UNIT PLAN TEMPLATE Art ED 3601 1

Art Education Unit

Title of Unit Functions, Relationships, and Techniques of Color Grade Level 10

Teacher Jackson Waddell Number of 4 Lessons

Lessons and 10 Classes
Classes
Overview of Unit & Rationale

This unit strives to build students familiarity with color through experiments with color blending, building values,
understanding color relationships, and compiling all these concepts into translating a colorless image into a vibrant and
colorful replication with flowing value, warm/cool color blending, and a distinct mood. The main learning objective for
this unit is for students to understand the components of using color and to feel confident demonstrating their ability
with a distinct medium. I believe that art is an outlet for individuals to express themselves and let their emotion flow
into their work. However, beginning artists need tools in their toolbox to do this, thus, this unit is built around providing
these tools from which students can refine, utilize, and wield in their art making. This unit will challenge their initial
concept of color, as it opens new avenues, functions, ideas, and techniques that will ideally broaden their knowledge of
methods to use color. During my Grade ½ practicum a student made a beautiful artwork with paint, yet he did not like
paint as medium and would rather focus on cutting and pasting. I mentioned ways in which he could utilize his
understanding of paint and translate it into his medium of choice. In the context of this unit, students may not gravitate
towards painting or using color, but the skills they learn during this unit can assist them in translating their ideas and
feelings into their art, increase their confidence and experiences with art, and deepen their foundational knowledge of
value, blending, and shading, all of which can be used in other aspects of their art making.
If/when I get the chance to utilize this unit plan, I believe it would function best as the beginning or one of the starting
units of the semester, as it focuses on foundational knowledge and has time built into it that focuses on introducing
students to the art room.

Statement of Inquiry/Unit Question

“What role(s) does color play in the process of artwork production?”

“Are there functions, relationships, and techniques that can utilized to skillfully apply color to an artwork?”

Alberta Program of Study

GLE: Composition:
SLE: Scope and Sequence
Components 1
- Concepts A. Color and value concepts are important components of an artist’s compositional skill.
- B. Positive and negative space are essential to the description of two- and three-dimensional forms.

Components 2
- Concepts A. Compositions use positioning and grouping of subjects for different meanings and emphasis.
UNIT PLAN TEMPLATE Art ED 3601 2

GLE: Drawing:
SLE: Scope and Sequence
Articulate and Evaluate
- Concepts A. Discussing the components of composition is part of learning to talk about art
-B. Developing expertise in one particular drawing medium may further develop personal competence.

GLE: Encounters:
SLE: Scope and Sequence
Sources of Images
- Concepts B. Artists select from natural forms in order to develop decorative motifs.
Impact of Images
- Concepts A. Simplified form communicates the purpose and function of designed objects.
- B. The function of an artwork can be emphasized by its decoration.

Summary of Lessons

Lesson 1: Intro to color- Begin with PPT that shows examples of art movements and works that communicate that color has
the meaning and emphasis. Use formative assessment sheet to guide students learning.
POS- Begin to show relationships between color and value and discuss the meaning of color showcased by the examples in a
class discussion and inquiry.
Scaffolding- Demonstrates to students examples of conveying meaning through color.
DBAE-Art History- PPT presentation that focuses on movements where color played a key role and meaning. Aesthetics- How
color can set the mood and tone of a picture and really lends itself to be a vessel for expression.

Lesson 2: Warm/Cool Functions- Begin with a short PPT that defines warm and cool colors with color wheel example and
conduct study of warm/cool and primary + black/white color swatches. Explain and demonstrate painting expectations and
cleaning before students begin swatches. Start next class by highlighting Jason Carters artwork, specifically his style, use of
color, and the meaning within his use of color. Remind students we are not copying his art style but taking inspiration from his
“stained glass” like style. Utilize Jason Carter’s work to emphasis art culture and appreciation. Remainder of second class
focused on warm colors, where students obtain a copy of a chosen picture from a photo bank. After replicating their picture on
Mayfair twice, students paint the foreground black, then background warm colors for one and the central object warm colors
on the other. Next class has students fill in empty sections with cool colors. Have students respond to the function that the
warm and cool colors play.
Scaffolding- Begin to show the relationships and functions of color through color wheel and warm/cool colors. Showing
students the function of warm/cool colors and giving them the chance to first hand see that relationship.
POS-Simplifying and organizing ideas/concepts (Color wheel, warm/cool colors, swatches) can visually communicate the
function of color in an easy-to-understand way.
DBAE- Art Production- creating the warm/cool comparison artworks. Aesthetics- response on how warm/cool colors can
emphasis or push back objects, areas, etc.

