Vincent and Theo


Vincent and Theo by Deborah Heiligman

Reviewed by D. Tomlinson, T. Wong, D. Wulfe, and B. Yafckli  

Review:

Deborah Heligman’s Vincent and Theo tells the emotional story about the relationship between famed tragic artist Vincent Van Gogh and his younger, more rational brother, Theo Van Gogh, who worked as an art dealer. Raised in the Netherlands by parents who loved nature, the arts, and books, both left home in their middle teens to begin working for their uncles, who owned prestigious art galleries in several European cities. While Vincent was overwhelmed with his mental illness and struggled to gain recognition for his art, Theo struggled with a series of new relationships that continuously failed. Vincent would later look to Theo to support him not only financially but emotionally as he continued to toil as an artist. Theo helped define Vincent even when they lived in separate countries, writing to each other on a daily basis as brothers who recognized their dependence on each other to endure the trials of life. Although the brothers are vastly different in terms of priorities, creativity, and lifestyle, they share a friendship that supported each other’s journeys in life. This novel focuses more on the lives Vincent and Theo led as opposed to the story of Vincent’s obsessive pursuit of becoming a renowned artist.


This young adult biographical work is based on over six hundred letters Vincent wrote to his brother in their lifetime. Starting from when the two were children to Vincent’s brutal death, their story is organized as a “museum tour” by dividing the sections of their lives as “galleries,” the structure of the novel is chronological. Each chapter is short and usually details a brief conversation or specific event in their lives (Vincent working on his art, one of Theo’s relationships, a day with their family, etc.). The novel’s narration is primarily present-tense and includes more standard narrative chapters with short scenes that are almost like sketches. The language is highly visual throughout, inviting readers to imagine the view for themselves. From their sufferings and struggles to their pleasures, the language effectively heightens the brothers’ emotional intensity and, most of all, Vincent’s wild and original art.


The novel allows young readers to learn more about the life of Vincent Van Gogh outside of his widespread fame as a tragic artist by learning about his struggles with mental health and how his brother served as a support system in his life. Even those who are not interested in art can be captivated by this strong story of brotherhood and how their support impacted their lives. Not only does the novel capture the relationship between the two brothers, but it powerfully conveys the way mental illness clusters in families. Readers will feel the impact of Vincent’s struggle and how it affects his family, notably how Theo treats Vincent following his mental decline. “But sometimes a person who seems easy is one whose calm outside belies a troubled and turbulent inside” (185). Exploring themes such as family (specifically brotherhood), the impact of mental health, and the spirit of creativity, Heligman unfolds their story, not only as a simple biography but as a form of visual art.


Biography:

Deborah Heiligman knew she wanted to write from an early age; however, she took a different route in university. Born and raised in Allentown, Pennsylvania- Heiligman graduated from Brown University with a degree in Religious Studies. The now accomplished writer ultimately borrowed a significant amount of her knowledge and interest in religions into her writings.


After receiving her degree, she began working for Scholastic- writing at a fourth-grade level magazine. In this position, she discovered a love for writing directed towards younger audiences. To date, she’s published thirty-one, mostly nonfiction, books for young readers ranging from elementary school level to high school. Many of these have been critically acclaimed, including her 2019 novel Torpedoed, which was named the YALSA Award for Excellence in Nonfiction Finalist and a Kirkus Reviews Best Books of the Year. Along with many other awards for other novels, Vincent and Theo, published in 2017, has received the Boston Globe-Horn Book Award for Nonfiction, an SCWBI Golden Kite Award, and the 2018 Printz and YALSA Awards for excellence in literature for young adults.


Heiligman pulled together both her love of children’s writing and the curiosity in the deeper meaning of life for inspiration in many of her novels, including Vincent and Theo. She’s explained that, whenever she writes a book, she writes it for herself at an age that she would’ve wanted to read it. For young adults, she would’ve liked to read novels that addressed life’s biggest questions: “life, death, meaning, science.”


She felt interested in writing the story of Vincent and Theo because she felt as if Vincent embodied the teenage “all-or-nothing,” highly emotional mind- even into his thirties. The novel focuses on close family relationships and the big themes she always hoped to read about as a young adult- grappling with the deeper meaning of life. 


