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ART for the Pre-Primary & Primary Child

2/29/2016

LESSON: Flower Power

ARTIST: Georgia O’Keefe

ELEMENT: Color

MEDIA: Watercolor

GRADE: 1
EXAMPLE OF LESSON

Central Focus of Lesson: Georgia O’Keefe and a student drawn and painted flower

Time Needed for Lesson: 2 – 55 minute Sessions

ARTIST TIED INTO LESSON:

The Life of Georgia O'Keefe

Best known for her flower paintings, Georgia O'Keeffe often used striking viewpoints to draw
attention to her subject matter. She painted her flowers so large that they had to be noticed
and seen in a new way.

O'Keeffe was born in 1887 in Wisconsin, the second of seven children. She grew up close to
nature on a large farm. As a child, she had a rebellious temperament and found school dull
and constricting. By age ten, she had already decided that she would grow up to be an artist.

After studying art in both Chicago and New York, O'Keeffe spent several years teaching in an
elementary school and later in a college. In the early 1920's, she stopped teaching and moved
to New York to marry Alfred Stieglitz, a well-known photographer. In the busy city, she felt
that people did not take time to appreciate the small wonders of nature. To draw their
attention and force them to look more carefully, she painted flowers larger than life, often
filling the complete canvas with a single flower.
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After her husband died, O'Keeffe moved to New Mexico and painted the nature she loved so
much. She was ninety-eight years old when she died in 1986.

Excerpt from: Voigt, Julie N. "In the Style of - Georgia O'Keeffe." Art for Small Hands. N.p., 23 Sept. 2009.
Web. 23 Nov. 2014. <http://www.artforsmallhands.com/2009/09/in-style-of-georgia-okeeffe.html>.

STUDENT LEARNER OBJECTIVES:

I can identify that seeds the right environment to grow that includes, sun, dirt, and water into
a flower.

I can define observation, opaque, and transparent, organic, and geomantic shapes.

I can follow multiple steps to create a work of art with appropriate use of watercolor paint.

OHIO VISUAL ARTS STANDARDS:

Abbreviation Key:
PE: PERCEIVING/KNOWING - Observe, listen, attend to, discriminate
PR: PRODUCING/PERFORMING - Generate, create, realize, use & master skills
RE: RESPONDING/REFLECTING - Make connections, reconsider, question, self-assess

FIRST Grade.
Content Statements:
2PE Explore and describe how a selected art object was made.
6PE Generate art making ideas from their daily experiences and the environment.
4PR Create an artwork based on observation of familiar objects and scenes.

CROSS-CURRICULAR OHIO STANDARD:

SCIENCE
Abbreviation Key:
T-Topic
CS - Content Standards

FIRST Grade.
T: Basic Needs of Living Things
CS: Living things survive only in environments that meet their needs.
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Resources are necessary to meet the needs of an individual and populations of individuals. Living things interact with
their physical environments as they meet those needs. Effects of seasonal changes within the local environment directly
impact the availability of resources.

MOTIVATION AND RESOURCES: Picture Book, Flower Power PowerPoint Presentation

Start the lesson by introducing the story, The Tiny Seed by Eric Carle in the Flower Power
PowerPoint by asking them where do flowers come from? Initiate a discussion about seeds
and the fact story is going to take us through the journey of a very tiny seed. Have students
gather in a circle on the floor around the teacher’s chair, read the story, have students point
out the tiny seed on each page, and then at the end of the story ask the students if they know
why the seed was able to grow into the giant flower. Once the students have identified what a
seed needs to grow, bring the students back to the Flower Power PowerPoint by talking about
the artist who painted “giant” flowers, Georgia O’Keefe. Show the students the PowerPoint to
engage them in the artwork of the artist that is the inspiration for their art project.

VOCABULARY:

Geometric Shapes- such as circles, triangles, or squares have perfect, uniform measurements
and don't often appear in nature.

Organic Shapes - are associated with things from the natural world, like plants and animals.

Opaque – A paint color is said to be opaque when it hides what's underneath it, when you
can't see any or much of what's beneath the color.

Transparent – A paint color is said to be transparent when you can see through it to what is
underneath.

Observation - The action or process of looking at something or someone carefully or in order

to gain information.