Lesson 3: Color blending and value building- Show examples of Renaissance and Baroque art and discuss how they
communicated realistic colors and representations. Focus in on the range, values, and blending of color for each movement.
Compare and contrast the use of color and shading between Renaissance and Baroque examples. Demonstrate to students on
large sheet of paper techniques of how to blend. Students complete a sunset project, where they work with warm/cool color
blending. Next class begins with a monochromatic study of a sphere, where there is a transition from darker values to lighter
values for one color that students choose from red, yellow, or blue (white and black are used with whichever primary color
they pick) (Have students pull out their color swatches to assist them in seeing value flow). On a separate sheet of paper,
students will record the proportions of paints they use to make their values and have a color reference beside. Sheet should be
a flow from one extreme to the other (Ex. Light to dark or dark to light.) Next class begins by defining negative space and how
it is used in artworks using a few PPT slides. Students will then choose a flower from a bank of photos, where they focus solely
on the petals of the flower. Using the skills learnt from the monochromatic study, swatches, sunset project, and negative space,
students will blend ranges of color to represent the petals dynamic range of colors and shades.
UNIT PLAN TEMPLATE Art ED 3601 3

POS- Studying natural forms. Applying color to natural forms.

Scaffolding-Skills of blending, color studies, and further value inquiry will all play a role in the final project.
DBAE- Art production- Sunset, monochromatic study, and plant petal projects. Art History- comparison of renaissance and
baroque movements.

Lesson 4: Final project- Using a PPT review with students the terms (Ex. Warm/cool colors, value, range, negative space, flow
of value, and blending) with relation to the studies/projects conducted (Ex. Swatches, Warm/cool function, Monochromatic
study, sunset project, flower project). Then outline the final project and share my personal example and story from Art 2031,
where I did a very similar project. Students pick from photo bank, which are all black and white photographs. Using red,
yellow, and blue crayons, they fill in overtop the photo how value is conveyed. Then using a fresh photograph as reference,
they make their own drawing and paint using only red, yellow, blue, white, and black. Once completed, students fill out a unit
exit response.
POS- Simplified colors can be used to create great compositions with expanses of color and value.
Scaffolding- This project strives to be the accumulation of all the previous scaffolding: warm/cool colors, blending, color value
and shades.
DBAE- Art production- The final project. Art Criticism/Aesthetics- reflection and “three stars and a wish” activity.

Unit Mapping
Lesson 1 POS Lesson 2 POS Lesson 3 POS Lesson 4 POS
1 Class Connection 3 Classes Connection 4 Classes Connection 2 Classes Connection

