How Can We Use Art to Represent a Place That is Meaningful to Us?

A Unit Plan
Based on artwork by Vincent van Gogh

Developed for
Fifth Grade Students
Aikahi Elementary
Mrs.Carol Pierce

By

Jovon Lauriano
ITE 326, Visual Arts, Elementary
College of Education
University of Hawaii at Manoa
Fall, 2017

Overview
This unit is designed for the fifth grade students at Aikahi Elementary School. This unit will be
implemented in both of the fifth grade classrooms, and the student work may be displayed for
Aikahis curriculum fair in February, 2018. It is my hope that the students will be able to create a
landscape that is meaningful to them and inspires them to look at the world around them with
more appreciation. The students will learn how to work with oil pastels to explore different
techniques to create texture in their art while focusing on concepts related to foreground,
middleground and background. The benchmarks selected for writing this unit plan are for fifth
grade students. My hope for this unit, is to have students make connections to themselves, their
life with their families, and the world around them.

This unit explores How the Arts are Organized and How the Arts Communicate by using the
elements of space. The students will use the technique of overlapping and raising the image to
distinguish the foreground, middleground and background. The students will also explore the
various techniques to create texture using oil pastels. The students are communicating
something they appreciate about the landscapes around them in our island home.

We will explore the essential question, How Can We Use Art to Represent a Place That is
Meaningful to Us? and engage in our own art process to create images that represent these
places using oil pastels. The hope is that my students will develop the enduring understanding
that they can use art as a form of communication and represent places that are meaningful to
them. The students will be using various colors and textures, to not only give a visual
representation of their place, but feeling as well.

Our work in this unit is clearly linked to the HCPS III Visual Art Standard 1:
Understand and apply art materials, techniques, and processes in the creation of works of
art and understand how the visual arts communicate a variety of ideas, feelings and
experiences.

The students will start off by being introduced to Vincent van Gogh and his work. They will look
at his work and how he uses defined brush strokes to show texture. The students will then
engage in an activity that will allow them to experiment with various techniques of creating
textures, using oil pastel. The students will work side to side with the instructor, creating various
textures on a divided piece of paper. I will then demonstrate how to create a sketch of a
landscape. The students will be given the assignment to go home and explore their
surroundings. They will then pick a place that is meaningful to them, and create a sketch of that
place. If the student does not have access to the place meaningful to them, they may sketch
from a photograph. During our next session, the students will be given a checklist for this unit.
This checklist will guide them through the art process and provide me the opportunity to give the
student feedback on each step. The students will then use their sketch to identify the
foreground, middleground, and background of their landscape. They will do this by outlining
various parts of their sketch that they will later use to create a two-dimensional image. After
identifying their pieces, the students will cut them out, and outline them on cardstock paper.
The students will create various techniques to create texture using oil pastels, for the objects of
their image. Once the students have created their texture pieces, they will cut them out. In the
following session the students will layer their pieces using raised tabs, to create a two-
dimensional effect. After the students have pieced together their image, they will mount their
image on black paper creating a border around their image. They will then mount their image on
the left side of a colored piece of paper, leaving room to the right of the image for the students
to mount their haiku. The students will also write a haiku about their place, which is another
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way for the students to communicate the meaning behind the landscape they chose to
represent.

At the end of each lesson, students will be given questions to reflect upon. This reflection will
help the students when writing their haiku and artists statement. Through the experiences in
this unit, students will be able to create a unique and original art piece that is meaningful to
them and communicates something they appreciate in the world around them

Objectives of this Unit

The students will be able to:
Analyze the work of Vincent van Gogh
Understand that artists are often times inspired by places meaningful to them
Identify foreground, middleground, and background of an art piece and a photograph
Use oil pastels to create different textures
Use various colors to add contrast to their image
Create a sketch of a place meaningful to them
Create a oil pastel painting from their own sketch
Create a two-dimensional piece of artwork
Mount their artwork creating an even border around their piece
Engage in the writing process to write a haiku
Mount their haiku on a piece paper with an even border around their piece
Create a title for their work and include their name and date
Discuss the artwork of others
Exibit their own artwork and haiku

Enduring Understanding

Through this unit, my students will develop the enduring understanding that they can use art as
a form of communication, and create their own artwork to represent a place that is meaningful to
them.