SUPPLIES & TECHNOLOGY:

Watercolor Paints Trays 9x12 Watercolor paper

Large paintbrush brushes Masking tape
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8H Pencils White acrylic or tempera paint

Sponges Erasers
Large Permanent Black Markers 9x12 Newsprint
Flower Power PowerPoint Laptop
Projector Screen
Paper Towels Water
Soap Drawing Boards
Tables Chairs
Multi-colored Pipe Cleaners Flower Photographs
Hand-out of How to Draw a Flower Copy of the The Tiny Seed by Eric Carle
Pre-Tests Post- Tests
Rubrics Pencil Sharpener

DAY 1

Introduce the focus of the lesson with the Reading of The Tiny Seed & Art Project,
Demonstration how to create background, Start production of background

Preparation:

- Set-up Flower Power PowerPoint and have it ready to go

- Eric Carle’s The Tiny Seed out
- Pre-test is copied and out for proctoring
- 8”x12” Watercolor Paper is out for use
- 8H Pencils are out
- Project sample is out
- Flower Close-up Photos are out
- Steps to draw a flower Hand-out are out
- Newsprint sheets for each student
- Watercolor trays are out for each student
- Water cups are out for use
-Paintbrushes are out for use
-Paper Towels is out for use
-Project Sample is out
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Procedures:

1. Pass out Pre-tests and have students take them and have them turn them upside
down and raise their hand for you to pick it up

2. Ask students the Prior-Knowledge Questions about the story:

Where do flowers come from? (Seeds)
What does a seed need to grow? (Right Environment, Water, Sunlight, Dirt,
Warmth)

3. Have students gather around the teachers chair to read The Tiny Seed, which was
introduced in the Flower Power PowerPoint. Have students point out the tiny
seed on each page. At the end of the story ask the story’s prior-knowledge
questions again.

4. Introduce the artist, Georgia O’Keefe, that made paintings of flowers that made the
flower itself feel huge, just like in the flower in the tiny seed’s gigantic
proportions using the Flower Power PowerPoint.

5. Refer to the PowerPoint to introduce the vocabulary with discussion.

6. Show students the example of the art project they are about to make from the
PowerPoint and the real example.

7. Ask students to pass out photographs of flowers, newsprint, 8H pencils, and

permanent markers to each of their classmates.

8. Take students through the steps of drawing a flower with pencil on newsprint.
i. Observe chosen flower photo
ii. Start one with geometric shapes
iii. Then have them add the inorganic shape details
iv. Then trace over lines with large black permanent marker

9. Have students practice sketching and tracing on newsprint

10. Remind them to sign their sketches

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11. Have students raise their hand to have their sketches collected

12. Review who Georgia O’Keefe was and the vocabulary

DAY 2

Review vocabulary and who Georgia O’Keefe was, Draw out flowers on Watercolor Paper,
Trace out pencil lines with permanent marker, Paint Flowers with Watercolor, Take Post-test

Preparation:

- Set-up Flower Power PowerPoint and have it ready to go

- 8”x12” Watercolor Paper is out for use
- Newsprint sheets for each student out
- 8H Pencils are out
- Project sample is out
- Flower Photographs are out
- Steps to draw a flower Hand-out are out for use
- Watercolor trays are out for each student
- Water cups are out for use
-Paintbrushes are out for use
-Paper Towels out for use
- Large Black Permanent Markers for student use

Procedures:

1. Review vocabulary and who Georgia O’Keefe was and her flower paintings

2. Have a student pass out 8x12” Watercolor paper, Flower Photographs, how-to-
draw a flower hand-outs, large black permanent markers, and pencils to each student

3. Review the process of drawing a flower before the student draw their flower on the
good watercolor paper
i. Observe chosen flower photo
ii. Start one with geometric shapes
iii. Then have them add the inorganic shape details
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iv. Then trace over lines with large black permanent marker

4. Students now have production time create their flower paintings and as students
finish the drawing part, ask students to pass out paintbrushes, water cup, paper
towels, and watercolor trays to each of their classmates to paint their flowers
i. Remind students to observe the flower photos for the color

5. Remind students as they finish painting to make sure they signed their watercolor
paper and then raise their hand, dismiss one student at a time to place their work
in drying rack

6. Have student helpers collect, clean, and put away watercolor paint trays,
paintbrushes, paint cups, and etc.

7. Have a student pass out the post-test once areas are clean

13. Have students take Post-test

14. Ask students the following conclusion questions to review if time:

What do seeds need to grow? (Right Environment, Water, Sunlight, Dirt,
Warmth)
What is transparent? Opaque? (see through, cannot see-through)
How do you observe something? (look a lot at something)

Lesson Alternatives:

For students with focus issues, I will provide as step-by-step flower drawings hand out, so they
have something to reference as they move through the drawing process. Repetition will be
provided by modeling the creation process a second time for those who may need it. Enough
extra time will be provided if a student is behind.

