# of 50 minute sessions: 4
# of 50 minute sessions: 4
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
# 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.
I have done this lesson many times over the years and the students really like it. When they walk in I pretend something smells- “it smells like fish!” Works every time to pull them in. “It must be-because we are fish printing today!”
Art Materials: 1 rubber Gyotaku fish per 2 students, 8”x11” sheets of white paper (1 per student), tempera paint,paper plates, large paintbrushes, oil pastels , glue, and white glitter.
National Art Standard Addressed in this Lesson: Presenting (visual arts): Interpreting and sharing artistic work.
Objectives- Student will:
*become familar with the process of Gyotaku printing
*create a Gyotaku print.
*create a seascape to incorporate with the print.
*use several 2-D processes in one project.
Discipline Based Art Education: Art History and Art Production
Enduring Ideas: Humans and Nature, Life and Death, Life Cycles, Cultural Diversity.
Interdisciplinary Connections: Social Studies (can be used as part of Pacific Islander Month-May) and Science (life cycles, ocean)
Vocabulary: Gyotaku, printmaking, Japan, Pacific Ocean
Day 1: Student will view examples of Gyotaku fish prints (specifically by Naoki Hayashi). Students will view the teacher’s exemplar and listen to the steps of the project. We will discuss how Naoki Hayashi has turned Gyotaku into an art form with his use of color and repetition. Student will view a demonstration of the printing by the teacher and then will partner with a buddy to share paint, paint plates, fish, and paintbrushes. Student will each print on white paper and store work for the next week. Day 2: Student will review vocabulary and art history. Student will add ocean, sky and details to his/her fish with oil pastel. Day 3: Student will review art history and vocabulary. Student will finish drawing his details with oil pastel. Student will add glue where he intends to put glitter and glitter over the bucket with white glitter. Student will store work in wire rack overnight to dry.
Lesson Criteria- 10pts.
|Student created a Gytotaku print. -4 pts.||Student created his own Gyotaku print using the appropriate amounts of paint and pressure to create an excellent impression of the fish.- 4pts.||Student created his own Gyotaku print, but there are some spots of paint and parts of the fish that didn’t show up.-2.5 pts.||Student did not create a successful Gyotaku print.-0 pts.|
|Student filled in his composition’s background with an original oil pastel seascape. 5 pts.||Student filled in composition in oil pastel. Student’s work is neat, balanced, and doesn’t cover up the print. Student drew an original, realistic seascape.- 5 pts.||Student filled in composition in oil pastel. Student needs to work on one of the following: neatness, balance, and/or not covering up the print. Student drew an original, realistic seascape.- 3 pts.||Student filled in composition in oil pastel. Student needs to work on more than one of the following: neatness, balance, and/or not covering up the print. Student drew a realistic seascape.-1 pt.|
|Student added touches of glitter to his composition.-2pts.||Student added touches of glitter to his composition in order to enhance the appearance of the project.-2pts.||Student’s work has too much glitter or a few glue drips/smudges.-1pt.||Student did not attempt to be neat with the glitter and glue. Student needs to work on choosing a place for the glitter in his composition and appropriate amounts of glue and glitter.-0pts.|