Layla Day, Schultz Elementary, 4Th Grade

Layla Day, Schultz Elementary, 4th grade

Unit/Lesson:Georgia O’Keeffe and her Giant Flowers

Goals/Objectives:

The student will:

Part 1:

• perceive and describe the quality of line in the O’Keeffe flower painting called Light Iris.

• analyze the painting Red Cannas by G.O. to determine it’s style as realistic or abstract.

• create a drawing based on artwork of G. O. using pencil.

• site the 3 parts of a flower are stamen, pistil, and petals.

Part 2:

• analyze the colors and values inthe Georgia O’Keeffe paintingNarcissa’s Last Orchid.

• recall/identify warm and cool colors as red, yellow, orange and blue, green and purple (violet)

• create a wet on wet watercolor painting from the drawing that they created last week.

Part 3:

• restate the information learned in this unit in an oral review.

Standards: TEKS 4.1b, 4.2 b, c, 4.3 a, b, c, 4.4 b

Materials: My power point on O’Keeffe, 30 color laminated 8x11 reproductions of O’Keeffe’s flower paintings (made from postcards), white construction paper, (or watercolor paper), pencils, white crayons, watercolor paint and WATERCOLOR brushes.(acrylic brushes tear the paper)

Anticipatory Set/Introduction: PART 1

Power Point slide with class survey is up and prompts the lesson with these three questions: 1. If you could have your own garden, what kind of flowers would you plant? 2. Do you love to roller skate? 3. How long have you wanted to be an artist?
Introduction to the lesson.

This is a three part lesson.

Today we will:

• Learn some facts about Georgia O’Keeffe

• Look at some of her flower paintings

• Draw our own interpretation of one of her flower paintings

Next time we will: • Paint our flowers with watercolors

And finally, we will: • Finish our paintings by adding details.

Background on Artist:

Georgia was born in Wisconsin, but lived in New York, Texas and New Mexico.

She is one of the most successful and well knownAmerica Women Artists.

She lived to be 98 years old.

She was a teacher in Canyon,Texas.

She loved to roller skate and did up to her death.

She wanted to be an artist when she was a little girl.

She has her own museum in Santa Fe, New Mexico.

4. Looking at her art:

• What kinds of lines do you see in this painting?

Are they short or long, thick or thin, straight or curvy, rectilinear or organic?

• Are Georgia’s paintings realistic or abstract?

• Compare, Light Iris, Red Cannas, Purple Petunias, and Two Calla Lilies on Pink to photographs of the actual flower to see how she abstracts the flowers.

5. When drawing your flower, be sure to include: the petals, the stamens, and the pistil

Model: I will leave these instructions on the screen:

1. With your finger, trace the lines in the O’Keeffe reproduction that you have chosen as your guide.

Notice where the LINES of the flower touch the edge of the paper and use this as a guide to enlarge the drawing of your flower.
Notice where the center of the image is, and this should be the center of your painting too.
LIGHTLY sketch your flower with a pencil onto your paper.
While drawing your flower, be sure to include: the petals, the stamens, and the pistil.

(Never say – will someone read #2 – they all will read it in a big mubo-jumbo – call on one person!)

I will explain to trace the reproduction with your finger to locate all lines and show them how. I will point out the stamens, and pistil. Then I will demonstrate how to enlarge (don’t say blow it up- they freak) the 8x10 images to fit their large papers. I will explain that the paper needs to be proportionate to the drawing, —both landscape oriented, not one landscape and one portrait. I will explain that if you focus on where the lines run off the edge of the reproductions, and mark these lines on the larger sheet you can enlarge it to proportion. I will remind them that this drawing will become a watercolor, and to sketch (they don’t know what sketch means – say draw) lightly. I will let them know that we are not using erasers; and that this in an interpretation and will not look exactly like O’Keeffe’s. I will explain that this in an exercise to learn to draw curvy organic lines - that they are not expected to be experts.

Check for understanding: The students should be tracing with their finger. I will help students individually get started and keep going if they are stuck.

Independent Practice: The students should trace the flower lines on the reproduction with their fingers and then begin their drawings.

Evaluation:

I will individually evaluate the student’s performance as I walk through and help the students. I will look at the work and comment to them if they are or are not following directions on the drawings.

Remediation/Enrichments:

Learning styles included in this lesson are visual – power point and drawing skills; auditory – lecture and reminders; and kinesthetic – tracing, drawing. I will re-teach on the spot to individual students.

Closure:

I will assign a student to collect the reproductions, another to collect the drawings, and other supplies. I will restate that this is a drawing exercise to learn how to see lines and draw them. We are learning about curvy, organic lines and abstract images by looking at O’Keeffe’s artwork.

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Anticipatory Set/Introduction: PART 2

1. Anticipatory Set: Review of previous lesson (Georgia is one the most well know American Women Artist. We were learning to draw curvy lines using her flower paintings. You will finish your drawings and trace with crayon today.)

Introduction to lesson: Today we will

• Listen to a recording about Georgia and White Rose and Larkspur from the Museum of Fine Arts in Boston.

• Look at Narcissa's Last Orchid and talk about the colors and values.

• Add crayon resist to our drawings.

• Paint our flowers with watercolors.

Looking at her art:

What have you noticed about Georgia’s paintings that makes them different from other paintings? Hint – the answer was in the recording you just heard. Her paintings are close up views of the blooms of flowers, usually enlarging them to fill the whole space flowing off of the page.

Looking at Narcissa's Last Orchid,Are the values in this painting light or dark? What does the word value mean when you are talking about art?

Model: I will leave these instructions on the screen for the remaining class time:

The light sketch of your flower needs to be finished and traced 2-3 times with a white crayon.
Choose a WARM or COOL color scheme for your painting. Only use Red, Yellow, Orange and Brown OR Blue, Purple, Green and Brown.

