Georgia O'Keefe Flowers

Central Focus

The central focus of the lesson is for students to be introduced to Georgia O’Keefe.  When being introduced to Georgia O’Keef, students will learn about scale and how scale affects a piece of art.

Lesson Rational and Summary

The lesson rational is for students to learn about different scales that an object can be in a piece of art.  By introducing students to Georgia O’Keefe and her large-scale flower paintings that she produced will help students learn about scale

The lesson summary is that students will be introduced to Georgia O’Keefe through a power point presentation.  Within the presentation the students will learn some facts about O’Keefe such as where she grew up and died, fun facts, and her paintings.  With in the presentation, the teacher will be conduction conservation with students to break down the paintings presented in the power point. 

Students will produce an O’Keefe up close scale of something found in nature such as flowers, rocks, leaves, and more.  Students will use oil pastel and watercolor to produce their creation.

Lesson Objectives and State Content Standard Statement/Connection

Lesson Objectives

·      Students will be introduced to the artist Georgia O’Keefe

·      Students will be Pointing out what states that O’Keefe was born and died in

·      Students will be discussing what they see O’Keefe’s paintings

o   Texture

o   Overlapping

o   Color

·      Students will be introduced to the vocabulary word Scale

·      Students will produce a large scale creation of something found in nature

Content Standard

1PE Observe and compare similar themes, subject matter and images in artworks from historical and contemporary eras.

Academic Language

Scale- a size of the object in the piece of art and how it translates in the piece of art

Instructional Language

Pre-Assessment

·      Ask students if they have ever heard of Georgia O’Keefe

·      Ask students if (Georgia O’Keefe Poster) looks familiar

Formative Assessment

·      As lesson is being taught, having students define what past vocabulary they use to help everyone to remember what they have learned. 

Summative Assessment

·      Students will produce a Georgia O’Keefe creation using large scale and natural elements like her paintings

Differentiated Learners

Advanced Learners

Advanced Learners will be encouraged to use variation in composition, texture, and advanced the concept that they are going. 

Slow Learners

The teacher will keep an eye on slow learners and help them with any questions and be encouraged to keep trying because they are all ready doing awesome.

Lesson Resources

·      Georgia O’Keefe Power Point

·      Water color paper

·      Water colors

·      Oil pastels

·      Pencils

·      Erasers

·      Water cups

·      Paintbrushes

Procedure

Part 1: Introduction

·      Students will be seated in their seats (power point will be up)

·      Ask students if they have ever heard of Georgia O’Keefe

o   Show students the examples of Georgia O’Keefe

§  Examples hung in classroom

Part 2: Power Point

·      Slide 1

o   Has the birth and death place of Georgia O’Keefe

§  Have students focus on shapes of the states and repeat the states

·      Slide 2

o   Have students identify Wisconsin and New Mexico on a state map

·      Slide 3

o   Fun Facts about Georgia O’Keefe

§  Georgia likes to paint flowers, landscapes, animal bones, and what is natural

§  O’Keefe was the 2 out of 7 kids

·      Slide 4

o   Purple Flower Painting

§  Have students talk about what they see

·      Examples

o   Color, Overlapping, size, and texture

o   Have students talk about what they see

·      Slide 5

o   Black and White Rose

§  Have students talk about what they see

§  Start to talk about how close the composition of the rose is

·      Start to introduce scale

·      Slide 6

o   Introduce scale

§  Have students talk about what they see and how it’s different compared to the other paintings

·      Slide 7

o   Vocabulary word Scale

§  How the size of the object in a painting affects the piece of art

Part 3: Learn, Explore, And Demonstrate

·      When power point is done have students gather around the second table

o   Have prepared

§  Oil pastel colors

§  Paint brushes

§  Cup of water

§  Water color paper

·      Show students the materials that they will need for the project

·      Ask students what they saw in examples

o   Remind students about scale

·      Show students how they are using the oil pastel to create out line of the natural object

·      Show students how to create texture with oil pastel

o   Darting the oil pastel

o   Blending colors

·      Show students how to use the water colors

o   Blending the colors of the oil pastels to create new textures

·      Have students fill up the space of the paper with other close up objects if close scale object does not fill space

·      Encourage students to create a background

·      Have students go back to their seats to get started

Student Examples

Issues with this lesson

1) Encourage students not to copy the teacher example!  I had a number of students do exactly the demonstration that I did for the class

2) Emphasize to students to use the whole paper instead of making their flowers or items from nature extra small

Henna Inspired Designs

Central Focus (7th Grade)

Students will be learning history of henna tattoos and the foundations of henna design.  Students will be applying what they know about foundations of henna and their composition skills to make a henna design painting.

Lesson Rational and Summary

The lesson rational is for students to connect history to modern tattoo art.  Students will be able to learn the history to henna tattoos, and how the foundation of design to elaborate henna tattoos.

The lesson summary is that students will be introduced to henna and the history through a power point presentation and activities to help students gain an understanding of how to start a henna tattoo.  Students will be presented with 2 design challenges and learn about the different kinds of henna tattoos.

With the practice in design challenges and some general background knowledge, students will be asked to watercolor paper shades of yellow or red.  The students will use brown paint to start their henna design.

Lesson Objectives and Standards

Objectives

·      Introduce students to a new culture

·      Introduce students to culture and traditions

·      Introduce students to henna design and pattern

Standard

2RE Compare and contrast diverse viewpoints about works of art.

Lesson Materials

·      PowerPoint

·      Projector

·      Henna hand outs

·      Henna practice hand out

·      Watercolor paper

·      Water colors

Procedure:

·      Step 1: Power Point

o   Slide 1

§  Ask students what they know about henna

o   Slide 2

§  What is henna made from?

o   Slide 3

§  The Process

·      How do henna tattoos work

o   Slide 4

o   What are the purposes for henna?

