Name: Chloe Miller

University of Idaho Lesson Plan

Date: October 2015

Subject: Drawing 1 (High School Art)

Topic: (Unit 4) Color Wheel Mandala

The big idea(s) or essential question(s)

This project will further the students drawing in ink skills while expanding their
creativity in a mathematical sense. Students will be introduced into color theory
while learning proper technique for using color pencils. Why is color important
when creating artwork? How does color function? How can arbitrary colors affect
visual art?
State of Idaho and/or common core standards addressed:
9-12.VA.2.1.5 Analyze an artists use of the elements and principles, and how
they contribute to ones interpretation of the artwork.
9-12.VA.3.1.2 Demonstrate safe and proper use, care, and storage of media,
materials, and equipment.
Objectives (what the students will be able to do as a result of the lesson)
Students will be able to compose an accurate color wheel within a mandala that
they designed.
Students will demonstrate proper color pencil technique.
Students will understand different colors, and how to create them through
various combinations, and alterations before applying them to previous work.
Materials and/or technology
1. Compass (for drawing circles)
2. Ruler
3. Pencil
4. Ink Pen
5. Paper
6. Colored Pencils
Activities/procedures (include anticipated time for each)
Introduction/activator (10 minutes)
1. Students will sketch quietly for 10 minutes based on the prompt of: frosty
inferno. This will get students thinking about color temperature, for example,
cool and warm colors. The students will be encouraged to use colored pencils,
which will also serve as a preset to show their level of skill of their colored
pencil technique before instruction.

Class activities (what you/students will Class activities (why you will do
do)
them)
1. Students will begin by receiving
1. Information on what the
information about mandalas,
students are doing helps to
what they are, what they mean,
solidify information.
2. Interactive activities during
and multiple approaches of how
lecture time help students
to create them.
retain focus. I like
2. The students will learn (or be
incorporating things like
reminded) of how to use a
geometry into the students
compass to ensure nice, round
art to help students who
circles to use as a template for
think in a more linear, logical
their mandala.
or mathematical way.
3. Students will then be able to
3. When making art, students
work independently to design
respond to being able to
their mandalas, using imagery
express themselves. This also
that expresses an idea. Students
makes reasoning and
will start with 6 sketches, to
defining their artwork
create different ideas for their
simpler.
work.
4.
Making multiple drafts of a
4. Then they will be encouraged to
project is much like writing a
make a larger version of the
paper, each time you edit
mandala they want to use for the
and redo it, it gets better and
final project.
closer to a final copy. I like to
They will then make one final
let the students use nice
copy, in pen, on nice paper to
quality materials because it
ensure good quality for their final
helps them gain a greater
draft.
appreciation for the supplies.
5. To turn the mandalas into color
5.
Its important for students to
wheels, the students will have
take the element of color into
small conversations about color
consideration when drawing.
and its importance in art. We will
Talking about how color can
also talk about how color can
strengthen or weaken a piece
change or alter how a piece of
of art is not only interesting,
art communicates. How can color
but can help them create
be arbitrary? What kind of things
more effective art.
do we only imagine as one
6.
Its important to lecture a
specific color? How would you
little to the students to help
describe the importance of color
them understand color theory
to someone who cannot see?
before jumping into creating
6. Class time will transition into a
the color wheel themselves.
quick lecture, where academic
This information is a review
language will be presented. We
for many students, so its
will talk about the layout of the
important to include
color wheel which includes
questions that they know
relationships between primary,

secondary and tertiary colors. We

will also discuss color alterations
and temperatures.
7. We will then focus on the
technique of using colored
pencils. Students will work on a
small color wheel worksheet to
demonstrate their new found
skills.
8. Once students have grasped the
technique of colored pencils,
they will proceed to coloring in
their mandalas. This lesson
builds upon itself, which make
take a few class periods. Once
the students have a clear
understanding of the colors, and
how to use them, they may start
working on their mandala
project, adding color. It is
suggested that students plan out
how to fill the mandala with color
before just diving in, in order to
avoid mistakes. Students can
apply their knowledge of colors
and choose how to display them
on their mandala, possibly
creating new relationships
between the imagery and colors,
showing their creativity and
craftsmanship.

they can answer to keep

them engaged.
7. Technique is really important
when making art, the
students need to learn how to
do things properly for
creating the best quality art.
Worksheets are a good way
for students to have a
practice round at the
materials before working on
their final project.
8. Building upon projects is fun
for students because they are
able to make more in depth
projects once theyve been
working on something for a
while, this increases their
pride and confidence.

Closure/reminders
After students have finished designing their mandala, and coloring it
representationally as a color wheel, we will pull together as a class and
review over the layout of the color wheel. Students will lead discussion
expressing which colors are primary, secondary and tertiary colors.
Students will also review the different color alterations, relationships and
temperatures and how to recognize good technique use of colored pencils.
We will hold a mini critique where students who feel that they did
exceptionally will be able to share their work anonymously with the class.

Assessment (how you will know students met the objectives - include rubric)
Student utilized class time, and gave their best attempt of completing the
assignment properly.
Mandala subject matter and design is unique, and shows a theme or idea with
organic and geometric shapes that are arranged in a way favoring balance and
repetition.
Students mandala is completed using a ruler and compass in pen, on provided
paper and is proper size.
Color wheel mandala is accurate and shows at least one alteration, and one
gradient.

Accommodations/differentiation
For a couple students in my classes, I will provide templates and extra assistance
with drawing the clean, straight circles for the mandalas. I will also provide
leniency with the colored pencil technique for these students. Extra time can be
provided as needed.

Reflection/evaluation (after lesson is taught)

With this lesson, I tried a few different versions exploring how to go about
explaining the purpose of the mandalas, and how to show the imagery on them.
Some classes responded better than others. After letting students work, I noticed
that many of the students had examples of mandalas on their personal things,
like their binders. I really wish I would have spoken up and had them show this
imagery to the class, because it really is fairly common arrangement of a design.