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) You can buy Photoshop in the Adobe Education Store
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Computers
- Internet access
Collection of digital photographs of flowers
Photo editing software
Printer and quality print paper |
Resources:
Books about the art and life of Georgia
O'Keeffe (See below)
DVD
Great Women Artists: Georgia O'Keefe
- The program provides an in-depth look into her life, and includes numerous examples of her works while examining her style which made her unique in the world of art. This original program also features spectacular imagery and many rare historical photographs.
Books
Georgia O'Keeffe Museum Collections
- Published to mark the tenth anniversary of the Georgia O'Keeffe Museum in Santa Fe, New Mexico, it showcases 335 works
Georgia O'Keeffe World of Art
- This book gives the reader a great outline of O'Keeffe's life. The author matches the artist's personal development with her work so that one can travel in O'Keeffe's footsteps and appreciate both her outlook and inner eye.
Prints
Red Hills with White Shell by Georgia O'Keeffe
Tan Clam Shell by 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