Intro to Art Color GLE: Warm/Cool Color blending and . PowerPoint: GLE:
Composition: Functions value building GLE: Using a PPT review Encounters:
Class 1 SLE: Scope GLE: Encounters: with students the SLE: Scope
and Sequence Class 1: Encounters: Class 1 SLE: Scope terms (Ex. Warm/cool and Sequence
PowerPoint Components Explain and SLE: Scope PowerPoint: and Sequence colors, value, range, Impact of
-Focus is to 1 demonstrate and Sequence PPT presentation Sources of negative space, flow of Images
reintroduce the color Concepts A. painting Impact of that shows examples Images value, and blending) Concepts A.
wheel. Highlighting Color and expectations and Images of Renaissance and Concepts B. with relation to the Simplified
relationships value cleaning within the Concepts A. Baroque art. Artists select studies/projects form
(Opposite sides, concepts are classroom and Simplified Showcase to from natural conducted (Ex. communicate
surrounding colors, important where paints, form students how these forms in Swatches, Warm/cool s the purpose
warm/cool colors), components brushes, smocks, communicate artists striving for order to function, and function
specifically warm and of an artist’s and water cans are. s the purpose realism during these develop Monochromatic study, of designed
cool colors. compositional and function movements and decorative sunset project, flower objects.
skill. Activity 1: of designed discuss the focus of motifs project). B. The
Introduce the concept objects range, values, and Outline final project function of an
of value with the color Show students blending of color to GLE: and share my personal artwork can
wheel and photo GLE examples of color GLE: make realistic Composition: example and story be
examples that show Drawing: swatches and get Composition: representations. SLE: Scope from Art 2031. Explain emphasized
the flow of value from SLE: Scope students to use SLE: Scope Compare and and Sequence to students that the by its
light to dark. and Sequence primary colors, and Sequence contrast the use of Components emphasis for this decoration.
Articulate and white, and black to Components darkness between 1 project is on blending,
Then demonstrate Evaluate make a one-by-four 1 Renaissance and Concepts A. values, and the GLE:
examples from Concepts A. color swatch of light Concepts A. Baroque examples. Color and function of color. Composition
historic and modern Discussing to dark for each Color and Define mood and value Explain how those :
art that emphasis’ the the primary color. Once value relate the feeling of concepts are concepts can be SLE: Scope
meanings, components completed, get concepts are mood between the important utilized in this project and Sequence
expressions, and of students to make a important examples. components to convey a distinct Components
functions that color composition one-by-five color components of an artist’s mood. For example, 1
can play in a variety of is part of swatch for each of an artist’s Renaissance compositional -they could start their Concepts A.
art styles, movements, learning to primary color using compositional examples from: skill. value translation from Color and
and cultures. talk about art only red, yellow, and skill. Leonardo da Vinci black and white to value
blue. The center Michelangelo color with a very dark concepts are
(Formative swatch square is the Raphael  value resulting in very important
assessment guide primary color dark shadows and components
handed out to unaltered. Baroque examples little light, all of an artist’s
students. Have them from: translating to a dark compositional
fill out guide and give Materials: Caravaggio and cold mood. skill.
them time during PPT Painting supplies Rembrandt -start with a very light
to fill. Questions Mayfair paper cut Peter Paul Rubens value translation and
included but not for color swatches Nicolas Poussin create a very bright
UNIT PLAN TEMPLATE Art ED 3601 4
limited to “Is the artist DBAE DBAE DBAE and warm mood. DBAE
using color to Connections Class 2: Connections Activity 1: Connections Connections
communicate PPT presentation:
realism?” Art History Highlight Jason Aesthetics Demonstrate to Art History Activity 1: Art Production
“Does color play a Aesthetics Carters artwork Art Production students on large Art Production Students pick from Art Criticism
major role in this specifically how he sheet of paper photo bank, which are Aesthetics
piece?” has distinct barriers techniques of how to all black and white
“What meaning does between his shapes blend. photographs. Using
color play in this and the meaning red, yellow, and blue
piece?” within his use of After, put up on crayons, they fill in
“Is the color focused color. Remind Smart board a overtop the photo how
on warm, cool, or a students we are not picture of a sunset. they see the range of
mix of colors?” copying his art style Get students to value. Students then
As well as artist but taking review painting show me their crayon
specifical questions, inspiration from his expectations, then values and I green
such as commenting “stained glass” like get them to replicate light the next step.
on the meaning each appearance. Read the sunset.
artist is conveying.) Jason Carters art Materials”
statement ( at Materials: Crayons
-Content of examples: http://www.jasonca Small canvas’ Photo bank
rter.ca/biography) Painting supplies
-Fauvism: Matisse and to showcase his Activity 2:
Derain. Highlight that intentions and Extension: Using a fresh
color choice and meaning behind his Exit Slip 1: photograph as
application is a artworks, while also reference, they make
statement to reject providing exposure “What are the their own drawing of
and move away from and inquiry for similarities and the chosen photograph
the traditional way students to consider differences in the and paint using only
and become more their own artist use of color in red, yellow, blue,
