Vincent Van Gogh

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Vincent Van Gogh

• Interpretation
• Context
• Subtext
• Schooltext
• Lessons
• Critique and Conclude

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Context
Subtext
Schooltext
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Back to painting
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Back to Painting
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Back to Painting
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Everybody needs a Home Lesson Plan 2nd
Grade Anticipatory Set Introduce the painting
Gypsy Camp by Vincent Van Gogh Discuss the
painting with students, and let them explain what
they see in the painting. Students will talk
about why animals need enough space in which to
live and find the food, water and shelter they
need. Students will talk about their own
homes. Students will talk about how a home is
more like a neighborhood where everything is
needed for survival. Objective Students will be
able to Draw a picture of their homes Discuss
the differences and similarities between
homes Explain why people, and animals need a
home Materials Van Goghs Painting Drawing
paper Crayons Pictures of animals and where they
live Pencils Instructional Input Talk with the
students about why it is important to have a
home. Discuss the importance of animals having a
home.
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Procedure Ask students to draw a picture of
where they live, or draw a picture of a place
where a person they know lives. Students should
include in their drawing things they need to
live. For example a place to cook, keep food,
place to sleep, and a neighborhood. Ask students
to draw an animals house. Give examples such as
Close your eyes and imagine a birds home, an
ants home, and a beavers home. Guided
Practice Show students different pictures of
where animals live. Discuss with students
thoughts and ideas. Independent Practice Have
students share their pictures with classmates.
Then discuss how they live in their
homes. Closure Summarize the discussion by
emphasizing that although homes are different,
every animal, person, pet, farm animal, and wild
life animal needs a home. Evaluation Students
will be able to Name three reasons why people
need a home. Name three reasons why animals need
a home. Source Submitted by Shelda Harella Web
site http//ericir.syr.edu/Virtual/Lessons/Interd
isciplinary/INT0111.html Web site
http//www.lessonplanz.com/
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Pony Express Lesson Plan 2nd Grade Anticipatory
Set Introduce Gypsy Camp by Vincent van
Gogh. Ask the students how the gypsies and
nomads received their mail via pony express.
Talk about todays mailing system and how
convenient it is compare the two
systems. Materials Gypsy Camp painting Markers Gl
ue Brown paper bags Colored construction
paper Scissors Objective The students will
construct their own saddlebag to simulate how the
pony express carried mail. Instructional
Input Model your own pony express saddlebag.
Talk about safety issues with the scissors.
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Guided Practice Directions- Cut out the
bottom portion of the brown paper bag. Fold the
bag hamburger style so all corners meet. Indent
the sides of the bag approximately 1.5 inches and
glue the indents to the bag. Therefore a bag
should be forming. Fold over the top half of the
bag to form a flap/opening to the bag. Then the
children can decorate their bags with the
supplies given. After the construction of the
saddlebags, the students can write each other
letters or letters to their families. Then they
can carry these letters for delivery to their
friends and family.
Independent Practice Students will demonstrate
making their saddlebags while the teacher
observes and assists the students.
Closure Brainstorm questions for the students
to answer for example, how does todays mailing
system compare to the pony expressortalk about
the speed of the two postal services. Evaluation
Assess completion and creativity of saddlebags.
Ask questions to see what they had learned
throughout the lesson. Maybe the students could
write the teacher a letter.
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Fit for Life Lesson Plan 2nd Grade Anticipatory
Set Introduce the painting Gypsy Camp by
Vincent van Gogh. 1. Describe the artwork with
the students let them explain what they see. 2.
Analyze the artwork by looking through its formal
elements and principals. 3. Interpret what the
artwork is saying. Ask about what kind of diet
the gypsy had. Talk about the food pyramid
(already discussed in class), and guess which
food group the gypsy had the most or little
of. 4. Evaluate the artwork ask why the artwork
makes them feel like they know about the
travelers diets. Do they understand the
