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

A house gets built at GOPA!

One of the recent artworks to emerge out of the GOPA Steam Project is a small house built by one of the students.  This house, begun after research and exploration, is constructed from mixed materials, including wood, cardboard, and tempera paint.  More details to follow soon!

GOPA Students Develop Solutions

Here are student generated STEAM art projects developed by students in Mr. Jones' art class at GOPA.  The art work in the first two photos was created by a student experimenting with painting techniques inspired by his research of Jackson Pollack who created large action paintings without paint brushes.  Art PIR Triada Samaras photographed Mr. Jones in front of one of the completed paintings as it was hanging on the wall of the GOPA art room.

Further below are two "zentangle" drawings created by students who were inspired by the zentangle website and research into other drawings. In the bottom artwork, the student incorporated signs and symbols from his trigonometry class into his zentangle drawing.

Georgia O'Keefe STEAM project in progress at SOIT

Below are photographs taken by Art Professor in Residence (PIR) Triada Samaras of SOIT students making progress on their Georgia O'Keefe Bones and Flowers STEAM art project.  Students are using real life images, as well as their imaginations to create unique compositions based on their own preferences on each square of vellum paper.  An enormous variety of compositions and colors is emerging.  In the bottom right photo, art teacher Mrs. Marilyn Simon is holding an unfinished student art work.

STEAM Teams to Collaborate with National Park!

The STEAM Teams at GOPA and SOIT are brainstorming a spring collaboration with nearby
Paterson Great Falls National Historical Park.  This national landmark and treasure is located within a mile of the high schools.  In the recent past School 7 in Paterson, NJ, has formed a partnership with the Great Falls National Park, and the High School STEAM Teams and students wish to follow suit.  GOPA and SOIT art students will learn about ecology, history and energy in their own community as well as create artworks back in the classroom inspired by their visit.  Park Ranger Ilyse Goldman at Great Falls National Park is eagerly awaiting their arrival.

GOPA Student Generated STEAM Artworks

As mentioned previously, the STEAM project this year began in earnest at SOIT and GOPA, where the STEAM team is developing distinct and unique approaches to STEAM.
A second STEAM Team from  the School of Government and Public Administration (GOPA) is working to develop an art curriculum in the classroom that highlights student research and student generated art work.  Led by GOPA art teacher, Mr. Darryl Jones, these students are branching out into many directions and art materials.  They are grouped together by their similarities of interest with groups consisting of both two and three dimensional media (see photograph below).



The emerging GOPA Steam consists of:
GOPA Art Teacher Darryl Jones,
SOIT Art Teacher Marilyn Simon,
WPU Adjunct Professor and Professor in Residence, Dina Scacchetti,
WPU Adjunct Professor and Art Professor in Residence, Triada Samaras,
Science Teacher Michael Schulties
Student Artists

Below are photographs taken by Art Professor in Residence, Triada Samaras, of the students of the GOPA art room and student generated art works.

New STEAM Project in the works!

(October 21, 2013)

"Georgia O'Keefe Flowers and Bones" Unit Plan begins......

The STEAM project this year began in earnest.
This STEAM Team brainstormed together to create an art/science unit plan inspired by the work of the artist Georgia O'Keefe and photographer Alfred Stieglitz.  The focus of the plan was O'Keefe's "close-up" compositions, integrating bone and flower compositions, as supported by the science curriculum.
  

The emerging STEAM Team consists of:
SOIT Art Teacher Marilyn Simon,
GOPA Art Teacher Darryl Jones
WPU Professor in Residence, Dina Scacchetti,
WPU Art Professor in Residence, Triada Samaras,
WPU Practicum Student Marijana Korunoska
Science Department Chairperson Levette Glanton
Media Center Specialists and Librarians, Patricia Gordon and Michelle Palko
Student Artists

Below are photographs taken by Art Professor in Residence Triada Samaras of Mrs. SImon and Ms. Korunoska who are brainstorming in the SOIT art room.  On the floor of the SOIT art room are xeroxed and laminated photographs of human, animal, bird, and dinosaur bones for the students; an art lesson plan; art and science vocabulary words; an art rubric; and the NJ Visual Arts Standards. Later the following were added and/or discussed:  the science standards; an actual, full size skeleton for the students to see and touch; anatomy books;  magnifying glasses;  a donated human skull (plastic) for the students to observe; and donated X-Rays.

On the wall in the art room (not pictured) will be placed art "fun facts" for the featured visual artist: Georgia O'Keefe.  These facts will be contributed by the students, who will be asked by Mrs. Simon to research O'Keefe to find them.

In the nearby halls are bulletin boards already shared by the art and science teachers.These areas will be used to exhibit the "Georgia O'Keefe Flowers and Bones" art works by the students.