Essential Question

The essential question for this unit is, How can we use art to represent a place that is
meaningful to us?

Prior Academic Knowledge and Student Assets

The fifth grade students at Aikahi Elementary had experience working with oil pastels in the
fourth grade. They have also shared their thinking, learning, and understanding in front of their
peers with journal entries that were personal and meaningful to them. The students participate
in a program called Aina. In this program the students learn to grow various crops and
appreciate the resources that our land provides us. In the third quarter, the students will be
working in the STEM classroom as engineers, to create an irrigation system, for a garden they
will be developing at Kawainui Marsh which has the students planting, preserving, and learning
about native plants. I feel that all of these experiences have prepared my students well for using
oil pastels to create an original work of art to communicate their appreciation for a landscape in
the world around them.
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Standards:

Hawaii Teacher Performance Standards

Standard 8: Instructional Strategies

Performances:

8(e) The teacher provides multiple models and representations of concepts and skills
with opportunities for learners to demonstrate their knowledge through a variety of
products and performances.

Throughout this unit I will model new art skills and techniques for my students in each
lesson. I will provide visual examples of the skills I am teaching and model the
expectations for students for each of these skills. The students will be able to
demonstrate their knowledge by creating a multiple step art piece of a landscape that is
meaningful to them. This unit demonstrates my ability to scaffold student learning, and
give the students opportunity to produce a variety of products and performances each
day that lead up to a final product that represents their own individual quality work.

Essential Knowledge:

8(n) The teacher knows how to use a wide variety of resources, including human and
technological, to engage students in learning.

In this unit, I use multiple forms of modeling and technology to engage my students.
Throughout the unit, I provide visuals for my students, and live modeling for students to
learn new skills and techniques and clearly understand my expectations for their work
throughout the unit. I have created multiple examples of the finished product, and will be
providing each student a checklist, so they are able to clearly follow each task and be
provided feedback through this art process. The hands-on minds-on experiences the
students participate in as part of this unit are highly engaging and are connected to the
students and their own lives.

Critical Dispositions:

8(q) The teacher values the variety of ways people communicate and encourages
learners to develop and use multiple forms of communication.

This unit demonstrates my ability to value the variety of ways people communicate by
providing multiple ways for students to express their thinking. This unit allows students to
share a place that is meaningful to them visually, verbally, and in writing. Through this
unit I am providing the students the opportunity to use multiple forms of communication.
They will be selecting a photograph of a landscape, creating a sketch of a landscape,
using oil pastels to create a textured image, writing a haiku poem, and developing an
artists statement.

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 General Learner Outcomes

The General Learner Outcomes that are evident in the implementation of this unit are:

GLO #1 - Self Directed Learner

The ability to be responsible for one's own learning
Sets priorities and establishes achievable goals and personal plans for learning
Plans and manages time and resources to achieve goals
Monitors progress and evaluates learning experiences

Students will demonstrate being a self directed learner by working at their own pace and
following the checklist that will be provided to them. At the end of each lesson, the students will
reflect on their thinking and understanding through responding to questions that require
reflection at the end of each lesson. The processes in this unit are scaffold and modeled for
students, giving them the opportunity to plan and manage their time to achieve the goals set
within each lesson.

GLO #4 - Quality Producer

The ability to recognize and produce quality performance and quality products
Recognizes and understands what quality performances and products are
Understand and sets criteria to meet or exceed Hawaii Content and Performance
Standards
Produces evidence that meets or exceeds Hawaii Content and Performance Standards

The learning will be scaffold, so the students can produce quality work. Students will be given a
checklist to allow them to get feedback from the teacher after each task is completed. Students
will analyze the work of Vincent van Gogh to identify elements included in his work that they can
incorporate into their own work to create a quality product. In this unit, students will be provided
with modeling for each step and given multiple examples of the final product.

Hawaii Content & Performance Standards III, Visual Arts- Fifth Grade

Standard 1:
VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation
of works of art and understand how the visual arts communicate a variety of ideas, feelings, and
experiences

Visual Arts - How the Arts are Organized

Benchmark

FA.5.1.2 - Analyze, using evidence, the element of space (perspective, overlapping,

foreground, background) and how it is developed in works of art.

