Activity Description

Preparation:

1. Choose an artist of the month
   1. For example, Vincent Van Gogh
2. Select pictures by the artist and choose one piece to focus on
   1. You may wish to create a slide show or find large posters
3. Select a story to read aloud to the class that refers to the artist of the month
   1. For example: Camille and the Sunflower-A Story About Vincent Van Gogh, by Laurence Anholt
   2. Preview the story and note places to stop for brief discussions
4. Gather and set up paint materials at an art center or in student groups

Implementation:

Session 1:

1. Introduce your artist of the month and read a story about him or her to provide background knowledge
2. Invite students to view some of the artist’s work
3. Focus on one particular piece of artwork, using the Visual Thinking Strategies questions to support critical thinking
   1. Ask “What do you see?”

1. Encourage students to point out specific details from the picture

2. Encourage students to support their ideas by asking “What makes you say that?”
3. Move the discussion along by saying “What more can you find?”
4. Introduce the task of creating individual interpretations of the selected artwork
5. Distribute materials and invite students to begin painting
6. Post picture of selected work of art at the front of the classroom for students to refer to while working independently
   1. Encourage students to use the posted artwork as a guide for their individual interpretation so that they understand that their artwork may look slightly different from the artist’s work as well as their classmates

Session 2:

1. Explain to students that they will write a paragraph giving their opinion on for whom they think the artist created this work of art
2. Work with students to brainstorm sentence starters to begin their main point and supporting evidence
   1. Divide a piece of chart paper in half and write: “For whom did this artist create this work of art?” and “ What makes you say that?” as headings for each column
   2. Brainstorm sentence starters for each question and record their ideas with a different color. For example: I think that... In my opinion... Perhaps the artist painted this picture for..., I think this because in the text it said... I know this because in the picture I noticed...”
   3. Ask students to share ideas for completing each sentence
3. Write headings Main Idea and Supporting Evidence on another piece of chart paper
   1. Discuss and brainstorm 2-3 requirements for each heading and record idea. For example: Main Idea Requirement-States the person for whom the artist created this work of art 
4. Model a paragraph and post it for students to refer to
5. Have students complete written paragraphs
   1. Encourage students to refer to chart for sentence starters, exemplar and paragraph requirements

Adaptations For

English Language Learners/ESL:

- Prior to whole class discussion provide sentence starters to students and allow time to practice speaking aloud

LD/Reading & Writing Difficulties:

- Provide an individual copy of sentence starters when writing the paragraph
- Allow paragraph to be written using a typing program or speech-to-text software program
- Scribe written paragraph for student so that the student's ideas are the focus

Cultural Appropriateness & Diversity:

- Select artists each month from a variety of cultures

Differentiated Instruction:

- Encourage varied responses during discussion of artwork
- Provide a variety of sentence starters as examples from which students can choose

Related References

Evidence:
Danko-McGhee, K. (2007). Floating experiences: Empowering early childhood educators to encourage critical thinking in young children through the visual arts. Art Education, 60, 13-16.