition, pattern, emphasis,
contrast, and balance are used in the creation, presentation or response to visual artworks.

4.1.3.5.2. Describe how visual art communicates meaning.

3.) Materials 
Image (I and the Village, Marc Chagall) digital or print
Pointer
Expo marker and white board
Watercolor paper for each student
Pencil for each student
 
4.) The procedure and timing of the activity 
As students arrive ask them to sit on the rug close to art example (I and the Village)

(30 seconds) View Artwork

Ask students to use their eyes. Look at the artwork for 30 seconds without talking.

(20 minutes) Teacher lead discussion

Ask students questions (below) and remind them to raise their hand. Point to the areas that
students are talking about and repeat what they say to the class, so that everyone can see
and hear what they are saying. Respond to what they are saying with “Good”. Try not to
make any responses sound better than others.

Teacher:
“What do you notice?”
“What do you see that makes you say that?”
“What else can we find?”
“What elements and principles do you see?”
“What is happening in this painting?”

(5 min.) Teacher gives brief history about the painting and cubism

Teacher:
“This painting is called I and the Village. It was painted by a man named Marc Chagall in
1911. Marc Chagall grew up living in a small village in the country. Many of his paintings have
images about the place that he lived. He was surrounded by nature, people working outside,
and animals, so they are in his paintings.

Marc Chagall was one artist who used the style called cubism in his paintings. Raise your
hand if you remember learning about cubism?”
“Good! Cubism is a style of art that shows many angles of objects. The artwork often looks
like cubes or other geometric shapes. Do you see how some parts of this painting are upside
down?

Marc Chagall is showing the place that he grew up from multiple angles.

We are going to start a project today that is inspired by Marc Chagall’s I and the village. We
will be working on drawing our faces from the side today. I will excuse you to grab materials
and head back to your desk. Please wait for instructions before you start drawing.”

Ask students to give you a thumbs up if they know what to do

(5 min) Supply distribution

Excuse students from rug one by one to collect watercolor paper and pencil, then sit at
tables.

(5 min) Teacher Demonstration

Draw a large box on the white board with expo marker. Explain that this is like their paper.
draw an x through the box
Ask students to do this with their own paper, lightly with pencil
Show them that today we will only be working in the right section of our paper. Point to the
section. Ask students to point to the section on their own paper. Check to make sure
everyone understands.
Draw a very basic side profile of a face in the right section taking up as much room as
possible. Or just write the words “Side Profile Self-Portrait” and explain that means “to draw
yourself, from the side.”
Ask children to begin in this section by drawing themselves from the side as big as they can
in that section of the paper. Remind them to “draw light until they get it right”

(15 min) Work time

Walk around and check on student’s progress, help as needed

(5 min) Talk with your groups/ Clean up

Write on the board “What is something you could draw next time, from where you live?”
Ask students to go around and share ideas with their table
Excuse students by tables to put their drawings into their slots

5.) Assessments: 
Students are participating in the VTS discussion, by sharing at least one response with the
class.
Students raise their hand if they remember learning about Cubism.
Students give a thumbs up before grabbing supplies if they know what to do
Students point to the area of their paper to show they understand the directions.
Teacher walks around the room during work time to check in with students.

 6.) An explanation of how this activity exercises visual literacy skills and how it could
relate to a larger unit of study: 
This activity exercises visual literacy because students are being asked to describe what they
see. They are identifying the elements and principles of design that they see. They are
making interpretations about the painting. Students are learning the characteristics of
cubism. Students are becoming familiar with the style of Marc Chagall, and of cubism.
Students are taking what they learned during the VTS discussion and creating a piece of art
that is inspired by the artwork. While making a list of things to add to the remaining 3
sections of student artwork, look back at I and the Village for ideas.

This is the first day of a self-portrait project inspired by Marc Chagall, I and the Village. In the
next 2 class periods students will work on drawing in the remaining 3 sections of their paper.
The teacher and students will create a list of things from home to draw into the remaining 3
sections. Ask students what home life means to them and come up with a list. Students can
choose 3 things to draw in the 3 remaining sections. Ask students to consider drawing things
from different angles like Marc Chagall would do.
List Ideas: your house, your yard, doing chores, your garden, trees in your yard, pets, people
you live with, your room, things you can see from your house
Last steps will be to trace all lines with fine tip permanent marker and then paint with
watercolor.

This could be a part of a larger unit on cubism