Georgia O'Keefe Inspired Watercolor Flowers - 5th Grade Lesson Plan

Name: Ms. Sara Rosewicz and Ms. Wynonna Campbell Unit: Watercolor Lesson Lesson Title: Georgia O’Keefe Inspired Watercolor Flowers Grade level: 5th Grade Time Frame: 10 Days/48 minutes per day

INSTRUCTIONAL CONTEXT

What do I know about my students that will inform this lesson? I know that the 5th grade class has experience with using different mediums and art styles from projects such as the Totem Pole project working with tempera paints and paper, pottery projects, and line drawings.  With this experience they will be able to handle a new style easily and enjoyably.  They also have experience working with texture, line, form, space, and color, reinforcing the elements of this assignment.

How does this lesson connect with and build on the previous lesson(s)? The previous lesson, Totem Pole making, included the use of line and color, so by reinforcing those concepts in this project, students will be better able to comprehend and understand the importance of these elements of design.  It is also reinforces the idea of using a known artist’s own work to influence and shape the students’ thinking and idealization process.

How do you expect to build upon this lesson in subsequent lessons? By building the students’ appreciation for other artists and styles, I will be able to continue using the learned styles, techniques, and elements of design learned in future lessons.  If students understand the importance of past art, they can begin to realize the importance of their own current and future art, making their future projects creative and meaningful.

List any other special features of your school or classroom that will affect the teaching of this lesson. By having resources such as a television for watching videos of demonstrations, I will be able to show the class a brief video on watercolor techniques and styles, influencing them and inspiring them to try new and different ideas in their own work.  Other things that may affect the teaching of my lesson are the fact of having 4 students with learning disabilities or emotional behavioral disorders.  Careful planning and in-class help may be needed for these special case students, such as personalized assistance or project adjustments when necessary.

INFORMATION ABOUT THE LESSON

Enduring Understanding and/or Essential Question This lesson encompasses the importance of understanding past artists’ work and creating new and exciting art pieces based off careful studies and practices.  It also focuses on careful observation of detail with the ability to expand on those observations with variety of color, texture, and space.  How can we create a watercolor flower painting in the style of Georgia O’Keefe that focuses on color, texture, and space?

WI or National Art and Design Standards ·       Know that art is a basic way of thinking and communicating about the world. A.4.6. ·       Know Basic ways to describe, analyze, interpret, and judge art images and objects form various cultures, artists, and designers. B.4.6. ·       Explore the elements and principles of design. C.4.1. ·       Look at nature and works of art as visual resources. C.4.5. ·       Develop basic skills to produce quality art. C.4.7. ·       Learn basic language used in art. D.4.5.

Objectives ·       The objectives of this lesson are to influence and build on our current and previous knowledge of the elements of design.  Through careful study and observation of past/present artists (B.4.6) ·       We will engage in an activity that will enrich and expand on our knowledge of artists, allowing us to fully achieve a piece of artwork that we can be proud of and enjoy creating.  We will have the opportunity to reinforce our knowledge of the elements of design.  I will be able to use the elements of design correctly and effectively in my work (C.4.1).  ·       I can learn basic vocabulary involved with watercolor techniques and styles (D.4.5).

Academic Language Objectives Different techniques and painting styles will be learned and we will use and understand the new terms presented during the demonstration and throughout the lesson.  Terms such as Dry Brush, Variegated, Saturation, and Vividness will be discussed during class time and assessed during group discussion and critique formatively.

Prior Learning/Prior Thinking Students will more than likely have experienced watercolors before, but the new techniques they will be learning will propel them and ready them for new projects and lessons in the future.  These textures and techniques will be expanded upon to allow for new and interesting developments in the artworks created.  In previous lessons, students have also learned basic elements and principles of design, such as line, shape, color, form, and space.  These will all be utilized in the lesson and will be greatly expanded upon with using texture and different mediums than previously used.

Instructional resources, materials, websites referenced to guide your instruction and engage student learning (Use APA format for citing texts/publications)  I will use cutout images of flowers from magazines (provided by cooperating teacher,) and a video “Wonders of Watercolor” by Sax Arts & Crafts about watercolor techniques and styles.

Art Materials needed ·       Watercolor paper 12x12 ·       Watercolor paints ·       Brushes, water ·       Masking tape ·       Images from Magazines ·       Video- Wonders of Watercolor ·       Pencils ·       Paper for Windows ·       Sharpie Markers ·       Salt, straws, cardboard, plastic wrap, bubble wrap etc.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS

Total students____20_____                 Males____11______              Females____9______
Diverse Student Needs Category	Number of Students	Accommodations and/or pertinent IEP Objectives
Students with IEPs	4	Specified instruction/One-on-One instruction when needed, moved to Special Education room if necessary.  Sometimes just sitting down and discussing the projects a bit more helps with focus and concentration.
English Language Learners	0
Gifted	N/A	There are a few students who seem to have great understanding of topics and can elaborate on their ideas and create effective pieces of art with little trouble or prompting.
504	N/A
Other special needs	N/A

LESSON IMPLEMENTATION

Anticipatory Set/Elicit Prior Knowledge I will hook the students by asking the following questions. “How many of you like to draw? How many of you like to paint?  How many of you like to do experiments?”  With these questions I will engage my students and get them guessing as to what the experiments might be.  Then I will show them the charts and flowers to give them an idea of all the different things they will be able to try.

