Georgia O’Keefe Unit

georgia-okeefe

Georgia O’Keefe is so inspiring as a woman and nature lover.  I did this unit as part of an Environmental Art art unit exploring the Enduring Idea of Nature and Art.  It took the better part of the spring to finish, but my students were very familiar with her work and what inspired her afterwards.

 

Art Unit: Georgia O’Keeffe

Grades: 4-6

# of lessons: 3

Art Resources: Artists in Their Time Georgia O’Keeffe by Ruth Thomson, examples of pueblos and adobe homes in photographs, photographs or actual animal skulls, examples of Georgia O’Keeffe’s flower paintings, pictures of flowers (I got mine from a calendar), and teacher products.

Art Materials:1 sheet of white 9”x12” paper per student, watercolors, water cups, pencils, paintbrushes, glue, 2 sheets of 8”x8” white paper per student, 1 11”x14” sheet of black paper, cups of glue and water mixed together, oil pastels, and 1 11”x14” sheet of white paper.

Objectives- Student will:
– create a multimedia southwestern landscape
– create an observational collage and pencil drawing of a flower
– create a painting of animal bones of flowers
– learn about the process of collaging- use various watercolor techniques
– shade using a pencil and create a grayscale
– draw using oil pastels
– learn about the life and art of Georgia O’Keeffe
– work in groups and individually
Interdisciplinary Connections: Science and Social Studies
Vocabulary: Georgia O’Keeffe, still life, landscape, Southwest, grayscale, shade, and adobe.
Lessons: The unit will consist of the following components:
A. Multimedia Adobe Landscape– Each student will paint a watercolor sunset on 9”x12” sheets of white paper. The student will then draw adobe homes using oil pastel.
B. Georgia O’Keeffe Flower Study– Each student will create an 8 square grayscale using pencil on strips of scrap white paper. Student will share a photograph of a flower with a group of 3 students and individually draw/shade a flower composition on 8’x8” white paper in pencil. Then he will redraw the outline of his flower composition on another 8”x8” white sheet of paper and collage with tissue paper scraps. Student will mat his work on 11”x14” black paper with glue.
C. Flower and Bones Painting– Student will draw in pencil on 11”x14” white paper a skull and a flower from studying photographs. Student will paint the picture using watercolors.

Arty the Anaconda

arty-the-anaconda

This is a lesson I did both in the art room and at home with Ben.  I will provide differentiated instruction based on the size of the group in this lesson.

Arty the Anaconda by Liza Amor

Grades: K-1st # of sessions (50 minutes each):2

Homeschooling: 1 media per day for as many media as you have to choose from (up to 5 or 6).  I did this project with a 2 year old, I think it is appropriate for ages 2-6.


Art Materials: for the classroom:butcher paper in a variety of colors pre-cut to represent the body of the snake on each table, glue, paper scraps (pre-torn), feathers, crayons, bingo markers, stamps and stamp pads, chalk, markers, and watercolor paint. For homeschooling: corrugated scissors or regular scissors, construction paper in a variety of colors, markers, crayons, stamps and stamp pad, bingo markers, craft materials, painting materials, and glue.

National Visual Arts Standard: Understanding and applying media, techniques, and processes

Objectives: Student will-

*experiment with a variety of media.

*create a group based work of art (for the classroom).

Preparation: For the classroom:Set up one section of the butcher paper snake at each table. Set out a different media at each table. (4 tables, 4 media, 2 weeks=8 media all together)

For the homeschooler: Choose a different media per day and the appropriate color of construction paper to go with each (lighter paper for crayons, darker for tempera paint).  Set up a spot at home for the child to work with the media.

Procedure: For the classroom: Day 1: Teacher will introduce the lesson. Student will be shown and demonstrated to the various centers at each of the four tables in the art room. Student will put on a smock and rotate to the four centers using each media placed on the table. Day 2: Student will review the steps of the project.  Student will be shown and demonstrated to the various centers at each of the four tables in the art room. Student will put on a smock and rotate to the four centers using each media placed on the table.

For the homeschooler: Each day have the child try a different type of media on their construction paper.  Once the work has dried use scissors or corrugated scissor to cut out a circle.  I used a roll of tape to trace the circle before cutting it out. 

Ending: For the classroom: Display all the parts of the snake wrapping around the school building. Cut out eyes and a tongue to add to the face.  Display with state standards, national standards, and objectives.  In class discuss the materials they used, asked them what they learned and what they would do differently next time they try that media.

For the homeschooler: Put together the parts of the snake with your child.  Add a tongue from red pipecleaners and a googly eye.  Discuss the materials they used, asked them what they learned and what they would do differently next time they try that media.

Literacy/ Science tie in: Read a book about Anacondas or snakes.  Read a book about using art materials and creativity such as Too Much Glue by Jason Lefebvre or The Dot by Peter H. Reynolds.

 Rubric: /10

Student was actively engaged with each art media center. 3/10

Student treated materials appropriately (putting them away correctly and using the appropriate amounts of each material, not leaving a mess). 5/10

Student listened an followed all of the instructions of the activity/center/media. 1/10