Van Gogh Hatch Drawing

LESSON TITLE: Van Gogh Hatch Darwing
TEACHER NAME: Jennifer Schupak
GRADE LEVEL: 5th- 12th
CLASS TIME: _55_Minutes _2_Days_Week _2_

  • Science–astronomy, night/day
  • Social Studies–Dutch culture


  1. TLW become cognizant of the Impressionistic style of Vincent van Gogh and background on the artist
  2. TLW become familiar with value/drawing technique of hatchin


  • Pencils
  • Erasers
  • Markers
  • Large manila drawing paper
  • Visuals, print of Starry Night or any other Van Gogh work with lots of hatch-like line.


impasto – thick paint that is applied to the painting with a brush or a palette knife and which gives the surface of the painting a rough texture

subject matter – message: what a communication that is about something is about

vibrant – intensely bright or vivid

emotion – a personal feeling, such as sadness, joy, anger, happiness


Gogh, Vincent Van, Sjraar Van. Heugten, Joachim Pissarro, Chris Stolwijk, Geeta Bruin, Maite Van Dijk, and Jennifer Field. Van Gogh and the Colors of the Night. [New York]: Museum of Modern Art, 2008. Print.


    Hold out a coloring book–open it, and tack it up on the board. Begin to color in one page, as they normally would. “How am I doing class?” Once they comment on how well you’re doing, go to the opposite page and begin to fill in the picture using hatch marks–Ask again, “How am I doing?” The class will of course be in an uproar–explain that what you are doing is called “Hatching” and then go on to explain a bit more in depth as to technique. This is your introduction into direct instruction.

Direct Instruction:

  • Explain hatching
  • Give examples of hatching in art
  • Intro Van Gogh and display print of Starry Night
  • Explain how he used tiny lines to create his works
  • Model technique
  • Have some student volunteers come up to board and demonstrate correct hatching technique
  • Model steps of how to draw a rendition of Van Gogh’s Starry Night (example: “Draw the big shapes first, then begin filling them in with hatch marks…” etc.)


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