The Academy for Technology & the Classics Lesson Plan Instructors name: Cermanski Week of: Thursday,

November 7 to Friday, November 15 Course/Grade: Visual Arts I Unit Name: Color Theory and Abstract Painting

Common Core/ NM Content Standards: NMVA1, 2, 4, 5, 6, 7,8 Essential Question(s):

How do I understand color, texture, contrast and balance to create a strong abstract painting? How do I create an abstract painting which communicates personal meaning? How do I mix secondary and tertiary colors from primary colors? How do I make a color wheel?

Connections (prior learning/prior knowledge): Students are familiar with color theory from previous classes.

Other considerations (modifications, accommodations, acceleration, etc.): Students who are having trouble with mixing paint or painting abstractly will get assistance from me More advanced students can do a series of pieces

Resources/Materials Teacher: Handout on color vocabulary, color wheel, images of colorful abstract paintings from various artists Students: Acrylic paint, brushes, water jars, rags, gesssoed paper, blank color wheels

Assessment (How will you monitor progress and know students have successfully met outcomes?) Daily: Daily observations of students doing color mixing. This Week: Completion of color wheel Unit: Final abstract painting and participation in critique

Time allotted

Lesson activities for instructor and students

THURSDAY 11/7 Learning Target- TSW learn about primary, secondary, and tertiary colors and how to mix them. TSW know this when he/she has painted the warm colored primary, secondary and tertiary colors on his/her color wheel.

Do NowFirst, cover table with fabric. Then, at the front next to sink get 1-A color wheel, 2-A palette to share with one other person 3-Paint brush 4-Two wet rages per table 5-One red, yellow, and blue paint 6-Three big containers of water for the table. -On board write two columnsprimary and secondary colors, warm and cool colors -Ask students to fill columns in -Demo how to: --paint neatly with even brushstrokes --not dirty the original colors (using palette knife) --mixing (using less of light colorgetting ok from me before painting) --mix orange and paint in color wheel -Students should work in pairs and paint right out of jars for primaries (pass around table) --Then mix warm secondaries and tertiaries in pairs Do NowFirst, cover table with fabric. Then, at the front next to sink get 1-A palette to share with one other person 2-A small paint brush and a large one, 3-Two wet rages per table 4-One red, yellow, and blue paint 5-Three big containers of water for the table, and 6A piece of paper -What is a secondary color? Name one. How do you mix it? -Demonstrate/explain purpose of gesso TodayFirst write your name on the back and then gesso 2 pieces of paper. Then, paint the cool colored primary and secondary colorsblue, green, purple, etc. *If time is left I will show students my website

FRIDAY 11/8 Learning Target- TSW learn how to use gesso and about cool secondary colors and tertiary colors and how to mix them. TSW know this when he/she has painted the cool colored secondary and tertiary colors on the color wheel.

MONDAY 11/11TSW learn about mixing tints and shades, and will learn how various artists have used color in abstract art. TSW know this when he/she uses at least one tint/shade in his/her original painting.

Do NowFirst, cover table with fabric. Then, at the front next to sink get 1-A palette person 2-A few different sized brushes, 3-Two wet rages per table 4-One red, yellow, and blue paint 5-Three big containers of water for the table, 6A palette knife, 7Your gesssoed piece of paper -What is the purpose of using gesso? -Name a tertiary color -Slide show of abstract paintings -Show my website -Demo various acrylic painting techniques

Painting with palette knife Dry/wet brush Blending in place Painting with rags/wiping/layering Varying types of mark-making Varying color & creating contrast

-Abstract Painting assignment: You must use mostly tertiary colors (a few secondaries ok) You should have at least one tint or shade Think about having contrast in your painting in terms of brushstrokes and color HwBring objects for a still-life tomorrow! Do NowFirst, cover table with fabric. Then, at the front next to sink get 1-A palette 2-Several brushes, 3-Two wet rages per table 4--one red, yellow, and blue paint 5-Three big containers of water for the table, and 6A piece of gesssoed paper --Demo how to paint a still life --Gesso a piece of paper --Students set up still life and start painting --One student should take picture WEDNESDAY 11/13 Learning Target- TSW learn how to make sure his/her still-life painting is balanced. TSW know this when his/her painting can be turned on each side and still looks balanced. THURSDAY 11/14 Learning TargetTSW learn how to do a group painting using either paint, charcoal, sharpie, or collage. TSW know this when he/she has added an artistic contribution to each painting at his/her table. FRIDAY 11/15 TargetTSW learn how to participate effectively in a critique. He/she will know this when he/she makes several strong constructive comments. Do NowFirst, cover table with fabric. Then, at the front next to sink get 1-A palette 2-Several brushes, 3-Two wet rages per table 4--one red, yellow, and blue paint 5-Three big containers of water for the table, and 6A piece of gesssoed paper -Finish still-life painting Do NowYou will see 4 different materials at your table. Choose one to work with today. If you choose paint, get brushes, palette knife, water, and rag. --Discuss group painting --6 minutes per rotation --Start group painting Critiques! ORif group painting isnt finished work on that.

TUESDAY 11/12 Learning Target- TSW learn how to construct and paint a still-life. TSW know this when he/she has started painting a still-life that he/she has constructed with classmates.