Lesson Plan 1. Color Properties and Application
Moment in Time
Instructor: Amalya Nane Tumanian
Lesson Plan 1: Color Properties and Application
Week 1: Use of Tone, Value, and Color as a Design Elements
Allotted Time: 85 - 120 min
Designed for HS and College Art Classes
(The following is the recommended Marylhurst University lesson plan design).
The art standards numbering Key: CP- Create, Present & Perform; AC – Aesthetics & Criticism; HC –Historical & Cultural Perspectives
Unit title or subject: AR.CP, ( includes AC, HC)
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Desired Results
Goal(s)/State standard(s):
This lesson plan intended for the HS/College students who take Art Class as an Elective.
There are four levels for the Class. This lesson plan is an example of Art Class. It assumes but not required students to have some kind of previous knowledge of the art terminology, concepts, and media. Terminology will be explained and study during each class. Students will view the demonstrations, listen to explanations of each task and watch videos on the topic
The goal of this assignment is:
Students to:
Essential Question(s):
How to mix colors to achieve tonal and value gradations, shades and tints
How to create aesthetically and visually pleasing and attractive design
How to create 3-d appearances by applying various tonal values
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Objectives: (Language and Content)
ABCD format=Audience (I can or Student will) + Behavior (action verb) + Content reference/Condition +Degree (minimum measurable acceptable performance)...Students will receive handouts with the sample image of the final project – the breakdowns of major steps will be marked, defined, and demonstrated on the handout and during the class that student can create by following each step
Vocabulary Focus:
To ensure understanding of the content vocabulary:
Shade, tone, tint, highlight, mid-tone, reflected light, form shadow, cast shadow, 2D and 3D designs, gradation, transition, expressiveness, abstract, composition, symbol, symbolic meaning, culture, tradition, properties, impression, ethnic, traditional elements, style
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Formative and Summative Assessment Evidence
Performance Tasks: (include differentiation)
Students:____________________________________________________________
Learning Plan
Materials Needed:
Acrylic, brushes, water bucket, color and graphite pencils, paper, computer, projector, screen, handouts of samples, books, and magazines.
Learning activities: (include homework, assessment, and closure)
______________________________________________________________________________________________
Set up-------------------------5 min S ------------------------Get brushes, acrylic, water buckets, pencils, papers
View video-----------------10 min T, S---------------------Get familiar with a different design samples, elements and cultures
View demonstration on----5 min T ------------------------How to mix colors and apply on the paper the proper way to achieve smooth even covering,
Pass handouts------------5 min S--------------------------Pass handouts, form groups of 3-4
Teacher to answer to possible questions
Create-----------------------10 min S-------------------------Create gray scale
Create-----------------------10 min S-------------------------Create one color tint, tone and shade
View demonstration---5 min T--------------------------Show how to visually express emotion, dynamic and balance
Create-----------------------10 min S-------------------------Color or black/white quick exercise on emotion, dynamic, and balance
Create-----------------------15 min S-------------------------Create geometric or organic design using reference books or handouts
Homework-----------------5 min T-------------------------Students receive instructions for a homework assignment
Clean Up--------------------5 min S-------------------------Clean brushes, empty buckets, placed the design into cabinets to be finished at the next class
Homework: __________________________________________________________________________
To create an awareness of cultural diversities and identifiers of culture in the form of color preferences and design, students will be asked to choose culture different from their own
The student learned how to mix color, become aware of cultural differences in the use of color and design. Students learn how design elements can have an emotional impact on the viewer. Student creates a design to work on next week
_________________________________________________________________________Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, VA: ASCD.
Lesson Plan 1: Color Properties and Application
Week 1: Use of Tone, Value, and Color as a Design Elements
Allotted Time: 85 - 120 min
Designed for HS and College Art Classes
(The following is the recommended Marylhurst University lesson plan design).
The art standards numbering Key: CP- Create, Present & Perform; AC – Aesthetics & Criticism; HC –Historical & Cultural Perspectives
Unit title or subject: AR.CP, ( includes AC, HC)
-----------------------------------------------------------------------------------------------------------------------------
Desired Results
Goal(s)/State standard(s):
- (1.1;1.2;1.3) Student creates, experiences, analyzes, and evaluates artworks, and visual arts using arts concepts and vocabulary.
- (2.1;2.2;2.3) Student creates, develops, and evaluates artworks and presentations utilizing the creative process structure.
- (3.1;3.2;3.3) Student presents ideas and expresses feelings at proficient and advanced levels using appropriate artistic symbols in a variety of genres and styles in visual arts.
This lesson plan intended for the HS/College students who take Art Class as an Elective.