abstract. (Define statement. Give Renaissance and white, and black.
abstract for student students two Baroque artworks Remind students the
reference). minutes to consider covered in class?” emphasis is on
their own artist blending, values, and
-Pop Art statement, have Class 2: function of color, and
Warhol and Hockney. them write down how all those aspects
Highlight that Pop Art any ideas in their Activity 2: can translate into their
is in response to sketchbook or hold Showcase, using personal meaning and
entertainment and onto any thoughts, clips from resource expression to create
that color helped as during the project YouTube video, mood within this
them to showcase the (as formative what a project.
vibrant colors of pop assessment) I will Monochromatic
culture. circulate the room study is. Then once Materials:
and ask students if students have Student chosen photo
-Maori artists they have any ideas chosen a primary Painting supplies
Shane Hansen and as to what their color, they conduct a Half section of Mayfair
undocumented artist statement monochromatic paper
historical works could include. study of a sphere,
Highlight that color where there is a Activity 3:
had specific meanings, Activity 2: Students transition from Once projects are
Ex. Red was Nobility, choose a picture darker values to complete, pair
divinity, and/or from the photo lighter values. On a students up randomly
power bank. (pictures will separate sheet of (using a name
Black represents Te have distinct paper, students will randomizer on the
Korekore the realm of outlines like Jason record the Smart board) and have
Potential Being. Carter’s work, proportions of them present their
“stained glass” paints they use to work to each other,
-Canadian Indigenous appearance) make their values filling out a “three
art Students then and have a color stars and a wish” sheet
Jason Carter and replicate photo into reference beside. to each other.
Daphne Odjig two copies on Sheet should be a Repeat this once more.
Highlight that Color is Mayfair paper. For flow of one extreme
carefully chosen as it both copies, to the other (Ex. Materials:
has specific meaning students paint Light to dark or dark “Three stars and a
tied with it. The foreground black, to light.) wish” sheet
meaning changes then background
within different warm colors for one Materials: Extension:
groups of indigenous and central object Painting supplies
people across Canada. warm colors, Printer paper for Unit Exit slip:
utilizing their color color guide
Have students finish swatches to see the Section of cut “Has this art unit
and hand in Formative flow of value. Mayfair paper. presented anything to
Assessment sheet. you that falls in line ,
Materials: Extension: refined, or added to
Photo bank Exit slip 2: your idea of what
Resources: Medium section of YOUR artist statement
Mayfair “Does our is?”
https://blog.artsper. Painting supplies monochromatic
UNIT PLAN TEMPLATE Art ED 3601 5
com/en/a-closer- study convince you “In your final project,
look/8-things-know- Extension: that we can get a what mood were you
pop-art/ Exit slip: large range of values trying to convey and
“What do you (light to dark) for a how did you utilize
https://leatriceeise hypothesize will single color?” color to achieve that
man.com/color-and- happen once we fill mood?”
emotion/ in the empty space Class 3:
with cool colors in “Which examples of
http://www.canadia each copy?“ PPT presentation: artwork that we
ngeographic.com/ed covered in class stood
ucational_products/ “Where will Define and show out to you and/or
activities/ipac_gfm/ attention focused in examples of negative assisted in completing
Symbols_EN.pdf each copy?” space. your final project, and
why/how?”
https://studylib.net Activity 3:
/doc/6865292/mao Class 3: Students will choose “Does color carry any
ri-colours-and-their- a flower from a bank meaning for you
meanings#:~:text=M Activity 3: of photos, then focus personally? If so, was
aori%20colours Students fill in solely on the petals this represented in any
%20and%20their empty sections with of the flower, rest of your projects?”
%20meanings cool colors, again will be negative
%20Red%20%3D using color swatches space. Remind them “Does warm or cool
%20Nobility%2C as reference to see to use the skills colors push objects
%20divinity%2C value. learnt from the back?”
%20power,realm monochromatic
%20of%20Being Materials study and the color “How did covering
%20and Painting supplies swatches. Focus is to examples of artworks
%20light.&text=Red Student chosen get students to and movements in
%20is%20the photograph represent the petals class contribute to
%20colour dynamic range of your understanding of
%20of,the%20first Extension light and dark using color use?”
%20humans Exit slip 2: colors and shades.
%20was%20made. “How did the color
“What did adding Materials: swatches and
https://www.thrivea cool colors to the Photo bank monochromatic study
rtstudio.com/six- background do to Medium canvas help to inform you
canadian-female- the warm colors?” Painting supplies about value?”
artists-you-should-
know “How is this Resources: “What project did you
different to the enjoy the most? And
http://www.webexh background of warm https://www.dailya why?”
ibits.org/colorart/fa colors?” rtmagazine.com/5-
uve.html#:~:text=Th greatest-baroque-
e%20French painters/ Resources:
%20term
%20%E2%80%9Cfa https://www.youtu Art 2031 experience
uvism%E2%80%9D Resources: be.com/watch?
%20refers,in v=SnynI7xUKRo
%20which%20color http://www.jasonca https://www.arttutor.
%20rules rter.ca/ https://www.ancien com/blog/201408/ho
%20supreme. t.eu/collection/98/1 w-paint-color-portrait-
Color Swatch 0-great-renaissance- black-white-
examples and artists/ photograph
definition (Google)
http://www.stanprok
https://www.thesp openko.com/blog/200
ruce.com/understa 9/08/paint-black-
nding-warm-and- white-photograph/
cool-colors-
1976480

