Moselle Blair and Gail Goldspiel

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1 Moselle Blair and Gail Goldspiel Theme: Places Topic: Rural and Urban Landscapes Grade: 2nd Grade School info: PS 180M, Monday, April 19, AM Lesson goals: Students will learn the terms urban, rural and landscape. Students will learn how artists incorporate place into their paintings. Object list: 1. Starry Night, Vincent Van Gogh, 1889, Oil On Canvas, 5 th floor (GAIL) 2. I and the Village, Marc Chagall, 1911, Oil on canvas, 5 th floor (MOSELLE) 3. Broadway Boogie- Woogie, Mondrian, , Oil on canvas, 5 th floor (MOSELLE) 4. Still Life #30, Tom Wesselman, 1963, Mixed Media/Collage, 4 th floor (GAIL) 5. FINAL ACTIVITY: Sculpture Garden, MoMA, 1 st floor or 4 th floor (GAIL AND MOSELLE) INTRODUCTION: OH THE PLACES YOU LL GO! (Outside of Café 2) GAIL: Hi. My name is Gail and this is Moselle. Welcome to the Museum of Modern Art! Today we are going to be looking at paintings of different kinds of places. Has anyone been to this place before? - Yeah? When were you here? What did you see? Who were you here with? - We heard that you are learning about places in school so today we are going to be looking at pictures of city places and country places. Does anyone know a vocabulary word for a city place? Country place? We often say that a place in the city is urban. A place in the country is rural. Assess student s prior knowledge. Before we get started on our tour today we need to make sure we know what we CAN do in the museum and what we cannot. What are some things we can do? For example, we can use our eyes to look (Student responses may include: we can use our mouths to speak, our ears to listen, and we can use our hands because we use them when we want to ask a question or point to something in a painting.) MOSELLE: Can anyone name a few other rules that we should follow when we are in the museum? (Answers should include no touching of artwork and maintaining 3 ft distance from walls. During share, affirm student responses by repeating aloud so that the entire class can hear. Add on as needed.) EITHER GAIL OR MOSELLE: So, now we re going to head up to our first place. Some of you may have even seen it before, and I m so excited to talk about it with all of you! We re going to go upstairs now and use the elevator, and remember to be careful on it and stay in these lines. Let s stand up very, as slow as molasses, and Gail will lead the way. OBJECT 1: Starry Night by Van Gogh (GAIL) Students will learn how the setting and time of day is part of the place of the painting. Students will explore the painting by thinking about the terms wavy, swirly, dreamy, and brushstroke. INTRO/TRANSITION: Great job coming in everyone! So, here we are at our first place. Has anyone seen this painting before? Raise your hands if you have! The first thing we are going to do is just let our eyes gaze into this painting.

2 TRANSITION: What do you see? What do you see that makes you say that? Repeat what students say and then summarize: So, I m hearing a and b, you see a moon and some stars, and you also see some trees and some houses. What does this tell us about the painting. Where are we? This painting by Vincent Van Gogh (has anyone heard of him before?) was painted in France. Where is France? Really far away! Well, Van Gogh wasn t always from France, he grew up in the Netherlands, which is near it. Some of what you see here is both the view from his window in France and his memories from his home in the Netherlands (ex: the church at the bottom). If you looked out your window at home, what would you see? Would you see clouds like his? What else can we say about these clouds? Let s use our imaginary paintbrush to paint their swirls and waves. (Call on students to demonstrate their chosen brushstroke) So we re learning about the place of this painting by using our eyes, right? We can also use our ears! Besides what we see in this painting, What do we hear? What does this painting sound like to you? You mentioned the painting takes place at night. What do you think people are doing in these little houses at the bottom of the painting? Sound poem: Let s hear a few of these sounds and then we ll put them together. Can you name some for me, and make the sound after it to show us? Great! Now let s put them together. That was a great poem we made! Now we not only really know what the painting looks like, we know what it sounds like too! We heard owls and snoring and wind. Great job everyone! So, we re going to get ready to visit our next painting now. It was also created by an artist who used his memories to remember his home. When we re there, think about how it s similar and different to Starry Night. Now, if we can carefully stand up and turn and face Moselle, she will lead you to this next place. 1. Van Gogh was born in Holland in 1853 and died in France in Van Gogh met Monet in France. 3. He cut off his ear while mad at Gauguin. OBJECT 2: I and the Village (MOSELLE) Objectives (should pertain to what you intend students to accomplish at that object, relates to why you chose the object and the sequence of your lesson): Students will learn the term rural Students will use the words real and imaginary to describe the painting This painting is called I and the Village and it is by an artist named Marc Chagall. What do you notice about the painting? Take 30 seconds to look at it. How is it similar to or different from the painting we just saw, Starry Night? Today we re focusing on places. What kind of environment do you think this is? What do you see that makes you say that? A word to describe a place with few people, or in the country, is rural. This painting represents a rural place. How is it similar to or different from where you live?

