Art and Culture Center of Hollywood Distance Learning

Transcription

1 Art and Culture Center of Hollywood Distance Learning Integrated Art Lesson Title: Description and Overall Focus: PROTRACTOR FLOWERS This lesson will begin by introducing the history of the protractor and the different versions of each. The students will learn about the inventor and the basic uses of this mathematical tool. Students will also be shown the parts of a flower and the work of American artist Georgia O Keefe and her amazing flower drawings. Finally, students will take the protractor and use it to trace a complete circle onto paper which they will then turn into a colored flower. (This last part of the lesson will also explain the scientific process of osmosis and how simple white flowers can be colored using food coloring and water). Length of Lesson Grade Range Sunshine State Standards, National Standards, and FCAT Benchmarks Objective(s) 45 minutes 1 hour Elementary (See attached) The protractor flower will teach students all about the famous artist Georgia O Keefe and her amazing flower paintings. It will also show students how she used a piece of Swiss cheese to establish the perimeters artists prerogative to simplify and visually crop her subject matter. Students will then be shown how to use a protractor and eventually how to create a beautiful rolled flower beginning with this mathematical tool. Materials: PLEASE NOTE: Some materials must be acquired prior to this lesson Teacher Handout Templates and Examples 1-Copy of the TEMPLATE FOR CIRCULAR PROTRACTOR for EACH student printed on cardstock to be cut out by student (unless you have enough round protractors for your class) 1-COPY of the PROTRACTOR FLOWER EXAMPLES for EACH student Art Supplies 1- Drawing pencil for EACH student 1- Eraser for EACH student 1 Piece of White Drawing Paper for EACH student 1-Large plastic circular protractor (or the PROTRACTOR TEMPLATE provided, printed on cardstock, to be cut out by EACH student

2 1-Pair of Scissors for EACH student Enough Colored Pencils or Crayons for the ENTIRE class 1- Glue Stick for EACH student 1- Small Piece of Cardboard (2 X 2 ) for EACH student Optional: A piece of Swiss cheese with holes in it to demonstrate how Georgia O Keefe simplified her visions for painting. Introductory activity Students will begin by learning about Georgia O Keefe, her use of Swiss cheese slices and her wonderful flower paintings. Students will then be shown the parts of a flower, some of the commonly used math tools, and will learn about the inventor of the protractor. Core activity Students will be instructed on how a protractor is used and the names of it s various parts. They will then take the protractor template and begin to create the protractor flower. They will be shown the scientific process of osmosis and how that should influence the coloring of their flower. Closure activity Assessment Teacher follow-up idea Student follow-up idea Book/Web references Selected students will be asked to show their completed flower and comment on what they learned during today s lesson. Students will have learned about the protractor and have created a finished flower that they can use to decorate gifts and greeting cards or just use as a paper sculpture. Teacher s can have students try the osmosis experiment or demonstrate this process to their class. Students can create flowers out of many different types of decorated papers. Example: Wrapping paper, newspaper, magazines, old paper bags, etc. Georgia O Keefe-The Artist in the Desert by Prestel Publishing Portrait of an Artist: A Biography of Georgia O Keefe by Laurie Lisle ibjltg Music: To Go Beyond by Enya Art and Culture Center of Hollywood Lesson plan prepared by Sherie Tengbergen, artist and educator

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4 TEMPLATE FOR CIRCULAR PROTRACTOR:

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8 PROTRACTOR FLOWER EXAMPLE:

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10 The History of Rainbow Roses These psychedelic looking rainbow roses are real roses, whether you believe it or not! Given the name Rainbow Roses in the trade, they did not attain their multi colored appearance naturally. They are the latest brainwave of Dutch flower grower Peter Van de Werken. The rose petals on these roses have taken on this rainbow aspect by a process known in the flower trade as stem dying. This technique is not new, as it has been around since the Victorian era. This is an established florist s trick to get such flowers as chrysanthemums, carnations, and roses to absorb colors by placing their stems in colored dyes. You can try this at home with food coloring. What differs is the number of different colored dyes absorbed by each rose blossom along with the use of professional floral dye. Start by cutting the rose stem into several portions; placing each into a different color dye. Most likely these rainbow roses started their life as white roses as flower dyers long ago discovered white blooms accepted colors best as the white flowers themselves carry no colored pigment to distort the color effect of the mechanically introduced one.

