Title: Butterflies and Moths: A Close Up (Georgia O’Keeffe)
Description of Setting
 Suburban school, first floor classroom, with sink; students sit in pods, each with
their own desk.
 The classroom is next to the music room which sometimes makes for some loud
moments, but the students are generally patient with disruptions.
 Fourth grade classroom, 10 boys and 11 girls.
Description of Learners
Abilities:
 Reading ability ranges from 2nd to 6th grade.
 Two students are placed in front of the teacher’s desk because of difficulties in
attending.
 Two students in the class have problems with fine motor skills. Extra time should
be allowed for completing art and written work.
Prior Knowledge:
 Students have been studying butterflies and moths for many years in various
settings, but this year will be asked to identify regional species.
 Students are familiar with six art elements: space, color, value, line, shape, and
texture.
 Students have been taught to use supportive art critique methods.
Developmental Skills:
 One student has Downs Syndrome and has a SSD aide. The student is
encouraged to fully participate as able.
Goals and Outcomes
Goals:
 Students will understand how nature inspires great art.
 Students will develop an awareness for detail in art and respect for nature.
Outcomes:
 Students will be able to identify the name of a specific butterfly or moth from a
photo.
 Students will research and write a 5-sentence paragraph about their insect
(Lepidoptera).
 Using oil pastel, students will make a drawing of a close-up of a butterfly or
moth.
 Students will be able to critique artwork.
 Students will be able to identify work by O’Keeffe.
Introduction
 Read Look! Look! Look! by Tana Hoban with class.
 Discuss the way that isolated images create different impressions.
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Show the print of “Black Iris” by Georgia O’Keeffe and read the introduction
where O’Keeffe talks about looking closely at the world.
Using art vocabulary, ask class to reflect on the following questions: How can
you tell that the flower has curves? What are the colors present and how often do
they appear in the painting? What botanical parts can you identify as you view
the painting? What has O’Keeffe chosen to do for the background?
Instructional Process
Materials:
boxes of oil pastels, hand wipes, colored construction paper cut to 6 X 9 inches, photos of
butterflies and moths, black construction paper with windows cut in them, Look! Look!
Look! by Tana Hoban, print of “Black Iris” by Georgia O’Keeffe, access to library and
computer lab.
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Distribute photos of butterflies and moths, one per student.
Students will determine the name of their assigned insect by using a field guide or
other resources and write down five key features/ behaviors about the insect.
Each student will be given a piece of black construction paper (students have
scissors at their desks).
Students will make a viewfinder square and frame a portion of the photo (in the
manner of Tana Hoban).
The instructor will demonstrate the use of oil pastels, showing how they can be
blended and how a person should start with light colors and layer to create darker
colors.
Each student will receive a box of oil pastels and have access to colored
construction paper, 6 X 9.
Students will draw the determined portion of their butterfly or moth. Methods for
using the pastels will be up to the student as they experiment with the medium.
Students will model O’Keeffe by enlarging their drawing to fit the paper.
When all paintings are completed, students will split into groups of six and
discuss each masterpiece.
Each student will write a critique of one painting by making five statements, using
informed and supportive art language.
Because students will finish artwork at different rates, there will be a display of
ten postcards by a variety of artists and in free time, students will try to identify
which are by O’Keeffe.
Assessment Procedures
 Students will be given ten postcards of flower art by various artists and will be
asked to identify those that were painted by Georgia O’Keeffe (they will do this
until they get it right—no grade will be given).
 Drawings will be assessed on whether completed or not.
 Using art vocabulary, students will critique in writing the artwork of a classmate’s
completed close-up. My goal is that 80% of students will achieve a rating of 2-3.
Critique
Words
Art
Vocabulary
Writing Skill
3 Proficient
Used supportive
language with no
judgmental words.
Used at least five
words of art
vocabulary
Good grammar and
spelling
2 Progressing
Used mostly
supportive language
but with some
judgmental words
Used at least three
words of art
vocabulary
Some grammar and
spelling errors
1 Needs Improvement
Used mostly critical
vocabulary
Used less than three
art vocabulary words
Many grammar and
spelling errors
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Students will be asked to identify the insect that they drew and write a fivesentence paragraph about it. My goal is that 80% of students will achieve a rating
of 2-3.
3 Proficient
2 Progressing
1 Needs Improvement
Insect ID
Full name of
Partial name of
Name of insect was mostly
insect was
insect was reported or completely incorrect
reported (25 pts) (15-24 pts)
(0-14 pts)
Paragraph
5 facts included 3-4 facts included
1-2 facts included
(40 pts)
(25-39 pts)
(0-24 pts)
Writing Skill
Good grammar
Some grammar and Many grammar and
and spelling (30- spelling errors
spelling errors (0-19)
35 pts)
(20-29 pts)
Management Procedures
 Attention to multiple intelligences dictates the design of this lesson. Students
have the opportunity to write, interact with one another, be introspective,
participate in visual art activities, think about nature, categorize and classify
information, and use their fine motor skills. As a result of the multiple layers of
learning, I expect students will be engaged and behavior problems to be at a
minimum.
 Instructor will ask select students to help distribute and collect supplies as the
project progresses. A cleaning group will be responsible for special duties, but all
students will help with clean-up.
 Based on previous training, instructor will expect students to be supportive of
each other with art critiques and to maintain a reasonable level of conversation.
 Students are expected to self-regulate their behavior according to community
rules.
Show-Me Standards
Goal 1.2 conduct research to answer questions and evaluate information and ideas
Goal 1.9 identify, analyze and compare the institutions, traditions and art forms of past
and present societies
Goal 2.4 present perceptions and ideas regarding works of the arts, humanities and
sciences
Goal 2.5 perform or produce works in the fine and practical arts
Goal 3.4 evaluate the processes used in recognizing and solving problems
Fine Arts 1 process and techniques for the production, exhibition or performance of one
or more of the visual or performed arts
Fine Arts 2. the principles and elements of different art forms
Fine Arts 3. the vocabulary to explain perceptions about and evaluations of works in
dance, music, theater and visual arts
Reflection
I assume too much when I teach! Students had trouble understanding how to enlarge
their photo section at first; I had to demonstrate with the viewfinder individually with
several students before the group understood that they were not to draw the entire insect.
I assumed that the Hoban book would help them make this connection, but I think next
time I will actually demonstrate this process for the entire group, and actually begin a
painting myself. This would also give me an opportunity to demonstrate for a second
time the potential of oil pastels. Generally, I need to slow down and allow for process
time. One of the best things I did was introduce Georgia O’Keeffe and underscore her
trademark of enlarging objects and honoring nature. Students were able to identify her
work easily using the postcards. I don’t know if the credit goes to me or to Georgia! The
critiques did not measure up to my expectations (only 60% scored with a 2-3 rating), but
I think we need to reinforce the principles of supportive critiquing and the basic design
elements. This might have been a better lesson later in the year. However, the students’
research skills are great. They exceeded the 2-3 rating with their paragraphs at a 90%
success. Does this all indicate that the emphasis on writing/reading is working and that
we have let the skills in the arts lag behind? Food for thought.