Value of Color

Jordan Nichols Grade 9-12/ ART

Common Core Standards o Demonstrate mastery of materials, concepts and personal concentration when creating original artworks. o Create expressive artworks that demonstrate a sense of purpose and understanding of the relationship among form, materials, techniques and subject matter. o Engage in ongoing assessment to revise and improve artworks and to produce a portfolio of works. o Connect a variety of contemporary art forms, media and styles to their cultural, historical and social origins. o Compare the artistic styles and subject matter in artworks by contemporary artists of different cultures. o Explain the process used to acquire and use knowledge from art history for art production. Lesson Summary: For this lesson the students will be learning color values. They will participate in learning the different values of color. They will paint a grey scale and value scale. The use those skills to paint a value scale painting of a photo of their choosing. Estimated Duration:
Week 1 Sunday Monday Start Lesson Will get approval of Hw. Start the final project. Will have a critic. Tuesday Wednesday Thursday Students work of Color theory. Friday Will be given a color. Will finish and turn in at the end of class. Saturday Hw

Week 2

Hw

Will work on the final project.

Week 3

Will finish the Critic.

Class is 55 minute long and it will be a 12 day lessons/project. Commentary: This lesson is to get the students to understand value. This lesson will help the students to break away from the generic colors and see different shades of the colors to use in their work. The challenge the students may

have is to make sure they understand the concept and being able to go from one color and gradually shift down into a darker or lighter version of that color. I think the students might find the value scale boring but when they get into the final part of the assignment they will get hooked when they get to paint someone they know or someone famous they like.

Instructional Procedures: Day 1: On Monday at the beginning of the class I will go over the values of colors. I will go into detail about different shades the colors make when adding white or grey to the color. I would then show them an example of a Value scale. Where you start at the neutral color and then work your way down ten different shades of either darker of lighter shades of the color. This will take up to a half hour to 40 minutes of the class. For the remainder of the class they must pick 5 colors they would like to do a value scale on. They will choose two colors to use to mix with the color white and two colors to mix with the color black. The last scale will be a grey scale where they will use the colors white and black. Day 2-4: 55 minute classes They will continue to work on the value project. Day 5: The first 15 minutes of class. The students will have 15 minutes to organize and make last minute touches to their value scales. All students will have an 11x17 sketch book that they will do their work in for my class all year long. For this project they will paste their value scale into their sketch book and title each one of their colors they choose. They will turn them in for me to grade. 25 minutes of introduction into the final projet. After, thy turn in their sketchbook, there will be 30 minutes left of class. I will go into detail what their final project will be which will be due that following Friday. They will be doing a painting on an image of their choosing. The image has to be a person. They can choose a photo of a family member, friend, celebrity, pet, animal, or themselves. We will use the photo enlarger to enlarge the photo in the class room where the students where they will trace out the photo and certain shadows and light area that they will use to acrylic paint. Last 5 minutes I assign homework. They have the weekend to find up to 5 choices on what they want to paint their final project of. The Picture has to be an up close shot of the person they intend to paint. Meaning it has to be above the shoulders or face shot. Day 6: 5 minutes On that Monday, I will show them how to use the projector to enlarge their photos. 50 minutes I will call each student up one by one and they will present me their photos that they brought in. Once they have my approval on which picture is good they will start to trace or draw it out on a 20x30 Bristol board.

Day 7- 9 Students will continue to work on their projects where they can ask me questions as well. Day 10 55 minutes On that Friday they have till the end of the class to get them done. They will turn them in to me where I will grade them. Day 11-12 First day 55 minutes Second day (time depends on how many students are left to present.) We will bring them out and display them all around in a circle and each student will stand by their work. We will start are class critic. I will go around and say what I think about them with short responds. Then I will have a student start next and we will go around and talk about what we like about each one and most important does the painting have the three Cs (Content, Color, Composition) I will collect them again then go back and do my final grading for their project. Pre-Assessment: In the pre-assessment I will how that my students have been able to get an understanding of painting and use of colors. We will have a class discussion during the first day of the class to go over the lesson. I will ask if students have heard about Value theory and ask for examples where we will do a funny activity on the computer to display on the overhead. Scoring Guidelines: I found a many different types of grading rubrics and below are what I have created that to fit what I think it a good fit for my class. I have three Grading Rubrics that I will use. The First one will be on the Value scales that I will grade. The Value scales will be worth 5 points each for the total of 25 points. Poor 0
Value Scale Grey Scale Color Scale #1 Color Scale #2 Color Scale #3 Color Scale #4

Fair 5

Good 10

Proficient 15

Excellent 20

Criteria The scale has the total of ten strips that gradually go from light to dark. The Scale shows a monochromatic color going from dark to light. The Scale shows a monochromatic color going from dark to light. The Scale shows a monochromatic color going from light to dark. The Scale shows a monochromatic color going from light to dark.