Try to keep the same VALUES (light and dark areas) in your painting that are in the O’Keeffe reproduction.
Be sure to use wet on wet watercolor technique, and try to paint with pure water, mix your colors and don’t scrub.
While painting your flower, don’t forget the petals, the stamens, and the pistil.

1. I will do a demonstration of wet on wet. I will begin with a drawing of a flower with crayon resist. I will spray the paper with water from a spray bottle. (I will explain that I will spray their paper when they are ready.)

2. We are painting with WATERCOLOR – the paint needs to be like water- not sticky. Be sure to add water to the paint in the trays. Keep adding water while you paint. You should start light and gradually get darker.

3. I will remind them that they need to choose Warm or Cool colors plus brown. I will demonstrate how the paint bleeds or spreads when the paper is wet. I will show them how the crayon resists the watercolor and why they should not scribble on the paper with the crayon – only trace the lines.

4. I will explain that to make the colors lighter they need to mix the paint in the tray/palette with lots of water. The fluid water like quality of watercolor needs to be apparent.

5. I will request that they keep the same values from their reproductions/guides. (This is a big challenge)

6. I will tell them that to make the colors darker they will need to paint over that area again by charging it with color – dropping it in.

7. I will demonstrate NOT to scrub the paper with the brush – it will tear the paper. Paint over an area as few as times as possible. Don’t keep painting over an area after you put the paint down. Once it is there, it is there. You can add more water, or paint by dropping it in – not painting back and forth.

8. I will show them to make an area fade or bleed, that they can add water by putting the brush into the water bucket and painting directly on the paper with it.

9. I will remind them to mix the colors together that they have chosen. What happens when you mix green and purple? What about mixing brown and blue? Don’t forget brown.

10. Review the rules: Chose a color scheme plus brown, don’t scrub, try to keep the same light and dark areas, you can paint with pure water, and mix the colors. Are their any questions?

Check for understanding: The students should be finishing their drawings and preparing to watercolor. They need to be adding water to the paint trays and picking their color schemes. I will help students individually get started and keep going if they are stuck.

Independent Practice: The students should begin their paintings with wet paper and keep it wet by painting with pure water. The students will mix colors together and experiment with the special qualities of watercolor (charging with paint and water, wet on wet -- bleeding, merging of different colors of paint).

Evaluation:

Remediation/Enrichments:

Learning styles included in this lesson are visual – power point and drawing skills; auditory – lecture and reminders; and kinesthetic – tracing, drawing, painting. I will re-teach on the spot to individual students.

Closure:

I will assign a student to collect the reproductions, another to collect other supplies. I will restate that this is a drawing exercise to learn how to see lines and draw them. We are learning about curvy, organic lines and abstract images by looking at O’Keeffe’s artwork. We are also learning about the qualities of watercolor and how to use it.

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Anticipatory Set/Introduction: PART 3

Anticipatory Set: Review of previous lesson:

What we learned in this lesson.

•Georgia O’Keeffe is a famous American Women Artist.

•How to draw a flower that takes up the whole page.

•Organic Lines - curvy

•Rectilinear Lines - straight

•Abstract and Realistic

•Warm and Cool colors

•Value – the darkness or lightness of a color

•The parts of a flower: petals, stamens, and pistil

•Crayon Resist (watercolor doesn’t stick to wax)

•Wet on wet watercolor technique

Introduction to lesson: Today we will finish our paintings and add details.

Model: I will leave these instructions on the screen for the remaining class time:

The light sketch of your flower needs to be finished and traced 2-3 times with a white crayon.
Choose a WARM or COOL color scheme for your painting. Only use Red, Yellow, Orange and Brown OR Blue, Purple, Green and Brown.

Try to keep the same VALUES (light and dark areas) in your painting that are in the O’Keeffe reproduction.
Be sure to use wet on wet watercolor technique, and try to paint with pure water, mix your colors and don’t scrub.
While painting your flower, don’t forget the petals, the stamens, and the pistil.

1. I will begin my previous example for that class. I will add water to the paper with my brush only in the areas that I need it, because I am working on details and need dry paper in some areas.

3. I will remind them that they should use Warm or Cool colors plus brown. I will demonstrate how the paint bleeds or spreads when the paper is wet.

4. I will explain that to make the colors lighter they need to mix the paint in the tray/palette with lots of water. The fluid water like quality of watercolor needs to be apparent.

5. I will request that they keep the same values from their reproductions/guides. (This is a big challenge)

6. I will tell them that to make the colors darker they will need to paint over that area again by charging it with color – dropping it in.

8. I will show them to make an area fade or bleed, that they can add water by putting the brush into the water bucket and painting directly on the paper with it.

9. I will remind them to mix the colors together that they have chosen. What happens when you mix green and purple? What about mixing brown and blue? Don’t forget brown.

10. Review the rules: Chose a color scheme plus brown, don’t scrub, try to keep the same light and dark areas, you can paint with pure water, and mix the colors. Are their any questions?

Check for understanding: The students should be finishing their watercolor. They need to be adding water to the paint trays and sticking to their color schemes. I will help students individually get started and keep going if they are stuck.

Independent Practice: The students will mix colors together and experiment with the special qualities of watercolor (charging with paint and water, wet on wet -- bleeding, merging of different colors of paint, dry paper and watercolor to hold details.

Evaluation:

Remediation/Enrichments:

Closure:

I will assign a student to collect the reproductions, another to collect other supplies. I will restate that this is a drawing exercise to learn how to see lines and draw them. We are learning about curvy, organic lines and abstract images by looking at the famous American Women artist Georgia O’Keeffe’s artwork of flowers. We are also learning about the qualities of watercolor and how to use it.