Painting 1 Lesson Plan
Title: Exploring Color
Lesson Idea and
Relevance: What are you
going to teach and why is this
lesson of importance to your
students? How is it relevant to
students of this age and
background?
Date: September 20, 2016
How to create colors, tints, shades and neutrals with acrylic paint in an artwork
Students will use these skills in upcoming projects
Experimenting/playing with color in a work of art rather than a color wheel will
interest students more and develop learning beyond skill building.
Content Standard: Observe and learn to comprehend Visual art has inherent characteristics and expressive
features
1.
Essential Understanding (s): What are the big ideas? What specific
Essential Question (s): What provocative questions will foster
understandings about them are desired?
inquiry, understanding, and transfer of learning?
Artists can use the expressive features and characteristics of 1.
art to create art.
2.
3.
Why would an artist paint objects in colors that arent really
there?
How can an artist turn an experiment into a work of art?
Discuss works by Picasso and Glenn Brown
Outcomes - Students will be able to...What key knowledge and skills will students acquire as a result of this unit? ...Art history and culture;
expressive features and characteristics of art; art materials, tools, and techniques? What should they eventually be able to do as a result of such knowledge and
skill? ...Compare and contrast art work; analyze sketches?
Students will be able to
1.
2.
3.
4.
5.
Students will be able to recognize color and form in the real world
Students will be able to explain what arbitrary color is and how it can be used in art.
Students will be able to draw with line and shape, using a photo reference they take, to create a composition.
Students will be able to create a composition using primary, secondary, and tertiary colors as well as tints, shades and neutrals
Students will be able to analyze their work and explain the use of color in their design.
Student Reflective Activity: Through what authentic performance
Assessment Instrument (s):
task(s) will students demonstrate the desired understandings? How will
students reflect upon and self-assess their learning?
understanding be judged?
Artist Talk
Students will discuss their works, and explain their process.
They will explain where they applied different colors and how
they chose to go about their overall composition in order to
convey an idea.
Exceeds expectations: Students create a painting with all 48
colors, using a variety of techniques to create an image of
their own invention
Meets expectations: Students use all 60 colors in a painting.
Developing: Students practice mixing colors, but dont
include them all in an image.
By what criteria will performances of
Pre-assessment:
How will you help the students know where the unit is going and what is expected? Help the teacher know where the students are
coming from (prior knowledge, interests)?
1.
2.
3.
4.
What is arbitrary color?
What is the general definition of tints, shades and neutrals when it comes to art?
How can an artist use color in their work?
What styles of art interest you to try?
Motivation:
How will you hook all students and hold their interest?
Show colorful paintings by Picasso and Glenn
Brown and ask students to respond to them.
Ideation:
How will you equip students, help them experience the key
ideas, and explore the issues to generate ideas for their art work?
color-wheel-project.pptx
Motivate students with an opportunity to make art
instead of a color wheel exercise.
Procedures: How is the lesson organized to maximize initial and sustained engagement as well as effective learning? Provide opportunities to rethink and
revise their understandings and work? Allow students to evaluate their work and its implications? Include literacy and numeracy?
Time: 8:22-9:09 (about 45 minutes)
Teachers Actions
Students Actions/Learning
1. Show powerpoint slides of Picasso and
1. Identifying and analyzing use of
Glenn Brown paintings. (10 minutes)
color in artworks
Ask students:
What is arbitrary color?
What is the general definition of
tints, shades and neutrals when it
comes to art?
How can an artist use color in their
work?
2. Ideation, demonstrating an understanding of
2. Prompt students to go into the courtyard and
composition and planning for their paintings
take a picture they want to paint from
(10 minutes)
Ask: How could you create an
unusual composition? (perspective,
zooming in, arranging objects)
3. Creating: observing photographs and using
3. Bring students back into the classroom to
them to lay out paintings
start their paintings (20 minutes)
Ask them to draw lines and shapes
Applying discussion of arbitrary color and the
based on the photo they took
colorwheel to art making
Show slide with color requirements
Prompt students to use arbitrary
Praxis: doing first, then reflecting (learning to
color to incorporate all the required
mix the desired colors)
colors in their painting
4. Clean up (5 minutes)
Students put papers, pencils,
tupperware and paint away
Remind students to save any left
over paint
Materials and Resources: What is needed to complete the learning plan? List materials and resources in a bulleted format.
Paper
Pencils
Phones (for taking reference photos)
Acrylic Paint
Brushes
Tupperware (brought by students to hold paint)
Preparation and Safety: What do you need to prepare for this experience? What safety issues need to be addressed? List steps of preparation and
safety in a bulleted format.
Set up power point
Print out lesson plan
Set out supplies
Differentiation:
How is the lesson tailored (personalized) to the different needs, interests, and abilities of learners? ...Access (Resources and/or Process)
and Expression (Products and/or Performance)?
Demonstrate and explain the process slowly to make sure everyone understands
Written, verbal, pictoral and modeled instruction
Maintain a relaxed environment- encourage students to play with the materials
Post Lesson Reflection
1. To what extent were lesson objectives achieved? (Utilize assessment
data to justify your level of achievement)
The
objectives
were:
1.
2.
3.
4.
5.
Students
will be able
to recognize
color and
form in the
real world
Students
will be able
to explain
what
arbitrary
color is and
how it can
be used in
art.
Students will be able to draw with line and shape, using a photo
reference they take, to create a composition.
Students will be able to create a composition using primary,
secondary, and tertiary colors as well as tints, shades and neutrals
Students will be able to analyze their work and explain the use of
color in their design
All of the compositions except for the one to the right were
created using forms from the real world. Students took
pictures to use for reference and drew the lines from the
image. This demonstrates objectives 1 and 3. In all
but one of the completed projects, I can identify
primary, secondary and tertiary colors with tints,
shades and neutrals. The painting with stars on the
previous page does not demonstrate objective 4.
Objective 2 was taught on the first day of the
project, but most students didnt recall the term
arbitrary color during critique. They were able to
use it and describe it, so the objective was partially
met. I didnt get a chance to ask students for a
formal reflection on their work, but they met
objective 5 informally while they were working.
One student said mine is just like a color wheel. I
need to start over and place the colors differently.
She was analyzing her work and thinking about
how the image would change if she applied the
colors differently.
2. What changes, omissions, or additions to the lesson would you make
if you were to teach again?
I would include a class discussion of composition and abstraction before sending students to take
reference pictures. Many students composed interesting images, but several struggled. They would have
benefitted from talking about it beforehand. The class had a quick discussion about the meaning of
abstract vs. nonrepresentational art at the end of this project, but I should have tied this in during the
introduction of arbitrary color.
3. What do you envision for the next lesson? (Continued practice, reteach
content, etc.)
Im not sure if the next lesson I teach will be introducing a project or something else. I am going to ask if
I can facilitate a critique after the students finish the next project. There was a short critique to wrap up
this project, but it didnt really relate to the creative choices students made. It also didnt assess the
majority of the expected outcomes. This is frustrating to me, because I want to know what the class
knows. If I do get to teach a reflective activity and critique, I will align it with the expected outcomes of
the project.
