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Georgia O'Keeffe’s Floral Still Life

Lesson plan developed by Ms. Erika Geelhoed, BA Ed
Activity:  
Georgia O'Keeffe’s Floral Still Life
Age Group:
Preschool
* Lesson plan objective and assessment can be adapted to use this activity with school-age children.
Georgia O'Keeffe’s Floral Still Lif
Georgia O'Keeffe’s Floral Still Lif
Objectives:  
  • Student will develop fine motor skills by controlling a paintbrushes
  • Student will share information about the famous artist O’Keeffe   
CDA Competency Standard:   
II.4.2a 
Activities and materials encourage children of varying abilities to develop their small muscles
  • a) Individual fine motor skills are encouraged through a variety of developmentally appropriate materials and activities  
Materials: 
  • watercolor paints
  • paintbrushes
  • cups of water
  • flowers in a vase (can be real or fake)
  • pictures of O’Keeffe and her artwork    
Resources:
​
Procedure: 
  1. Prep for lesson by placing the flowers in the middle of a table. Lay out paints, paintbrushes and water cups.
  2. Introduce O’Keeffe to your students. Share with them about her life and show them pictures of her work. Explain that she was known for still life’s or painting pictures of things that are in front of you.
  3. Invite students to paint their own floral still life.
  4. Be sure to give them plenty of time to complete their work. When finished, meet back with students and discuss how creating their still life went.    
Assessment: 
  • Observe and record the student’s fine motor skills. How did they hold and control the paint brush? Record any comments on O’Keeffe and her paintings as well.   
Click on the photos to enlarge.
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The Process vs. Product Debate

To begin, let’s define both product and process art. 
Process Based Art
​
Focuses on the experience of creating. Some characteristics of process art are:
  • No step-by-step instructions
  • No sample for children to follow
  • A variety of materials
  • Each finished piece is unique and one of a kind   
Product Based Art
​
Focuses on the final finished work. Some characteristics of product art are:
  • There is a “right” and “wrong” way to create
  • There are set instructions to follow
  • An example is given to children
  • Every piece looks similar
​While it is obvious the majority of the time art should be process based, where does art appreciation fit in? In order to study the works of great artists, students will need to be given samples of art to study and reflect on.  I challenge you to think of art instruction as a continuum. On the one side there is complete process based art. This would be completely open-ended, and children would have access to whatever materials they desire. There would be no explicit instruction. This is what your art area in your classroom should look like. On the other side there is complete product based art. This would be teachers telling students exactly how to create, with absolutely no individuality.

​As students mature, there is room for some product based art. This doesn’t mean that they will be punching out carbon copies of the same thing. However, they can be challenged by only having access to certain materials for specific lessons. They can be shown an example of Michelangelo’s art and not be harmed. After all, who are we to deny children access to some of the most beautiful masterpieces? They desire to enjoy them just as much as adults do. ​
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