Performance Assessment

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 FA.5.1.2 - Uses layering and raising of pieces to create a two dimensional effect in an
original work of art to convey the idea of space including foreground, middleground and
background found in the landscape they choose to represent.

Assessments

Formative:

1. Observation: The students will be guided through the processes of creating this art
piece, therefore during each step I will be able to observe their work.
2. Discussion: The students will be able to reflect on their learning, thinking, and
understanding of the different elements being introduced.
3. Analyzing: The students will be looking at various artwork from Vincent van Gogh to
identify the foreground, middleground, and background of his artwork. The students will
use this understanding to analyze the landscape they choose to represent
4. Using Vocabulary: The students will have multiple opportunities to describe the
techniques they are using when working with oil pastels to create textures.
a. They will be able to do this when filling out their reflection form at the end of each
lesson, as well as when they are sharing their thinking with their peers.
5. Exhibiting their finished artwork: The students will have both their artwork and a haiku
poem to describe their piece. (artwork and written work)
6. Checklist: This checklist can help both the students and the teacher check to make sure
they are producing quality work, and following each step.
7. Reflection: Each lesson the students will answer a couple questions related to their
thinking and learning from the lesson.

Assessment Tool Checklist for students to make sure they are on task and have completed
each step of the project as directed.

Student Name:

Sample of a Student-Created Rubric for a Composition in Oil Pastels

Target Criteria for a Completed Composition in Oil Pastels

Teacher Check Self Check Checklist
(Check if met) (Check if met)
Step 1:
Sketch a place meaningful to you and bring
to class
Step 1.5:
Identify the foreground, middleground, and
background of your sketch and outline in
sharpie
Step 2:
Sharpie out the objects in your sketch that
you want to be raised
Step 3:

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 Cut out the parts of your sketch that you
selected (put in ziplock bag with your name)
Step 4:
Trace pieces onto cardstock paper (including
your middle ground)
Step 5:
Use various techniques using oil pastels to
create textures for each section of your
composition. (Dont forget background)
Step 6:
Cut out textured parts of your composition
and lay out on white paper
Step 7:
Piece objects together starting with the
background and working your way to the
foreground using raised stickers
Step 8:
Mat final piece on black paper, then colored
paper having the same measurements on
each side of the paper
Step 9:
Write a haiku and artist statement to add to
finished piece
Mat on paper
Include Name, Title, and year

Assessment tool reflection worksheet so students are able to reflect on their progress and
learning throughout the unit.

Student Name:

Lesson Reflection Worksheet

Fill out using complete sentences
Lesson One:
What is one thing you liked about Vincent van Goghs artwork?

Which texture technique did you like best? Why?

Lesson Two:
What landscape did you choose to sketch?

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How is it meaningful to you?

Lesson Three:
How did you use the same texture technique as Vincent van Gogh?

What other textures techniques did you use?

Lesson Four:

What did you find challenging throughout this art project?

How did your work on this project help you to identify the foreground, middleground
and background of your landscape?

Exhibition:
Whose artwork stood out to you? Why?

What are two things you learned throughout this unit?

1.

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 2.

Summative:

During this unit of study the students and teacher will use the following assessment tools to
assess student work -

Student Name:

Sample of a Student-Created Rubric for a Composition in Oil Pastels

Target Criteria for a Completed Composition in Oil Pastels

Teacher Self-Assessment Target Criteria for Composition,
Assessment (Check if met) Technique and Use of Texture
(Check if met)

There is a foreground, middleground, and

background

Uses three to four different techniques of

texture using oil pastels

Develops contrast in the foreground and

background by using both warm and cool
colors

Write or Compose a Haiku to describe why

the place is meaningful to them or what they
appreciate about the place.

Curriculum Goals:

This unit is designed to help students represent a place that is meaningful to them through their
artwork. Through this lesson, the students will be able to identify different art techniques to
create texture, while also being able understand the space of a art piece. One of the fifth grade
classrooms is an inclusion classroom, where the arts are used to help various students better

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understand specific concepts. Art is used in the classroom to allow students to express
themselves non-verbally. This year the students have attended a play that talked about our
culture and how it is important to us. The play also described places that were meaningful to the
actors/actresses. Creating this artwork will help the fifth grade students reflect on their culture
and places meaningful to them.

