1. Topic-
|
|
2. Content-
|
Primary Color, Secondary Color, Tertiary Color, Complimentary Colors,
Tint, Shade, Hue. |
|
|
3. Goals: Aims/Outcomes-
|
1. Design and produce a personal color wheel exhibiting primary,
secondary, and tertiary colors along with their tints and shades.
|
|
|
4. Objectives-
|
1. Produce a creative design for the project. (Make the color wheel
into another shape other than a circle or remove small portions of
colors.
2. Create Primary, Secondary, and Tertiary colors and their tints
and shades. Apply those colors to the personal color wheel.
3. Critique each others work in a respectful manner using artistic
language with the elements and principles as evidence. |
|
|
5. Materials and Aids-
|
18x12 Poster Paper, 18x12 White Paper, Paint (Red, Blue, Yellow,
White, and Black), Brushes, Water Cup, and Palette. |
|
|
6. Procedures/Methods-
|
A. Introduction-
1. Review what students already know about the element of Color.
2. Explain some of the missing definitions and aspects of the students
review.
3. Show students some examples of posters that have been done. Say,
"Sometimes we don't use some references because we don't like how
they look, so you are going to make a poster that you can like and
use". |
|
|
B. Development-
1. Show students how to use lines to create divisions in a shape
to create a personal color wheel.
2. First apply the primary colors and show students how to count out
the spaces in between each primary color and write out the color placements.
3. Show some examples of how to get some effects like removing portions
of color in the wheels design. |
|
|
C. Practice-
1. Students will produce a design that needs to be approved before
moving on the poster paper. This includes listing what colors go where.
2. Students transfer drawing to the poster paper and apply paint.
3. Students will critique students work based on the principles and
elements of Art. |
|
|
D. Independent Practice-
1. First draft with listed colors.
2. Finished Poster.
3. Critique Sheet. |
|
|
E. Accommodations (Differentiated Instruction)-
1. Stencils used for fine motor limitations.
2. Para-educators should be present for any other limitations. |
|
|
F. Checking for understanding-
1. Evaluate the listed assignments for accuracy.
2. Review with probing questions if time permits. |
|
|
G. Closure-
1. Collect projects and place them into a color wheel folder for
the corresponding class.
|
|
|
7. Evaluation-
|
1. Students complete design and assigning colors by the end of the
first period.
2. Transferring designs and applying paint by the end of the second
period.
3. Students will be finished and prepared to critique peers work. |
|
|