In her author’s note, Heiligman explains that she felt inspired to write this novel about a brotherly relationship as she walked around the Van Gogh Museum in Amsterdam. As she started on her research, she wanted to dig deeper into who Van Gogh was. Most people remember his mental instability, but “what about his religion and his decision to become a painter so he could leave the world a souvenir?” (Heiligman 425).


Instructional Resources:

  1. Vocabulary Lists – The text is written with a complexity that includes vocabulary that may be unfamiliar to students. Through this extensive link, there are ten sets of vocabulary terms that can be explored by practicing understanding and spelling and even competing in virtual competitions with other scholars.
  2. Meet-the-Author Recording with Deborah Heiligman- In this three-minute recording, the author of Vincent and Theo shares some background information on herself and how she came about writing the novel. Also, reading an excerpt from the story, Heiligman makes this interview accessible to all scholars by providing a transcript of the interview below the recording.
  3. Read and Respond Lesson Generator- Categorized into three levels based on complexity; teachers can utilize this tool to create a reading comprehension assignment. Teachers can customize these lessons but encompass analyzing and close reading of the text for students.
  4. Van Gogh’s Biography- The Van Gogh gallery provides several resources on the Van Gogh brothers discussing their biography. Also included on the website are in-depth articles that break down the biography into sections such as early/later years, mental state, influences, and places traveled.
  5. Van Gogh Letters- Provided by the Van Gogh Museum, edited and translated versions of Vincent’s letters can be examined and even read. Inclusive of letters to his friends and family, these letters gave Deborah Heiligman inspiration for the book. 
  6. Van Gogh Worldwide- This website provides the extensive artwork of the Van Gogh brothers on a digital platform. Sorted by time periods, medium, and contributing institutions, this galley gives all the specifics on the artwork.
  7. Vincent Van Gogh Organization– Ranging from a biography of Vincent’s life to the complete sets of his artwork, this website encompasses the different stages of Vincent’s life while discussing how it has affected his artwork. The website also includes the masterpieces, paintings, drawings, and letters of Vincent Van Gogh.
  8. Deborah Heiligman's Process- In the article, Heiligman takes the reader through the process of her research for the book. Walking through the inspiration that first sprouted the idea to the layout of the manuscript with all its notes, the article uses pictures to display the amount of work put into creating this novel.
  9. Writing and Research Tips- These two links provide tips for children on how to write their content and how to research for it as well! Provided by Deborah Heiligman, these tips are both creative and imaginative for keeping scholars engaged.
  10. Van Gogh Alive Exhibition- Showcasing all the art of the Van Gogh brothers, this YouTube video displays all the work in the “Van Gogh Alive Exhibition” in Milan. Almost as a virtual walkthrough, the video shows still and live shots of both the art and viewers.
  11. Teaching with Vincent Van Gogh- This extensive article is provided by Teacher Curator, a website assisting teachers in finding content and materials for their classroom. There are activities and teaching resources on the Van Gogh brothers and even a PowerPoint discussing the artwork.

Instructional Activity:

Preview:

Students will be learning about how to find themes in books and then use those themes to create a thesis and write a well written and argumentative essay. To find a theme they will be working on them in class and will be reading the book “Vincent and Theo the Van Gogh Brothers”. While reading this book they will be assigned homework that will have them find keywords that will help them find themes and will use these themes to write an essay.

California Common Core Standards: 

 Literacy Standard: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (CCSS.RL 9-10.2)

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (CCSS.RL 9-10.4)


Content Area Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. (CCSS.W.9-10.2)


English Language Development (ELD): Explain how a writer’s or speaker’s choice of phrasing or specific words (e.g., describing a character or action as aggressive versus bold) produces nuances and different effects on the audience. (ELD.PI.9-10.8)

Resources and Preparation:

Homework Sheet A

Write down keywords you found in the text including the page number you found the word on. Write down the context of the keyword in the passage and relate how the word is being used to yourself. Write down synonyms and antonyms of the word. Finally write a sample one sentence thesis statement you can use for your essay. 


Your word from the text (pg#).

What is the context of the word from the text?

What does the word mean to you?

What are synonyms of this word?

What are antonyms of this word?

Write a thesis sentence for this word.


























 


Instructional Plan:

Day 1


Lesson Introduction/Anticipatory Set  - How you introduce your lesson & engage students

Time

Teacher Does

Student Does

0- 10 min

1. Teacher will introduce what themes are.

2. Teacher will allow students to come up with questions about what they just learned.

3. Teacher will play video https://www.youtube.com/watch?v=RecVd-6g-IY so that students will learn about themes.

4. Teacher will ask if students had any questions about the book and ask what they did and/or did not like about the video

Students will raise their hands and ask questions that come to mind about the videohttps://www.youtube.com/watch?v=RecVd-6g-IY 

Students will ask about or comment on what they know about themes

Lesson Body – The lesson itself

Time

Teacher Does

Student Does

15-30 min


Teacher will start writing sample themes on the board.

Teacher will ask students for their own examples of keywords from media such as music, movies, TV shows, or books,

Teacher will introduce Vincent Van Gogh by showing the websites  https://www.youtube.com/watch?v=vBLvusSwHRk and https://www.vangoghgallery.com/painting/starry-night.html and https://www.vangoghmuseum.nl/en/highlights/letters?_ga=2.244420421.1361765778.1607445484-696239559.1607445484 and then explore the rest of the works on that websites.

Teacher will introduce the book “Vincent and Theo the Van Gogh Brothers”



  1. Students will write down notes on what the teacher is talking and writing about. 

  2. They will also write down sample themes to ask the teacher about.

  3. They will answer questions when called upon.


Lesson Closure – How you wrap up and transition to homework or the next lesson

Time

Teacher Does

Student Does

5-10 min

Teacher will answer last questions that students have and assign students to read the book “Vincent and Theo the Van Gogh Brothers”

Students will be given the book“Vincent and Theo the Van Gogh Brothers”. 

Students will ask questions and receive homework Sheet A.


Day 2


Lesson Introduction


Time

Teacher Does

Student Does

0-10 min

  1. Teacher recaps and summarizes the book.

  2. The teacher will ask students about their homework and ask about what themes they came up for the book.


  1. Students will listen to the teacher.

  2. Students will answer the teacher’s question when called on.

  3. Students will ask any questions they had about either themes or the book.

15-30 min

  1. Teacher will collect the homework.

  2. Teacher will move on to discuss the themes and importance of them in the novel.

  3. Teacher will use the themes the students found and argue about whether or not those are themes found in the book.

  4. Teacher will call on students to ask them about things they liked about the book.

  5. Teacher will ask students about things they did not like about the book.


Students will listen to the teacher’s lecture.

Students will take notes on the lesson.

Students will both answer and ask questions.

5-10 min

  1. Teacher will have students discuss about what they liked about the lesson with each other.

  2. Teacher will wrap up discussion and ask students if they have any further questions about themes, Vincent Van Gogh, or the Book.

  3. Teacher will assign an essay to measure students' learning and ability to not only find themes but to make a thesis and write a persuasive essay.

Students will ask insightful questions that they have about the book, themes, or Vincent Van Gogh.

Students will talk about what they liked and did not like about the lesson.

Students will accept the homework/essay.



Bibliography


ArtrageouswithNate. (2017, September 06). Who Was Vincent Van Gogh? Retrieved December 08, 2020, from https://www.youtube.com/watch?v=vBLvusSwHRk

Heiligman, Deborah. Vincent and Theo: the Van Gogh Brothers. Square Fish/Godwin Books/Henry Holt and Company, 2019. 

Mobytherobot. (2017, August 23). THEME. Retrieved December 08, 2020, from https://www.youtube.com/watch?v=RecVd-6g-IY

Peyton, Matt. “Deborah Heiligman - Children's and YA Author.” Macmillan Speakers Bureau, 7 May 2020, www.macmillanspeakers.com/deborahheiligman. 

Schwartzapfel, Beth. “When Grown-Ups Fail.” Brown Alumni Magazine, 2001, www.brownalumnimagazine.com/content/view/3202/32. 

Van Gogh Highlights - The Letters - Van Gogh Museum. (n.d.). Retrieved December 08, 2020, from https://www.vangoghmuseum.nl/en/highlights/letters?_ga=2.244420421.1361765778.1607445484-696239559.1607445484

Van Gogh Starry Night: Van Gogh Gallery. (n.d.). Retrieved December 08, 2020, from https://www.vangoghgallery.com/painting/starry-night.html

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