Art history- based Storytelling activity -Part 2
This storytelling activity has to do with art history. It will engage students research paintings, brainstorm and speculate on the painter's feelings, cooperate and present a project based on their work accomplished.
During the first stage you can bring in your classroom a single or a set of portraits your students should talk about. You should also divide your students into two teams who will be assigned activities interchangeably.
This collage is a set of self portraits by Gauguin which represent different emotional states and thoughts each one corresponding to his life stages.
The first activity I would recommend is to have the first team of students observe these portraits trying to recognize the character portrayed and the feelings depicted. Not all students may know the artist and this will make the activity even more interesting because they will have a bias-free approach.
Later on, students should try to narrate a story accompanying each painting and present it in front of the class. They should focus on Gauguin's deep thinking in the first painting, his expressions of happiness in the second and his obvious roughness and subtle determination in the third one.
Meanwhile, the second team should find information about these paintings and create a cultural presentation about the artist, his life, his paintings and the artistic movement he got inspired by.
This team should focus on his life changes that are conveyed through the artist's self prortraits and intense facial expressions.For example they can make known to the rest of the class that in the first painting, which was painted in 1885, Gauguin is in deep thinking perhaps because he had been thinking about his return in France. In the second painting, which was painted in 1886, he wears a west made in Britain. Gauguin hated France and was happy he was in Britain whereas in the third painting which was painted in 1889, Gauguin created a painting high in symbolism (the Yellow Christ and the smoke container represent the two sides of his nature: spiritual and rough), depicting his determination to fulfill his ambitions. The students should also present their project to the first team who should in turn comment on how close their own project had been to the real information presented.
During the second stage, both teams will be given a new set of self portraits that present the artist's following steps in life. Now, all students have an accurate knowledge about this artist and all of them should try to guess Gauguin's feelings and thoughts.
For example in the last painting, which was painted in 1897, Gauguin is portrayed depressed due to the fact that that year his beloved daughter died of pneumonia at the age of 20.
In the final stage students can create a project about Gauguin that will be exhibited at their school. The exhibition should include some of his self portraits, their cultural background, his lifetime story and his array of thoughts written by the students. A highly creative idea would be students to dramatise the facial expression of each painting by imitating the way Gauguin poses and stares thus trying to convey the painter's feelings.
Stay tuned! More art based activities are about to follow!
Good luck,
Maria P.
 |
| Gauguin |
This collage is a set of self portraits by Gauguin which represent different emotional states and thoughts each one corresponding to his life stages.
The first activity I would recommend is to have the first team of students observe these portraits trying to recognize the character portrayed and the feelings depicted. Not all students may know the artist and this will make the activity even more interesting because they will have a bias-free approach.
Later on, students should try to narrate a story accompanying each painting and present it in front of the class. They should focus on Gauguin's deep thinking in the first painting, his expressions of happiness in the second and his obvious roughness and subtle determination in the third one.
Meanwhile, the second team should find information about these paintings and create a cultural presentation about the artist, his life, his paintings and the artistic movement he got inspired by.
This team should focus on his life changes that are conveyed through the artist's self prortraits and intense facial expressions.For example they can make known to the rest of the class that in the first painting, which was painted in 1885, Gauguin is in deep thinking perhaps because he had been thinking about his return in France. In the second painting, which was painted in 1886, he wears a west made in Britain. Gauguin hated France and was happy he was in Britain whereas in the third painting which was painted in 1889, Gauguin created a painting high in symbolism (the Yellow Christ and the smoke container represent the two sides of his nature: spiritual and rough), depicting his determination to fulfill his ambitions. The students should also present their project to the first team who should in turn comment on how close their own project had been to the real information presented.
 |
| Gauguin |
During the second stage, both teams will be given a new set of self portraits that present the artist's following steps in life. Now, all students have an accurate knowledge about this artist and all of them should try to guess Gauguin's feelings and thoughts.
For example in the last painting, which was painted in 1897, Gauguin is portrayed depressed due to the fact that that year his beloved daughter died of pneumonia at the age of 20.
In the final stage students can create a project about Gauguin that will be exhibited at their school. The exhibition should include some of his self portraits, their cultural background, his lifetime story and his array of thoughts written by the students. A highly creative idea would be students to dramatise the facial expression of each painting by imitating the way Gauguin poses and stares thus trying to convey the painter's feelings.
Stay tuned! More art based activities are about to follow!
Good luck,
Maria P.
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