Paul Gauguin
Sa
m
ple
file
Artist Study Helper
Table of Contents
Lesson plans……………………………...3
Biography of the Artist…………………..5
file
Montessori Cards………………………...6
m
ple
Picture Study……………………………10
Sa
Notebook Pages………………………...17
Coloring pages…………………………..36
Art Lessons……………………………...41
Lesson Plans
This helper includes enough ideas and resources to spend as little or as much time on this
artist as you want or as the skills of your young artist allow. You will need to pick and
choose what you want from it. No matter what amount you do, your child will be enriched
by art he/she is exposed to.
“Every child should leave school with at least a couple of hundred pictures by great masters hanging
permanently in the halls of his imagination . . . At any rate he should go forth well furnished because
imagination has the property of magical expansion, the more it holds the more it will hold” Charlotte Mason (Vol. 6, p. 43).
Sa
m
ple
file
To introduce this artist to your child you may use the following ideas:
• Read one of the story books about this artist (page 10). Many can be found at your local library.
• Read one of the story books about this artist and later in another lesson fill out the biography page. (page 17-20)
• You can play concentration or go fish with the Montessori cards. (page 7-9). There are
instructions on page 6 explaining how to use them and games you can play with them.
• You can begin by reading the biography and looking at the pictures set aside for picture
study and have each student pick which one he/she likes best. Frame it and put it somewhere it can be seen regularly. Pictures for doing a picture study are on page2 11-.16.
Remember to keep this lesson short maybe 20 minutes to 30 minutes long.
Once you have introduced the artist you can proceed with the following activities to continue to expose your students to great art work.
These lesson ideas below will most likely take your student longer than 2020-30 minutes.
Watch to see if they are getting tired out and stop the lesson if they do. Continue on with it
another day.
•
Once a week do a picture study of one of the works of art. There are six so you can plan
to spend at least six weeks with this artist. (your entire study of this artist may take 8-9
weeks if you use a week or two to introduce the artist)
•
In the same week do one or two of the following activities. It doesn’t really matter what
order they go in.
file
1. Color one of the pictures using the same colors that the artist used. Coloring
pages are on page 33-40
2. Do one of the art lessons on pages 41-43
3. Write about one of the works of art. Notebook pages for this activity are on pages 23-34
4. Copy one of the works of art using the notebook pages on page 21-22.
5. Play concentration with the Montessori cards. Aim to have them say the name of
the art work to gain a pair.
6. Play go fish. Aim to have them use the name of the art work when asking for a
card from another player.
7. Set up a game board using the Montessori cards and have them name the work of
art to be able to land on the card.
8. Fill out one of the artist biography notebook pages on pages 17-31
m
ple
Below is a sample plan. As you can see there are a lot more resources here than you could
ever use in 7 weeks. Whatever little bit you do, it will benefit your student . Have fun! If
you like this artist take 12-14 weeks on it and do everything. No one is counting.
Introduce the artist by reading one of
the story books. Talk about it/narrate.
Fill out one of the Artist Biography
pages
Week 2
Do a picture study of Vision after the
Sermon
Play concentration or go fish with the
Montessori cards.
Week 3
Do a picture study of “Still Life with
Three Puppies.”
Color one of the coloring pages trying
to copy the colors the artist used.
Week 4
Do a picture study of “Gauguin's Self
Portrait.”
Copy “Still life with Apples” and place
your work on the notebook page.
Week 5
Do a picture study of “The Brenton
Girls Dancing.”
Do one of the three art lessons
Week 6
Do a picture study of “L’Arlesienne.”
Write about “The Meal” using a
notebook page
Week 7
Do a picture study of “Still Life with
Apples.”
Play concentration or go fish with the
Montessori Cards.
Sa
Week 1
Paul Gauguin
Born: 1848
Died: 1903
Country: France
Sa
m
ple
file
Paul Gauguin was a French painter of the late 19th century, known for his
bold colors, primitive style and paintings of Polynesian girls. Born in Paris,
Paul Gauguin spent his early childhood in Peru, where his maternal grandmother was a well-known socialist and feminist, then returned to Paris
when he was six years old. He spent his late teens and early twenties in the
merchant marine and navy, then settled down in Paris in 1871 and built a
life as a stockbroker, with a wife and five children. Gauguin began painting
part-time under the tutelage of Camille Pissarro, and fell in with the Impressionists of Paris. He left his career to take up painting full time around
1882, leaving his family for a life of art and the quest for a primitive paradise. Gauguin traveled from Brittany to Panama to Martinique before returning to Paris in 1888, where he met Vincent Van Gogh and formed a
friendship based on art and depressive disorders; some historians even think
it was Gauguin who cut off Van Gogh's ear with a sword. Gauguin ended up
in Tahiti in 1891, and his most well-known paintings depict Polynesian culture, rendered in solid outlines and vivid color. He died at the age of 54
from a disease. A book published in Germany in 2009, Van Gogh's Ear:
Paul Gauguin and the Pact of Silence, argues that Paul Gauguin sliced off
Vincent Van Gogh's ear with a sword during an argument in 1888, and that
both artists agreed to say Van Gogh had done it himself. The two painted
together and had close friendship, until Van Gogh apparently became too
demanding of Gauguin's attention. The traditional story is that Van Gogh
cut his own ear off after an argument with Gauguin.
How To Use Montessori Picture Cards
The Montessori picture cards are a great way to teach children about the basics of reading,
through the use of self-correcting cards that match particular words with particular images.