Culminating Event:

The students work will be displayed in Aikahis curriculum fair. If time is allotted, the desks will
be rearranged into an open square around the classroom. The students work will be displayed
on the desks, so they can walk around to view their peers artwork. I will then ask the students to
stand by their piece of artwork, and ask them to share something about why it is meaningful to
them and how they captured this through their artwork.

Instructional Strategies:

Lesson One:

In this lesson, the students will be introduced to Vincent van Gogh. We will discuss how as an
artist he uses short brush strokes in his paintings to create texture. We will also identify the
foreground, middleground, and background of some of his artwork. The students will then
explore color and the different techniques of using oil pastels to create various textures. The
students will get an 8x10 sheet of white card stock paper, and fold it into eight sections. In
each section the students will be guided through (by modeling, using an elmo) creating a
different texture technique in each square (blending, overlapping, scratching, short lines,
rubbing, brushing, patterns, value). This guide will help the students when thinking of different
ways to represent the texture of an object in their art piece. Volunteers, will be able to share with
the class one section of their peice that they liked best and and explain why. Lastly, the students
will be given the assignment of going home and sketching a photograph of a landscape or real
landscape of Hawaii that is meaningful to them. I will model a brief sketch using an example
photo and express to the students my expectations (not too much detail, picking 5-7 parts of the
landscape that stand out to them, and identifying the foreground, middleground, and
background of their sketch).

Vincent van Gogh (10 minutes)

Students Will:
Discuss what they observe about Vincent van Goghs paintings
Similarities, differences, subject, materials, techniques, etc
Distinguish the foreground, middleground, and background of his paintings

Teacher Will:
Set up powerpoint presentation
Introduce Vincent van Gogh and his pieces of artwork
Emphasize his use of brush stroke to create texture in his artwork.
Discuss that van Gogh used thick oil paints and decided to let his individual brushstrokes
show, which was considered highly unique at that time in the history of painting. It is
what created his original style of painting and helps us identify his work when we see it.

Creating Textures Using Oil Pastel (25 minutes)

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Students Will:
Be seated at their desk with oil pastel, napkin, paper clip, white paper, and pencil
Write name on back of paper in pencil
Fold 8x10 paper into eight parts
Follow modeling of texture technique using each square
Stand in a circle, holding up their artwork
Volunteers will share which of their squares they like best, why, and how they created it
Teacher Will:
Model creating textures techniques using elmo
Emphasize how letting the oil pastel pastel line show and placing colors next to each
using line creates an interesting texture that resembles what van Gogh did with is
brushstroke in his work.
Prepare room for circle and sharing

Reflection (5 minutes)
Students Will:
Put name and date on reflection paper
Complete reflection questions for Lesson One
What is one thing you liked about Vincent van Goghs artwork?
Which texture technique did you like best? Why?
Teacher Will:
Pass out reflection worksheet
Instruct students to put name and date on paper
Explain that at the end of each art lesson they will be answering questions
regarding that lesson

Sketching (5 minutes)
Students Will:
Understand the components of a landscape
Observe how sketching is being modeled while looking at a landscape
Practice sketching from a photograph
Teacher Will:
Introduce sketching a landscape and the components of a landscape
Discuss landscapes that are meaningful to me and my life in Hawaii
Share what I wrote about the landscape I selected and why it is meaningful to me.
Read the Haiku I wrote about my landscape.
Show the photograph of the actual landscapes and how I interpreted the landscape in
my own original work of art.
State criteria for selecting a landscape and that they will need to select a landscape that
is meaningful to them or meaningful to them and their family.
Model sketching expectations on elmo while looking at a landscape
Assign landscape sketching for homework
Discuss options of sketching from the actual landscape or a photograph of a landscape

Lesson Two:

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In this lesson, the students will have already submitted their landscape sketch. I will show the
students some examples of the 2D relief pieces I have created to give them a better
understanding of what they will be doing with their sketch to create their final piece. The
students will start off by using a sharpie to outline the parts of their sketch that they would like to
be raised in their art. They will be guided through this process through modeling by the teacher.
Once each students sketch is reviewed by a teacher, the students will cut out the different
objects in their sketch. The students will then be guided through the process of selecting colored
paper for each object they will want raised in their art piece. Lastly, the students will trace their
cut out objects, from their sketch, onto the colored paper they chose. After being approved, the
students will put their name in pencil on the back of each sheet of paper. Their work will be
stored in a ziplock bag with their name on it, in a bin. As a class, volunteers will share why they
chose this place and why it is meaningful to them.

