ODU-DCOE Core Instructional Lesson Plan



ODU-DCOE Core Instructional Lesson Plan

Lesson Plan Overview

Date: October 2008

Lesson Title: Color Theory/Tree Painting

Lesson Author: Angela Keesee

Grade Level: 5

Subject Area: Art

Time Allotted for Lesson: This lesson was part of a unit that took place over a period of six weeks. Each class period was 55 minutes.

Short Description of Lesson

In this lesson the students will first learn about color theory. This is part of a rigorous lesson based on the Virginia Standards of Learning. The students will discuss primary, secondary, and tertiary colors. The students will be given a blank color wheel. The students will use the primary colors (red, yellow, and blue) of paint to mix secondary colors, (orange, green, and violet) and then use primary and secondary to mix tertiary colors (red-orange, yellow-orange, blue-green, yellow-green, blue-violet, and red-violet). The students will also learn about complimentary colors. The students will learn how to make tints and shades. Then the students will begin painting a background/landscape for their tree pictures. The landscape may be abstract or realistic. The landscape may be a beach, mountains, etc. Once the students have painted their background and it is completely dry the students will paint their trees. Their trees may also be abstract or realistic.

Lesson Plan Standards

Art SOL

5.2 Will use primary colors and black and white to mix a variety of hues, tints, and

shades to create a work of art.

5.3 Will use elements of art-line, shape, form, color, value, texture and space-to

express ideas, images, and emotion.

5.5 Will use principles of design, including proportions, rhythm, balance, emphasis,

variety, contrast and unity, to express ideas and create images.

Instructional Objectives

The students will understand the color wheel and be able to mix colors successfully

The students will mix and use paint successfully. The students will understand and use elements and principles of design to create a work of art.

Enduring Understanding

The big idea of this lesson is nature. The concept is understanding color theory. It is important that students learn about nature, because many artists are inspired by nature.

Essential Questions

As an artist, why do you think it is important to understand the color wheel? How might the color wheel help you? How can color communicate meaning is nature?

Lesson Set

The students will fill out a KWL chart on what they KNOW about the color wheel. The students will fill out what they WANT to know about the color wheel. The students will fill out what they LEARNED about the color wheel.

Rationale

This lesson is related to real life because there are colors all around us. This will help the students understand color theory and know how colors are made. This lesson is also related to real life because there is nature and trees all around us. They will look at the structures of trees and respect the surrounding nature.

Techniques and Activities

Day 1

1. The students will take a pre-assessment on color theory.

2. The students will fill out a K and W portion of a KWL chart about color theory.

3. The teacher will discuss color theory with the students.

4. The teacher will demonstrate how to mix secondary and tertiary colors.

5. The students will mix primary colors to create secondary colors

6. The students will mix primary and secondary colors to create tertiary colors

Day 2

1. The teacher will use open ended questioning to reiterate color theory.

2. The teacher will demonstrate how to mix tints and shades.

3. The students will practice mixing tints and shades.

4. The student will look at pictures of trees and landscapes for ideas.

5. The students will begin drawing their backgrounds

6. The students will paint their backgrounds.

Day 3

1. The students will take a post-assessment on color theory.

2. The students will fill out the L portion of their KWL chart.

3. The teacher will use open ended questions to reiterate color theory.

4. The students will begin drawing their trees.

5. The students will paint their trees.

Lesson Closure

The teacher will check for understanding on what the students learned. The teacher will ask open ended questions about the color wheel. The teacher will ask the students what the primary, secondary and tertiary colors are. The teacher will ask the students how to make the secondary colors and the tertiary colors. The teacher will ask about complimentary colors, and what happens if we mix them together. The teacher will ask about mixing tints and shades. The students will raise their hands and answer the questions.

Assessment/Evaluation

The students will be given a pre-assessment before the lesson is taught to see what their knowledge of color theory is. After the students take the pre-assessment I will grade them and know what I need to reiterate or re-teach. Then the students will take the post-assessment. I will grade the students to see if their knowledge and understand has changed. The pre/post assessment will be a multiple choice test with 20 questions about color theory. I will monitor student progress through their artwork.

Student Product

Day 1: The students will paint a color wheel. The color wheel will guide the students understanding of color theory, how to mix primary, secondary, and tertiary colors. This will also help them create great paintings and works of art.

Day 2: The students will begin painting their backgrounds. This will help them successfully paint a tree in the next class period.

Day 3: The students will paint a tree on top of their backgrounds. Their painting will be abstract or realistic. Exploring these techniques will help the students become better artists.

Supplemental Activities: Extension and Remediation

Extension: Gifted learners or early finishers will be an extension project for them to work on. They may brainstorm different ideas on how to make a new color wheel. Still using the primary, secondary, and tertiary colors the student/s will have to come up with a new design for the color wheel. They must have at least three ideas for a rough draft, then they can begin drawing and painting it.

Remediation: If there is a student that needs the lesson to be re-taught in a different way for them to better understand I would use different strategies so that they would better understand and know the expectations for the lesson. I would go to the student/s one on one and re-teach the lesson in a way that they would comprehend.

Adaptations for Special Diverse Learners

For students with diverse learning needs I will adjust the lesson as needed. I will use various differentiation strategies to assess my students accordingly. If a gifted learner has finished early I will certainly assign them a new project to begin working on, or have an extension of the project they have already finished.

