Date: Teacher: Subject: Grade: Unit:

9/2011 Laura Price Art Kindergarten 1/ 3 Weeks

Unit Title: Wayne Thiebaud Color Mixing Sundaes

Unit Big Idea: Mixing Primary to create Secondary Colors, Line/Shape Review
Standards to address in Unit:
MEANING and CREATIVE THINKING
VAKMC.2 Formulates personal responses.
a. Generates visual images by manipulating art materials.

CONTEXTUAL UNDERSTANDING
VAKCU.1 Identifies artists and offers ideas about what art is and who artists
are.
a. Recognizes self as an artist.

VAKCU.2 Views and discusses selected artworks, cultures, and artists (to
include a minimum of six artists/cultures per year, one of which should include a
Georgia artist or art form).
a. Talks about artworks of significant artists that have
recognizable subjects and themes.

PRODUCTION
VAKPR.1 Creates artworks based on personal experience and selected themes.
a. Creates artworks to express individual ideas, thoughts, and
feelings from memory, imagination/visualization, environment, and
observation of real objects.
b. Identifies and creates artworks emphasizing one or more
elements (color, line, shape, form, texture, space, value).

VAKPR.2 Understands and applies media, techniques, and processes of two-

dimensional works of art (e.g., drawing, painting, printmaking, mixed media)
using tools and materials in a safe and appropriate manner to develop skills.
a. Creates artworks that attempt to fill the space in an art
composition.
b. Creates drawings and paintings with a variety of media.
c. Identifies and creates a variety of lines (e.g., straight, curved,
angled, broken, thick, thin, vertical, horizontal, diagonal, wavy,
zigzag, scalloped and spiral).
d. Identifies and creates a variety of shapes (e.g., geometric-
circle, square, triangle, rectangle, organic/free form shapes).
e. Creates works of art mixing and using color schemes (primary,
secondary, and neutral).

ASSESSMENT and REFLECTION

VAKAR.1 Discusses his or her own artwork and the artwork of others.
a. Shows an interest in art.
 c. Uses art terms with emphasis on the elements of art: space,
line, shape, form, color, value, texture.

CONNECTIONS
VAKC.1 Applies information from other disciplines to enhance the
understanding and production of artworks.
a. Explores universal concepts (pattern, balance, etc.) and creates
artworks inspired by ideas from literature, science, music, and/or
math.

VAKC.2 Develops life skills through the study and production of art.
a. Takes care in craftsmanship.
b. Understands learning goals for art work and evaluates when
goals are met.

Assessments:
Diagnostic: Formative: Summative:
Essential Question Student checklist Performance Task - Artwork
Major Unit concepts and vocabulary:
1. Lines straight, 2. Primary Colors 3. Shapes 4. Thiebaud, Mondrian 5. Collage, Overlap,
angles, broken, thick, Red, Yellow, Blue geometric, circle, Symmetry
thin, vertical, square, triangle,
horizontal, diagonal Secondary Color- rectangle, oval
Orange, Purple, Green

Student Supplies: Teacher Supplies:

9 x 12 and 12x18 white paper Teacher sample
9x12 gray paper Thiebaud PPT
Markers/crayons Thiebaud reproductions (cakes, pies, ice cream
Tempera paints, brushes cones, cupcake)
Scissors and Glue
OPENING

Step 1: Teacher and students talk about what they will learn and do (Communication of
Learning Intentions)
Review the Essential Question & Standards:
Who is Wayne Thiebaud? What is the subject matter in his work?
How can you mix primary colors to create secondary colors?
What shapes make an ice cream sundae?
When you think of an ice cream sundae, what comes to mind?

Step 2: How will you know when they have gotten it? (Communication of Success Criteria)
Students will create an ice cream sundae by mixing colors and cutting them into shapes.
Students will use symmetry to cut out their bowl.
Students will use different kind of lines or shapes to create a pattern in the background.
Getting students ready to learn

Student Checklist:
Did you create an ice cream sundae using the primary and secondary colors?
Did you use symmetry to create your bowl?
Did you add striped line/shape patterns in their background?
Did you use good craftsmanship when gluing?

