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Art Lesson Plan

Title: Maasai Color Wheel Necklace Unit: African Art


Grade level (s): 3
rd
-4th Mediu: !ra"in#
$u##ested Tie: T"o Class %eriods
Enduring Understanding: People develop ideas and understandings of society,
culture, and history through their interactions with and analysis of art.
Instructional Objectives (2-3):
&'Create an ori#inal art"ork that counicates ideas a(out the follo"in# thee: Grou)
*dentit+- Maasai Tri(e (M,)
-' $tudent "ill i. t"o colors ()riar+) to create a third color' (M,)
3' $tudent "ill i. t"o colors ()riar+ / secondar+) to create a third color (Tertiar+)'
(M,)
Elements o Art (&-3) line0 color0 sha)e0 for0 s)ace0 te.ture0 value
Princi!les o "esign (&-3) re)etition0 )attern0 oveent0 (alance0 e)hasis0 contrast0 unit+
#aterials and E$ui!ment:
(&) %a)er %late0 (&) 1- %encil0 %riar+ and secondar+ color arkers0 %riar+ and
secondar+ cra+ons 0(&) 2lack $har)ie0 3arn0 4ole )unch0 (&) $cissors0 (&) $ta)ler0
%ocabular& ('-():
Maasai0 Color Wheel0 %riar+ Colors0 $econdar+ Colors0
Art Production ((ased on Madeline 4unter odel)
&'antici)ator+ set -' state o(5ectives 3' *n)ut: art histor+0 instructions 4'deonstration0 odelin#
6' check for understandin# 7' #uided )ractice 8' inde)endent )ractice 9' closure
&' 2e#in the class (+ sho"in# t"o videos on 3ou Tu(e a(out the Maasai Tri(e'
#aasai t)roug) a *)ild+s e&es
-https://www.youtube.com/watch?v=XQ7wV9DeEqw
Men and Women Dancing
-https://www.youtube.com/watch?v=8hW4wHT7K18
2. Talk a little bit about what makes this tribe so unique. Talk specifcally about the
Maasai Necklaces.
3. Next show the students a real Maasai Necklace. Pass it around the classroom.
4. Pass out the coloring sheet on the color wheel. Share that all colors come from three
main colors called primary colors. These are Red, Blue, & Yellow. Have them color the
red, blue, and yellow sections.
5. Explain that if you combine two primary colors together you get a second or
secondary color. Try combining red and yellow. What color do you get? Orange.
6. Combine red and blue. What color do you get? Purple.
7. Combine blue and yellow. What color do you get? Green.
8. Discuss tertiary colors. Let them complete this section on their own.
9. Pass out the paper plates and pencils.
10. Demonstrate by drawing a line that cuts the plate in half vertically.
11. Students draw a line that cuts the plate in half vertically.
12.Demonstrate by drawing a line that cuts the plate in half horizontally. You should
have for equal sections.
13.Students draw a line that cuts the plate in half horizontally. They should have for
equal sections.
14. Now demonstrate by drawing a diagonal line that runs down the center of two
opposite triangles.
15. Students draw a diagonal line that runs down the center of two opposite triangles.
16. Next demonstrate doing the same thing with the other two triangles. You should now
have 6 equal sections.
17. Students do the same thing with the other two triangles. They should now have 6
equal sections.
18. Demonstrate where to place the primary colors on the color wheel.
19. Students use markers to color the primary colors on the color wheel.
20. Ask the students where they think the secondary colors go. Demonstrate as they tell
you.
21. Students color in the secondary color wheel.
22. Show the students an example of a completed Maasai necklace.
23. Demonstrate cutting out the center section.
24. Students cut out center section.
25. Demonstrate cutting the center section into a triangle.
26. Students cut out center section into a triangle.
27. Demonstrate stapling the rectangle onto the paper plate.
28. Students staple the rectangle onto the paper plate.
29. Show the students the completed Maasai necklace along with the real one. Discuss
the importance of pattern and unity in creating a fnished piece. Ask them to take a few
minutes and come up with a plan on how they might decorate their own necklace.
25. Now pass out sharpie makers have students decorate their necklace making sure to
include a type of pattern in their work.
26. Demonstrate punching 5 holes across the bottom of the rectangle and adding yarn
pieces.
27. Students punch 5 holes across the bottom of the rectangle and adding yarn.
28. $tudent "ill co)lete and return the cross"ord0 on the (ack of the colorin# sheet0 to
evaluate their kno"led#e of (asic color theor+ voca(ular+'
-:' $)end a fe" inutes criti;uin# the color "heels0 askin# the students to ans"er
these ;uestions'
&' *s the necklace "ell ade<
-' !oes the use of )attern hel) unif+ the )iece or is it distractin#<
3' Give +ourself one co)lient
4' Tell us one thin# +ou i#ht do differentl+ ne.t tie'
29. Finally, have each table have a contest to see how high they can jump? The fnalists
compete. The winner gets to be line leader while the others fnish cleaning up their
area.
Art ,istor& - .esources (2-'):
https://www.youtube.com/watch?v=XQ7wV9DeEqw
https://www.youtube.com/watch?v=8hW4wHT7K18
Aest)etic /uestions (0-2):
1. How is it decided if something is art or not? Can artifacts from past
cultures (which weren't meant to be art at the time they were made)
be considered works of art now for a different culture?
2. How is it decided if something is art or not?
Art *riticism - Anal&sis /uestions (3-():
4' *s the necklace "ell ade<
6' !oes the use of )attern hel) unif+ the )iece or is it distractin#<
7' Give +ourself one co)lient
4' Tell us one thin# +ou i#ht do differentl+ ne.t tie'
Evaluation *riteria (s)ould relate to objectives):
$tudent "ill co)lete and return the cross"ord0 on the (ack of the colorin# sheet0 to
evaluate their kno"led#e of (asic color theor+ / voca(ular+'
#odiications - 1!ecial 2otes - "ra3ing