Differentiated Instruction

|X |Flexible grouping |

| |Open-ended activities |

| |Exploration by interests |

| |Negotiated criteria |

| |Anchoring/Extension activities |

| |Independent |

| |Tiered activities/products |

| |Journal prompts |

|X |Multiple levels of questions |

| |Scaffolding |

| |Choice: Learner profile, Readiness, Interest |

Materials and Additional Resources

Pre assessment/Post assessment

Tempera paint (red, yellow, blue, black, white, and brown)

Paint brushes

Mixing trays

Water cans

Various pictures of real trees

Various abstract and realistic tree paintings

Color wheel worksheet

Color wheel posted in classroom

Teacher example of tree painting

8x10 white heavy drawing paper

10x12 green construction paper

12x18 scrap paper

Pencils/erasers

Web and Attachment Resources

KWL Chart, Color Wheel worksheet (main.taf?p=2,1,1,17), Pre/Post Assessment

Impact on Student Learning Rubric

Color Theory and Tree Painting

| |Beginning |Developing |Accomplished |Exemplary |Score|

| |1 |2 |3 |4 | |

|To recognize and |To be able to recognize |To be able to recognize|To be able to recognize |To be able to | |

|understand color |primary colors |primary and secondary |all the colors on the color|recognize and | |

|theory | |colors |wheel, primary, secondary, |understand color | |

| | | |and tertiary |theory including | |

| | | | |tints, shades, and | |

| | | | |hue | |

|To be able to mix |To be able to produce |To be able to produce |To be able to produce |To be able to mix | |

|colors properly |secondary colors by mixing |secondary colors by |secondary colors by mixing |secondary, tertiary | |

| |primary colors |mixing primary colors |primary colors and tertiary|colors and make | |

| | |and tertiary colors by |colors by mixing primary |tints and shades | |

| | |mixing primary and |and secondary colors |successfully | |

| | |secondary colors |and tints and shades of | | |

| | | |some of the colors | | |

|Drawing/ |To produce something with |To produce a picture |To produce a picture |To produce a tree | |

|Painting a tree |characteristics of a tree. |that strongly resembles |resembling a tree that uses|that uses the | |

| | |a tree |the elements of art |elements and | |

| | | | |principles of art | |

|Abstract/ |To understand the meaning |To understand the |To understand and produce |To understand and | |

|Realistic |of an abstract work of art |meaning of an abstract |an abstract work of art |produce an realistic| |

| | |and realistic work of | |work of art | |

| | |art | | | |

|Applying paint to |To understand how to apply |To be able to apply the |To understand different |To be able to apply | |

|paper |the correct amount of paint|correct amount of paint |types of brush strokes |different types of | |

| |to the paper with the paint|to the paper with the | |brush strokes with | |

| |brush |paint brush | |the correct amount | |

| | | | |of paint to the | |

| | | | |paper to the paper | |

Name_____________________

Date______________________

KWL Chart

|Know |Want to know |Learn |

|What do you KNOW about the color wheel and |What do WANT to know about the color wheel |What have you LEARNED about the color wheel|

|theory? |and theory? |and theory? |

| | | |

Post/Pre Assessment

Name_____________

Date______________

Color Theory Test

1.) Name the primary colors

A. black, white, brown

B. orange, pink, yellow

C. red, blue, yellow

D. yellow, blue, green

2.) Name the secondary colors

A. orange, green, pink

B. orange, green, violet

C. violet, pink, yellow

D. red, orange, green

3.) What two Primary colors mixed together makes green?

A. orange and blue

B. red and green

C. yellow and blue

4.) What two Primary colors mixed together makes violet?

A. red and blue

B. orange and blue

C. pink and blue

5.) What two Primary colors mixed together makes orange?

A. red and blue

B. red and yellow

C. red and green

6.) What are three cool colors?

A. blue, green, violet

B. blue, yellow, green

C. orange, yellow, red

7.) What are three warm colors?

A. red, yellow, blue

B. red, yellow, orange

C. green, blue, orange

8.) What is a hue?

A. the actual “pure” color

B. the color made darker

C. the color made lighter

9.) How do you make a tint?

A. adding black to another color

B. adding white to another color

C. adding green to another color

10.) How do you make a shade?

A. adding yellow to another color

B. adding white to another color

C. adding black to another color

11.) What tint do you get if red and white are mixed together?

A. blue

B. pink

C. yellow

12.) What tint do you get if orange and white are mixed together?

A. peach

B. orange

C. red

13.) What shade do you get if blue and black are mixed together?

A. navy

B. violet

C. grey

14.) What shade to you get if red and black are mixed together?

A. maroon

B. pink

C. orange

15.) What color do you get if black and white are mixed together?

A. blue

B. brown

C. gray

16.) What does monochromatic mean?

A. all the tints and shades of one color

B. all the shades of one color

C. all the tints of one color

17.) What are the complimentary colors?

A. red and green

B. violet and yellow

C. blue and orange

D. all of the above

18.) How do you make brown?

A. mix all three primary colors together

B. mix complimentary colors together

C. all the above

19.) Which of the following is a tertiary color?

A. blue-green

B. orange-blue

C. red-yellow

20.) Which of the following is not a tertiary color?

A. orange-blue

B. yellow-orange

C. blue-violet

Name___________

Date____________

The Color Wheel

[pic]

main.taf?p=2,1,1,17

Demographics

During this lesson I taught 18 students, eight girls and ten boys. Nine of the students were Caucasian, four girls, and five boys. Four of the students were African American, two boys and two girls. One of the girls was Native American/Caucasian. Three of the students were Hispanic, one girl and two boys. One Caucasian girl had a special learning need. One student scored a 90. One student scored an 80. Three students scored a 65. Nine students scored a 60 on the pre-test. One student scored a 55. Three students scored a 50. The class mean was a 54.4. The demographics for the post-test are the same except there was one more Caucasian boy that did not take the pre-test, but did take the post-test. One student scored a 100 on the post-test. Four students scored an 85. Two students scored an 80. Three students scored a 75. One student scored a 70. Three students scored a 65. One student scored a 60. One student scored a 55. Three students scored a 45. The mean for the post-test scores is 70.5

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