Understanding Holland from an Artistic

 

2020.02.19 Children’s Class (4~6y.o) Teaching Log

Every time a country is reintroduced, I make slight changes to the content. The reason is that as the first class progresses, you acquire more knowledge about the country.

Yes, the teacher needs to prepare the class! Moreover, significant and minor events occur worldwide every day, so updated information is incorporated into the middle of the class.

I have covered the Netherlands three times in different classes, and I have observed that each time the focus was different. Along with providing a basic introduction to Holland, other aspects are also explored.

 

Just before the exhibition, I attended a pre-exhibition salon called “Into the Starry Night, Meet Van Gogh,” where Mr. Guo provided explanations. This pre-exhibition listening experience is crucial for both adults and children because without some background knowledge, many exhibition sites in Taiwan can only be “felt with the heart.”

Van Gogh’s story is intense, and the general impression often includes keywords like Impressionism, madness, ear-cutting, and suicide. The challenge lies in presenting such content to preschool children in the classroom. I have pondered this question for a long time. If I focus too much on these one-sided keywords, it can create an oversimplified stereotype. However, after attending the lectures, I realized that things are not as they are commonly spread. In the Netherlands, over 100 years ago, exaggerated gossip still surrounded Van Gogh.

In light of this, I have decided to present a clear and accurate picture to the children. Fortunately, I obtained a copy of the National Geographic Kids’ picture book about the life of Van Gogh titled “Vincent van Gogh.” Through this book, we have the opportunity to get to know this sensitive, slender, and deeply sympathetic painter who lived a short but challenging life.

Since Xinguang Mitsukoshi is hosting a Van Gogh Light and Shadow Exhibition, I will focus more on introducing his paintings and the artist himself in the classroom.

 

 

There exist rumors claiming that Van Gogh did not have romantic feelings for women, and it is said that when Gauguin was about to leave the yellow hut, Van Gogh experienced deep emotional pain, leading to the act of cutting off his ear. Some speculate that he was upset because he couldn’t tolerate his sister-in-law’s disapproval and her decision to stop supporting him financially. However, none of these rumors are true.

In reality, the relationship between Van Gogh and Gauguin, whom we refer to as “high heels” (a nickname to aid children’s memory), was strained due to personal differences. They were unable to live and paint together harmoniously, and during a quarrel, it is unclear who exactly was involved, but it resulted in the cutting of Van Gogh’s ear.

It’s important to distinguish between rumors and factual information when discussing historical figures like Van Gogh. By examining reliable sources and seeking accurate accounts, we can gain a better understanding of his life and art.

As a mother and teacher, I’ve come to realize something significant. When we were students in the past, we often had a superficial understanding of many things. We would say, “Oh, I have an impression,” but when asked to explain why, we would struggle because we hadn’t truly grasped the concept or thought deeply about it. This realization is quite alarming. Such an attitude serves as a fertile ground for the spread of gossip.

As a result, I frequently ask questions to my students in class, and I even encourage them to think critically by posing counter-questions. My aim is to foster their logical thinking skills. It is crucial for them to move beyond surface-level understanding and delve into the depths of knowledge.

In addition to exploring Van Gogh, I have been introducing many famous painters from the Netherlands in my classes. Over the past two months, I have consistently showcased a painting by Rembrandt called “The Anatomy Lesson of Dr. Nicolaes Tulp.” Due to the ongoing virus situation, I used this painting in a previous video to discuss the concept of wearing gloves and masks in medicine. I highlighted that even over 100 years ago, when the painting was created, people were aware of the presence of bacteria in the air, although they may not have fully understood it at the time. The painting serves as a powerful testament, as the doctor depicted in the artwork is shown dissecting a human body without wearing gloves.

Since this class serves as an introduction to the Netherlands, it is especially important to provide a compelling example that resonates with the topic at hand.

 

Apart from Rembrandt, who is known for his emphasis on light and shadow, another noteworthy Dutch artist we discuss in our class is Mondrian. Mondrian’s art often features patterns composed of squares and rectangles in blue, red, white, and yellow. Many children may have seen or created similar artworks during their art classes. It’s fascinating to explore Mondrian’s unique style and discuss it in class.

It’s remarkable that a small country like the Netherlands has such a rich history of painting, especially considering its rise over the past 400 years. The reason behind this phenomenon is actually quite straightforward. However, it’s unfortunate that class time is limited, and the age of the children may not be suitable for delving into such discussions. Perhaps in the future, we can explore the interconnectedness of different time periods and learn how to summarize information and clarify contexts. This approach reflects the new trend in education, emphasizing literacy and the ability to analyze and synthesize information.

Towards the end of the class, I presented a challenging guessing puzzle for the children, even though it may be difficult for their age group (4 to 6 years old). The puzzle involves three painters that we discussed in class, and the children are asked to guess the order in which they appeared based on the content we covered and their own intuition. It’s a fun way to engage their thinking skills and reinforce the knowledge they acquired during the class.

 

Each child can quickly determine that Mondrian is the last painter, indicating that he is the closest to our time. They also recognize that Rembrandt and Van Gogh lived in earlier periods based on Rembrandt’s portrait paintings and the absence of gloves in the anatomy painting. This reasoning process showcases their ability to make connections and draw conclusions based on the information provided.

As the children eagerly raise their hands, scrambling to share their thoughts, Lara can’t help but think, “Who said that preschool children can only understand Peppa Pig?” Witnessing such enthusiastic brainstorming and critical thinking, Lara is reminded of the remarkable potential of preschool children to comprehend and appreciate complex subjects like art history. It’s a delightful reminder that children possess an incredible capacity for learning and understanding beyond what is often assumed.