LESSON PLAN ONE - VISUAL ART:

SUBJECT: Color Wheel/GEARS: Making the Colors Interact

GRADE: Sixth
TEACHER: Nina Benson

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Enduring Understanding: Creativity and innovative thinking are essential life skills that can
be developed
Essential Question: What factors prevent or encourage people to take risks?

Anchor Standard 2: Organize and develop artistic ideas and work.

Enduring Understanding: Artists and designers experiment with forms, structures, materials,
concepts, media and art-making approaches
Essential Question: How do artists and designers learn from trial and error?

Anchor Standard 3: Refine and complete artistic work.

Enduring Understanding: Artists and designers develop excellence through practice and
constructive critique, reflecting on, revising, and refining work over time.
Essential Question: What role does persistence play in revising, refining and developing
work?

GOAL/OBJECTIVE: Students will re-learn the Elements of Art applying nearly all of the
elements into one art piece while developing an understanding of STEAM. Students will
collaborate with each other, to create a mechanism that moves via gears. Each student will
make a five inch gear, paint a design that displays a clear understanding of color theory;
that when connected will be operational as a mechanism, (a system of parts working
together in a machine).
RESOURCE: goo.gl/Nj29gZ

VOCABULARY:
Elements of Art: The basic standard of HOW art is produced
Line: The area between two points - the edge of a thing. The extent of length.
Shape: a 2D item - something that is flat - having width and length.
Geometric: A measurable element
Organic: Free-form shape
Form: A 3D item that has height, width and depth.
Space: Area - as in fore, middle and background area
Color: reflected light from an object, that is interpreted through the lens of the eye
Primary: Yellow, R
ed, Blue

Secondary: Primary + Primary

Y + B = G
reen, Y+ R = O
range, B + R = V
iolet
 Tertiary: Primary + Secondary

Y + G = YG Y + O = YO

R + O = RO R + V = RV

B + G = BG B + V = BV

Value: The variance of different tones from light to dark

Tint: White + any pure color
Shade: Black + any pure color
Complementary Color: Opposite colors of the color wheel
Analogous Color: Colors that are neighbors
Plan: A detailed proposal of intentions aka the recipe.
Design: A purpose that shows a look or function
Mixing: The combination of elements
Rationale: Reasoning - why
Critical Thinking: Analytical reasoning
Craftsmanship: Ones effort,
Mechanism: parts of machine working together
Collaboration: Working together
Texture: Is an Element of Art but not covered in this lesson. It means the touch and
appearance of a surface

PROCEDURE: Students will initially take a pre assessment survey to determine their
knowledge of the Elements of Art and art terms. A similar assessment will be given during
the third or fourth week, (mid assessment) and during the ninth week, (final and post
assessment.) - This is to comply with the document and data component for my S.L.O.

The lesson will commence with an introduction on color theory and the connection of
science to art. Students will play with gears and discuss how they - work! Students will
collaborate about their design as a table group and most importantly determine the HOW
they will interconnect their gears.

A gear is just a wheel with teeth, sometimes called a cog. To do any work with a
gear, you need to have at least two cogs with their teeth fitting into each other.
Because the teeth fit together, when you turn one gear, the other one turns too!

Gears can increase or decrease the speed of rotation and can easily be used to
reverse the direction of rotation. Another reason gears are essential is that they
transmit rotational motion to a different axis. Gears are round.

Table groups will choose between primary, secondary, tertiary and analogous colors to use
for their design work on their gear.
The purpose of the art in this assignment is to make the gear aesthetically pleasing while
producing a mixing of colors in motion.

All students will create a 12 color palette - mixing primary colors - students will create a grid

This project leads into project two in that it preps the students for collaboration. Students will
learn about perspective as they create rooms of a house. Students must determine what
floor they are creating as a table group and where their room fits in with the whole. Students
will create a group story about the house and people that live there.

MATERIAL: Chromebooks, design sheet, colored pencils, drawing paper, foam core,
cardboard, craft knives, jazz tempera paint

TIERED: Learning Style & Content

TIER I - VISUAL LEARNER: These students will enjoy the colorful images that can be created
with some prompting. Students will actually be shown possibilities of designs via the
document camera. They will see what happens if too much water is used when doing a
detailed designed - conversely they will see how everything can come together if they follow
the instructions by the demonstration of step-by-step instruction.

TIER II - AUDITORY LEARNER: Students will participate in discussions about various patterns
and designs expanding the possibilities for their end product. They will listen to details of
how the lesson can be applied to a variety of other areas - creating multiple points of
connection. They will be given very strategies and tips that will offer learning with ease and
addressing challenges with a positive attitude.

TIER III KINESTHETIC LEARNER: This student will benefit from being able to interact with the
materials and supplies and therefore apply what has be shown by example. Students will be
given the opportunity very early on in the lesson to practice and then produce what they
have learned..

TIER I CONTENT: Students may use already established designs allowing for students to
trace their design with the assistance of a gear template. Students will merely trace and
paint their drawn designs. Students could also be given a set gear design to use.

TIER II CONTENT: Students may have the option to use the templates from tier one,
however, will be encouraged to develop their own and will be challenged to consider mixing
their color choices if using secondary and tertiary colors. They are confident in their skills of
choosing colors that are either, analogous, or complementary,

TIER III CONTENT: This student may benefit from additional study into the purpose of
various patterns, exploring the challenges in getting the designs to flow into each other.
This student may also be challenged to understand the technical applications of gear usage.

RUBRIC for PROJECT: Students must

Plan and create a design
Create a 12 - color grid
Create a 5- inch gear with cogs that fit into at least 3 other students at their table
Students will transfer their design onto the foam core once it has been cut into the gear
shape and it has been determined that it works
Student must paint their design on the surface and on the sides
GENERAL RUBRIC for PROJECT

CRITERIA 4 3 2 1

CRAFTSMANSHIP Has an extreme Has some care for Inconsistent work Exhibits lack of
care for details . details, but does habits. Makes little concern for
Applies the EoA not tidy work effort to present outcome. Sloppy.
and PoD with completely well
intent

CREATIVITY Goes beyond Has great ideas Looks to others for Does not attempt
requirements that occasionally ideas, needs original work, but
and considers diminishes with time constant goading, copies
and acts upon and production resulting in little
ideas effort work output

CRITICAL Sees the joy in Usually unique but Unclear thinking. Does not think -
THINKING the challenge of must be prodded Often at a lost for LAZY
a problem into consistent ideas and direction
sustaining effort

FINAL QUESTIONS:
1. What new skills have you added to your art cache?
2. How might you apply what you have learned to other areas of study?
3. What did you enjoy and therefore what will you continue to explore?
4. What was challenging and why? How will you conquer the challenge?
5. What will you do to further your studies and skills given this was just an introduction?
6. What other artists do you plan to research?
7. What newly acquired skill do you feel confident in sharing?
8. What are some of the art words youve learned or know?
9. How will you further your skills?
10. How will you share your work and why?
Teacher Notes: