Lesson Plan

Title:_Color and Paint Mixing_____________________________

Length:___7 77-minute class periods_____

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your
lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

-In a previous lesson at the beginning of this semester, we had students fill out a questionnaire about their interests and past artistic experiences; they also drew whatever they
wanted to on the back for 30 minutes with no other technical instruction from us. They also were required to doodle at least 10-15 small drawings on their expectations sheet for
the class. These drawings served as a pre-assessment of their ability before learning anything in our class. Furthermore, students created a drawing for the yearbook cover
contest and brainstormed in their sketchbooks. Additionally, students spent several class periods learning about and practicing realistic contour line drawing, which serves as a
helpful pre-assessment of their ability to create realistic artwork and persist in developing detail and accuracy. I will also pre-assess by asking the class to try to define the
terminology on the worksheet before I explain it to them.

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT Role / Audience / Format / Topic)

You are an artist living in a world where everything you see is simplified into scales of tints, shades, or the full color spectrum! However, anything
you want can exist in this world! Create a painting of something you have seen or invented in this world.
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

Technique
Color
Observation
Patterns
Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring Understandings.

Artists and designers synthesize information and apply it during the artistic process.
(Invent and Discover to Create --- Develop and build appropriate mastery in art-making skills, using traditional and new technologies and an understanding of the
characteristics and expressive features of art and design --- Restructure and apply the technical skills and processes required to achieve desired results in producing works of
art)

Creativity and innovative thinking are essential life skills that can be developed.
(Relate and Connect to Transfer --- Recognize, articulate, and implement critical thinking in the visual arts by synthesizing, evaluating, and analyzing visual information --Critical thinking in the arts transfers to multiple uses in life)
Standards: (All lessons should address all standards.)
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

-Given verbal and written definitions and visual demonstration, SWBAT accurately define color wheel terminology (color, primary, secondary, tertiary, analogous,
complementary, tint, shade, warm, cool) and implement paint mixing techniques to create scales of tints, shades, and the color wheel.
(Remember/Understand/Apply -- Observe and Learn to Comprehend -- Knowledge of art vocabulary is important when critically analyzing works of art -- Inherent
characteristics/expressive features -- Literacy)
-Given the acrylic color painting criteria, SWBAT develop and reflect upon creative, artistic ways to show meaning/subject matter with the required paint-mixing and color
wheel scales.
(Apply/Analyze/Evaluate -- Envision and Critique to Reflect -- Visual literacy skills are used to create meaning from a variety of information -- Ideation -- Numeracy)
-Given acrylic painting materials, SWBAT create an acrylic painting with excellent craftsmanship and detail that also uses sets of at least five tints and shades throughout the
entire work, as well as one full color spectrum with the twelve primary, secondary, and tertiary colors.
(Create -- Invent and Discover to Create -- Restructure and apply the technical skills and processes required to achieve desired results in producing works of art -Media/techniques)
-Using their finished artwork and functional vocabulary categories and sentence starters, SWBAT use functional English terminology that they are taught to use across all
classes to explain their decision-making and evaluative processes.
(Apply -- Relate and Connect to Transfer -- Critical thinking in the arts transfers to multiple uses in life -- Reflection/assessment -- Literacy)

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation:
(Multiple means for students to access content and
multiple modes for student to express
understanding.)

Access (Resources and/or Process)

Expression (Products and/or Performance)

Students can demonstrate more thorough understanding of the

definitions and concepts addressed by verbal explanation.

Students will be allowed to turn in work that is either smaller in

size or quantity as long as they can demonstrate comparable

Students will be shown examples visually to supplement

auditory explanation. Individual feedback will be provided
to each student to address any unique difficulties. Students
will be given their choice of a variety of drawing subject
matter with varying complexity.
I will also print multiple copies of the worksheet with the
notes already typed in, so that students who need this can
have that resource without having to write their own.
Extensions for depth and complexity:

effort and understanding of the concepts being learned.

Students can paint their choice of a variety of subject matter
with varying complexity. Students will not be required to
use a reference image if they need to simplify the process
by just drawing/painting from their head.

Access (Resources and/or Process)

Expression (Products and/or Performance)

Students will be given their choice of painting subject matter

with varying complexity, will be challenged to push
themselves to try unfamiliar things, and will be encouraged
to use a reference image for realism. Students will be
encouraged to help those around them.

Students will be expected to turn in work that is larger in size,

quantity, or level of detail while still demonstrating
exceptional effort and understanding of the concepts being
learned. Students can paint their choice of a variety of
subject matter with varying complexity and will be
encouraged to use a reference image for realism. Students
can create paintings with many more tints and shades than
the required five per set.

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Students will learn, discuss and apply the following terms/concepts:

- Color: The character of a surface that is the result of the response of vision to the wavelength of light reflected from that surface. You see what is reflected, not what is
absorbed by the surface.
- Primary colors: red, yellow, blue
- Secondary colors: (made from mixing two primaries) orange, green, purple
- Tertiary colors: (made from mixing a primary with an adjacent secondary): Red-orange, yellow-orange, yellow-green, blue-green, blue-violet, red-violet
- Complementary colors: colors opposite from each other on the color wheel
- Analogous colors: colors next to each other on the color wheel
- Tint: color + white
- Shade: color + black
- Intensity: The purity of a color
When reflecting on their final work, students will use the English functional cross-content vocabulary. The categories are:
- Explain or describe (ex: is known for, includes/contains, defined by, consists of, exhibits)
- Compare and contrast (ex: have in common, in comparison, in opposition to, a distinction between)
- Provide causes and effects (ex: because of, resulted from, had an impact on)
- Propose and argue (ex: supported by, believe/dont believe, point of view, refuted)
- Sequence or narrate (ex: began when, today/currently, subsequently, before; after/next)

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

Color terminology worksheet

Paint-mixing and tint/shade practice page
Sketchbooks
Colored pencils
Tagboard for final paintings
Acrylic paint
Brushes
Palettes
Cross-content functional vocab

Resources:

List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

Example paintings of a similar assignment (tempera):

- Ship, baseball game, paint bottle, swimmer, pyramid
Expressive color examples (all are readily available on Google when searching by artist name and title of piece:
- Edvard Munch The Scream, Pablo Picasso The Old Guitarist, Henri Matisse Woman with a Hat and The Green Stripe, three Vincent Van Gogh self-portraits
Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Create and print terminology worksheet

Create and print painting practice page
Purchase poster board for final paintings
Bring example paintings
Create, print and hand out simple rubric checklist

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

-Normal class procedures (treat people and materials with respect, no running/horseplay, 6 Ps, etc.)
Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story,
posing a series of questions, role-playing, etc.

- I will show several great examples of student artwork from a similar project to motivate them and give them some ideas.
- (Looking at examples) What do you notice about all of these paintings?
- How did the artist use tints/shades/color spectrum to make the art more exciting and original than realistic colors?
RAFT: You are an artist living in a world where everything you see is simplified into scales of tints, shades, or the full color spectrum! However, anything you want can exist in
this world! Create a painting of something you have seen or invented in this world.

How can we incorporate tint/shade/color mixing requirements in a way that actually makes the painting cooler and more exciting than realistic color would look?
What are ten things that you really like/enjoy doing/think are cool?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

I will show students examples to give them a few ideas of cool/creative ways of using the required color scale and tints/shades in a painting.
- Why is color important in art?
- Why do artists sometimes use unrealistic color?
- Why do artists use different media?
- How can we incorporate tint/shade/color mixing requirements in a way that actually makes the painting cooler and more exciting than realistic color would look?
- What are ten things that you really like/enjoy doing/think are cool?
After completing paint-mixing practice, students will answer the above questions and brainstorm ideas on the back of the practice page.
Students may look on their computers or in art books for ideas of exciting things to paint.
Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience

Day
1

Instruction - The teacher will... (Be specific about what concepts, information,
understandings, etc. will be taught.) Identify instructional methodology.
KNOW (Content) and DO (Skill)

Learning - Students will... i.e.: explore ideation by making

connections, comparing, contrasting; synthesize possibilities
for each painting technique; etc. (Be specific about what
will be the intended result of the instruction as it relates to
learning.) UNDERSTAND

Time

1.

Show expressive color examples

a. Show ppt with examples of expressive color from historical
artists: Edvard Munch The Scream, Pablo Picasso The Old
Guitarist, Henri Matisse Woman with a Hat and The Green
Stripe, three Vincent Van Gogh self-portraits
b. Ask students what they notice about these artworks
c. Explain that color is an element of art
d. Discussion of big questions
i.
Why is color important in art?
ii.
Why do artists sometimes use unrealistic color?

1.

Noting significant similarities and differences

Questioning deeply: raising and pursuing root or
significant questions

9:25

2.

Worksheet / discussion of color terminology - I will ask students to try

and answer each definition/ question. Students will complete the
worksheet with the following information:
a. Color: The character of a surface that is the result of the
response of vision to the wavelength of light reflected from that

2.

Clarifying and analyzing the meanings of words or

phrases

9:40

surface. You see what is reflected, not what is absorbed by the

surface.
b. Primary colors: red, yellow, blue
c. Secondary colors: (made from mixing two primaries) orange,
green, purple
d. Tertiary colors: (made from mixing a primary with an adjacent
secondary): Red-orange, yellow-orange, yellow-green,
blue-green, blue-violet, red-violet
e. Complementary colors: colors opposite from each other on the
color wheel
f. Analogous colors: colors next to each other on the color wheel
g. Tint: color + white
h. Shade: color + black
They will also label and fill in each section of the blank color wheel at
the bottom of their worksheet.

Day
2

(This took longer

than expected)

3.

Closure: What is one thing you learned about color today?

3.

Developing confidence in reason

10:35

4.

Clean up - place worksheet, drawing supplies into tub

a. Students must hand me their completed worksheet on the way
out as a ticket out the door

4.

Developing intellectual good faith or integrity

10:40

1.

Review color terminology

a. What are the primary colors? Secondary? Tertiary?
b. What is the complement of red? Blue? Yellow?
c. What is a tint?
d. What is a shade?

1.

Questioning deeply: raising and pursuing root or

significant questions
Clarifying and analyzing the meanings of words or
phrases

9:25

2.

Show examples and explain requirements for painting

a. Show previous student examples and discuss what is
cool/interesting about them
b. Ask how this ties into what we looked at last time with the
paintings by historical artists (color can be used to express
emotion or enhance an artwork or make the viewer see a
familiar object/scene in a new way)
c. Pass out student version of rubric/checklist and talk about
requirements for our painting

2.

Listening critically: the art of silent dialogue

Developing criteria for evaluation: clarifying values
and standards

9:35

3.

Brainstorm in sketchbooks: (first, I will briefly explain that we will be

creating paintings and learning about value, but that we are just
brainstorming some content that could be exciting to paint)

3.

Generating or assessing solutions

Making interdisciplinary connection

9:55

a.
b.

List at least ten things that you enjoy, care about, think are cool
Try to find interesting images that you might want to draw of at
least three things from your list

4.

Paint demo
a. Get out less paint than you think you need
b. Take paint from sections of palette and mix in different section
c. Wipe off brush when changing main color
d. Show mixing for tints, shades, complements - students can
stand around table in circle where they can see
e. Demo cleaning brushes, palette

4.

Comparing analogous situations: transferring

insights into new contexts
Evaluating the credibility of sources of information

10:20

5.

Closure
a. Check in with class progress on worksheet, planning
b. What is one thing you learned about mixing paint today?

5.

Distinguishing relevant from irrelevant facts

6.

Clean up - put sketchbooks in tubs, clean everything off tables

6.

Developing intellectual good faith or integrity

1.

Review color, tints, shades

1.

9:25

2.

Sketchbook check - students trade sketchbooks with someone at their

table and count how many pages they have done that fit the criteria that
theyve been working on all semester (50%+ of the page filled, 30+
minutes worth of effort, an art technique (shading, color, pattern, etc))

2.

Clarifying and analyzing the meanings of words or

phrases
Developing criteria for evaluation: clarifying values
and standards

3.

Draw thumbnails / practice drawings of at least two of these things

a. Try to use contour drawing techniques to achieve realistic
proportion
b. Mark colors and tint/shade locations/directions on sketch with
pencil or colored pencil
c. Try to finish planning, begin drawing / painting final product
i.
Use contour skills to draw final product on final poster
board before adding paint

3.

Generating or assessing solutions

Making plausible inferences, predictions, or
interpretations

9:40

4.

Closure:
a. How many of you have decided on what youre painting and
have started working on the rough draft?
b. How many of you are still deciding but have finished your list
of 10 things you like and have made a couple brainstorming
sketches?

4.

Comparing and contrasting ideas with actual

practice

10:35

10:35

10:40
Day
3

9:30

c.

Day
4

Day
5

Day
6

What went well today? What was hard?

5.

Clean up - put sketchbooks in tubs, clean everything off tables

5.

Developing intellectual good faith or integrity

10:40

1.

Review what were doing / check in with progress

a. (Show demo painting page that I demod on Day 2) Which side
of each scale (tints, shades, spectrum) did I start with? Why?
What are some important things to remember about using
paint?

1.

Clarifying and analyzing the meanings of words or

phrases

9:25

2.

Students paint practice page with tints, shades, complements, spectrum

2.

9:30

3.

Work time
a. Finish planning and creating rough draft in sketchbook
b. Draw lightly onto final paper
i.
Use contour skills we learned about last lesson to draw
final product on final paper

3.

Making plausible inferences, and comparing and

contrasting ideas with actual practice
Making plausible inferences, generating solutions,
and comparing and contrasting ideas with actual
practice

4.

Closure - check in, review concepts

a. How many of you finished your practice painting page?
b. How many of you will be ready to start your final piece some
time next class?
c. What went well today with using paint?
d. What was unexpected? / What was difficult?

4.

Distinguishing relevant from irrelevant facts

10:25

5.

Clean-up - clean brushes in sink, wipe paint off table, put painting page
face-up in tub, close paint palette tight

5.

Developing intellectual good faith or integrity

10:30

1.

Review what were doing / check in with progress

1.

9:25

2.

Work time - final painting

a. Pause in the middle to reflect with a partner about what is going
well, what could be better, how well they are meeting the
requirements of tints/shades/spectrum

2.

Clarifying and analyzing the meanings of words or

phrases
Making plausible inferences, and comparing and
contrasting ideas with actual practice

3.

Closure - check in, review concepts, reflect on final product

3.

Distinguishing relevant from irrelevant facts

10:25

4.
1.

Clean-up
Review what were doing / check in with progress

4.
1.

Developing intellectual good faith or integrity

Clarifying and analyzing the meanings of words or
phrases

10:35
9:25

2.

Work time - final painting

10:15

9:30

9:30

a.

Pause in the middle to reflect with a partner about what is going

well, what could be better, how well they are meeting the
requirements of tints/shades/spectrum

3. Closure - check in, review concepts, reflect on final product

4. Clean-up
Day
7

2.

Making plausible inferences, and comparing and

contrasting ideas with actual practice

Distinguishing relevant from irrelevant facts

Developing intellectual good faith or integrity
Clarifying and analyzing the meanings of words or
phrases
Making plausible inferences, generating solutions,
and comparing and contrasting ideas with actual
practice
Developing intellectual good faith or integrity
Making plausible inferences, and comparing and
contrasting ideas with actual practice
Thinking precisely about thinking: using critical
vocabulary

1.

Review what were doing / check in with progress

3.
4.
1.

2.

Work time - final painting

2.

3.

Gallery walk - reflect

4.

Work time - final painting

a. Students who are done with their final painting will complete
their self-reflection rubric/checklist:
i.
__At least 2 sets of tints - each set has at least 5
different tints in it
ii.
__At least 2 sets of shades - each set has at least 5
different shades in it
iii.
__Full spectrum of 12 colors in correct order
(R-RO-O-YO-Y-YG-G-BG-B-BV-V-RV)
iv.
__Creative use of tints, shades and spectrum that
enhances the artistic idea
v.
__Excellent craftsmanship (detailed, neat, no white
paper showing)
vi.
What did you do well in this painting?
vii.
What could you do a better job on next time?
b. Students will use the English functional cross-content
vocabulary in answering the final two questions. The categories
are:
i.
Explain or describe (ex: is known for,
includes/contains, defined by, consists of, exhibits)
ii.
Compare and contrast (ex: have in common, in
comparison, in opposition to, a distinction between)
iii.
Provide causes and effects (ex: because of, resulted
from, had an impact on)
iv.
Propose and argue (ex: supported by, believe/dont
believe, point of view, refuted)

3.
4.

10:25
10:35
9:25
9:30
10:00
10:05

v.

Sequence or narrate (ex: began when, today/currently,

subsequently, before; after/next)

5.

Clean-up

6.

Closure - check in, review concepts, ask about and discuss successes and
areas to improve

5.

Developing intellectual good faith or integrity

10:25

6.

Distinguishing relevant from irrelevant facts

10:35

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

Students will brainstorm ideas of things they like and draw practice drawings of those things in a composition before they know any of the final painting requirements.
Students will narrow down their content ideas and think of ways to incorporate the painting requirements into the final painting.
Students will do a gallery walk and discuss what is going well and what could be improved.
Students will complete a self-reflection worksheet when they think they are done with their final painting, then spend time trying to improve upon the things they said could be
better.
Students will have a rubric to refer to throughout the project so they know how to succeed.
Post-Assessment (teacher-centered/objectives as questions):

Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan?

How well have students achieved the objectives and grade level expectations
specified in your lesson plan? Include your rubric, checklist, rating scale, etc.

-Given verbal and written definitions and visual demonstration, WSBAT accurately define color wheel
terminology (color, primary, secondary, tertiary, analogous, complementary, tint, shade, warm, cool) and
implement paint mixing techniques to create scales of tints, shades, and the color wheel?

(Complete rubric is attached at the end of this lesson

plan)

-Given the acrylic color painting criteria, WSBAT develop and reflect upon creative, artistic ways to show
meaning/subject matter with the required paint-mixing and color wheel scales?
-Given acrylic painting materials, WSBAT create an acrylic painting with excellent craftsmanship and detail
that also uses sets of at least five tints and shades throughout the entire work, as well as one full color
spectrum with the twelve primary, secondary, and tertiary colors?
-Using their finished artwork and functional vocabulary categories and sentence starters, WSBAT use
functional English terminology that they are taught to use across all classes to explain their decision-making
and evaluative processes?

Students will be assessed based on how successfully they meet

each objective of this lesson, as shown in the rubric at the end
of this lesson plan.
Most of the objectives can be assessed through the final
product, but the understanding of terminology and the
planning/reflection component will be evaluated through
formative assessment, class discussion, and the accurate
completion of the worksheet and practice page.

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

10

1) To what extent were your lesson objectives achieved?

Data from the grading of the color wheel and painting practice worksheets (Objective 1) showed that approximately 16% of students earned a score of 2,
39% earned a 3, and 45% earned a 4. This excludes three students who did not turn in one or both of the worksheets. Formative assessments such as
class and individual discussions reinforced this balance, as most students were consistently able to demonstrate proficient or advanced understanding of
the concepts and terms we learned about for this lesson. As far as the creative fulfillment of the requirements for the final painting (Objective 2), about
5% earned a 1, 28% earned a 2, 43% earned a 3, and 24% earned a 4. For craftsmanship (Objective 3), 24% earned a 2, 48% earned a 3, and 28% earned
a 4. I believe that if I had been present at Wellington Middle School for the entire duration of work time on this final painting, instead of having to leave
in the middle of that part of the lesson to go to my second required student teaching placement at Zach Elementary, I would have been able to provide
students with more direct feedback on how to apply the concepts we learned about to creating a beautiful, interesting and well-crafted painting.
However, because I was gone, I think many students stopped and decided they were done before they had really developed some of the details and
craftsmanship enough. Similarly, students had to complete the final reflection component that I created after I had left for my other placement. They did
okay overall, but did not have the depth I was looking for. About 14% earned a 1, 24% earned a 2, 52% earned a 3, and 10% earned a 4. Formative
assessment through individual feedback and conversation with each student demonstrated a slightly better degree of reflective artistic practice than I saw
on the final written reflection, especially as students improved and developed their work.
2) What changes, omissions, or additions to the lesson would you make if you were to teach again?
If I taught this lesson again, I would require students to use a fine tip sharpie to outline the objects in their painting. This would clean up imperfect edges
in the painting and create a more finished-looking final product, which could make the students even more proud of their work. I could also spend less
time on the worksheet and painting practice page or condense those in order to give students more time to work on their final products. Another change I
would make is to require students to print and use at least one photographic resource of their subject matter. Students were strongly encouraged to look
up resources, but not required to print and refer to them throughout the painting. This led to many of the works being mostly made up without a realistic
reference, which somewhat degraded the quality.

3) What do you envision for the next lesson? (Continued practice, reteach content, etc.)
For the next lesson, I would continue the focus on color and value in a different way. Because students will have gained skills and understanding of how
to create different colors and values through paint mixing, I could transfer these skills to creating a different kind of painting that uses value and color in
a more realistic way. The subject matter could be more specific, such as an otherworldly landscape, a nighttime scene, an inventive method of
transportation, a symbolic portrait, or any number of other project guidelines. Regardless of what the subject matter is, the artistic focus would be
continuing to mix colors to create many different colors and values, while using them in a more realistic manner. After that lesson, we might apply those
concepts into a more choice-based context where students could have more freedom of subject matter or style, try to create artwork in the style of a
specific artist that they can choose with whatever subject matter they choose, or apply similar principles with a variety of media. Any of these following
lessons would include a heavier emphasis on how to create a composition that successfully implements the elements and principles of design.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.
8/9/15 Fahey

11

Rubric
Criteria

1.Basic

2.Developing

3.Proficient

4.Advanced

1. Define vocabulary
terms (primary,
secondary, tertiary,
complementary,
analogous, intensity,
tint, shade)

Student cannot
accurately describe and
apply the terms and
characteristics they
learned related to color

Student can somewhat

accurately describe and
apply some terms and
characteristics they
learned related to color

Student can mostly

accurately describe and
apply most terms and
characteristics they
learned related to color

Student can accurately

describe and apply all
terms and characteristics
they learned related to
color

2. Reflect upon,
recognize, discuss,
write about and
improve ideas and
craftsmanship in
their planning and
acrylic painting

Student rarely
recognizes and
discusses ways to
improve their painting,
and writes an
incomplete reflection on
their worksheet.
Artwork shows little to
no reflective practice
and improvement.

Student moderately
recognizes and discusses
ways to improve their
painting, and writes a
shallow or rushed
reflection on their
worksheet.
Artwork shows little or
moderately effective
reflective practice and
improvement.

Student recognizes and

discusses ways to improve
their painting, and writes a
clear reflection on their
worksheet.
Artwork demonstrates
mostly effective reflective
practice and improvement.

Student recognizes and

discusses ways to improve
their painting, and writes a
clear and well thought-out
reflection on their
worksheet.
Artwork shows outstanding
reflective practice and
improvement.

3. Plan in sketchbook
and create a final
acrylic painting with
quality craftsmanship
and at least two sets
of shades and of
tints, each with at
least 5 degrees of
color, and at least

Student does not

complete assigned
planning and painting,
and/or has 0-1 sets of
tints/shades with less
than 5 degrees of color,
and incomplete color
spectrum.

Student develops some

planning. Painting has
mediocre craftsmanship,
1-2 sets each of
tints/shades with 3-5
degrees of color, and a
color spectrum with most
colors. Concept is
moderately creative.

Student develops adequate

planning. Painting has
quality craftsmanship, 2
sets each of tints/shades
with 5 degrees of color,
and a color spectrum with
all colors. Concept is fairly
original and creative.

Student develops thorough

planning. Painting has
excellent craftsmanship, 2
or more sets each of
tints/shades with more
than 5 degrees of color,
and a color spectrum with
all 12 colors. Concept is
original and creative.

12

one full color

spectrum with all 12
colors.
Students use English
functional vocab
starters to write a
reflection of the
areas of success and
potential
improvement for
their painting.

Student does not

answer one or both of
the questions (what
they did successfully
and what they could
improve), and does not
use functional vocab
terms

Student partially answers

both questions (what
they did successfully and
what they could improve),
and uses at least one
functional vocab term per
question

Student answers both

questions (what they did
successfully and what they
could improve), and uses at
least one functional vocab
term per question

Student thoroughly
answers both questions
(what they did successfully
and what they could
improve), and uses at least
two functional vocab terms
per question

13

Name:________________________

COLOR MIXING PAINTING RUBRIC

____ At least 2 sets of tints - each set has at least 5 different tints in it
____ At least 2 sets of shades - each set has at least 5 different shades in it
____ Full spectrum of 12 colors in correct order (R-RO-O-YO-Y-YG-G-BG-B-BV-V-RV)
____ Creative use of tints, shades and spectrum that enhances the artistic idea
____ Excellent craftsmanship (detailed, neat, no white paper showing)
1. What did you do well in this painting?

2. What could you do a better job on next time?

14

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