Focus/Purpose Statement  Today we will be learning how to use watercolor paints along with different materials to create interesting and exciting patterns and textures.  We will later apply these to a drawing of a flower that you will sketch out influenced by the artist Georgia O’Keefe.  It is important to study and incorporate other artists’ ideas into your own art making so that you can gain a greater appreciation for art.

Procedure Time 48 mins Instructional Strategies/Learning Tasks Day One: 1.     Anticipatory set: Ask questions about who likes to do what and hook the kids with the idea of doing their own experiments. 2.     Discuss who Georgia O’Keefe was and how we will use our previous knowledge of the elements of design to apply watercolor to paper to create flowers inspired by her work. Introduction of the Assignment/grading criteria: Show examples of student work and discuss grading rubric. 3.     Demonstration/making watercolor chart: measuring and taping off boxes 4.     Students work on making chart: measuring and taping off boxes 5.     Clean up Day Two: 1.     Review of yesterday’s learning/Grading Criteria: 2.     Video of Watercolor techniques. “Wonders of Watercolor” 3.     Continue work on Charts 4.     Clean-up Day Three: 1.     Refresh the day’s objectives: Work on Watercolor charts 2.     Demonstration of Watercolor techniques: making chart samples 3.     Clean-up Day Four: 1.     Review day’s objectives: begin chart practice and techniques 2.     Work on charts/techniques, In class observation by walking around during work time. Question answering. 3.     Clean-up Day Five: 1.     Review daily objectives and plan for working. 2.     Work on charts/techniques, questioning and aiding in needs of students’ by walking around 3.     Clean-up Day Six: 1.     Review daily objectives and plan for day 2.     Finish charts 3.     Show images of flowers to choose from 4.     Students choose image and place windows 5.     Clean-up Day Seven: 1.     Review daily objectives 2.     Demonstration of flower sketching 3.     Students sketch flowers 4.     Begin painting flowers 5.     Clean-up Day Eight: 1.     Review daily objectives and plan for day 2.     Continue work on painting flowers 3.     Clean-up Day Nine: 1.     Review daily objectives 2.     Finish painting flowers 3.     Glue on tag board 4.     Clean-up Day Ten: 1.     Introduce Critique 2.     Sharing of students work as critique 3.     Students fill out self rubric 4.     Turn in work Purpose B.4.6. & D.4.5. Introduction of lesson.  B.4.6.  C.4.7. D.4.5. Differentiated instruction: Oral and Visual instruction.  Guided Practice. Informal assessment Differentiated instruction: visual/Auditory, C.4.1. , D.4.5. & C.4.7. C.4.1. , D.4.5. , C.4.7 Differentiated Instruction: Guided practice C.4.1. Informal assessment, review C.4.7. & C.4.1. Informal assessment, review C.4.7. & C.4.1. C.4.7. & C.4.1. Informal assessment, C.4.5. C.4.5. Guided practice Informal assessment Differentiated instruction: guided practice A.4.6. & C.4.7. Informal assessment, review C.4.7. , D.4.5. , C.4.1. Informal assessment, review C.4.7. , D.4.5. , C.4.1 Craftsmanship Formal assessment Summative Assessment/ A.4.6. , B.4.6. Formative Assessment

Criteria for the Project: Students’ Rubric Showed skill with media/used 2 different techniques 20 19 18 17 16 15 Was Organized/Creative 20 19 18 17 16 15 Understand specific Elements of Art 20 19 18 17 16 15 Line-Color-Shape and form-texture-value-space (Circle the answers) Effort: Took your time, good use of class time 20 19 18 17 16 15 Attitude and Behavior (In class) 20 19 18 17 16 15 Total: 100 Points                                 Your Score_______ Letter Grade______

Differentiation Depending on what areas of the project are troublesome to specific students I will adjust to their needs.  One specific student struggles with autistic characteristics and had trouble focusing on his work.  I helped him by sitting down one-on-one with his to help him focus and keep at his project.  If a student has a physical difficulty and cannot use a scissor I will either have another student help or I will assist them in cutting their window.  All of the students were capable of doing their own work, but if they ever needed assistance I was there to help.