3-4 S, 2 N, 1 U
Step 3: Get the students interested (Build Commitment and Engagement)
Week 1
Invite students into the studio let them know you will be putting on a magic show. Ask
what you need to do magic? Magic hat, magic wand (paintbrush), magic words (Abra
Cadabrah, Please and Thank You), magic potion (food coloring).
Have students stand along the sides of the demo table (6 cups of water on a white
sheet of paper are filled, 2 red, 2 blue, 2 yellow).
Ask if anyone knows what these colors are called. Review that these are primary
colors and can only come from the Earth. There is no way to mix these colors.
What can I use from the Earth to make Red? Blue? Yellow?
Say the magic words to create the secondary colors. Repeat what color
combination makes that particular secondary color.
Show students what happens when you mix all three primary colors together.
(Brown because they come from the Earth)
Today, we are going to create our own magic! Demonstrate how we will paint the
three primary colors and mix the secondary colors.First, you will write your name
on the back of both pieces of paper. Take the white paper 9x12 fold in half and in
half again to create 6 boxes. Students will rotate around the room and paint their
six boxes. (For example: red table has red paint, orange table has red and yellow
to make orange).
Closure/Review: ask students how to make the color of their table.

Week 2
Pass out 12x18 white paper. Write name and class code on the back. Review line
and shape. Today we are going to create a pattern using line and shapes. Pick 2
crayons different colors- use one to make the lines and one to make the shapes..
This is going to be our background for our ice cream sundaes.
We are going to be making bowls for our ice cream to sit in that are symmetrical
(the same on both sides). Pass out gray paper. Have students fold it in half. Have
students draw a line and cut along that line. Open up the paper and see the cool
bowl shape you made. Glue the bowl so it rests on the bottom of your paper.
Week 3
Teacher will introduce Wayne Thiebaud and his art through a PPT. Look at his
paintings. What do you see? Mr. Thiebaud decided to make delicious food the
subject of his work! He paints so realistic, you want to eat it.
Look at the shapes that make an ice cream sundae. What do you see? Lets talk
about how we can put together our ice cream sundae using cut paper shapes. We
are going to cut out our painted colors into circles to make our ice cream.
 Well glue our ice cream scoops so they look like they are sitting in the bowl. They
can be overlapped and stacked (3, 2, 1).
Have students cut 4 corners of a red square to add a cherry. Add syrup (brown
tempera mixed with glue) and a small pinch of sprinkles. You could set up a
center area as students finish.

Step 4: Give students new information (Teacher Presentation Strategies)

Teacher will introduce students to artist Wayne Theibaud.
Teacher will show students how to mix primary colors to create secondary colors.
Teacher will review line and shape.
Teacher will show students how to fold their paper and cut out a symmetrical bowl, ice
cream shapes and how to put it all together.
Students will watch teacher demonstrate the various steps of the lesson.
do the workPERIOD

Step 5: Have students use the new information (Guided Practice )

WORK

Week 1
Students will be inspired by Wayne Thiebaud and create their own sundaes.
Students mix primary colors to create secondary colors.
students to
Releasing

Week 2
Helping students make sense of their learningCLOSING

Step 6: Make sure they can do it (Summary)

Week 1: Teacher will observe and assist where necessary. Monitoring students so that
they successfully mix primary colors to create secondary colors.

Week 2: Teacher will observe and assist where necessary. Monitoring students so that
they successfully cut symmetrical bowl shape and glue it onto their patterned
background.

Week 3: Teacher will observe and assist where necessary. Monitoring students so that
they successfully cut out their ice cream scoops and glue them sitting in their bowl.
Encourage students to add details to their sundae.

Step 7: Have students practice at home (Independent Practice)

Have students go home and identify what kinds of colors, shapes and lines they can
find in their environment.
EarlyFinis

If a student finishes early or needs an extra challenge

h

Students can add a spoon to their sundaes. Students could also add a pattern to their
or