STEAM Lesson Plan: Georgia O'Keefe Flowers and Bones

2013-2014 Geraldine R. Dodge Foundation Grant:

STEAM EmPOWERment: Increasing Student Achievement and Engagement through Art

Unit/Lesson Plan

School:       School of Information Technology @ Eastside, Paterson, NJ
Grade(s):    9-12
Time:           Several Art Periods

Title:  Georgia O’Keefe Flowers and Bones

NJ CCCS VISUAL ART STANDARDS		NATIONAL CCSS MATH STANDARDS		NJ CCCS SCIENCE STANDARDS
1.1.12.D.1	Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes.	HSG-CO.A.5 HSG-MG.A.1	Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure. Use geometric shapes, their measures, and their properties to describe objects.	5.3.12.E.2	Animal Structure and Function:  Estimate how closely related species are, based on scientific evidence (e.g., anatomical similarities).

Goals/Objectives

Students will be able to create three-dimensional (3-D) forms on a two-dimensional (2-D) surface; students will be able to state how color and value are used in their artwork; students will be able to state one fact about Georgia O’Keefe; students will identify at least one flower and bone used in their artwork, and explain the characteristics of each in terms of form and function.

Materials

18 x 18 squares of white vellum, colored pencils, markers, and a selection of photos of flowers, bones and assorted x-rays.

Art Activities

Students engage in internet research, each finding one fact about Georgia O’Keefe, writing it on an index card, and taping it to the wall.  They all keep a log of these facts in their journals.

From a selection of photographs or x-rays, each student selects one or more.  They engage in internet research to identify the bone(s) and flower(s) they have selected, and keep a log of these in their journals.  Students draw the bone(s) and/or flower(s) so that the edges go off the paper.  They then add color.  For flowers, they color each petal separately, darkest towards the center and growing lighter as the color progresses to the edge. With bones, students will add color making sure the darkest color is used for the receding areas, while lightest colors are used for the those areas that are advancing.  Students finish by adding color to the background.

Teacher must emphasize that the objects in the composition need to be closely perceived so that they may be represented either realistically or abstractly. (Teachers introduce the word  “close-up” and the other vocabulary words below.)

Art/Science Discussions

Discussions are held that include the art teacher, the science teacher, and student artists, and other art and science students.  Questions to lead the discussion include:

What was the name of Georgia O’Keefe’s husband and what kind of art is he well known for?  (O’Keefe was married to Alfred Stieglitz, a photographer who pioneered the use of close-up photography to depict the subject in great detail). 

How do students think that developments in technology at the early 1900’s (the use of the close-up in photography and the work of Alfred Stieglitz) may have influenced O’Keefe’s art works? 

Do students think any historical events might have also influenced O’Keefe as an artist?  Which ones?

Critique 

Using the Feldman method of Art Criticism or another method, teacher will conduct a final classroom critique of several (or all) final student artworks encouraging them to learn and use the elements of art words, the principles of design words, and the science vocabulary words in their oral art critiques.  (The science teacher and other science students participate in this critique.) Teachers will emphasize creativity, individuality and process in these critiques, and the role of the viewer in the interpretation of the work of art.  Teachers will also point out the science learning inherent in this art making process and the similarity of the scientific method to the artistic process.  Students will discover the common denominator:  creativity.

Vocabulary

2-D; 3-D; receding; advancing; Georgia O’Keefe; Alfred Stieglitz; Modernism; 20th century art; close-up; long shot; value; tone;  warm colors; cool colors;  primary colors;  secondary colors;  anatomy, geometry, rotation, reflection, translation, names of flowers;  names of bones

Assessment(s) 

See rubric below, which is used to evaluate the artwork.  Students are also evaluated on the contents of their journals and in their participation in class discussions.

RUBRIC FOR THE SCORING OF STEAM PROJECTS SCHOOL OF GOVERNMENT/SCHOOL OF INFORMATION TECHNOLOGY
	CRITERIA
Skills	1 or less	2	3	4	Points Accrued
Elements of Art and Principles of Design	Project shows little or no understanding of elements/ principles.	Project uses only a single art principle or element.	Project shows two or more art principles or elements, and some planning.	Project shows careful planning, and an awareness of multiple principles of art and design.
Science, Technology, Math, or Engineering Concepts	Project shows little or no understanding or integration of STEM concepts.	Project shows some understanding of and/or integration of STEM concepts.	Project shows understanding of but superficial integration of STEM concepts.	Project shows clear understanding and deep integration of STEM concepts.
Originality and Creativity	Project shows little or no evidence of originality/creativity.	Project shows an attempt at creativity, but is derivative.	Project shows some evidence of creativity, but is not completely original.	Project shows completely original thought and investigation.
Effort	Project shows little or no effort, and is left incomplete.	Project shows some effort, but is left incomplete.	Project is complete, but does not show pride.	Project is complete, and shows maximum effort and pride.
Workmanship and Skill	Project is unfinished and lacks detail.	Project is partially finished, and details are incomplete.	Project is finished but lacks fine detail.	Project is complete, and beautifully and carefully executed.
Enthusiasm and Responsibility	Student was often off task and/or sought ways to avoid work.	Students showed interest only some of the time.	Student worked enthusiastically most of the time.	Student worked enthusiastically at all times.
	6	12	18	24           TOTAL

Rubric Scoring Guide

A = 24 to 21; B = 20 to 17; C= 16 to 12; D= 11 to 6; F= <6