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Color Unit and Lesson Plan 9/24/2014 2:07:00 PM
Color Unit Lesson Plan Template:
Color Theory and the 12 Step Color Wheel Anticipatory Set (Connecting to Prior Knowledge) First Into Activity: Ask students to name the colors on the 12-step color wheel poster on the wall. Accept all answers and record them on poster paper or digitally and save the list for the end of the unit 2 nd Into Activity: Ask students to make a list of as many things that they can think of that can be categorized by one of the colors on the 12-Step Color Wheel (i.e. fire engine, cherries, and stop signs could be listed under the color Red). After approx. 10-15 minutes have students gather into small groups of 3-4 students and have them compile there lists into a larger one that represents all of there choices. If there are duplicate items on the individual students list within the small groups have them place a checkmark next to the item in the color list. If all four students in the group had the same item on their list then write the word for the item and then place 3 checkmarks after the name of the item. Finally have one student from each group share their new Big list with the class, and make a master list in the same format as the small group lists. 3 rd Into Activity: Students will color a picture of the American flag using black, green, and orange (the complements or opposite colors to red, white, and blue). When the whole class has finished coloring their flag pictures they instructed to stair at the middle of their picture of the flag for 30-60 seconds. On the teachers signal the students will then be instructed to quickly turn their pictures over to the blank white side and stare at the middle of the page and pay attention to what happens as the after image of the green, black, and orange flag now appears as the red, white, and blue flag that they are accustomed to in the after-image
Students will now paint a color wheel (lesson plan text will be added here as to how the color wheel lesson will proceed). Objective/Purpose Art Objectives: Students will gain an in depth understanding color. They will study and experience color from the perspective of an artist and a scientist. The emphasis will be on subtractive color and the 12-step color wheel. Subtractive color is based in pigment, whereas additive color concerns light. Identify the primary, secondary, and tertiary colors. Students will learn to distinguish value (tints, tones, and shades) and intensity in color Develop and understanding of basic color schemes, such as achromatic, monochromatic, analogous, and complementary c Appreciate the beauty and use of colors by applying color wheel combinations in painting pictures. Study art from the great painters of the past and present, and make art in the style of Impressionism, Expressionism, Cubism, Fauvism, Surrealism, and Abstract Expressionism Students will develop vocabulary to verbally discuss and write about their own artwork and work of others. Science Objectives: What is the nature of light and color? What are the similarities and differences of additive color (light) and subtractive color (pigment)? What kind of properties does light have? How light travels in a straight line? How light can be reflected. How light can be absorbed. How light can be refracted. Introduction to the anatomy of the human eye
Objectives: What the students should be able to do, understand, and care about as a result of the teaching? Blooms Taxonomy of Educational Objectives may be used.
Art Objectives: 1. Students will gain an in depth understanding color. They will study and experience color from the perspective of an artist and a scientist. The emphasis will be on subtractive color and the 12-step color wheel. Subtractive color is based in pigment, whereas additive color concerns light. 2. Identify the primary, secondary, and tertiary colors. a. Students will learn to distinguish value (tints, tones, and shades) and intensity in color b. Develop and understanding of basic color schemes, such as achromatic, monochromatic, analogous, and complementary c 3. Appreciate the beauty and use of colors by applying color wheel combinations in painting pictures. a. study art from the great painters of the past and present, and make art in the style of Impressionism, Expressionism, Cubism, Fauvism, Surrealism, and Abstract Expressionism 4. Students will develop vocabulary to verbally discuss and write about their own artwork and work of others.
Science Objectives: 1. What is the nature of light and color? a. What are the similarities and differences of additive color (light) and subtractive color (pigment)? 2. What kind of properties does light have? a. How light travels in a straight line? b. How light can be reflected. c. How light can be absorbed. d. How light can be refracted. 3. Light is energy 4. The anatomy of the human eye
Materials Needed for this unit 1. Primary Red, Yellow, and Blue, in addition to black and white tempera paint 2. A variety of brushes: rounds, flats, and filberts 3. Class set of paint mixing knives 4. Plastic trays or palettes for mixing paint 5. 1 ream 18 x 24 drawing paper 80lb.+ 6. 1 color wheel diagram or poster 7. class set of aprons or smocks (old t-shirts will do fine) 8. digital projector and screen 9. overhead projector
Integrated Unit on Color 9/24/2014 2:07:00 PM Standards: What standards of performance are to be expected? When will pupils will be held accountable for what is expected? The students should be informed about the standards of performance. (Standards are an explanation of the type of lesson to be presented, procedures to be followed, and behavioral expectations related to it, what the students are expected to do, what knowledge or skills are to be demonstrated and in what manner.)
North Carolina Essential Standards Fourth Grade Visual Arts Visual Literacy Essential Standard Clarifying Objectives 4.V.1 Use the language of visual arts to communicate effectively. 4.V.1.1 Use appropriate art vocabulary to compare artists styles. 4.V.1.2 Apply personal choices while creating art. 4.V.1.3 Infer meaning from art. 4.V.1.4 Understand how the Elements of Art are used to develop a composition. 4.V.1.5
Understand how the Principles of Design work in relation to each other. 4.V.2
Apply creative and critical thinking skills to artistic expression. 4.V.2.1
Identify different successful solutions to artistic problems. 4.V.2.3
Create abstract art that expresses ideas. 4.V.3
Create art using a variety of tools, media, and processes, safely and appropriately. 4.V.3.1 Apply a variety of methods of manipulating a single tool, safely and appropriately. 4.V.3.3 Create art using the processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, ceramics, and current technology. 4.CX.1
Understand the global, historical, societal, and cultural contexts of the visual arts. 4.CX.1.4
Explain how place and time influence ideas, issues, and themes found in art. 4.CX.2
Understand the interdisciplinary connections and life applications of the visual arts. 4.CX.2.2 Apply skills and concepts learned in other disciplines, such as math, science, language arts, social studies, and other arts, in the visual arts. 4.CR.1
Use critical analysis to generate responses to a variety of prompts. 4.CR.1.1
Use visual clues to interpret the content of art. 4.CR.1.2
Critique personal art based on teacher-established criteria.
North Carolina Essential Standards Science
4.P.3
Recognize that energy takes various forms that may be grouped based on their interaction with matter. 4.P.3.2
Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed.