Kenneth Sanders 6th Grade Art Lesson Plan: June 7, 2017

Unit: Unit 3: Color

Lesson Title/Topic: Lesson 3-2: Warm and Cool Hands

Lesson I can create a drawing of my hand and arm that shows depth using line and color.
Objective(s):

Lesson Goal(s): The student has traced their hand and arm. The student has used repetitive curved lines to show the volume of the their
hand and arm and straight lines to represent the surface of the table. The student uses a variety of warm colors on the
form of their hand and arm, and uses a variety of cool colors to show the surface of the table.

Essential Question: How can contrasting colors show space, volume, or even value?

Lesson Warm Colors - vibrant colors that advance in space (red, red-orange, orange, yellow-orange, yellow, yellow-green).
Vocabulary: Cool Colors - calm colors that recede in space (green, blue-green, blue, blue-violet, violet, red-violet).
Line - a long, narrow mark.
Form - the visible shape or configuration of something.
Space - position (of two or more items) at a distance from one another.
Value - the degree of lightness or darkness of an area.
Volume - the amount of space that a substance or object occupies in three dimensional space.

Materials: Lesson 3-2 Powerpoint - Black Marker - Crayons (24 Pack) - Paper (11 x 17) - Paper (8.5 x 6.5)

Procedures: 1. Bell Ringer: Pass out two 8.5 x 6.5 pieces of paper to each student and review the color wheel, warm, and cool
colors. Tell students to choose a warm colored crayon and to draw a circle in the center of their sheet with that color.
Instruct students to choose a cool colored crayon and color in the rest of the paper around the circle. Now instruct
students to choose a new cool color and to draw a circle in the center of their 2nd sheet with that color. Tell students to
choose a new warm color and color around the cool circle with their new warm color. Have students hold up their two
sheets of paper to show the class. Ask students on which paper does the circle pop out? On which paper does the cicrle
fall back into space (and the background pops out)?
2. Direct Instruction: Display the Lesson 3-2 Powerpoint to the students. Ask students how color was used to show
space, value, volume and mood. How do warm colors make them feel? What kinds of artwork would use warm colors?
How do cool colors make them feel? What kinds of artwork would use cool colors? How does the feel of colors affect
how we see them in space?
3. Modeling: On a 11 x 17 paper displayed in front of the class, trace your hand and arm. Have students recall contour
lines and how contour lines are used to show volume and value. Demonstrate how students can use line to give the
illusion of volume by, starting one inch from the bottom of the page, drawing a straight line across the flatness of the
 background (the table) of the drawing, when reaching the base of the arm, curve around the natural shape of the arm, then
continuing the flat line of the background (the table) to the end of the page. Explain to students it is like laying a piece of
string (or bracelet) across your arm on the table and the roundness of the line across the arm gives volume to the form of
the arm. Continue this line pattern up the arm, spacing the lines (a maximum of) one inch apart until you reach the
fingers, describing the lines across the fingers as rings, fitted around the fingers to give volume to their form. Ask
students which colors they would need to have their arm pop off the page (warm colors)? Instruct students that once
they are finished tracing and drawing line on their arm and background they may use a variety of warm colors to fill in
their hand and cool colors to fill in the background.
4. Independent Practice: Pass out the 11 x 17 paper to students. Observe them as they trace and line their hands
aiding those who struggle with curving the line around their arm, hand, and finger portions of their drawing. Guide
students to using cool(er) colors for the background of their drawing if they do use cool colors for their hands (rainbow
hands).
5. Conclusion: Have students lay their artwork faceup at their seats and have the class walk around to observe their
classmates artwork. Ask students if any hands in particular pop out or grab their attention. Do hands that use patterned
warm or cool colors have more form or volume than hands that dont use pattern warm or cool color?

Accommodations: Students that finish early: Have students make a second hand drawing by free-drawing their hand (not tracing).
Encourage students to create (appropriate) hand gestures and using the contor line and warm cool color techniques and
apply it to their second drawing.
Students that are struggling: using a warm colored crayon, lightly trace the contour lines around the arm, hand, and
fingers for the student. Have the student retrace over the contour lines in a variety of warm colors, then finish drawing
the straight lines in the background with cool colored crayons.

Assessment The student is able to present their work to the class (or explain to the teacher) which colors they have used on their hand
and which colors they have used for the background.

Priority SC State Standards National Standards

Standard(s): VA6-5.2: Describe, discuss, and evaluate, both orally VA:Re9.1.6a: Develop and apply relevant criteria to evaluate a
and in writing, the different qualities and work of art.
characteristics of his or her own artworks and those of
others.

Supporting SC State Standards National Standards

Standard(s): VA6-1.4: Use art materials and tools in a safe and VA:Cr2.1.6a: Demonstrate openness in trying new ideas,
responsible manner. materials, methods, and approaches in making works of art and
VA6-3.1: Identify and describe the content in works design.
of visual art. VA:Cr2.1.7a: Demonstrate persistence in developing skills
 VA6-3.2: Select and use subject matter, symbols,
ideas, and the elements and principles of design to
communicate meaning through his or her
VA6-5.2: Describe, discuss, and evaluate, both orally
and in writing, the different qualities and
characteristics of his or her own artworks and those of
others.
VA6-5.3: Maintain a portfolio of his or her artworks.
with various materials, methods, and approaches in creating
works of art or design.
VA:Re8.1.6a: Interpret art by distinguishing between relevant
and non-relevant contextual information and analyzing subject
matter, characteristics of form and structure, and use of media to
identify ideas and mood conveyed.

Rubric - The student has traced their hand and arm. (20pts)
- The student has used repetitive curved lines to show the volume of the their hand and arm. (20ps)
- The student has used straight lines to represent the surface of the table. (20pts)
- The student used a variety of warm colors (more than one) on the form of the hand arm. (20pts)
- The student used a variety of cool colors (more than one) no show the surface of the table. (20pts)

Resources Lesson 3-2 Powerpoint