ELRN750-Spring2012-NSU

1. TEACHING AND LEARNING
WITH
DIGITAL TECHNOLOGY
ELRN 750-SPRING 2012-NSU
AUTHENTIC LEARNING
PROJECT

2. Author:
TRANG NGUYEN
Instructor:
DR. GREGORY M. FRANCOM
NORTHERN STATE UNIVERSITY

3. AUTHENTIC LEARNING PROJECT
Subject: Art history,
thinking outside the box
Grade: 6-8
Students will create
their own version of
Vincent Van Gogh’s
“Starry Night”

4. AUTHENTIC
LEARNING
PROJECT
-Students will understand and use visual arts as a means
for creative self- expression and interpersonal
communication.
-Students will understand the relationship between visual
arts and history, culture, and society.
-Students will demonstrate a capacity for critical and
sensitive response to various visual arts experiences.
-Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes.
-Students will apply existing knowledge to generate new
ideas, products, or processes.
-Students will create original works as a means of
personal expression.
Primary Core Objectives

5. LEARNING OUTCOMES
Students will explore the
artist's background, examine
his particular style by taking a
look at some of his work, and
have an opportunity to create
their own Van Gogh-like
picture and identify several
perspectives in it.

6. DESCRIPTION OF THE AUTHENTIC LEARNING IN THE PROJECT
The students may learn about Van Gogh-the
famous artist of the art world and his art
works. And then the students create their own
artwork.
The students learned to understand the ideas
and approach visual art. The visual arts were
naturally contributing higher-order thinking
skills (perceiving art), acquiring a depth of
knowledge (long-term involvement with the art
process), and providing value and meaning
outside the classroom (real-world applications
of the visual arts).

7. HOW THE PROJECT REQUIRES LEARNERS TO EITHER DESIGN,
EXPERIMENT, OR COMMUNICATE
The students will learned about Van Gogh by following
a presentation by the teacher. They will also look at
the drawing “Starry Night” as a class and identify
perspectives shown by pointing to the site of the
drawing. The students also draw the picture from the
“correct” point of perspective. The “correct” point of
perspective may be whichever point of perspective
the student feels is correct. The students will write a
4-sentence story about their picture that they just
drew and read their stories out loud to the class. Last,
they will discuss their pictures using the perspectives
they think are the most similar to the authentic
picture and also tell about the differences in their
picture.

8. DESCRIPTION OF WHAT LEARNERS WILL COMPLETE FOR THE PROJECT
One of Van Gogh's most famous works is "Starry
Night". In an art project that focused on the
concept of texture, each student was asked to
create his or her own version of Van Gogh's
famous painting. The students will create a
picture similar to Van Gogh’s “Starry Night." by
using either pencil, watercolor or Acrylic color on
paper. They will self-evaluate their pictures and
find at least three perspectives that are similar to
both art works. They must present their final
amazing artwork. They also have an assignment
writing a four to five sentence story about their
drawing.

9. Materials and technologies used by the Teacher
-Computer for online
-Presentation: Art of Vincent Van Gogh
-Overhead projector to project images to
classroom.

10. Materials and technologies used by the students
-Pencil, eraser, watercolor or Acrylics color,
brushes, paper.
-The students are not required to do their
artwork using technology.

11. Instructional Procedures
1-Show the provided presentation or read the short
biography about Van Gogh aloud and show examples
of Van Gogh’s work.
Go to the presentation:
http://popplet.com/app/#/266775

12. 2-Look at the drawing
“Starry Night” as a class.
Model the identification
of a perspective then ask
students to come up and
identify one of the
perspectives shown by
pointing to the side of the
drawing.
Instructional Procedures

13. 3- Have the students create
their own Van Gogh-style
artwork using pencil, eraser,
watercolor (or Acrylics
color), paper. Be sure that
the students create their
artwork using at least three
“correct” perspective
points. The “correct” point
of perspective may be
whichever point of
perspective the student
feels is correct.
Instructional Procedures

14. 4-Have the students write a 4-5
sentence story about their picture
that they just drew.
Instructional Procedures

15. 5- Have the students read their
stories aloud to the class.
Ask the students which
perspective they think is the
most correct.
Ask the students if they can
think of any other places like in
the picture.
Answers could include the
hometown at night; the centre
of the Earth, etc.
Instructional Procedures

16. Instructional Procedures
6- Ask student to improve their amazing
artwork.

17. Instructional Procedures
Artworks of Students

18. There are various ways to assess
students with the subject of art.
The teacher observes during the
students’ drawing to recognize who
understands the project, and who is
creating their artwork with at least
three "correct perspective points".
The teacher assesses during students’
discussion time and exchange ideas for
what they learned about the correct
perspective points. At this time, the
teacher will assess the students through
their completed artwork. This step will
show their creativity and evaluate their
artistic abilities.
Assessment Plan

19. Thank you for
watching!