Lesson Plan 1



|ART I: Art Foundations |

|Lesson Plan |

|Lesson Plan Title: COLOR I – Tints, Tones, and Shades (one day assignment) |

|Concept / Topic To Teach: Understanding that the mixing white, gray, or black to a color creates a different value of the hue. |

|Standards Addressed: SOL AI.1, AI.3, AI.6, AI.8, AI.9, AI.10, AI.13, AI.15, AI.19 |

|SOL AI.1 |

|The student will maintain a sketchbook/journal of ideas and writings to use as a resource and planning tool. |

|SOL AI.3 |

|The student will produce works of art that demonstrate the experimental application of the elements of art and the principles of design. |

|SOL AI.6 |

|The student will produce works of art that demonstrate an understanding of two-dimensional and three-dimensional art media, with emphasis on |

|drawing, painting, and sculpture. |

|SOL AI.8 |

|The student will create works of art that represent originality, personal expression, and craftsmanship. |

|SOL AI.9 |

|The student will define and practice ethical procedures when producing works of art. |

|SOL AI.10 |

|The student will demonstrate skill in preparing and displaying works of art. |

|SOL AI.13 |

|The student will describe works of art, using appropriate art vocabulary. |

|SOL AI.15 |

|The student will identify features of a work of art, including media, subject matter, and formal choices, that influence meaning. |

|SOL AI.19 |

|The student will employ critical evaluation skills and use appropriate art vocabulary when evaluating and interpreting works of art. |

| |

|General Goal(s): Art Foundations – Tints, Tones, and Shades |

|The students will be able to demonstrate three ways of creating values by mixing white, gray, and black to four colors. |

|Specific Objectives: |

|The student will investigate and understand that the mixing of white, gray, and black to a color creates different values of the hue. Key |

|concepts to include: |

|Tints (created when the color is mixed with white) |

|Tones (created when the color is mixed with gray) |

|Shades (created when the color is mixed with black) |

|Required Materials: |

|Art textbook |

|Handout – tints, tones, and shades |

|Paint brushes (varying in size and shape) |

|Paint (yellow, orange, red, blue, white, black) |

|Palette |

|Black permanent marker |

|A piece of white Bristol board |

|Circular punch |

|Glue |

|Sketchbook |

| |

|Anticipatory Set (Lead-In): |

|Read “Value” found in chapter 6, lesson 1 in textbook: ArtTalk by Rosalind Ragans |

|Ask students questions to spark their interest such as: |

|What kind of color is created when white is added to the hue? |

|What kind of color is created when gray is added to the hue? |

|What kind of color is created when black is added to the hue? |

|Is a color more or less intense when a tint, tone, and/or shade is added? |

|When tints, tones, and shades are used in a piece of artwork, what kind of mood is set? |

|Step-By-Step Procedures:   |

|Complete the reading: section “Value” found in chapter 6 lesson 1 in the textbook ArtTalk as whole group activity. Discuss vocabulary during |

|reading and how it can be applied. |

|Show an example of a completed tins, tones, and shades handout, as well as artwork that demonstrates a wide range color values. |

|Have each student paint a 2x2” square of each of the four paint colors they have selected on their white Bristol board. |

|Have each student paint the left block in the top row a tint of red. |

|Next, have the students paint the middle block of the top row a tone of red. |

|Have each student paint the right block in the top row a shade of red. |

|Have each student paint the left block in the second row a tint of orange. |

|Next, have the students paint the middle block of the second row a tone of orange. |

|Then have each student paint the right block in the second row a shade of orange. |

|Have each student paint the left block in the third row a tint of blue. |

|Next, have the students paint the middle block of the third row a tone of blue. |

|Then have each student paint the right block in the third row a shade of blue. |

|Have each student paint the left block in the bottom row a tint of yellow. |

|Next, have the students paint the middle block of the bottom row a tone of yellow. |

|Then have each student paint the right block in the bottom row a shade of yellow. |

|Instruct each student to use the circular punch to punch out each of their four colors they painted on their white Bristol board when they have|

|dried completely. |

|Finally, when their “tints, tones, and shades” handouts are dry, have each student glue their punched out colors in the middle of all of the |

|appropriate boxes. |

|After the “tints tones and shades” handouts are dry, have each student outline their boxes with his or her permanent black marker to create |

|crisp clean edges. |

|Instruct the students to turn in their completed handouts for grading. |

|After handing back the graded “tints, tones, and shades” handouts, instruct the students to place them in their sketchbooks. |

|Kinesthetic Learners: Have them complete the assignment. |

|Visual Learners: Show a completed “tints, tones, and shades” handout, in addition to artwork that demonstrates this assignment’s objectives. |

|Plan For Independent Practice: Have the students practice mixing the tints, tones, and shades of red, yellow, blue, and orange on a separate |

|piece of paper. |

|Closure (Reflect Anticipatory Set): |

|Students will compare their completed handouts with the example “tints, tones, and shades” worksheet. |

|Students will compare their completed handouts with other classmates’ completed worksheets. |

|Assessment Based On Objectives: |

|Check for practice color mixing sheet. |

|Grade completed “tints, tones, and shades” worksheets. |

|Make sure that each of the students have added the graded “tints, tones, and shades” handout to their sketchbooks. |

|Adaptations (For Students With Learning Disabilities): |

|Provide a copy of the completed example “tints, tones, and shades” worksheet for color matching. |

|Provide a handout that lists how to create a tint, tone, and shade of a color. |

|Assist students with correct color mixing, in order to achieve five visibly different values for each color. |

|Extensions (For Gifted Students): Allow students complete another worksheet that includes the tints, tones, and shades of the following colors |

|violet, green, and two tertiary colors of their choice, for extra credit. |

|Possible Connections To Other Subjects: Reading comprehension and vocabulary. |

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