Worksheet: One Last Expressionism Class Activity!

If Skies Could Talk: Make Art Inspired by Van Gogh

Paint a sky that shows an emotion.
Sometimes when the sun is shining we feel happy. When it rains, we might be sad. A thunderstorm sounds like the sky is really angry. In van Gogh’s painting, the windy sky is filled with excitement. Like van Gogh, paint a picture of a sky that shows a feeling. Use lively brushstrokes and bold colours to capture the weather.

Equipment:
Paper
Paint
Brushes
Palette
Water
Sponges if required

1. Experiment! Before you begin your picture, make all kinds of brushstrokes on scrap paper. For example, paint dots, dashes, swirls and straight lines.

2. What weather will you paint? What mood will you show? Here are some ideas: an angry thunderstorm, a sad rainy day, a hopeful sunrise, a joyful rainbow, an excited storm, a wild tornado, a peaceful night sky.

3. Sketch with simple shapes. What will you put in your sky – a sun, a moon, lightning, a star or something else? Choose a place to add to your picture. You might draw mountains, a forest, a village, a garden, or another place.

4. Brush it on! Instead of filling the sky with one solid colour, paint it with brushstrokes. Like van Gogh, show the movement of the weather. You can use zigzags for lightning, dashes of yellow for rays of sun, or spirals for cyclones.

5. Colour a moody sky. You could mix different shades of blue to create the feeling of a cold, stormy sky. With perhaps the sun peeking through the storm to create hope. You can use dark colours to create a gloomy mood. Or, use yellows, oranges, and reds for a glowing sunrise.

6. Paint your moody picture.

7. Add details. When your painting dries, you can paint a person with the same mood as the place. You could also add details such as trees, flowers, and windows, depending on what you have painted.



Edvard Munch, Train Smoke, 1900

Comments

Post a Comment

Popular posts from this blog

Dreikurs 4 Reasons for Misbehaviour, and Ways to Address Them

Leadership model According to Dreikurs, behaviour is as a result of meeting one of four unmet needs: attention, power, revenge or inadequacy. Your challenge this week is to practice having a "chat" with a friend, child, student, spouse...random. Ask your volunteer to act as the student in one of the four scenarios in the discussion below. Try to use Dreikurs approach to "diagnose" the unmet need, then redress it using the guidelines here. Good Luck! Attention seeking behaviour Student needs to be noticed…will start small and if ignored, get bigger… While it is happening: Avoid responding how the student wants you to. Avoid scolding / nagging. Ignore, verbally and non verbally. Reinforce good behaviour by providing attention The chat: Do you know why you…? I would like to tell you what I think… Could it be that you want me to notice you more? Could it be that you want me to do something special for you? Cou...
Read more

Worksheet: A Surrealist Classroom Activity

Image
Seeing Double: Make Art Inspired by Dali Take a close look at Dali’s painting The Persistence of Memory . Many things can be seen in different ways. At first the clocks might appear to be melting. Or maybe they are made of soft rubber or floppy pancakes! Some people see the strange object in the middle of the picture as a horse with a clock for a saddle. Others see it as a duck, or a platypus, a blanket or a funny face. Even the cliffs in the background might look like animal shapes. Stretch your imagination as you make your own dream place filled with pictures. Equipment Magazines Scissors Glue Paper 1. Make the place . Paste paper or a magazine image across the bottom of your picture for the ground. 2. Trick the eye . Cut out magazine pictures of things that can stand in for something else. For example, wheels might be made of round clocks, a car might be made out of a mobile phone. Here are some ideas : Make a sun out of something really strange. Show a ...
Read more

Viking Lesson Assessment Rubric

criteria HD- excellent CR- good PP- fair NN- poor Use of reading resources and note taking process Student showed a high level of competency when reading and understanding reading resources. High quality and number of relevant notes taken from resources. Constant acknowledgement and referral to guiding question during the note taking process. Student showed a reasonable level of competency when reading and understanding reading resources. Numerous relevant notes taken from resources. Mostly acknowledged the guiding question during the note taking process. Student showed competency when reading. Numerous notes taken from resources. Occasionally acknowledged the guiding question during the note taking process. Student failed to understand or finish reading resources provided. Few or no notes taken from reading resources. Guiding question not acknowledged in the researc...
Read more