lifestyle being interpreted? Do they like the
painting? Objective The students will
understand the importance of a healthful
lifestyle by identifying at least two ways that
their diet affects their health and at least two
ways that exercise affects their health.
Materials Wire clothes hangers Colored
yarn Colored poster board Markers Scissors Paper
punch
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Instructional Input Talk to the students about
how a healthy lifestyle will improve their lives.
Give them an example of how their diet affects
their health and an example of how their exercise
habits affect their health. Then compare them to
the lifestyle of a gypsy or nomad. First
demonstrate the procedure before handing out the
materials. Procedure 1. Hand out all materials
to the students. Have at least 7 different
colors of poster for them to use. 2. With a red
or pink piece of poster board have the students
each cut out a heart shape and have them write
their names on it then, have them tie the heart
shape from the center of the top wire on the
hanger. 3. Next, the students will cut out a
long rectangle that will hand directly from the
bottom wire of the hanger. On this piece have
them write, My Wellness Lifestyle. 4. The
students will use the remaining poster board to
cut out shapes that they will write an option on
about what they can do to develop their wellness
lifestyle. Two examples are walking, and eating
fruits. Guided Practice Help the students
with cutting, tying, and thinking up different
healthy habits, and how the gypsy stayed in shape
with their lifestyle.
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Independent Practice Allow time for the
students to share and compare with their
classmates. Let them explore the painting and
realize the gypsys lifestyle. Closure While
the students are cleaning up, ask what they had
learned ask how their lifestyle today compares
with those who travel on horse and foot for a
living. Evaluation To assess students
comprehension ask them to share their mobiles
with the rest of the group and tell what options
they used ask them to tell if their options
would have been accessible to the gypsies in
1888. After they have shared their mobile hang
it up in the classroom as a reminder of how
fortunate we are to live in a society that is so
full of nutrition and exercise.
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Create Your Own Rainstorm-Dynamics Lesson
Plan 2nd Grade (Gretchen Stout) Anticipatory
Set Introduce the painting Gypsy Camp by
Vincent van Gogh. Have the students describe what
they see. Have them discuss the formal elements
of the painting. Explain to the students that
Gypsies were nomads and their lifestyle was to
travel. Objective This lesson teaches about
loud, and soft, and the terms crescendo, and
decrescendo in music. It also teaches about the
Gypsy lifestyle. Materials Wind chimes or a
single triangle Rain sticks Maracas Drums Cymbals
(if possible) Tambourine (if possible) 7.
Book Listen to the Rain or any other story
about the rain.
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Instructional Input Lead a discussion about what
it would have been like for the Gypsies to travel
in the rain. Explore different aspects like how
the caravans wheels would move in the
mud. Discuss how much easier it is to travel in
the rain today. Explain that Gypsies were often
entertainers, and used music to earn a
living. Explain that one of the instruments that
they used was the tambourine. Read the story
Listen to the Rain, or any other story that has
to do with a rainstorm. Talk about how before the
rain there is silence, then the rain starts
softly, and grows gradually louder (crescendo).
Then talk about how when the rain stops it slows
gradually, and gets softer (decrescendo). Guided
Practice Children will create their own
rainstorm using instruments.

Using a
wind chime or a triangle have one student play by
himself, or herself. Then have students add rain
sticks. Then add maracas, and tambourines. Add
thunder with cymbals, and drums. Let the storm
get loud. Then take away the cymbals, and
drums. Then take away the maracas, and
tambourines. The only instruments that should be
left playing are the rain sticks and the wind
chime, or triangle. Then take away the rain
sticks. Now there should only be the wind chime
or triangle playing. Take away that and let there
be silence for a few minutes.
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Independent Practice Have the children make up
their own Gypsy song, drawing from what they know
from the painting, and using a tambourine that is
played loudly, and softly. Closure Ask
questions about whether the storm that they
created was loud or soft. Ask them what the
terms mean. Evaluation Have the children share
the songs that they made up.