3 TRANSITION: At the painting we just saw, Starry Night, we learned that Van Gogh combined the place where he lived with memories of where he lived as a child. This painting represents the village where Chagall grew up, but he painted it as an adult from memory. What do you think is in this painting that might have really been in Chagall's village? I m hearing a lot of comments about the images in this painting, and it seems that you are saying there is something unusual about them. Let's talk about that some more. Does anyone see any images that are imaginary? Turn to your neighbor and talk for 30 seconds about one unusual thing that you see in the painting. With your finger, trace the line between the sheep's eye and the green man's eye. Why do you think the artist chose to paint this line? Animals were very important to the people who lived in this village. Can you think of some reasons why? Can you find other ways the artist shows us that animals were important? So far we've looked at two artists who used memories of the place where they grew up to inspire their paintings. Both of Starry Night and this painting show rural places. Next we are going to look at a painting by a man who moved to a new place and painted the things he saw around him, but in a surprising way. Before you move, I am going to stand up first and move to the other side of the class. Then I'm going to ask you to stand up very slowly, like molasses, and make two lines, and we'll head downstairs. (Stand up and move to other side. Repeat instructions for students to stand up and make to lines.) 1. Chagall grew up in a Hasidic community outside of Vitebsk. In his village people and animals lived together side by side and were interdependent. 2. Chagall created this painting as an adult from memory. 3. Speaking of the imagery in his work, Chagall said, "For me a painting is a surface covered with representations of things, in which logic and illustration have no importance." OBJECT 3: Broadway Boogie- Woogie by Mondrian (MOSELLE) Students will be introduced to abstract painting Students will consider the ways in which a city can be represented Students will describe New York City, including Broadway and Times Square This painting was made by an artist named Mondrian. Can you find his initials in the painting? Mondrian loved using primary colors. What else do you notice about this painting? (Mention squares and rectangles if the students don't bring it up.) So in this lesson we re focusing on places. Let s discuss how this painting could represent a place. What kind of place does it remind you of? Do you think it is in the country, too? Turn and talk to the person sitting beside you. Follow up by calling on several students. Ask the students, "What makes you say that?" Let's think about what we know about New York City. What is it like? Think of one word that comes to mind when you think of the city. It can be anything. (Do whip- around. Possible responses: Loud, busy, cars, school, etc.)

4 The title of this painting is Broadway Boogie- Woogie, and Mondrian painted it just after he moved to New York City. It was inspired by Broadway and Times Square. How many of you have been to Broadway Avenue (Look for hands.) What is something you see on Broadway? (Call on one or two students.) How many of you have been to Times Square? (Look for hands.) What is something you see there? (Call on one or two students.) What in the painting reminds you of these places? Activity: Color dance Tell students that Mondrian was a dancer. He was also interested in Jazz music, and that Boogie- Woogie is a kind of Jazz music. Explain that the students will make their own dance to go along with the painting. For example, suggest that yellow can represent the sun. Make a movement to for the sun (i.e., hands over the head in a circle) and have students repeat it. Then, for the remaining colors in the painting (red, blue, and white) call on students to suggest their own objects and movements for each color (responses will vary). Model each movement. Finally, explain that as you point to each color in the painting, the students will do their dance. As a group, from a seated position, have the students do their dance together. TRANSITION: Now we've seen paintings of two rural places and one urban place. Next we are going to go downstairs with Gail to see one more painting. But just before we do that, I am going to ask that everyone remain seated. I'm going to stand up first and move to the other side of the group. When we stand up, I want to remind you that we are going to practice standing up very slowly, like molasses, and be careful to keep our bodies away from the walls. Once we re ready, face Gail and she will lead you to our next place. 1. Mondrian moved to New York City from Europe in He was a dancer. 3. New York City's architecture and music inspired him to create his paintings. OBJECT 4: Tom Wesselman, Still Life #30, 1930 (GAIL) To enable students to understand place as an interior space, like a kitchen. To show students how the objects in a painting can help determine the place. To enable students to realize that they come from their own unique places too. INTRO/TRANSITION: Great job coming in everyone! I m going to ask you to carefully sit down in front of this painting, but be aware of the walls and paintings around you. Good work. So, the last painting we saw represented New York City with lots of shapes and colors. As we look at this painting, think about what the artist this time, is using to tell us about the place. As we sit in front of this piece, I want you to let your eyes first take in everything you see. Spend time looking at all the different objects, shapes and colors here too. Let's just look together for a moment. What do you see? Can you point to or describe more what you are looking at so we know where you are looking in the painting?

