Title: Starry Night Pumpkins

Grade Level: 3rd Grade

Michigan Visual Arts Content Standards:

 ART.VA.I.3.1 Compare the use of various materials to communicate ideas and sensory
experiences in an artwork.

 ART.VA.II.3.3 Examine how artists turn ideas into visual solutions

 ART.VA.V.3.2 Investigate and identify careers related to artists who work in specific media.

Goals:

 To teach students to create art while using a real life reference

 To teach students about impressionism techniques
 To teach students about real life artist: Vincent Van Gogh

Objectives:

 For each student to create an impressionism style piece using pumpkins as a reference.
 For students to use pastels to create layers of colors simulating stars and starlight

Materials:

 Dark Blue Construction Paper

 8 x 10 White Paper
 Number 2 Pencils
 Erasers
 Oil Pastels
 Scissors
 Glue Sticks
 Watercolor Paints (Orange and Brown)
 Paint Brushes
 Mini Pumpkins (for reference)

Time requirements: 4-5 weeks

Discussion:

Talk about the Starry Night painting (everyone should recognize it) and Vincent Van Gogh. Have
them look at an example of the painting and have them tell you what they notice. After they have shared
their observations, explain to them that impressionist painters used small thin brushstrokes to depict
movement and light in their pieces. After they have a good idea of impressionism, proceed with
instructions on how to begin the project.

Procedure:

To begin have students draw two or three pumpkins in pencil on the white paper using the
reference on their table. Once they have drawn their pumpkins they will begin to fill them in with
watercolor, using orange for the pumpkin and brown for the stem. Once they have completed this task,
place them on the drying rack to dry.

For the second week, students who did not finish painting their pumpkins will finish that step
today. Again, once they are done they will place their pumpkins on the drying rack to dry. Then they will
use the sheet of dark blue construction paper to begin their background. They will create a horizon line
and fill the bottom in using green, brown, and yellow pastels for the ground. Remind students to give the
ground some texture instead of just scribbling it in (tufts of grass, dirt patches, etc.)

For the third week, students will finish coloring in the ground with pastel. Once they finish this
step they will begin to focus on the sky. Remind the students of Starry Night, and how Van Gogh used
small dashed lines to make the stars appear as if they are swirling and glowing. Students will then use
bright colored pastels to create their stars and swirls. The stars and swirls should span across the whole
top of the paper, but some of the blue of the paper should still be visible to simulate the sky.

The fourth week students will finish the skies on their pieces. Once the sky and ground are
compete, students will return to their pumpkins and use black pastel to outline the pumpkins before
cutting them out. Once cut out, the pumpkins will be glued to the construction paper. Students should
glue the pumpkins so the bottoms of them are sitting on the ground and some can overlap a little.

An extra class period can be added for this project for students who did not finish on time or
were absent for one of the class periods.
Examples shown below:

Evaluation:

Points /12
Accommodations:

 Will adjust as student IEP dictates

Additional Instructional Accommodations

 Extended time on assignment

 Using multiple media and/or supplemental materials
 Individualized instruction
 Peer tutoring
 Using written and pictorial forms to teach
 Small group instruction
 Cooperative learning groups
 Check often for understanding and review
 Explain of paraphrase the directions for clarity
 Repetition of directions for clarity

For CI students who may need some adaptions, instead of each student doing this project
individually, students would be put into cooperative groups, about 3, where they would do a larger
scale version of the project working together. This would allow students who need more time or help
preforming the steps and would also promote collaboration and teamwork.

Additional Accommodational Tools

 Wide Handled Pencils

 Stencils
 Paraprofessional

Students who have dexterity needs may use wider handled art supplies to complete their project. They
may also use rulers and stencils for ease of tracing shapes and making straighter lines.

Students who have more severe problems with dexterity could have a paraprofessional come in and help
them with their project via dictation. Student pairs or groups can also be used so that students with
dexterity needs can be help by partners.