1. Topic-
Color Theory
 
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.
 

This Lesson Plan is available at (www.teacherjet.com)