Looking at the end result: (10 minutes)

Students Will:
Describe what they see in what?
Have sketch, sharpie, pencil, ziplock bag and sizzors on desk
Label ziplock bag with their name in sharpie
Teacher Will:
Provide several examples of a finished work of original art
Provide a detailed description on how I created one of these pieces.
Explain how to be resourceful when cutting paper

Selecting Pieces (10 minutes)

Students Will:
Select five to six parts of their landscape sketch that will be raised off of the surface of
the paper to create the illusion of space.
Outline these sections in sharpie
Get approval by teacher before cutting pieces out
Cut pieces that are outlined out
Write name in pencil on the back of each piece
Teacher Will:
Model selecting parts of the landscape from my own sketch
Model cutting out objects
Explain that the middleground piece will not necessarily need to be cut out, but
instead traced. (the foreground pieces will be cut out of the middleground)
Set up paper station

Card Stock (15 minutes)

Students Will:
Trace cut out sections from sketch on cardstock paper
Get approval from teacher once objects are traced onto card stock
Put name in pencil on the back on each piece
Teacher Will:
Explain how to cut and trace
Give example on how to create middleground
Assist students on tracing, and cutting out the middleground

Reflection (10 minutes)

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Students Will:
Put all art pieces into ziplock bag
Fill out reflection worksheet Lesson Two
What landscape did you sketch?
How is it meaningful to you?
Teacher Will:
Direct students to put all art pieces into ziplock bag
Direct those who are finished to complete the reflection questions
Explain that these reflections will help them with writing their artists statement and their
haiku.
Closing Statement - We oftentimes forget to appreciate the places and nature around
us. You can capture how a place is meaningful, not only through photographs, but by
creating artwork that stands out and represents your interpretation of why that place is
meaningful to you.

Lesson Three:

In this lesson, the students will revisit the different textures they learned about in lesson one,
using oil pastels. The students will also be introduced to color. We will look at warm and cool
colors and discuss what they can represent in their art work. The students will then use the
various techniques to give textures to the objects they chose to stand out. The students will be
asked to use 3-4 different texture techniques in their art piece. Once they have added texture to
each piece, the students will cut out each piece and lay them out on their white paper to get
feedback from the teacher. Lastly, the students will be given a slip, to reflect on some of the
things they have learned so far within the unit.

Looking back at lesson one (15 minutes)

Students Will:
Explain what we did in lesson one
Describe what textures we used
Observe modeling
Give examples of objects that are warm colored
Give examples of objects that are cool colored
Teacher Will:
Write different texture techniques on board
Model how to use these techniques to give texture to each component of their sketch
Explain how different colors can give off different feelings (warm & cool) and
create contrast and interest within a work of art and that they have choices about
this as the artist in creating their own original work of art.
red, yellow, orange - hot, sunny, warm, lava, fire, anger, etc.
blue, purple, green - cool, cold, water, earth, calming, etc.
pink is not a cool color it is a warm color. Purple can be warm or
cool depending on how much red or blue is in the mix.

Adding Textures (25 minutes)

Students Will:
Use oil pastel to add texture to their traced components on colored paper
Get approval by teacher to cut out the different components of their landscape.
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 Put name in pencil on the back of each component
Layer and lay out components to make sure all pieces are accounted for
Teacher Will:
Explain students must use at least four different texture techniques
Walk around, observe, assist
Give approval to students to cut out components
Give feedback on art layout
Keep a record or a checklist of how students are working throughout this process

Reflection (5 minutes)
Students Will:
Put all art objects in plastic bag
Fill out reflection worksheet Lesson Three
How did you use the same texture technique as Vincent van Gogh?
What other textures techniques did you use?

Teacher Will:
Direct students to put all art pieces into ziplock bag
Direct those who are finished to fill out reflection questions
Closing Statement - Adding color to your image can help create some sort of feeling for
the viewer. Think about how you used different colors and textures to create some sort
of feeling to your image.

