Submitted by: Marjory Hahn,
New York City High School
UNIT: Photoshop - Color manipulation & filters - Georgia
O'Keeffe
Lesson: Georgia O'Keeffe Inspired Flowers
Grade Level: High School (adaptable to middle school)
click images for larger views
Objectives: Students
will
Materials:
- gain appreciation for art of
Georgia O'Keeffe
- create an abstracted flower -
focus down and crop image
- explore color manipulation and
filtering using Photoshop (or Photoshop Elements)
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Computers
- Internet access
Collection of digital photographs of flowers
Photo editing software
Printer and quality print paper |
Resources:
Know
the Artist: Georgia O'Keeffe (links page)
Books about the art and life of Georgia
O'Keeffe
Video: Georgia O'Keeffe
Preparation:
You and your students can take a number of
digital photographs of close-ups of flowers for this lesson.
Optional: Prepare a PowerPoint of selected Georgia O'Keeffe's
flowers showing a photograph of the actual flower after each slide
for comparison.
Motivation: Did you ever look at
something up close for the first time and notice details that you
missed further away? Look closely at flowers - examine details.
Procedures:
- Students will find web sites from
Google or any web engine - search the artist (Georgia
O'Keeffe) by name and find her philosophy behind the
flower paintings. Students answer questions on teacher made
handout.
- Students will give the sites as they
search to the class - create an annotated "webliography".
Encourage students to use authoritative sites (not student
sites)
- Look at O'Keeffe's flowers in photographic
reproductions - compare to photographs of actual flowers -
note how flower is abstracted.
- Examine real flowers.
- Select an image of a flower from the
Internet (be sure to choose flowers in public domain) OR
select from a collection of student and teacher photographs.
Image should be jpeg at least 600 pixels in size. Gif images
will not work.
- Open image - change to grayscale
and crop pictures. Pictures can be cropped both before and
after re-coloring and altering.
- Change back to CYMK
or RGB (color)
- Re-color and filter to get the essence of
the flower.
- Critique finished work.
Assessment: (rubric adapted from
Marianne Galyk)
Assessment could include a grade for
photograph if you have students take their own photographs of
flowers.
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Assessment Rubric
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Student Name:
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Class Period:
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Assignment:
Georgia O'Keeffe Flower - Color Manipulation
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Date Completed:
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Circle the
number in pencil that
best shows how well you feel that you completed that
criterion for the assignment.
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Excellent
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Good
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Average
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Needs
Improvement
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Rate
Yourself
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Teacher’s
Rating
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Criteria 1 – Webliography - student
research on Georgia O'Keeffe - handout
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10
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9 – 8
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7
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6 or less
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Criteria 2 – Abstraction of flower
photograph - use of color - color tools
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10
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9 – 8
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7
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6 or less
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Criteria 3 – Abstraction of flower -
use of filters and cropping
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10
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9 – 8
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7
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6 or less
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Criteria 4 – Effort: took time to
develop idea & complete project? (Didn’t rush.) Good
use of class time?
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10
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9 – 8
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7
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6 or less
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Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the
art tools & media?
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10
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9 – 8
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7
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6 or less
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Total:
50
(possible
points)
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Grade:
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Your Total
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Teacher Total
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Student
Comments:
Teacher
Comments:
National Standards: Standards
covered depends on how much discussion and research your students
do.
| 1.
Understanding and applying media, techniques, and
processes |
2.
Using knowledge of structures and functions |
3.
Choosing and evaluating a range of subject matter,
symbols, and ideas |
4.
Understanding the visual arts in relation to history and
cultures |
5.
Reflecting upon and assessing the characteristics and
merits of their work and the work of others |
| Students
apply media, techniques, and processes with sufficient
skill, confidence, and sensitivity that their intentions
are carried out in their artworks |
Students
demonstrate the ability to form and defend judgments about
the characteristics and structures to accomplish
commercial, personal, communal, or other purposes of art |
Students
reflect on how artworks differ visually, spatially,
temporally, and functionally, and describe how these are
related to history and culture |
Students
differentiate among a variety of historical and cultural
contexts in terms of characteristics and purposes of works
of art |
Students
identify intentions of those creating artworks, explore
the implications of various purposes, and justify their
analyses of purposes in particular works |
| Students
conceive and create works of visual art that demonstrate
an understanding of how the communication of their ideas
relates to the media, techniques, and processes they use |
Students
evaluate the effectiveness of artworks in terms of
organizational structures and functions |
Students
apply subjects, symbols, and ideas in their artworks and
use the skills gained to solve problems in daily life |
Students
describe the function and explore the meaning of specific
art objects within varied cultures, times, and places |
Students
describe meanings of artworks by analyzing how specific
works are created and how they relate to historical and
cultural contexts |
National
Visual Arts Standards Courtesy of Kennedy ArtsEdge
[HIGH
SCHOOL LESSON PLANS]
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