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Establishe
d Goals
Students
will:
TRANSFER GOAL
Learn about
colour theory
Create key
terms with
paint
Learn and
practice
colour mixing
Know what
tints of a
colour are,
and how to
produce
them
Understand
different
characteristic
s of
foreground,
middle
ground, and
background.
Be able to
simplify
forms
Understand
the principle
of
atmospheric
perspective
MEANING
Enduring
Understandings:
Students will
understand
Essential Questions:
Students will keep considering
Q 1 Examine the idea of colour schemes
provoking a mood or feeling onto the viewers.
U1 Key terms in
colour, primary
tertiary,
complimentary,
analogous, with an
emphasis on
monochromatic,
tints and range of
value.
U2 How
atmospheric
perspective works,
specifically that
colour becomes
less saturated as it
recedes.
.
ACQUISITION OF KNOWLEDGE & SKILLS
Students will
know
tertiary colours
Applying lighter
tints of a colour
in the
background
creates
atmospheric
space.
How to compare
two pieces of
their workdiscussing
similarities and
differences.
STAGE 2 Evidence
Evaluative
Criteria
Performance is judged
in terms of - Critique
Participation- class
discussions, project work,
experimenting with
colour mixing, taking
risks.
Completion- proper use
of techniques, clean
appearance.
Creativity- showing a
sense of individualism in
their final project,
Assessment Evidence
Students will need to show their
learning by: Showcasing their
paintings in a final critique and
explain the elements involved.
Transfer Task: Students will show their
learning by review of topics they already
know, group discussion about key terms
introduced, mixing their own paints (handson), working with white and balck tempera
paint for shading and tinting, and practicing
to create a monochromatic scene using the
rules of atmospheric perspective.
Unit Summary
This unit brings together art elements and their relation to creating space.
The lessons give a guideline which will allow students and teachers to
understand how space is created when using atmospheric perspective
within landscape paintings located throughout history. This unit will allow
students to practice many skills including color mixing, rendering and
simplifying form, and applying their understanding of value / tint ranges.
These lesson are primary lesson in hopes that they can give students
confidence in their art capability and with the spatial conventions of art.
Throughout the lessons key questions will be asked for students to further
understand the art. These questions are in the form of contemporary art,
history, and peer work. The beauty of this unit is that many different
approaches may be taken towards creating the art. This unit also allows
Unit Rationale
This Grade 2-5 lesson triad of painting with colours is a great way to
introduce fundamental principals of art to any Grade 2-5 level. They are
starting to create their own distinct voice, picking options, and suggesting
ideas. There for being able to teach the fundamental principles early on in
the year is key. The basics of understanding colour theory will aid students
with their later art endevors. Students will also have the opportunity to
explore atmospheric perspective and the conventions needed to create
this principle. This is the time where students are able to fully give
uniqueness and pizzazz to their art. Playing with space will encourage
deeper throught process in students and in return give students
inspiration when dealing with art.
Lesson Summaries
Lesson One: Primary Colours. This lesson explores colour theory and
allows students to use and understand their colour wheel which had been
given to them in a previous lesson essential to these lessons. The
students will understand the difference between primary and secondary
colours. The final activity of the lesson will have students represent their
understanding with the use of paint. The lesson includes a review of the
colour wheel as well as key defining colour schemes. Students will
understand the mixing of colours and began to visualize the end result
colour before physically mixing them.
Lesson Two: Shadin and Contrasting. This lesson will come after
students have had time to practice their colour theory. The lesson will
teach students how you can take any color and make it lighter to make
tints, or on the opposite end make them darker to make a shade. This will
be done with the use od white and black tempera paint. The students will
discover how images can become stronger when contrasts of light and
dark are used. The aim of this lesson is to have studetns make a color
scheme of tints and shades for primary colours. This lesson is a great
introduction to the next lesson on atmospheric perspectives.
Lesson Three: Teaching Atmospheric Perspective. This lesson allows
students to grasph the concept of atmospheric perspectives and the
relation of foreground and background. With knowledge from the previous
lesson students will underrstand that colours and detail become less
saturated and prominent as they reced into space. The activity will allow
students to apply their new knowledge to create a space that has
atmospheric perspective. In completion of this lesson, students will have
applied their knowledge of colour mixing and arranging colour tints in a
value range to create three-dimensional space.
Lesson
#1
Primary Colors
Date
Subject/G
rade
Level
Grade 2-5
Time
Durati
on
55 minutes
Unit
Component 6
Teach
er
Natalie Dollevoet
LEARNING OBJECTIVES
Students will:
1.
2.
3.
4.