5 Who can find any plants? Any buildings? Any grass? Sky? Let's point to those areas. Remind students here of big idea words like cityscape and landscape. Who can find something hanging on the wall, something that we ve been seeing on walls today? (Yes, that is actually a painting by Picasso!) So, we ve said that we see a refrigerator, food, a sink. What sort of place do you think this is? What does it remind you of? What makes you say that? Right, a kitchen! The artist of this painting was using all of these objects that we see to create a type of art work called a still life. A still life is when the artist paints what he sees before him, like fruits and objects that are on a table. What the artist wanted to do here was actually bring the real objects into his painting. That s why we see a real fridge and these foods were actually ads from magazines and newspapers. So we know the inside type of place this is. What do you see if you look out the window? Right! A building. So what sort of place do you think this kitchen is near? (NYC) Yes, the artist of this painting Tom Wesselman was actually from NYC. I want you to close your eyes. What do you see if you look out your kitchen window? Do you also see the city? Lead into Activity: So, not only do we see the city in this painting, but as many of you have already said, we see a lot of food! And the food and refrigerator and oven tell us that this place is a kitchen. What would we see in your kitchen if all of the food you eat in a week or so was put out on the table? What are some of your favorite and not so favorite foods that would be there? What do you eat in your culture? (Introduce book. "What the World Eats" Hold it up. Show 2 images max) ACTIVITY: So now what we are going to do is create our own place like we've seen through this piece and through the photos in this book. I m going to pass out worksheets and on them you can fill in the blank table with the foods that would be there in your own kitchen. Also notice the window at the top of the page. Feel free to also draw in the view you would see when you look out. As soon as you get your sheet, WRITE YOUR NAME. So take a couple of minutes, and then we ll share with the group. Materials Needed: Cardboards, Worksheets, Pencils. Allow students to share their drawings. Tell students: These are great drawings of the places you come from! Isn't it interesting how we can learn about a place by looking at an inside scene too. We've seen a lot of outside places today too remember, places with shapes, and colors, and swirly clouds, and this one was a little different, but also a place too! CONCLUSION/TRANSITION: So now we are going to go to one final place that we ve saved for the end. And, it is a very special place at the MoMA. When we get to it, we are going to take it all in and do an art activity together. Additional Information: ABOUT STILL LIFE What Tom Wesselman was creating here was a type of artwork called a still life. And he called this piece "Still Life #30" A still life is usually several objects, like fruit and flowers, that are painted to look real. But here, Tom wanted to use rather than paint real objects, and this is called collage. He has pieces of refrigerator, and the food is recreated ads from magazines. Other optional ideas: Ask: What if someone took a piece of your fridge and stuck it onto a picture in an art museum? Activity: Look hard at the objects on the table and try to memorize as many as you can. Close your eyes. Call on a student and have them name as many as they can with their eyes closed. Further Background Info: 1. Tom was a Psychology major.

6 2. Initially interested in cartooning before painting. 3. Wanted to make objects just as powerful like abstract art was at his time. OBJECT 4: MoMA Sculpture Garden Students will consider the Sculpture Garden as an outdoor urban place Students will consider how the natural, urban, and man- made landscapes come together to create an artistic garden. Students will make a postcard to remember that this is a place that they visited and can return to in the future. Introduce students to the work by saying: The Sculpture Garden is an urban landscape, and has things from the city as well as nature in it. It also has art for visitors to look at and talk about. Does anyone see something that we also saw in one of our paintings today? (Possible answers: plants, shapes, food, an animal, clouds, sky, trees.) So, I m hearing some great responses! We all see so many different things! WHIP AROUND The Sculpture Garden is both part of the museum and part of the city. What is one thing you see that is natural? (Do whip- around. Possible answers: trees, bushes, birds.) What is one thing you see that is man- made? (Do whip- around. Possible answers: sculptures, buildings, windows, traffic lights, and taxis.) Activity: What we are going to do now is create our own postcards. In a minute I am going to hand you a blank post card, and on one side you can draw a picture of the Sculpture Garden. You can include anything you see in the landscape, but your goal is to fill the entire card with your picture. You can draw one object you like for example and make it really really big, or you can draw a couple of different objects too. Now I'm going to hand out supplies. As soon as you get all of your materials, WRITE YOUR NAME on the back in the bottom left hand corner. Model where they should write their names by pointing to the back of the card. You want the receiver of the card to know who it s coming from! It looks like everyone is doing a great job on your postcards. You have one minute to complete your pictures. Make sure that you are filling in the entire space. It s ok if you can t finish now, you will get them back in your classroom. OK, put your pencils down. I'm going to collect the pencils first. Hold up your pencils. Adults help collect. (Repeat with boards and cards.) Let's do a slide show of your work. Show student work. Later you could turn the card over and write a message to the a friend or someone in your family about your trip to the MoMA and then you can come back with them! The name of the architect who designed this building is Taniguchi. He is Japanese. The garden was finished in 2004 and doubled gallery space. There are works there by famous painters like Picasso and by famous sculptors like Rodin. The garden creates a space for visitors to eat, talk, interact, and experience art together. Gelato stand. Il Laboratorio Del Gelato. A popular dessert similar to ice cream from Italy. CONCLUSION:

7 Great work today everyone! We explored so many different places today didn t we? Where did we go? What was your favorite? (to a cloudy, starry night, a place with upside down houses, a green man, a kitchen, New York City, a garden). So, now we re going to head back to the Education lobby/leave you with your teachers in the garden. If we return to Education Lobby: Well we re going to have to say goodbye to you here, but we are going to give you each free passes so that you can come back to the museum with your friends and your family, show them what you ve seen and explore even more places at MoMA! Stay in your lines lines, because we re going to hand back your coats and bags. We enjoyed teaching you today.

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