Basics. First of all, you need to give the children information on when to use the Montessori picture cards, and where these cards can be found. If you are a teacher who handles a
group of children, place the cards in an accessible place such as the library, or in the classroom.
Teaching the children the mechanics. Now, tell the children about how they can
use the cards. Basically, there are two sets of cards in the Montessori system. One set of cards
has pictures, while the other set of cards has words. Each word corresponds to one picture.
Pronunciation. Give emphasis on not just recognizing the words, but knowing how to
ple
file
pronounce the letters in the words. Make sure that you instruct the children to read out
loud each word. Reading out loud reinforces the words that the children are learning, and
helps them make reading a more concrete activity.
Show examples. During the first time that the children will use the Montessori picture
Sa
m
cards, it is best that you demonstrate first with a couple of the cards. Take the word card, and
then pronounce the words. Afterwards, find the corresponding picture card and hook it to
the word card, to show the children how to check whether they were correct or not.
Step back. After you have demonstrated, let the children do the rest of the exercises. Remember, supervision is at a bare minimum when the children are using Montessori picture
cards. The whole philosophy behind Montessori teaching is that the children should have the
initiative and opportunity to learn by themselves, after all.
Other ways you can use them.
• Print two copies of the control cards (the ones without a separating line between the
picture and the name) and play concentration and/or go fish. (they last longer when laminated; otherwise try printing onto cardstock)
• Print multiple copies and cut off the top half of the cards with only the pictures and lay
them out on the floor like a board game. Roll a dice and move that number of “spaces.” If
you know the name of that picture you can stay, if not…back you go! First player that gets
to the end of the game board is the winner.
• Put the cards in chronological order, or categorize them in another way.
Your ideas!
Loulou
Sa
m
ple
file
L’Arlesienne
La tiare Farani
A Woman with a
Flower
file
Still Life with Apples
Sa
m
ple
Breton Girls Dancing
Self-Portrait
The Meal
Still Life with Three
Puppies
Sa
m
ple
file
The White Horse
Women at the
Beach
Vision After the
Sermon
Picture Study
“Picture study gives us a simple yet powerful tool to influence our children’s sense of beauty, to cultivate within them a taste for what is good.” -Sonya Schaffer from Simply Charlotte Mason website
How To Begin:
1. Select one artist and six or so of his pictures to study. Do one picture a week.
2. When you begin to study a new artist, Charlotte suggested that you read a short story of
that artist’s life. (there is a bio of the artist at the front of the e-book and a book list for
Matisse below)
3. Let the children study one picture, silently taking it all in, noticing every detail until they
know it and see it in their mind’s eye.
file
4. Turn the reproduction over or hide it from sight, and have the children describe it in as
much detail as they can remember.
Sa
m
ple
5. When the narrations are complete, invite a short discussion about the picture. Keep in
mind that you do not have to know all the answers, you simply tell the name of the piece
and ask the children’s response to it. “Did you like this painting?” “What did this picture
make you think of?” “How does this painting make you feel?” “Did it remind you of anything you’ve read about?” These simple questions further the children’s interaction with the
piece, helping them connect the new painting to what they already know.
The next week, select another picture by the same artist and repeat the process. Over several
weeks you will have covered all six pictures, one picture every week or two.
Then choose a new artist and go again.
Books for kids about Paul Gauguin:
The Yellow House : Vincent Van Gogh and Paul Gauguin Side by side by Susan Goldman
Gauguin: Getting to know the world’s Famous Artists by Mike Venezia
Paul Gauguin: A Journey to Tahiti (Adventures in Art Series)
Gauguin (Tick-Tock Essential Artists)
Paul Gauguin (Artists in Their Time)
First Impressions: Paul Gauguin
file
ple
m
Sa
Still Life With Three Puppies
file
Breton Girls Dancing
ple
m
Sa
file
Vision After the Sermon
ple
m
Sa
L’Arlesienne
ple
m
Sa
file
file
Self-Portrait
ple
m
Sa
file
Still Life with Apples
ple
m
Sa
Paul Gauguin
Birth:_________________________________
Death:________________________________
Sa
m
ple
file
Nationality:___________________________
Paul Gauguin
Birth:________________________
Death:________________________
Sa
m
ple
file
Nationality:___________________
Paul Gauguin
Birth:________________________
Death:________________________
m
ple
file
Nationality:___________________
Sa
Cut out your favorite
paintings on the following page(s) and
glue them here.
Vision after the Sermon
Still Life with Apples
The Meal
Sa
m
ple
file
Breton Girls Dancing
Vision after the Sermon
Still Life with Apples
L’Arlesienne
Woman with a Flower
Still Life with Three
Puppies
Sa
m
ple
file
SelfSelf-Portrait
Women on the Beach
Loulou
La Tiare Lafarani
The White Horse
Paul Gauguin
Name : ___________________________
Date :
̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲
file
Write in the name of the
Painting you chose and
the date it was painted.
Sa
m
ple
Choose one of the paintings from the pages before and paste them here. Have your child copy
the piece and place it in the space
below.
Place your art work here
Paul Gauguin
Name : ___________________________
Date :
Sa
m
ple
file
̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲
Sa
m
ple
file
The Meal by Paul Gauguin
Sa
m
ple
file
Breton Girls Dancing by Paul Gauguin
Sa
m
ple
file
Loulou by Paul Gauguin
Sa
m
ple
file
Vision After the Sermon by Paul Gauguin
Sa
m
ple
file
L’Arlesienne by Paul Gauguin
Sa
m
ple
file
Self Portrait by Paul Gauguin
Sa
m
ple
file
Still Life with Apples by Paul Gauguin