https://justpaint.o
rg/defining-warm-
and-cool-colors-
its-all-relative/
UNIT PLAN TEMPLATE Art ED 3601 6
 UNIT PLAN TEMPLATE Art ED 3601 7

LESSON PLAN
Grade: 10 Lesson Title: Painting intro and Color swatches Lesson Duration: 90 Min

Overview of lesson.

Lesson is designed to make students more familiar with both painting and manipulating color to get a range of values, providing them
with a solid foundation from which the unit spouts and grows from. Purpose of the lesson is for students to see relationships with
warm/cool colors and how shades (black and white or adding other primary colors) can further affect the value of a color. Lesson
begins with a tour of the where the painting materials are in the classroom, a demonstration of cleaning a paint brush, and
expectations when handling paint. Students will then be introduced to color swatches and proceed to construct six color swatches.
After the completion of each swatch series, I will check it to make sure students are understanding the concept of flowing value. This
lesson will ideally construct a sense of color within each student that will help them manipulate color to show value, a concept that is
expand on and practiced as the unit goes on.

Alberta Program of Study: Goals and Objectives .

GLO /GLE SLO/SLE

GLE: Composition: SLE: Scope and Sequence

Students will extend their knowledge of and familiarity
with the elements and principles of design through
practice in composing two- and three- dimensional
images.
Components 1
Concepts A. Color and value concepts are important components of an
artist’s compositional skill.
Organizations 1
Concepts A. Various materials alter representational formats and
processes used in achieving certain intended effects.

DBAE

Art production
- This lesson focuses on manipulation of a medium through technique to create specific visual effects. While this lesson is less
focused on an expressive outlet for art, it provides and builds skills in which students later reference and utilize to deepen
their expression and meaning within their art. This lesson is seen as more of an art study than a personal artwork, although it
highlights art production and experimentation.

Learning Objectives.
Students will…
Be familiar with the painting procedure and expectations within the classroom.
Understand the flow of value
Experiment with constructing a flow of value
Understand how warm/cool colors can affect the flow of value
Be able to see how shades (white and black) can affect a colored pigment.
Lesson Guiding Questions:

Inquiry questions:

“What role(s) does color play in the process of artwork production?”

 UNIT PLAN TEMPLATE Art ED 3601 8

“Are there functions, relationships, and techniques that can utilized to skillfully apply color to an artwork?”

Guiding Questions:
- How can I demonstrate a flow of value?
- How do cool and warm colors play a role in the flow of value?
- To what extent does white and black paint affect a colored pigment?

Annotated Learning Resources List

https://www.deepspacesparkle.com/experimenting-with-color-theory/ While this resource is set in the elementary level, it brought up some valuable
points, like not specially telling students what it will look like, as it allows them to create their own starting value and to see if they understand the
concept of flowing value.
https://www.sensationalcolor.com/hue-value-chroma/#:~:text=Value%20is%20the%20lightness%20or,can%20have%20a%20dark%20value. This
resource helped me to expand my knowledge and understanding of color value.
https://munsell.com/color-blog/munsell-color-value-scale/ This resource helped me to further understand the concept of value with the color wheel.

Material and Equipment:

Whiteboard for exit questions

Art supplies included with painting, computers, or pencil crayons.
Mayfair paper already cut to size for color swatches.

Lesson Procedures
Introduction (2 min.):

Have students settle down at their desks/tables.

Begin with a warm welcome and lead students in three deep breaths.
Then (with excitement) tell students they will be painting today!

Body (70 min.):

Steps and Procedures:
Formative Assessments Type/Name:
Activity #1: Painting procedure [PPT Lecture - Direct Instruction and Assessment of student’s creation of value flow.
demonstration] (15 Min)
Where Assessment Occurs:
Have students follow me on a guided tour of where to find painting supplies,
expectations for using painting supplies (Do not take too much paint, you can During Activity #2:
always come back for more, no rough-housing when paint is out, or you’ll
have to leave, make sure paint lids are on tight (If there is dried paint Once students finish a color swatch set, they have to
obstructing the lid, clean it out and then seal it) and clean up after yourself.) call me over to observe their finished swatch before
they move onto the next.
Demonstrate to students how to correctly wash a brush with soap and water
(Explain why we wash brushes and what will happen if they do not), and
Things I am look for and will address if needed:
where to put it once they are done.
Tell students I will now cover the details of their next project once they have - Variation between Swatch squares
returned to their seats with eyes on the Smart board. - Color mixing
Explain project guidelines to students: - Value building