Lesson Four:

In this lesson, the students will reflect on the process of their artwork so far. What have they
found challenging? What have they learned? How does this help them identify space or create
texture? The students will then be modeled through how to put together the pieces they have
created, to make a 2D layered relief art piece. The students will then put their pieces together,
starting with their middleground, and layering their pieces to the front or foreground of their
piece. Once the students have completed their artwork, they will be asked and guided through,
mounting their piece on a black paper, and then on a colored paper. Lastly, the students will
create a haiku to describe their piece. (students will have already had a lesson on the format of
a haiku)

Laying out your pieces (10 minutes)

Students Will:
Observe teacher modeling
Lay out pieces as desired
Teacher Will:
Model how to layer the created pieces starting with the background

Bringing it all together (15 minutes)

Students Will:
Use raised stickers to layer pieces and create a 2D piece of art
Teacher Will:
Walk around to observe and assist students
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Mounting (10 minutes)
Students Will:
Observe teacher modeling for mounting art piece
Get teacher's approval to mount art piece on black paper
Get teachers approval to mount on colored paper
Teacher Will:
Model how to properly mount art piece
Mount on black paper in center
Mount on colored paper to the left making even margins and space for haiku and
artist statement
Give student approval to mount their art piece on black paper
Give student approval to mount their art piece on colored paper

Haiku (10 minutes)

Students Will:
Turn in artwork to teacher
Create a haiku based on their piece of artwork (finish for homework)
Fill out reflection worksheet Lesson Four
What did you find challenging throughout this art project?
How did your work on this project help you to identify the foreground,
middleground and background of your landscape?
Teacher Will:
Collect artwork once completed
Give students haiku format (finish for homework)
Direct those who are finished to fill out reflection questions
Closing Statement - We are creating a haiku to express and communicate our feelings
and thinking in multiple ways through this project.

Exhibition Idea:

The students work may be displayed in Aikahis curriculum fair. If not, the desks will be
rearranged into an open square around the classroom. The students work will be displayed on
the desks, so they can walk around to view their peers artwork. I will then ask the students to
stand by their piece of artwork, and ask them to share something about why the landscape they
selected it is meaningful to them and how they represented this through their artwork.

Setting Up (5 minutes)
Students and Teacher Will: Set up room, arranging desk in a square around the room

Observation Walk (10 minutes)

Students Will:
Place their artwork on the desks
Walk around room silently observing their peers artwork
Teacher Will:
Assist students on displaying artwork
Direct students to silently walk around room and observe their peers artwork
Explain to students that as they look around, look for
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 What they like
How it makes you feel
The textures that were used
The colors that were used

Art Sharing (25 minutes)

Students Will:
Stand by their artwork
Hold up their art piece when it is their turn and share one thing about their artwork
The place they chose
What they like best about their piece
What they found challenging
Peers are listening and observing, silently
Teacher Will:
Model expectations when sharing work (giving examples on what the students can share
- see list above)
Instruct students to be respectful listeners when their peer is sharing

Reflection (5 minutes)
Students Will:
Clean up classroom
Fill out reflection worksheet Exhibition
Whose artwork stood out to you? Why?
What are two things you learned throughout this unit? (select a GLO you think
you met)

Teacher Will:
Collect artwork
Direct students to complete reflection worksheet
Collect completed reflection worksheet
Closing Statement - There are multiple ways we can use art to express ourselves and
the places around us. This is one way that you can use oil pastels to create a piece that
you can showcase and represent a place that is meaningful to you, your family, and
maybe even your culture.

Materials:
PowerPoint on Vincent van Gogh
Computer
Adaptor plug
Digital Projector
Printed reproductions of van Goghs work? (for looking up close?)
Pencil
Oil Pastels
White Paper (Card Stock)
Raised stickers
Sizzors
Permanent Marker (fine)
Powerpoint
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 Mounting paper (black and colored)
Paper clip - for scratching
Paper towels or baby wipes for removing oil from fingers
Reflection Worksheets
Student Checklist
Teacher Assessment Rubric
Elmo

Resources:

PowerPoint on Vincent van Gogh

Vincent Van Gogh. Biography.com, A&E Networks Television, 14 Aug. 2017,
www.biography.com/people/vincent-van-gogh-9515695
Search. Google Arts & Culture, Google,
www.google.com/culturalinstitute/beta/search?q=Van%2BGogh&hl=en
Pinterest
Jennifer Herring
Carol Pierce

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