11 SUNSHINE STATE STANDARDS - Protractor Flowers-Elementary Pre K - K Arts: Dance *Skills and Techniques (DA.A.1) and (DA.A.2) *Creation and Communication (DA.B.1) *Cultural and Historical Connections (DA.C.1) *Aesthetic and Critical Analysis (DA.D.1) *Applications to Life (DA.E.1) Arts: Music *Skills and Techniques (MUA.1), (MUA.2) and (MUA.3) *Creation and Communication (MUB.1) and (MUB.2) *Cultural and Historical Connections (MUC.1) x x *Aesthetic and Critical Analysis (MUD.1) and (MUD.2) x x *Applications to Life (MUE.1) and (MUE.2) x x Arts: Theatre *Skills and Techniques (TH.A.1), (TH.A.2) and (TH.A.3) *Creation and Communication (TH.B.1) *Cultural and Historical Connections (TH.C.1) *Aesthetic and Critical Analysis (TH.D.1) *Applications to Life (TH.E.1) Arts: Visual Arts *Skills and Techniques (VA.A.1) x x *Creation and Communication (VA.B.1) x x *Cultural and Historical Connections (VA.C.1) x x *Aesthetic and Critical Analysis (VA.D.1) x x *Application to Life (VA.E.1) x x Language Arts *Reading Process (LA.1.1), (LA.1.2), ( LA.1.3), (LA.1.4), (LA.1.6) and (LA.1.7) *Literary Analysis (LA.2.1) and (LA.2.2.) *Writing Process (LA.3.1), (LA.3.2), (LA3.3.), (LA3.4) and (LA3.5) *Writing Applications (LA4.1), (LA4.2) and (LA.4.3) *Communication (LA.5.1) and (LA.5.2) x x *Information and Media Literacy (LA.6.1), (LA.6.2), (LA.6.3) and (LA.6.4) Mathematics *Number Sense, Concepts, & Operations (MA.A.1), (MA.A.2), (MA.A.3), (MA.A.4) and (MA.A.5.) x x *Measurement (MA.B.1), (MA.B.2), (MA.B.3) and (MA.B.4) x x *Geometry and Spatial Sense (MA.C.1), (MA.C.2) and (MA.C.3) x x *Algebraic Thinking (MA.D.1) and MA.D.2) x x *Data Analysis and Probability (MA.E.1), (MA.E.2) and (MA.E.3) Science *The Nature of Matter (SC.A.1) and (SC.A.2) *Energy (SC.B.1) and (SC.B.2) *Force and Motion (SC.C.1) and (SC.C.2) *Processes that Shape the Earth (SC.D.1) and (SC.D.2) *Earth and Science (SC.E.1) and (SC.E.2) *Processes of Life (SC.F.1) and (SC.F.2) x x *How Living Things Interact With Their Environment (SC.G.1) and (SC.G.2) x x *The Nature of Science (SC.H.1), (SC.H.2) and (SC.H.3) Social Studies *Time, Continuity and Change (History) (SS.A.1), (SS.A.2), (SS.A.3), (SS.A.4) and (SS.A.5) x x *People, Places and Environments (Geography) (SS.B.1) and (SS.B.2) x x *Government and the Citizen (Civics and Government) (SS.C.1) and (SS.C.2) *Economics (SS.D.1) and (SS.D.2) Foreign Language *Communication (FL.A.1) and (FL.A.2) *Culture (FL.B.1) *Connections (FL.C.1) and (FL.C.2) *Comparisons (FL.D.1) and (FL.D.2) *Experiences (FL.E.1) MS 6-8 HS 9-12

12 Health (No standards adopted) Physical Education *Physical Education Literacy (PE.A.1), (PE.A.2), (PE.A.3) *Responsible Physical Activity Behaviors (PE.B.1) and (PE.B.2) *Advocate and Promote Physically Active Lifestyles (PE.C.1) and (PE.C.2) NATIONAL ART STANDARDS x x x x x x NA-VA.K-4.1 UNDERSTANDING AND APPLYING MEDIA, TECHNIQUES, AND PROCESSES. NA-VA.K-4.2 USING KNOWLEDGE OF STRUCTURES AND FUNCTIONS. NA-VA.K-4.3 CHOOSING AND EVALUATING A RANGE OF SUBJECT MATTER, SYMBOLS, AND IDEAS. NA-VA.K-4.4 UNDERSTANDING THE VISUAL ARTS IN RELATION TO HISTORY AND CULTURES. NA-VA.K-4.5 REFLECTING UPON AND ASSESSING THE CHARACTERISTICS AND MERITS OF THEIR WORK AND THE WORK OF OTHERS NA-VA.K-4.6 MAKING CONNECTIONS BETWEEN VISUAL ARTS AND OTHER DISCIPLINES. FCAT BENCHMARKS MA.5.G.5.3 Solve problems using appropriate measuring tools SC.1.L.14.2 Identify major parts of plants, including stem, roots, leaves and flowers SC.3.L.14.1 Osmosis-Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction

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