Questions to ask once they are done a series of

Review definitions of warm/cool colors, value, and flow of value. swatches (Ex. Series of primary + black/white and
Show students examples of color swatches (both on the Smart board and Series of Primary + other Primary colors)
 UNIT PLAN TEMPLATE
physical swatches from Home Depo) and explain to them the purpose of
swatches is to show a flow of value from side to side. Outline that they will
be filling out six swatches today. Explain that one set will be three of them
will be for one specific primary color with black and white to change the
value and the other set will be three of them for a specific primary color with
the remaining primary colors to use to create the value change.
Demonstrate on the board how to divide their sheet of paper into 3 one-by-
four sections and 3 one-by-five sections. Tell students that the one-by-four is
for the primary with black/white and the one-by-five is for primary with
remaining primary colors, and that the middle square should be the main
primary color unaltered or mixed.
Inform students that once they are done a color swatch set, raise their hand
and I will check it over before they move on to the next one.
Transition: After giving students a minute or two to ask any questions,
get them to go by row or table unit to get their supplies as to limit a traffic
jam.
Activity #2: Swatch project [Individual, guided experimentation] Time: 45
Min
Have students start their project. Circulate around the room as they work,
giving guidance, encouragement, and prompts to assist students in their
project. Look for students that are over mixing paint (Ex. Too much black that
is takes over), students not creating enough value difference between swatch
squares, and students that are struggling with understanding the flow from
one square to the other. Call out a ten and then five-minute warning to
students.
Transition: Have students sign their names on all their swatches, put
their materials down, and eyes on me as I explain the exit slip.
Consolidating ( 5 ) min
Have students grab a small slip of paper and have them answer three questions which are written on the whiteboard.
1. “How do my swatches demonstrate value change?”
2. “How are warm and cool colors related to flow of value? “
Art ED 3601 9
*Series of Primary + black/white swatches
- “Did you have to add much black paint to get that
value?”
Expected answer- “Not at all, the black paint turns the
color dark very fast.”
*Series of Primary + other Primary colors swatches
-“How does this swatch relate to the color wheel and
what did you have to do to get warm/cool colors?”
Expected answer- “This swatch follows the pattern of
the color wheel and the progression of warm to cool
colors. I had to add yellow to red to get a warm color
and I added blue to red to get a cool color.”
(While these are elementary questions, I want to just
compound that black paint takes over very quickly (As
this will be important to know when students begin
their monochromatic study in a later class) and to keep
engraining the concept of warm/cool colors in the
students’ head, as it applies to the next lesson)
(The questions are also not my main focus with the
formative assessment, actually seeing their swatches is
my main goal and focus)
Differentiation: Indicate in brief sentences areas of
differentiation.
Swatch project
- If student have distinct learning disabilities,
have pencil crayons or pastels available, or
they can complete this project on the
computer.
Formative assessment
- Students can write out a response
- Verbally tell me
 UNIT PLAN TEMPLATE Art ED 3601 10

Have students hand in exit slips as soon as they’re done, so they do not get lost during clean up.

Clean up ( 14 ) mins
Have students relay back to me the painting expectations for cleaning up we covered at the beginning of class. Have students first set
projects on back table, then on whiteboard write out:

Table 1: water dump – paint brush clean and put away – wipe down tables
Table 2: water dump- wipe down tables-paint brush clean and put away
Table 3: wait 2 min- water dump- wipe down tables- paint brush clean and put away

Have students carry out the tasks written on the board,

Monitor tasks and help to channel students to where they need to be and what they need to be doing.

Reflection (after the lesson respond to these questions in brief. It is important that this reflective process is done after each lesson. These become points of extended reflection and conversation in
post conference with TA and UC)

How the students responded to the lesson as planned and taught:

Specific strengths of the lesson plan and delivery:
Specific weaknesses in the lesson plan and delivery:
What must be addressed to improve this plan?
How I have grown from this teaching experience:

Other Notes

LESSON PLAN
Grade: 10 Lesson Title: Warm/Cool project Lesson Duration: 90 Min
Overview of lesson.

