Title: Butterflies and Moths: a Close up (Georgia O Keeffe)

Title: Butterflies and Moths: A Close Up (Georgia O’Keeffe)

Description of Setting  Suburban school, first floor classroom, with sink; students sit in pods, each with their own desk.  The classroom is next to the music room which sometimes makes for some loud moments, but the students are generally patient with disruptions.  Fourth grade classroom, 10 boys and 11 girls.

Description of Learners Abilities:  Reading ability ranges from 2nd to 6th grade.  Two students are placed in front of the teacher’s desk because of difficulties in attending.  Two students in the class have problems with fine motor skills. Extra time should be allowed for completing art and written work. Prior Knowledge:  Students have been studying butterflies and moths for many years in various settings, but this year will be asked to identify regional species.  Students are familiar with six art elements: space, color, value, line, shape, and texture.  Students have been taught to use supportive art critique methods. Developmental Skills:  One student has Downs Syndrome and has a SSD aide. The student is encouraged to fully participate as able.

Goals and Outcomes Goals:  Students will understand how nature inspires great art.  Students will develop an awareness for detail in art and respect for nature.

Outcomes:  Students will be able to identify the name of a specific butterfly or moth from a photo.  Students will research and write a 5-sentence paragraph about their insect (Lepidoptera).  Using oil pastel, students will make a drawing of a close-up of a butterfly or moth.  Students will be able to critique artwork.  Students will be able to identify work by O’Keeffe.

Introduction  Read Look! Look! Look! by Tana Hoban with class.  Discuss the way that isolated images create different impressions.  Show the print of “Black Iris” by Georgia O’Keeffe and read the introduction where O’Keeffe talks about looking closely at the world.  Using art vocabulary, ask class to reflect on the following questions: How can you tell that the flower has curves? What are the colors present and how often do they appear in the painting? What botanical parts can you identify as you view the painting? What has O’Keeffe chosen to do for the background?

Instructional Process

Materials: boxes of oil pastels, hand wipes, colored construction paper cut to 6 X 9 inches, photos of butterflies and moths, black construction paper with windows cut in them, Look! Look! Look! by Tana Hoban, print of “Black Iris” by Georgia O’Keeffe, access to library and computer lab.

 Distribute photos of butterflies and moths, one per student.  Students will determine the name of their assigned insect by using a field guide or other resources and write down five key features/ behaviors about the insect.  Each student will be given a piece of black construction paper (students have scissors at their desks).  Students will make a viewfinder square and frame a portion of the photo (in the manner of Tana Hoban).  The instructor will demonstrate the use of oil pastels, showing how they can be blended and how a person should start with light colors and layer to create darker colors.  Each student will receive a box of oil pastels and have access to colored construction paper, 6 X 9.  Students will draw the determined portion of their butterfly or moth. Methods for using the pastels will be up to the student as they experiment with the medium. Students will model O’Keeffe by enlarging their drawing to fit the paper.  When all paintings are completed, students will split into groups of six and discuss each masterpiece.  Each student will write a critique of one painting by making five statements, using informed and supportive art language.  Because students will finish artwork at different rates, there will be a display of ten postcards by a variety of artists and in free time, students will try to identify which are by O’Keeffe.

Assessment Procedures  Students will be given ten postcards of flower art by various artists and will be asked to identify those that were painted by Georgia O’Keeffe (they will do this until they get it right—no grade will be given).  Drawings will be assessed on whether completed or not.  Using art vocabulary, students will critique in writing the artwork of a classmate’s completed close-up. My goal is that 80% of students will achieve a rating of 2-3. 3 Proficient 2 Progressing 1 Needs Improvement Critique Used supportive Used mostly Used mostly critical Words language with no supportive language vocabulary judgmental words. but with some judgmental words Art Used at least five Used at least three Used less than three Vocabulary words of art words of art art vocabulary words vocabulary vocabulary Writing Skill Good grammar and Some grammar and Many grammar and spelling spelling errors spelling errors

 Students will be asked to identify the insect that they drew and write a five- sentence paragraph about it. My goal is that 80% of students will achieve a rating of 2-3. 3 Proficient 2 Progressing 1 Needs Improvement Insect ID Full name of Partial name of Name of insect was mostly insect was insect was reported or completely incorrect reported (25 pts) (15-24 pts) (0-14 pts) Paragraph 5 facts included 3-4 facts included 1-2 facts included (40 pts) (25-39 pts) (0-24 pts) Writing Skill Good grammar Some grammar and Many grammar and and spelling (30- spelling errors spelling errors (0-19) 35 pts) (20-29 pts)

Management Procedures  Attention to multiple intelligences dictates the design of this lesson. Students have the opportunity to write, interact with one another, be introspective, participate in visual art activities, think about nature, categorize and classify information, and use their fine motor skills. As a result of the multiple layers of learning, I expect students will be engaged and behavior problems to be at a minimum.  Instructor will ask select students to help distribute and collect supplies as the project progresses. A cleaning group will be responsible for special duties, but all students will help with clean-up.  Based on previous training, instructor will expect students to be supportive of each other with art critiques and to maintain a reasonable level of conversation.  Students are expected to self-regulate their behavior according to community rules.

Show-Me Standards Goal 1.2 conduct research to answer questions and evaluate information and ideas Goal 1.9 identify, analyze and compare the institutions, traditions and art forms of past and present societies Goal 2.4 present perceptions and ideas regarding works of the arts, humanities and sciences Goal 2.5 perform or produce works in the fine and practical arts Goal 3.4 evaluate the processes used in recognizing and solving problems

Fine Arts 1 process and techniques for the production, exhibition or performance of one or more of the visual or performed arts Fine Arts 2. the principles and elements of different art forms Fine Arts 3. the vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts

Reflection I assume too much when I teach! Students had trouble understanding how to enlarge their photo section at first; I had to demonstrate with the viewfinder individually with several students before the group understood that they were not to draw the entire insect. I assumed that the Hoban book would help them make this connection, but I think next time I will actually demonstrate this process for the entire group, and actually begin a painting myself. This would also give me an opportunity to demonstrate for a second time the potential of oil pastels. Generally, I need to slow down and allow for process time. One of the best things I did was introduce Georgia O’Keeffe and underscore her trademark of enlarging objects and honoring nature. Students were able to identify her work easily using the postcards. I don’t know if the credit goes to me or to Georgia! The critiques did not measure up to my expectations (only 60% scored with a 2-3 rating), but I think we need to reinforce the principles of supportive critiquing and the basic design elements. This might have been a better lesson later in the year. However, the students’ research skills are great. They exceeded the 2-3 rating with their paragraphs at a 90% success. Does this all indicate that the emphasis on writing/reading is working and that we have let the skills in the arts lag behind? Food for thought.