2012-2013 Week of December 2, 2013 Student Page
Grade Level 6 Lesson Plan Template Content Visual Art
Lesson Title:
Georgia O’Keeffe 3D Flower Art
AKS/CC Objectives,
Essential Question:
A - Create, Design, Engage, and Connect
 visualize and generate ideas with a variety of two-dimensional and threedimensional art methods and materials to create through a process of
authentic engagement (GPS) (6VA_A2011-1)
 apply proper care and safe use of materials and tools (GPS) (6VA_A2011-3)
B - Perceive and Analyze
 analyze artwork using the language of art (elements and principles) to
develop ideas and resolve problems (GPS) (6VA_B2011-6)
 interpret art through discussion and/or written reflection to respond to, apply,
and communicate content (GPS) (6VA_B2011-7)
EQ: Who is Georgia O’Keeffe
EQ: How does O’Keeffe present a new angle for the art world?
EQ: What is scale?
EQ: How do colors express meaning in your artwork?
Standards of Learning :
Students will be able to create an abstract artwork using mixed media.
Materials/Resources
Needed:
PowerPoint presentation, Bristol board, tissue paper, glue, pencils,
watercolors, brushes, water, markers, yarn, glue
Anticipatory Set :
Day 1: The teacher will display images of O’Keeffe’s abstract flowers on the
board. Students will have a minute to write down what they think about the
image in their folder. The teacher will allow select students to share their
thoughts about the unidentified work. Once a few students have responded,
the teacher will reveal the object of the artwork and segue into a PowerPoint
presentation about Georgia O’Keeffe.
Day 2: The teacher has placed groups of flowers at each table. The teacher
will emphasize how O’Keeffe’s flowers are projected at an extreme angle.
Students will be encouraged to find an “extreme angle” of their own and
create a preliminary sketch of their flower. The teacher will then show the
students her example of what the students will be working on.
Day 3: The teacher will demonstrate the process of making a 3-D abstract
artwork. Students are encouraged to think of colors that will best represent
their emotions in their artwork.
Day 4-5: The teacher will remind the students of what they have been
working on, and will provide individual constructive criticism and assistance
when needed.
At end of class SWBAT:
Day 1: SWBAT identify the artwork of Georgia O’Keeffe.
Day 2: SWBAT define scale.
Day 3-5: SWBAT express meaning in an abstracted artwork through color.
Teacher Input: (Model,
Background Knowledge
etc)
Day 1: PowerPoint presentation.
Day 2: The teacher will explain the importance of still life drawing. As an
artist develops his skills, he will recall on still life drawing to create a realistic
image. Although the students are abstracting their work, they must rely on
physically seeing a flower as opposed to thinking of one from memory.
Day 3: The teacher will introduce the students to schemas and how “what
you see is not true!” The teacher will explain how “the brain takes shortcuts,
and everything you see is not really what you see.” The teacher will elaborate
by having each student close his or her eyes. The teacher will then ask the
class, “without looking, what color are my shoes?” The teacher will explain,
“your brain knew I had shoes on, and that was all that mattered. Once you
recognized that, it left your mind. Art is going to challenge you to actually
look.”
Time and accessibility permitting – YouTube video: Monkey Business Illusion
Day 4-5: The teacher will aid students as they construct their abstract flower
images.
Guided Practice: (whole
group, pair and share,
elbow partners, etc)
MONITORED
LEARNING
FEEDBACK
Day 1: Gridded puzzle activity during anticipatory set will be used as guided
practice to introduce grid drawing to the students.
Day 2: Color meaning skits will be used as guided practice activity to further
understanding of color symbolism.
Day 3: White board grid drawing activity during anticipatory set will be used
as guided practice.
Day 8: Class discussion on shading techniques and adding value.
Day 1: The students will reflect in their art folders.
Independent Practice:
(when you know you know) Day 2-5: The students will independently create their abstract 3-D flower.
Closure:
The teacher will emphasize how artists provide new ways of looking and
seeing. Students will be encouraged to examine the world around them more
closely and to not fall victim of their schemas.