Key points of the lesson are to showcase Jason Carter’s work to inspire students and give them a sense of what this project could look
like, present Jason Carter’s artist statement to provide exposure and give an example of an artist statement to students with the
prompt for them to begin to consider, expand, and think about their own artist statement, experiment with warm colors during the
Warm/Cool project, and to have students explain their initial ideas of their artist statement. Within the lesson, students will be able to
experiment and become more familiar with warm colors and their application. Lesson begins with a PPT presentation highlighting Jason
Carter’s work with a full class discussion. Followed by visiting his website, watching a video about his inspiration and meaning, as well
as reading his artist statement. Then overview of the project, review of painting expectations, then working on project. Students will be
asked while working if they have any ideas or concepts they are starting to formulate about their artist statement. Then an exit slip
followed by clean up of painting supplies. This lesson will ideally begin to plan seeds in students mind about what their artist statement
is, provide them with confidence in their ability to wield paint and enrich their understanding of warm colors through application and
experience.

Alberta Program of Study: Goals and Objectives .

GLO /GLE SLO/SLE

 UNIT PLAN TEMPLATE Art ED 3601 11

GLE: Encounters: SLE: Scope and Sequence

Students will become aware of the relationship between Impact of Images
function and form in artistic productions. Concepts A. Simplified form communicates the purpose and function of
designed objects
GLE: Composition:
SLE: Scope and Sequence
Students will extend their knowledge of and familiarity Components 1
with the elements and principles of design through Concepts A. Color and value concepts are important components of an
practice in composing two- and three- dimensional artist’s compositional skill.
images.
Components 2
Concepts A. Compositions use positioning and grouping of subjects for
different meanings and emphasis.

DBAE

- Art Production and Aesthetics- This lesson focuses on art production and aesthetics, which both work in tandem
throughout this project. Both concepts synchronize as students apply color to achieve a function. In this case, it is visually
observing the relationship between warm and cool colors. While students are not explicated told that warm colors bring
objects forward and cool colors push objects back until next class, they are prompted to hypothesize the outcome. The subject
matter of the production is available for students to choose (from a photo bank) which helps them to connect with their piece,
hopefully relating to their interests, which guides their production and feeling of the artwork. The project emphasizes a
distinct style for the artwork, a “stained glass” like appearance. This style is inspired by Jason Carter’s artwork, highlighting his
color use and meaning behind his work. The examples and inspiration from Jason Carter opens the avenue for students to put
meaning and aesthetic choice into the production of their piece.

Learning Objectives.
Students will…

- See examples of utilizing/wielding color within Jason Carter’s work.

- Become familiar with the concept of an artist statement and begin to initialize their own.
- Gain more confidence in working with paint and specifically warm colors.

Lesson Guiding Questions:

Inquiry questions:

“What role(s) does color play in the process of artwork production?”

“Are there functions, relationships, and techniques that can utilized to skillfully apply color to an artwork?”

Guiding Questions:
- How do warm colors function together?
- What function do warm colors play, when placed in the background or as the central object?
- How does Jason Carter use color in his works?
- What could my artist statement look like?

Annotated Learning Resources List

http://www.jasoncarter.ca/ This resource showcased to me Jason Carter’s work, inspiration, and meaning. Helped me to integrate and utilize his work
 UNIT PLAN TEMPLATE Art ED 3601 12

to strengthen my own project.

https://www.thespruce.com/understanding-warm-and-cool-colors-1976480 This resource gave me better insight into understanding the

relationships between warm and cool colors.

https://justpaint.org/defining-warm-and-cool-colors-its-all-relative/ This resource showed me techniques and examples of color theory that helps
me to be more knowledgeable of the subject.

Material and Equipment:

Email PPT to class

Smart board for PPT
Whiteboard for exit questions
Art supplies included with painting, computers, or pencil crayons.
Checklist for embedded formative assessment
Lesson Procedures
Introduction (5 min.):

Have students settle down at their desks/tables.

Begin with a warm welcome and lead students in three deep breaths.
Begin PPT.

Body (70 min.):

Steps and Procedures:
Formative Assessments Type/Name:
Activity #1 Jason Carter examples and Project Explanation [PPT Lecture -
Direct Instruction + Whole class Discussion] (15 Min) Inquiry question: Artist Statement ideas