ASSESSMENTS
Observations:
Key Questions:
LEARNING RESOURCES
CONSULTED
PROCEDURE
Prior to lesson
Attention
Grabber
2 mins
4 mins
5 mins
Time
17 mins
Learning
Activity #2
Learning
Activity #3
paper
Ask the students to complete the paper with 6
squares. 3 squares primary colors and then
the other 3 allow the students to explore
what will happen if you ONLY MIX TWO
colors.
Each new color you create record in a new
square on the paper
Once the class has finished and focused in,
discuss the names of the 3 new colors they
have created and ask how they created the
colors
Wrap up the discussion once you fell the class
has a good understanding of secondary
colors.
Once the secondary colors have been
discovered have the students create two
different hues of each color, the tertiary
colors.
Explain each hue and how the hue is created
before the activity they need more
guidance during this activity
o Write on the board the 6 hues, each hue for
each square
o Red-Orange, Red-Violet, Blue-Violet, BlueGreen, Yellow-Green, Yellow-Orange
Have students create the hues on a new sheet
paper with 6 squares.
Once the time is up and students are done:
o Number students off, 1-4 in their groups
and assign each number to clean up and
put to the back a particular thing within
their group!
o 1: clean off the desks (wash if needed)
o 2: wash the brushes and collect rags
o 3: put the paints at the back of class
o 4: put work at back of class table
Have the students experiment with another
medium for mixing colors, play-doh and food
coloring.
The students are going to be making the hue that
they received at the beginning of class!
Once the students are organized and cleaned
up back at their desks, hand out the white
play-doh balls to each student and the food
coloring to each table
Ask the students to remember which hue they
were given at the beginning of class, if they
have forgotten or lost their sheet allow them
to pick a new one
Confirm with each group of four that they
10 mins
10 mins
2 mins
Transition To
Next Lesson
Time
3 mins
This is an example of a color wheel that I might have in my class. It has the
three primary colors, the three secondary colors and the hues (Tertiary colors)
From: http://www.sensationalcolor.com/wp-content/uploads/2008/07/1.jpg
Lesson
#2
Date
Subject/G
rade
Level
Grade 2-5
Time
Durati
on
55 minutes
Unit
Component 6
Teach
er
Natalie Dollevoet
LEARNING OBJECTIVES
Students will:
1. Demonstrate their knowledge of the tints and shades for one selected color
through a collage and scale.
2. Create tints by mixing white tempera paint for their selected colors.
3. Create shades by mixing black tempera paint for their selected colors.
4. Discover that light and dark values placed side by side create a strong
contrast.
ASSESSMENTS
Learners are engaged with the teacher (eye contact, head
nods, etc.)
Learners are engaged during classroom discussion. (sharing
ideas, listening to others and sharing opinions)
Students are participating in the collage by finding tint and
shades
Students are participating in the mixing of tints and shades for
their selected color.
Key Questions: How are tints created? / What are tints?
How are shades created? / What are shades?
How is contrast created? / What is contrast?
Products/Perfor Students will have created a collage of tints and shades
mances:
with a selected color.
Students will make a color scheme of tints and shades
for a primary color.
Students will engage and contribute in class discussion
about contrast.
Observations:
LEARNING RESOURCES
CONSULTED
Alberta Education Art, Elementary Teacher Magazines for cut outs for
Resource 1985
collages
PROCEDURE
Prior to lesson
Attention
Grabber
Time
2 mins
Transition to
Body
3 mins
1 min
Learning
Activity #2
Time
15 mins
14 mins
Learning
Activity #3
Consolidation
of Learning:
10 mins
Time
3 mins
3 mins
This is what a strip of tint and shade will look like as an example to the class.
From: http://articles.katorlegaz.com/quicktipsinartanddesign/color/0607tint-shade.jpg
Lesson
#3
Atmospheric Perspective
Date
Subject/G
rade
Level
Grade 2-5
Time
Durati
on
55 minutes
Unit
Teach
er
Natalie Dollevoet
LEARNING OBJECTIVES
Students will:
5. Understand that when creating atmospheric perspective colours become less
saturated as they recede into space. Their hues and tints become lighter.
6. Mix colour to match references (Paint sample strips) to create their own idea
of atmospheric perspective.
7. Begin to understand the process of color chunking by reducing form.
ASSESSMENTS
Observations:
Key Terms:
LEARNING RESOURCES
CONSULTED
Alberta Education Art, Elementary Teacher
Resource 1985
PROCEDURE
Introduction
Attention
Grabber
Time
5 mins
Assessment of
Prior
Knowledge
5 mins
Learning
Activity #2
10 mins
15
mins.
Closure
Consolidation
of Learning:
Feedback From
Students:
Time
Time
3 mins
4 mins
Transition To
Next Lesson