§  Marriages and births

·      Slide 6

o   What does Miss Gehres know so much?  (It helps that I'm a henna artist in the summer)

§  Worked at cedar point!

·      Slide 7

o   Draw the designs presented

§  Students will attempt to draw the designs that are on the slide

·      Slide 8

o   How did you draw the designs?

·      Slide 9

o   Miss Gehres’ trick is to start in the middle

·      Slide 10

o   Different kinds of tattoos

§  Organic

§  Radial

·      (Students will be given a work sheet with some basic designs as a warm up)

·      Slide 11

o   Go over the Assignment

·      Slide 12

o   Prompts

§  If you are using organic and radial designs

§  Flow of design and composition

§  Craftsmanship

§  Creativity

Procedure part 2:

I will be showing students two examples and students will be critiquing of how the project could have looked better. 

Explain to students to use a piece of sketch paper and play with some of the inpiring designs that they have seen and bounce ideas

Learners having difficulty

Ask students questions through out the presentation to see if they are picking up what needs to be learned.  Walking around and seeing if students are having difficulty, and see the best way to help the individual student

Student Examples

Issues that I had during lesson

1) I did this lesson before starting student teaching, so this lesson was an excellent guide of planning out every detail and not assuming that every student knows how to watercolor.

2) Before I truly understood assessment, I found myself constantly assessing my students and trying to help each student individually when it helped to address the whole class instead if it was a common problem.

3) I had students who did not have the self confidence to even start on making their own design, so constantly encourage students that they can do it!

Making your own sketchbook!

Sketch Books

Introduction

The students will be making their own sketchbook using various materials and using the sketchbooks in class.  Students will be introduced to abstracted artists Helen Frankenthaler, Jackson Pollock, and Morris Louis

Lesson Summary and Rational

The lesson summary is for students to make their own sketchbook by painting on canvas with water downed acrylic paints on both sides of the canvas.  One the canvas is dried the students will make a stack of sketchbook paper with a piece of cardboard with extra support and glue it together with binding glue.  Once canvas and paper are dried students will assemble a sketchbook.

The rational for the lesson is to introduce one way of making books and giving students the opportunity to create their own sketchbook that will be used in class on various occasions, and completing Friday Activities.  Additionally, students will start to think critically about how artists get inspired and why artists are important.

Objectives

·      Introduce artists Helen Frankenthaler, Jackson Pollock, and Morris Louis

·      Have students use abstract expressionism to paint their sketchbooks

·      Introduce one method of book making

State Standards

7RE Assess one’s own work and working process and the work of others in relation to criteria and standards.

4PE Observe a variety of artworks noticing details, themes and ideas and group

them into patterns and categories.

Differentiation and IEP students

As I walk around the room I will observe students who are struggling with the project.  As I demonstrate the project, I will aid the visual learners and audio learners.  I will pay extra attention to students who are on IEPs and assist in what ever way I can.  Additionally, I will ask Mrs. Speith for any advice on past students and anyone with IEPS.

Materials

·      Canvas

·      Little Cups

·      Acrylic Paints

·      Paper stacks

·      Pre-Cut Canvases

·      Binding Glue

·      Heavy duty clips

·      String

·      Anything extra that students want to add to their sketchbooks

·      Velcro

Procedure

Introduction Part 1: Reference Artists

·      Students will be introduced to the project and function of the project

o   To be used for future activities in class

·      Students will view a power point introducing artist of abstract expressionism

Helen Frankenthaler, Jackson Pollock, and Morris Louis

·      Students will be encouraged to talk about why each artist is important and how their art relates to each other

Introduction Part II: Preparation

·      Show students when they get their own pad of paper how the paper must be the same size of cardboard and decide what side they want to bind it on.

o   Have students clip the side that they want bind together

·      Glue with strong binding glue the side of the pad of paper where the have placed the clips to bind their sketchbooks together

o   Tell students two coats of binding glue and to write their name on the back of the sketch pad

·      Give students cut out pieces of canvas and let students decide how to lay out their own sketchbook

·      With a piece of cardboard have students take water-downed acrylic paints and experiment with dripping of the colors

o   Remind students that white space is okay

o   Remind students to reference the color wheel of complementary colors and how they will turn brown mixed together

·      Have students paint both sides of the canvas

Part III: Putting together

·      Have students test their sketchbook pages to make sure all pages are bind together

·      Show students how to lay their canvas and coordinate where the sketchbook should be placed.

o   Tell students the option of making a pencil holder (Hot Glue Gun)

·      Show students that it is optional to cut an organic design around the outside edges and paint it black for the edge to stand out

·      Once students know how they want to lay out their canvas, have students glue with the binding glue the back of the cardboard to their sketch books

·      Tell students the options of keeping their sketchbooks closed with

o   Buttons

o   String

o   Beads

o   Anything they can think of

Early Finishers

When students finish and have extra time students will be doing their personal cover page

·      Name and hour must be included!

Handy Tips!

1) Students have trouble being creative in the middle school age because they are afraid of doing something wrong so encourage students to collaborate with neighbors before approaching the teacher.

2) Have all materials prepared in advanced!  This is the lesson that I truly learned that I needed to have all materials prepared in advanced!

3) Honestly, my students thought I was crazy when I let them have the freedom to do what ever they wanted long as it fit the criteria of making a sketchbook. 

4) Have a sewing demonstration, a lot of my students had no clue of how to sew!

Student Examples in the makings