1 2 3 4 5 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5

The Second one in what I will grade when the student turn in their Final project I will use this rubric to grade it

. Art Rubric for Jordans Art Class The First Three Category grading points: For the total worth of 45 points Poor Basic Proficient Excellent 0 5 10 15 This will the grades for the Artistic Perception category: For the total worth of 20 points Poor 0 Fair 5 Good 10 Criteria Student demonstrated ability to create a value scale painting utilizing the elements (line, color, value, shape) and the principles (balance, emphasis, contrast, unity) of design. Student demonstrated their understanding of a monochromatic color scheme; representing a tint, midvalue, and shade. In all their values. Student was able to express themselves in the painting and showing their style. Craftsmanship was evident; project was free of smudges and tears. The student was able to present piece in front of the class and using art terms learned discuss the creative process. Student was also able to use critical thinking in assessing their own as well as a fellow students project. Was able to Understand the three Cs and used it properly in the class critic. Proficient 15 Excellent 20 Mark 0 5 10 15

Final Project Creative expression Connections, Relationships, Applications Creative Expression

10 15

10 15

Artistic Perception (During the Class Critic)

0 5

10 15

20

The third grading rubric will be for the Homework: 10 points total worth
Homework Instructions Content Criteria Did they bring a total of 5 pictures/photos in to class? Did the student bring a photo of a person in that meets the acquirement of the assignment? 5 points for each Yes / No Yes / No

This is the Final grading sheet that the student will receive from me at the end. With all the other rubrics attach with comments too.
Assignments Points Earned -Points Possible 25

Value Scales

Homework Final project Critic

----

10 45 20

Post-Assessment: Our post assignment is going to be a critic where we will all discuss each of the students work and if they met the requirements in the project. It will take up that class period. I will grade them on their understanding of the concept of the design they did. The colors they choose to use and why they pick that color. The Content of the painting as well. Scoring Guidelines: I will grade them while they present. I will grade them on how they speak about the paintings. If they understand what they did.

Differentiated Instructional Support This is kind of a hard question to answer. The project is set up to see if they understand value of color. They dont have to be great at art or an expert. For gifted students I could have them work on the just the values scales and have an already design picture ready for them to paint. For an Accelerated student I could step it up a notch by having them do a landscape view. Where there is more going on in the painting then just a portrait. I can have some of the students help or myself get some the of the paint mixes ready for the gifted student to begin.

Extension http://juliannakunstler.com/art1_valuescale.html#.UoUAQPkvrTo http://www.watercolorpaintingandprojects.com/basics/value-scale.html http://studentwork.isabelmar.com/14/valuescale.html http://www.kqed.org/assets/pdf/arts/programs/spark/visartvocab.pdf These websites are very great in explaining the values scale. It demonstrates using Black and white colors. It shows them examples of what similar values that they will be doing.

Homework Options and Home Connections Students will have one homework assignment. They will go home and search for pictures that they would like to paint for their final piece. However these pictures have to be head shots, or portrait shot. The picture must be clear enough where they can spot out different shades of light in the photo. When they will bring their picture printed off and in on a flash drive where they can print off the approve picture in the room.

Interdisciplinary Connections This lesson can tie in with color theory with learning about values and history. They can get a back ground and history on Pop Art and Expressionism. Where they can learn about artiest who have done work like this before. For Example Andy Warhol did a lot of Pop Art. Materials and Resources:

For teachers

Acrylic paint (enough to supply the class), paint brushes, canvas, paper, Bristle board, projector, Painting easels, rulers, containers, water, Computer, Photoshop, overhead projector.

For students

Pencils, Sharpies, Photos (Homework assignment), Class textbook.

Key Vocabulary Pop Art Expressionism Values Greyscale Color scale Acrylics Color Color relationships Color Wheel Content

Hue Monochromatic Perspective

Additional Notes This is going to be a fun lesson and interesting what the students will come up with and how they make it their own style.