If a student finishes their work early, there will be a cleaner pipe project they can work on
creating 3-D pipe cleaner flowers.

You will need:

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3 white pipe cleaners 2 green pipe cleaners

Instructions:

Twist one white pipe cleaner on to the end of one of the green pipe cleaners.

Make a small loop from the white pipe cleaner, twisting it on to the green pipe cleaner.

Continue making and twisting on more loops from the white pipe cleaner. When you come to
the end of the white pipe cleaner twist on another.

The loops get slightly bigger as we work our way along the green pipe cleaner

Make the loops slightly bigger as you work.

When you have finished the white pipe cleaners, twist the green pipe cleaner into a spiral
from the end with the loops. Secure by pushing the loose end of the green pipe cleaner
through the center of the spiral. Make a leaf shape and then twist the end onto the start of the
spiral to hold it all together.

If you want a stem, twist on the second green pipe cleaner.

Excerpt from: "Pipe Cleaner Rose." Activity Village. N.p., n.d. Web. 29 Feb. 2016.
<http://www.activityvillage.co.uk/pipe-cleaner-rose>.

Classroom Management and Safety Issues:

Watch for paint spills. Go over with students that if paint spills, the student must yell freeze
and the whole class must stop what they are doing.

Watch for students using supplies for anything other than the assignment.

Make sure a first aid kit is available.

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Assessment:

A pre- and post-test will be proctored to the students over transparent and opaque colors,
observation, organic shapes, and geometric shapes through circling the correct image or
drawing the correct type of shape. After the lesson is over, look at post-tests and see if
students improved by answering more questions correctly.

Rubric:

Students will be graded on a 5 point scale.

Reflection:

If students did not do well on the assessment, maybe the vocabulary information should be
reviewed each day at beginning and end of class. Were all the students able to trace their
pencil line with a permanent marker? Do we need to add in more time to tracing line? Did the
students control the paintbrush by keeping colors from overlapping permanent marker lines?

Adapted from:

"Pipe Cleaner Rose." Activity Village. N.p., n.d. Web. 29 Feb. 2016.
<http://www.activityvillage.co.uk/pipe-cleaner-rose>.

Voigt, Julie N. "In the Style of - Georgia O'Keeffe." Art for Small Hands. N.p., 23 Sept. 2009.
Web. 23 Nov. 2014. <http://www.artforsmallhands.com/2009/09/in-style-of-georgia-
okeeffe.html> .
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HISTORICAL ARTWORK by Georgia O’Keefe

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Name:___________________________ Class: _____________________ Date:____________

PRE-TEST
1. Circle the picture where the student is using observation.

2. Circle the box that is transparent.

4. Draw and organic shape in the box. 5. Draw a geometric shape in the box.

Continued on Back >>>>

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Draw what a seed needs to grow.

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Name:___________________________ Class: _____________________ Date:____________

POST-TEST
1. Circle the picture where the student is using observation.

2. Circle the box that is opaque.

3. Draw and organic shape in the box. 4. Draw a geometric shape in the box.

Continued on Back >>>>

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Draw what a seed needs to grow.

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FLOWER POWER RUBRIC

5.EXCELLENT 4. GOOD 3. AVERAGE 2. BELOW 1. POOR 0.UNSATISFACTORY

AVERAGE
1.CONTENT:
Student has created a
watercolor flower. Student
has met the requirements of
creating a design using Approach to Approach Approach None of the directions
pencil and then covered the Approach to assemblage Approach to to to were followed.
pencil lines with permanent assemblage and design assemblage assemblage assemblage
marker. The flower has and design is is above and design is and design and design
been painted in with excellent. average. average. below is poor.
watercolor to look like their average.
choice flower.

2. CREATIVITY:
Watercolor flower was
well thought out and the Students Students Students Students Creativity was none
Students
student added their own creativity for creativity for creativity creativity apparent. Student
creativity for
creative touch to make it assignment is assignment for for took not time to think
assignment is
unique. excellent. is above assignment assignment or plan the project.
average.
average. is below is poor.
average.
3. CRAFTSMANSHIP:
The flower represents
one uniform piece. The
flower is drawn nicely
An above A below
and it does not look An excellent average
An average A poor
rushed. The flower takes example of example of average example of No technique is
example of example of shown.
up most of the paper. technique is technique is technique
technique is technique
Watercolor paint stays shown. shown. is shown.
shown. is shown.
within the marker lines.

Total Points: _____/15 =______% Letter Grade: __________

STUDENT NAME:_______________________________ CLASS:___________________________

COMMENTS: ___________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
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