Imagine leaving everything behind to find true inspiration.
Thatâs exactly what Paul Gauguin did.
Born in France in 1848, Gauguin didnât start as an artist. He was a stockbroker. But art called to him, and he answered.Â
He left behind his comfortable life to paint, searching for places that inspired him. His travels eventually led him to the islands of Tahiti, where he painted some of his most famous works.
So, why is Gauguin one of our 35 masters?
He broke the rules of color and realism.Â
Gauguin didnât care if trees were green or mountains were brown. He used bold, imaginative colors to capture emotions. His landscapes of Tahiti are filled with vibrant colors that stir the senses.
Your students will love learning from Gauguin because:
- They can explore new ways to express feelings through color.
- His paintings encourage creativity and imagination.
- Gauguinâs story shows how passion can shape an artistâs path.
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So what exactly can your students learn from studying Gauguin?
Theyâll learn to see beyond whatâs in front of them. Gauguin taught that art isnât about copying nature exactly. Itâs about using your imagination.Â
Students will also explore how warm and cool colors can evoke emotion.
Theyâll see how a landscape can tell a story without needing words.
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Hereâs how to bring Gauguin into the classroom:
- Start with our multimedia assembly. Introduce Gauguin through vibrant slides and engaging music. Your students will be transported to the bright, sunny world of Tahiti.
- Use our technique packets. These step-by-step guides will help students understand Gauguinâs use of color and composition. Theyâll get hands-on practice before creating their own artwork.
- Let your students create their own masterpieces. They can use bold colors, just like Gauguin, to bring their imagination to life.
By studying Paul Gauguin, your students will gain confidence in using color and creativity. Theyâll learn that art can express feelings, ideas, and dreams.
Want to see what your students can create? Check out our student gallery.
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