Closure During this time the student will do a student led critique through showing their projects individually and they will discuss why they chose the flower they did, what techniques they used and why, and give a brief description of what they like about their own work and why they did the work they chose.  This is a way to do a summative assessment for my students work and how they felt about the project just to inform me on how to adjust future projects. I will ask them some questions to begin the discussion, but they and their peers will lead it.

Reflection on lesson A majority of the students worked well with the drawing, using techniques to create texture, and painting with watercolor media. They worked so well because they had an understanding for how the media worked, and specific Elements of Art such as line, color, shape and form, texture, value, and space. One boy with Autism had trouble using the techniques to create texture and staying on task. He also had trouble using a ruler to measure out lines and then draw boxes. It’s possible he had trouble with these because he would easily get frustrated and the task was too tedious. Based on this data, the steps for future lessons will need to be adjusted through shortening the lesson, or number of techniques used to fit the needs for the students with special needs so that they may be able to participate and experience the same level of learning and reach the same objectives as the other students.

ASSESSMENT

Before the lesson Gathering information about student knowledge We will communicate with our cooperating teacher and discuss the social/emotional development of the students and evaluate their previous projects to obtain an understanding of their academic progress and knowledge.  We will also observe and listen to our students as they are partaking in the activity to decide if they are enjoying it or not. Pre-assessment that may be used For pre-assessment, we will do an informal in-class discussion or “pre-test” on elements of art and the use of different types of media.  Questioning about favorite media types could also be helpful.

During the lesson In order to know if the students understand the lesson while we are teaching, we will move around the classroom asking questions and have one-on-one discussions/conversations with the students to see where they are. This will also provide feedback during the lesson that will inform us if a student needs help with something and assist us in finding ways to help them improve their understanding and in turn, their project.  Informal Formative Assessment  Guided Practice (allowing the students to participate along with me when creating our technique watercolor charts), Questioning (to see how the students feel about the project and how they are doing), Observations (to see if there is any way to help the students) Formal Formative Assessment In order to formally assess the students during the lesson, we will have them sketch out their flowers, and decide which techniques they would like to use on their flowers to create textures and reach the objective.  Students will then be assessed during an in-class critique where they will discuss their project using terms learned during the lesson.  The filing out of the rubric will be the formal assessment used.  Students must be able to correctly label and choose the elements they have used.

At the end of the lesson By having the students present their projects to the class it will show if and how well the students understood the lesson. The students will provide evidence for learning by filling out the rubric at the end of the lesson.  Some accommodations/modifications may need to be added to the lesson in order to help those students having difficulty demonstrating their learning as well as those students who need more challenge. Formative – We will have the students present their projects to the class and tell why they chose the techniques they did along with filling out the rubric specific to the project. Summative - We will have the students fill out the rubric on their final project to see how they think they did and how many of the Elements of Art they understood and used during the lesson.

WHAT DO I NEED TO WRITE?

REFLECTING ON THE LESSON WRITING. 

RUBRIC 1

I believe that these plans do build on one another to support a lesson that is full of visual stimulus to connect to and administer clear and fun learning for all of my students.  Concepts of art are utilized and discussed before, during, and at the assessment of the lesson to demonstrate learning among students.  Demonstrations are done in class to provide differentiated learning for students and allows for guided practice.

RUBRIC 2

The plans are indeed tied to learning objectives and focused on class characteristics and needs.  Focus is put on differentiated instruction to allow for all students to learn and understand.  Video media, hands on activities, and teacher demonstration is used to allow for learning.  Individualized instruction was also available to students with IEPs or 504 plans when necessary or needed. Errors are easily identifiable through careful classroom observation and discussion with cooperating teacher and the students themselves as the lesson commences. 

RUBRIC 3

Justification of learning tasks is discussed with the students to ensure the understanding and appreciation for learning objectives.  By discussing them with my students I can understand what they deem important and worthy of understanding and using in the future to adjust my lesson plans and make them relevant to my students.  By associating the learning with prior learning, I can make the lessons more approachable and interesting for students. The teacher standards are labeled and given a purpose in my lesson plan.

RUBRIC 4

Language and vocabulary are functioning in this lesson due to the emphasis on the elements of art and design.  Students’ prior knowledge of these elements is assessed and built upon during the activities through questioning, formal assessment, and informal assessment. Adaptions to the lesson might be needed for ESL or ELL students, requiring a translator/language teacher.

RUBRIC 5

Through multiple forms of assessment this lesson plan is accessible to many different levels of understanding and ability.  Through group critique and in class questioning, a less stressful and formal assessment is available, while a more formal assessment is also taken through rubric assessments.  If a rubric isn’t fitting for a student with an IEP or 504 plan, then one on one discussion and assessment can be done to check for vocab understanding and term recognition.  Having the student simply telling me the reasoning for their work and describing it can be used as an assessment tool.