Title of Lesson: Georgia O’Keeffe Painting
Grade Level: Second Grade
Designer of Lesson: Tracy V. Kuzminsky
QCC or Content Standards: (Fulton County Standards incorporating QCC
and National Standards)
II. Uses formal qualities of art (elements and principles) to create unified
composition and communicate meaning [National Std. 2]
A. Identifies and emphasizes formal qualities of art (elements and principles)
in artwork:
1. Color: primary, secondary, neutral, warm/cool [QCC 2.8]
2. Value: tints and shades [QCC 2.1, 2.9]
Lesson Theme: Art is a Language (the language and vocabulary of visual
arts will be emphasized)
Objectives: Student will create original artworks inspired by the life and
paintings of Georgia O’Keeffe. Students will understand the concepts of warm
and cool colors. Students will then create a composition that utilizes a warm
colors in the foreground and cool colors in the background. Students will create
tints and shades of their hues.
Resources: Georgia O’Keeffe PowerPoint, color wheel, Activboard flipcharts
including: label flower parts game, drawing a flower demo.
Introduction/Motivation:
Day One: Students will enter the room. Immediately a PowerPoint featuring
Georgia O’Keeffe’s paintings, photographs, biographical information, and Mozart
music will focus the students’ attention. Students will have an opportunity to view
a drawing demonstration, look at a silk flower and draw as they imagine Georgia
O’Keeffe would have done.
Day Two: Students will enter the art room and view an Activboard flipchart
containing “The Flower Game”1. During this game, students identify and label
the parts of a flower. (Fig. 11, 12) This will encourage a connection between the
science and visual art curricula. Students will then recall last week’s art
production. Students will view a color mixing demonstration. Warm and cool
colors will be introduced and the method for creating tints and shades with
watercolor will be demonstrated. Students will receive their artwork from last
week and begin to add color. As they paint, the PowerPoint from day one will
play in the background.
1
www.enchantedlearning.com
Day Three: Students will review the parts of a flower during “The Flower
Game”. Students will recall warm colors, cool colors, tints and shades. Students
will continue to add color to their flower. As students complete their paintings,
the Georgia O’Keeffe PowerPoint will play to reinforce prior learning.
Content Paper:
See attached Georgia O’Keeffe PowerPoint
Instructor’s Procedures:
Day One: The instructor will have the Georgia O’Keeffe PowerPoint created
and ready to play as students enter the room. The instructor will have watercolor
paper, Sharpies, silk flowers, and Activboard flipcharts with Georgia O’Keeffe
images prepared and easily accessible.
Day Two: The instructor will have the Activboard flipchart of “The Flower
Game” added to an Activboard flipchart and ready as students enter the room.
The instructor will have demonstration table set up and ready for use. Sharpies,
flowers, watercolors, water containers, brushes and paper towels will be
prepared and easily accessible. Georgia O’Keeffe PowerPoint will be available
to play during art production.
Day Three: The instructor will have the Activboard flipchart of “The Flower
Game” ready for use as a review when students enter the room. Watercolors,
water containers, brushes, and paper towels should be easily accessible.
Georgia O’Keeffe PowerPoint will be available to play during art production.
Materials and Materials Management:
Georgia O’Keeffe PowerPoint
9 x 12 watercolor paper
Sharpie markers
Silk flowers
“The Flower Game” flipchart on Activboard software
Georgia O’Keeffe reproductions flipchart on Activboard software
Drawing demonstration from week one saved on a flipchart and available on
Activboard software
Art shirts
Watercolors
Brushes
Water containers
Paper towels
Drying rack
Student Procedures:
Day One: Students will enter the room. Students will view a PowerPoint
featuring Georgia O’Keeffe’s paintings, photographs, biographical information,
and Mozart music. Students will comment on the slideshow. Students will then
have an opportunity to view a drawing demonstration. Students will look at a silk
flower and draw as they imagine Georgia O’Keeffe would have done. Students
will be encouraged to embellish and change their flower shape as they see fit.
They should draw their flower so large it “falls off the page”. Students should not
be too concerned with perfection. Students will draw with Sharpie markers so
they cannot erase. If they believe they have made a mistake, they will be
encouraged to embellish or distort reality as Georgia O’Keeffe did in some of her
paintings.
Day Two: Students will enter the art room and view an Activboard flipchart
containing “The Flower Game”. During this game, students will learn the names
of parts of a flower and their significance. Students will identify and label the
parts of a flower during this game. This activity will encourage students to make
a natural connection between the science and visual art curricula.
Students will then recall last week’s art production. Students will view a color
mixing demonstration. Students will learn about warm and cool colors. Students
will learn the meaning and the method for creating tints and shades. Students will
receive their artwork from last week and begin to add color. As they paint,
students should paint warm colors on their flower, and cool colors in the
background. Students should use at least one tint of a hue and one shade of a
hue in their painting. Students can listen to and view the PowerPoint from day
one during the painting time.
Day Three: Students will review the parts of a flower as they participate in
“The Flower Game”. Students will recall warm colors, cool colors, tints and
shades. Students will continue to add color during the creation of their flower.
As students complete their paintings, the Georgia O’Keeffe PowerPoint will play
to allow students a chance to reinforce prior learning.
Day Four: Students will spend the first ten minutes of class participating in a
circle critique and completing the assessment.
Closure/Review:
Students will review the life and art of Georgia O’Keeffe at the beginning of days
two and three. At the beginning of day three students will also review the names
and significance of the various parts of a flower, and the definition and
significance of warm colors, cool colors, tints of colors and shades of colors.
At the beginning of day four, students will hold up their dry paintings and
participate in a circle critique. Students will stand in a circle, holding up their
artwork so the other students can see it. Students have an opportunity to say
something about their own artwork, something they have learned while creating
this artwork, or evidence they can see about another students’ learning from their
artwork. This will serve as a final review of Georgia O’Keeffe, flower parts, warm
and cool colors, and tints and shades of colors.
Assessment:
Students will meet both of the primary learning objectives. The first objective,
QCC 2.8, is the ability of the student to differentiate between warm and cool
colors. The second objective, QCC 2.1, the students’ ability to mix to create tints
of a color and to mix to create shades of a color will also be assessed. The
assessment instrument will be a rubric designed to be completed by the student
and the teacher while viewing the Georgia O’Keeffe painting created by the
student.
Assessment Questions:
1. Did the student create an artwork using warm colors in the foreground and
cool colors in the background?
2. Can the student create tints and shades of a color?
Assessment Instrument:
Student will receive Xerox copy of handout. This rubric is designed to be
completed first by the student and then by the teacher while viewing the student’s
artwork.