Begin PowerPoint with students, email PPT to students in case they want to
follow along on devices. Go through slides highlighting and explaining Jason
Carter’s work. Specifically, how his artwork has a distinct “stained glass” like
appearance. As a class, discuss Carter’s artworks with students, for example,
meaning behind the artworks, how do they interpreted Carter’s art, how
does his work make them feel/what emotions does it convey? For me
personally his art is very “Canadian”, thus I would share my perspective with
students and get them to help me define that and if they share the same
feeling. (Ex. Colors, subject matter, etc)
(Show “Ready to create” video at http://www.jasoncarter.ca/biography to
appreciate the inspiration, cultural significance, and process behind Carter’s
work)
Read Jason Carters art statement ( at http://www.jasoncarter.ca/biography)
to showcase his intentions and meaning behind his artworks, while also
providing exposure and inquiry for students to consider their own artist
statement. Give students two minutes to consider their own artist statement,
have them write down any ideas in their sketchbook or hold onto any
thoughts, as during the project (as formative assessment) I will circulate the
room and ask students if they have any ideas as to what their artist
statement could include. (My intention is to have students slowly
formulating, considering, and breaking down what their artist statement
could be throughout not only this unit, but the semester. At the end of the
semester, students will have an artist statement typed and handed in. As I
Where Assessment Occurs:
During the Warm/Cool activity
As students are working on the Warm/Cool project, I
will circulate the classroom and ask each student if
they have any ideas, concepts, or starting points for
their artist statement, or if anything about Jason
Carter’s statement resonated with them. My goal is to
familiarize them with the concept and have it on their
mind as we go through not only this unit, but other
units during the year. It is my plan to keep revisiting
their ideas for their artist statement during other units,
either as a Unit exit questions (like with this unit) and
eventually have students start rough drafts.
Differentiation: Indicate in brief sentences areas of
differentiation.
Instructional PowerPoint
- Email it to each student so they can follow
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believe this unit is one of the beginning units, I just want them to have along on their phone
exposure to what an artist statement could look like and ideas for their own.) - Have it visually up on the smart board
- Read it out loud verbally
Explain project guidelines to students:
Warm/Cool project

Have students relate back to you again the cleaning procedure for - If student have distinct learning disabilities,
painting and expectations. Then describe that students will be free to have crayons, pencil crayons, watercolors, or
choose a photo from the photobank as the subject for their project. pastels prepared, or they can complete this
Photos are either created by me or utilized from a source that is okay project on the computer.
with me using their work. All photos have inspiration from Jason Carter, Formative assessment
but none are stolen or taken from him. All photos have a distinct center - Students can write out a response
object, foreground, and background. All photos are in black and white, - Verbally tell me
with thick lines between shapes and objects. After students choose their
photo, they replicate it twice using a pencil on pre-cut half sheets of
Mayfair paper. Once completed, students can fill in the thick lines with
black paint or leave it the natural white of the paper and have to paint
the foreground black (remind students what the foreground is for
reference). Students then fill their palate with warm colors and for one
sheet, paint the central object in warm colors and for the other sheet,
paint the background warm colors. Remind students that their color
swatches from last class would be very valuable as a color guide.

Transition: Have students go by row or table unit to get their supplies

and photo from bank as to limit a traffic jam.

Activity #2: Warm: Warm/Cool project Time: 50 Min

Have students start their project. Circulate around the room as they work,
giving guidance, encouragement, and prompts to assist students in their
project. Look for students that are over mixing paint (Ex. Too much black that
is takes over), students that seem unsure of project guidelines/what they are
supposed to be doing, and students that are struggling with drawing the
replication of their photo (as some students may not have much experience
with drawing, thus I can assist them and offer a quick one-on-one lesson to
help them). Call out a ten and then five-minute warning to students.

Transition: Have students sign their work, put their materials down, and
eyes on me as I explain the exit slip.

Consolidating ( 5 ) min
Have students grab a small slip of paper and have them answer two questions which are written on the whiteboard.

- “What do you hypothesize will happen once we fill in the empty space with cool colors to each copy? “
- “Where will attention be focused to in each copy?”

Have students hand in exit slips as soon as they’re done, so they do not get lost during clean up.

Clean up ( 12 ) mins
Have students first set projects on back table, then on whiteboard write out:

Table 1: wait 2 min- water dump- wipe down tables- paint brush clean and put away
Table 2: water dump- wipe down tables-paint brush clean and put away
 UNIT PLAN TEMPLATE Art ED 3601 14

Table 3: water dump – paint brush clean and put away – wipe down tables

Have students carry out the tasks written on the board, which they should be familiar with due to last class training.
Monitor tasks and help to channel students to where they need to be and what they need to be doing. Once all cleaning is down.

Reflection (after the lesson respond to these questions in brief. It is important that this reflective process is done after each lesson. These become points of extended reflection and
conversation in post conference with TA and UC)

How the students responded to the lesson as planned and taught:

Specific strengths of the lesson plan and delivery:
Specific weaknesses in the lesson plan and delivery:
What must be addressed to improve this plan?
How I have grown from this teaching experience:

Other Notes