Lesson Plan 1

Teacher: Caroline Bowers Subject: Art 1 Unit Title: Beginning Color Theory Grade Level: 9th Lesson Title: Color Wheel Estimated Time: 80 minutes

PURPOSE/RATIONALE FOR LESSON

Enduring Understanding: Color is used to create a response. Essential Question: How do we see color? Unit Question that applies to this lesson: How does color effect principles of design? Lesson or Content Question(s): 1. What is a color wheel? 2. What is a spectrum range? 3. What is the history of the color wheel? 4. What are primary colors? 5. What are secondary colors? 6. What are tertiary colors? Goal: Students will understand the principals of the color wheel. Learning Objective(s): Students will be able to mix paint and match colors, be able to select color schemes that work, gain a working vocabulary for dealing with color, identify the various sections of the color wheel, understand color temperature and color symbolism.

CURRICULUM STANDARD(S)
National: Content Standard no. 1: Proficient: Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks Oregon Department of Education Standards: AR.HS.CP.02: Explain the choices made in the creative process when combining ideas, techniques, and problem solving to produce one's work, and identify the impact that different choices might have made.

MATERIALS NEEDED
1

Each Student will need: 1. Sketchbook 2. Protractor 3. See-thru ruler 4. Opaque paint --- tempera or acrylic 5. Heavy paper 6. Brushes 7. Water container 8. Mixing palette 9. Paper towels Teacher will need: 1. Protractor, see-thru ruler, paint, paper, brushes, water, mixing palette, paper towels 2. Document camera 3. Examples of color wheels from previous students or ones you have made Students should already know: 1. How to set up work station 2. How to care for materials Prep work for the teacher: 1. Set up work area 2. Mix colors for sample color wheel 3. Write instructions on board 4. Set up document camera

PROCEDURES Activity
Introduction

Teacher
o Take attendance o Give a brief description of what the project is o Play the presentation o Show students where the supplies are located o Let students know that the supply list is on the board o Ask students to get the supplies needed and to organize their work area o Assist students at supply closet o Draw a large circle on heavy paper under 2

Student
o Listen to presentation o Take notes o Ask questions

Time
15 min.

Set up work stations

o Set up their work stations o Ask questions

10 min.

Draw Color Wheel

o Draw a circle and divide it into 12 sections using the

o o Apply primary colors to Color Wheel & blend paints o

o o

o o

o Apply secondary and tertiary colors to Color Wheel o

document camera and divide it into 12 sections using protractor & seethru ruler Instruct students to draw their own large circle and divide it into 12 sections using the protractor & see-thru ruler Ask students to write their name on their papers Walk around the room to observe students and answer any questions Instruct students on how much water to use to make the paint spreadable Instruct students to first paint the primary colors on their color wheel Demonstrate under document camera how to blend colors to create secondary and tertiary colors Place a completed color wheel under document camera Ask students to blend their colors to create their secondary and tertiary colors Ask students to record their findings in their sketchbook along with small dabs of paint from each final color and indicate how they came up with the color Walk around the room to observe students and answer questions Instruct students to apply the secondary and tertiary colors into the proper sections of their color wheel Walk around the room 3

protractor & see-thru ruler o Write name on paper o Ask questions

10 min.

o Put primary paints onto palette o Paint primary colors onto color wheel o Blend paints to create secondary and tertiary colors o Record findings in sketchbook along with small dabs of paint from each final color and indicate how they came up with the color o Ask questions

15 min.

o Apply paint into the proper sections of their color wheel o Ask questions

20 min.

Clean up

to observe students and answer questions o Let students know they have 5 minutes left to finish up o After 5 minutes announce time to clean up

o Clean up stations o Put away all supplies back into supply closet o Put wet work on drying rack

10 min.

DIFFERENTIATION/ACCOMMODATIONS
ELL: Give students a printout of the vocabulary words in their origin language. Offer extra assistance before and after school. SPED: Allow them extra time to complete the assignment. Offer extra assistance before and after school. TAG: Suggest that they create a more complex color wheel with intricate designs or more colors.

ATTENTION TO LITERACY
Vocabulary Learned in this Lesson: 1. 2. 3. 4. 5. 6. 7. Color wheel Primary Secondary Tertiary Intensity Monochromatic Cool colors 8. Warm colors Established Vocabulary Used During this class:

ASSESSMENT
The first assessment will be made as the teacher walks around the room observing each students ability to understand the instructions and follow-thru. The second assessment will be done to see if the student has mastered the correct secondary and tertiary colors and have applied them into the correct areas of the color wheel. The final assessment will be done with the completed color wheel to see if the student placed the primary, secondary and tertiary colors in their correct spot as well as if the student was able to create the correct colors by blending them properly.

REFLECTION
What things would you change about this lesson? Are there ways to better communicate to the students? How was the digital presentation accepted by the students? 4

Did the students seem to understand what they were asked to do? Where the supplies easy to access and did all students have enough supplies? Did the students enjoy the lesson and learn from it?