Color theory - Art i: Day 5
Visit the Color Theory unit overview to view the unit plan.
Unit: Color Theory
Subject: Visual Arts
Grade: 9-12
Level: Art I
Time: 55 minute class period Spring 2013
I. Day 5 — Color Theory continuation
II. Objective(s)
1. Students will define key color theory terms (in bell-ringer).
2. Students will demonstrate their understanding of color theory through color activities.
Standards - Arts Education – Alabama: Grade 9-12
6) - Demonstrate safe and responsible handling of art materials, including cleanup, storage, and replenishment of supplies where applicable.
␣ Identifying safety and environmental regulations
10) - Utilize specialized terminology from art history, aesthetics, criticism, and production in discussions of works of art.
␣ Defining visual arts terminology to include the elements of art and principles of design ␣ Describing the intrinsic qualities of a work of art
III. Pre-class prep
A. Materials needed:
1. Color intensity printouts
2. Analogous colors printouts
3. Tempera paint
4. Paintbrushes
5. Paint palettes
6. Paper towels
7. Paint containers
8. Cups (water)
9. Sponges (cleanup)
10. “analogous colors” bell-ringer (for Elmo or Smartboard)
11. Arttalk books (students & teacher editions)
B. Set-up before class:
1. Secondary colors definition handout (for elmo or Smartboard)
2. Painting materials for each student table
Subject: Visual Arts
Grade: 9-12
Level: Art I
Time: 55 minute class period Spring 2013
I. Day 5 — Color Theory continuation
II. Objective(s)
1. Students will define key color theory terms (in bell-ringer).
2. Students will demonstrate their understanding of color theory through color activities.
Standards - Arts Education – Alabama: Grade 9-12
6) - Demonstrate safe and responsible handling of art materials, including cleanup, storage, and replenishment of supplies where applicable.
␣ Identifying safety and environmental regulations
10) - Utilize specialized terminology from art history, aesthetics, criticism, and production in discussions of works of art.
␣ Defining visual arts terminology to include the elements of art and principles of design ␣ Describing the intrinsic qualities of a work of art
III. Pre-class prep
A. Materials needed:
1. Color intensity printouts
2. Analogous colors printouts
3. Tempera paint
4. Paintbrushes
5. Paint palettes
6. Paper towels
7. Paint containers
8. Cups (water)
9. Sponges (cleanup)
10. “analogous colors” bell-ringer (for Elmo or Smartboard)
11. Arttalk books (students & teacher editions)
B. Set-up before class:
1. Secondary colors definition handout (for elmo or Smartboard)
2. Painting materials for each student table
IV. Instructional procedures
0:00 – 0:05 minutes
0:05 – 0:50 minutes 0:50 – 0:55 minutes |
Introduce Color: Bell-ringer printout. Students write down brief definition of analogous colors posted on Smartboard or from Elmo.
Continued color-theory project: Students will continue finishing up color intensity worksheet and begin filling in the analogous colors worksheet after I give instructions on how to begin the new sheet and they read the directions themselves. Clean up |
V. Evaluation (students)
1. Students are writing down bell-ringer assignment (to be taken up at end of the week)
2. Students are working on color worksheets and using materials appropriately
VI. Self-evaluation (N/A)
VII. Resources
http://teachersites.schoolworld.com/webpages/MDavis1/resources.cfm
Ragans, R. (1995). Arttalk (2nd ed.). Woodland Hills, CA: Macmillian/McGraw-Hill.
1. Students are writing down bell-ringer assignment (to be taken up at end of the week)
2. Students are working on color worksheets and using materials appropriately
VI. Self-evaluation (N/A)
VII. Resources
http://teachersites.schoolworld.com/webpages/MDavis1/resources.cfm
Ragans, R. (1995). Arttalk (2nd ed.). Woodland Hills, CA: Macmillian/McGraw-Hill.