There are four levels for the Class. This lesson plan is an example of Art Class. It assumes but not required students to have some kind of previous knowledge of the art terminology, concepts, and media. Terminology will be explained and study during each class. Students will view the demonstrations, listen to explanations of each task and watch videos on the topic
The goal of this assignment is:
Students to:
- Understand the importance of color in daily life
- Recognize its effect and psychological impact
- Observe color preferences in different cultures
- Learn about color’s cultural and symbolic content
- Create an abstract geometric or organic design
- Use color and tone to create a 3-d appearance
- To create an abstract design using skills of mixing colors
- Achieve the desired result that reflects the idea
Essential Question(s):
How to mix colors to achieve tonal and value gradations, shades and tints
How to create aesthetically and visually pleasing and attractive design
How to create 3-d appearances by applying various tonal values
-------------------------------------------------------------------------------------------------------------------------------
Objectives: (Language and Content)
ABCD format=Audience (I can or Student will) + Behavior (action verb) + Content reference/Condition +Degree (minimum measurable acceptable performance)...Students will receive handouts with the sample image of the final project – the breakdowns of major steps will be marked, defined, and demonstrated on the handout and during the class that student can create by following each step
- Each student’s assignment will be tailored to meet his/her learning style and unique personal characteristics; students with LD will be given an option either to use a ready design or to create a simple design for coloring
- At the beginning of the class, students will listen to a short lecture on the topic of culturally specific use and symbolic meaning of colors to apply to their design
- After viewing how to mix colors to achieve the desired tone, value and color students will create 6 value tone chart –black and white
- After viewing the explanation and demonstration of the differences between tint, tones, and shades student will create one color chart of tint, shades, and tones
- Students will see tonal and value differences by comparing to different group charts and to hand out
- The student will learn about the psychological effect of colors, color’s cultural and symbolic content by watching videos and in-class reading
- Students expected to act respectful toward each other and the teacher
- The student will work in groups of 3-4 student
- Content area vocabulary on the wall that students when are asked to come to the board to illustrate each word's meaning
- Students develop an awareness of color properties
Vocabulary Focus:
To ensure understanding of the content vocabulary:
Shade, tone, tint, highlight, mid-tone, reflected light, form shadow, cast shadow, 2D and 3D designs, gradation, transition, expressiveness, abstract, composition, symbol, symbolic meaning, culture, tradition, properties, impression, ethnic, traditional elements, style
-----------------------------------------------------------------------------------------------------------------------------
Formative and Summative Assessment Evidence
Performance Tasks: (include differentiation)
Students:____________________________________________________________
- Create complimentary, tertiary and grayscale charts
- Create one-color tint, tone, shade
- Complete color and black/white quick exercises on emotion, dynamic and balance
- Create a geometric or organic design using reference books or handouts
- Other Evidence:
- Students post completed assignment on the board to be discussed in class
- Students give and receive advice from peers
Learning Plan
Materials Needed:
Acrylic, brushes, water bucket, color and graphite pencils, paper, computer, projector, screen, handouts of samples, books, and magazines.
Learning activities: (include homework, assessment, and closure)
______________________________________________________________________________________________
Set up-------------------------5 min S ------------------------Get brushes, acrylic, water buckets, pencils, papers
View video-----------------10 min T, S---------------------Get familiar with a different design samples, elements and cultures
View demonstration on----5 min T ------------------------How to mix colors and apply on the paper the proper way to achieve smooth even covering,
Pass handouts------------5 min S--------------------------Pass handouts, form groups of 3-4
Teacher to answer to possible questions
Create-----------------------10 min S-------------------------Create gray scale
Create-----------------------10 min S-------------------------Create one color tint, tone and shade
View demonstration---5 min T--------------------------Show how to visually express emotion, dynamic and balance
Create-----------------------10 min S-------------------------Color or black/white quick exercise on emotion, dynamic, and balance
Create-----------------------15 min S-------------------------Create geometric or organic design using reference books or handouts
Homework-----------------5 min T-------------------------Students receive instructions for a homework assignment
Clean Up--------------------5 min S-------------------------Clean brushes, empty buckets, placed the design into cabinets to be finished at the next class
Homework: __________________________________________________________________________
To create an awareness of cultural diversities and identifiers of culture in the form of color preferences and design, students will be asked to choose culture different from their own
- Copy the ornamental design of any particular culture of student’s choice
- Improvise by simplifying the design and changing color
- Students with limited abilities and skills (to have an opportunity to create a satisfying work) are to copy a design and only change colors
- The purpose of this assignment is to make students practice research skills, get knowledge of differences in design patterns of various cultures, learn how to recreate the pattern, and practice mixing colors to achieve the desired appearance.
- Write a short description of the culture and the art piece that this pattern belongs to.
The student learned how to mix color, become aware of cultural differences in the use of color and design. Students learn how design elements can have an emotional impact on the viewer. Student creates a design to work on next week
_________________________________________________________________________Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, VA: ASCD.