Say it with flowers.

One of the first assignments I give my eighth grade drawing and painting class, when school starts in the fall, is drawing fresh flowers from observation. Because of the short growing season in Wisconsin, I have to take advantage of the few weeks when flowers are readily available. Over the years I have found a few varieties which will last a week as cut flowers in the classroom. The flowers I find to be very successful are carnations, sunflowers, and gladiolus. My classroom supply comes from my own garden, fellow faculty members, and a local florist.

A Scientific Look

This lesson begins by first providing the science connection in the art room. After a discussion of the types of flowers (simple vs. composite) and the parts of a flower, students work in table partners to dissect a flower. Gladiolus, roses, and day lilies work well for this part of the assignment because they are "complete" flowers. One potted azalea would also provide enough blossoms for the class. In order to prepare, I borrow hand lenses from the science department for the day, and create a worksheet for partners to describe their observations and draw illustrations of the flower parts while they perform the dissection. To help students identify flower parts, I hang a large diagram of a labeled flower in the room to pinpoint: sepals, petals, stamens, filaments, anthers, pistil, stigma, style and ovary. The book Art and Science Connection by Kimberly Tolley is an excellent reference too. I ask students to compare the flower in the diagram with the real flower they are observing. After the sepals and the petals are removed, I ask the students to note where the stamens attach; this is one method used for flower identification. The students then may use scissors to cut open the ovary of the flower.

The second day of the unit the students spend the forty-two minute period drawing flowers from close observation in contour line with pencils on 9 x 11" (23 x 28 cm) white paper. Each student has their own flower and draws it slowly while observing the flower's details. The students complete several contour line drawings of various flowers during the class period.

Artistic Insight

The third session begins with a presentation of how other artists in history have depicted flowers in color drawings and paintings. Georgia O'Keeffe and Vincent van Gogh provide contrasting compositional insights. I ask students to consider how they will fill their paper space with the flowers they select to draw in color. On this day, buckets of fresh flowers offer plenty of color options. After the flower choices are determined, the students draw their compositions in contour line directly on 12 x 18" (31 x 46 cm) white paper using one color marker. The benefits of the time spent closely observing flowers and the flower dissection activity are truly evident as the students produce bold drawings with vivid details.

Close observation also reveals subtle color changes as the students begin adding the glorious colors to their contour line drawings with oil pastels. Patience pays off in careful blending of the pastels. About three to four days are needed to complete the color component. The finished drawings receive a coat of gloss acrylic polymer for protection and to seal the oil pastel. It is important that the paper be completely covered with thick pastel for the polymer coating to be successful.

Writing the thought concept behind their floral composition and completing a self-evaluation are the final steps in the flower assignment. The artworks certainly brighten the school's hallways with the brilliant colors of some of the summer's final blossoms.

Resource

Tolley, Kimberly. The Art And Science Connection: Hands-On Activities for Intermediate Students, Reading, MA: Addison-Wesley, 1994.

Karen Watson-Newlin is an art teacher at Verona Area Middle School in Verona, Wisconsin.