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This is a lesson for all levels but different outcomes
for each grade level. |
| Robin Addison |
Gentian Elementary |
Muscogee |
[email protected] |
Georgia Learning
Connections | |
Primary Learning Outcomes
Students will learn abstract design through using familiar
symbols of lines and shapes to create an abstract design.
Additional Learning Outcomes
Students will also use alternating colors to enhance this
design. Colors selected (primary, secondary, intermediate, cool, warm,
complementary, triadic or analogous colors) will be the focus of students'
design.
Assessed QCC Standards:
Grade: 1
Fine Arts
Visual Arts
1
Topic: Artistic
Skills and Knowledge: Creating, Performing, Producing
Standard: Mixes primary colors to create
secondary colors.
2
Topic: Artistic
Skills and Knowledge: Creating, Performing, Producing
Standard: Creates artworks (e.g., drawings,
paintings, pottery, sculptures, prints, fiber arts, and mixed media art )
emphasizing one or more art elements (e.g., color, line, shape, form, texture)
and the principle of repetition (pattern).
5
Topic: Artistic
Skills and Knowledge: Creating, Performing, Producing
Standard: Demonstrates proper care and safe
use of art materials and tools.
7
Topic: Critical
Analysis and Aesthetic Understanding
Standard:
Recognizes and differentiates between primary and secondary
colors.
8
Topic: Critical
Analysis and Aesthetic Understanding
Standard:
Identifies lines as outlines or edges of shapes and
forms.
Grade: 2
Fine Arts
1
Topic: Artistic
Skills and Knowledge: Creating, Performing, Producing
Standard: Mixes white with colors to create
tints and black with colors to create shades (values).
3
Topic: Artistic
Skills and Knowledge: Creating, Performing, Producing
Standard: Creates artworks (drawings,
paintings, pottery, sculptures, prints, fiber arts, and mixed media arts)
emphasizing one or more of the arts elements, e.g., warm and cool colors, line,
shape, form, texture, value, and the principles of movement, rhythm, repetition
(pattern), and spatial techniques (overlapping, size placement of
shapes).
5
Topic: Artistic
Skills and Knowledge: Creating, Performing, Producing
Standard: Demonstrates proper care and safe
use of materials and tools.
8
Topic: Critical
Analysis and Aesthetic Understanding
Standard:
Describes red, yellow, and orange as warm colors and green,
blue, and violet as cool colors.
9
Topic: Critical
Analysis and Aesthetic Understanding
Standard:
Recognizes tints and shades in artworks.
10
Topic: Critical
Analysis and Aesthetic Understanding
Standard:
Differentiates horizontal, vertical, and diagonal
lines.
Grade: 3
Fine Arts
2
Topic: Artistic
Skills and Knowledge: Creating, Performing, Producing
Standard: Produces art in each of the
following art areas: drawing, painting, sculpture, printmaking, and
crafts
6
Topic: Artistic
Skills and Knowledge: Creating, Performing, Producing
Standard: Demonstrates proper care and safe
use of art materials and tools.
8
Topic: Critical
Analysis and Aesthetic Understanding
Standard:
Describes intermediate colors as red-orange, yellow-orange,
yellow-green, blue-green, blue-violet, and red-violet.
9
Topic: Critical
Analysis and Aesthetic Understanding
Standard:
Recognizes value as the lightness and darkness of a
color.
Grade: 4
Fine Arts
1
Topic: Artistic
Skills and Knowledge: Creating, Performing, Producing
Standard: Creates artworks using the
following properties of colors (e.g., hue, intensity, and value).
2
Topic: Artistic
Skills and Knowledge: Creating, Performing, Producing
Standard: Creates artworks using the
following color theories (e.g., complementary and neutral).
8
Topic: Artistic
Skills and Knowledge: Creating, Performing, Producing
Standard: Demonstrates proper care and safe
use of materials and tools.
10
Topic: Critical
Analysis and Aesthetic Understanding
Standard:
Identifies and discusses the properties of color (e.g., hue,
intensity, and value).
11
Topic: Critical
Analysis and Aesthetic Understanding
Standard:
Identifies and discusses color schemes (e.g., complementary
and neutrals).
13
Topic: Critical
Analysis and Aesthetic Understanding
Standard:
Explains how space and shapes can be positive and negative in
a composition.
Grade: 5
Fine Arts
3
Topic: Artistic
Skills and Knowledge: Creating, Performing, Producing
Standard: Creates artworks in the areas of
drawing, painting, sculpture, printmaking, pottery, fiber arts, mixed media, and
digital images. (See Introduction: Matrix.)
5
Topic: Artistic
Skills and Knowledge: Creating, Performing, Producing
Standard: Demonstrates proper care and safe
use of art materials and tools.
7
Topic: Critical
Analysis and Aesthetic Understanding
Standard:
Recognizes color relationships (e.g., complementary,
analogous, and monochromatic).
Grade: K
Fine Arts
2
Topic: Artistic
Skills and Knowledge: Creating, Performing, Producing
Standard: Creates artworks - drawings,
painting, pottery, sculptures, prints, fiber arts, and mixed media - emphasizing
one or more art elements (e.g., color, line, shape, form, texture, and
pattern).
4
Topic: Artistic
Skills and Knowledge: Creating, Performing, Producing
Standard: Demonstrates proper care and safe
use of art materials and tools.
6
Topic: Critical
Analysis and Aesthetic Understanding
Standard:
Names and identifies colors, such as red, yellow, blue,
green, orange, violet, black, brown, white, and gray (pigment colors).
7
Topic: Critical
Analysis and Aesthetic Understanding
Standard:
Points out and describes lines, as thick, thin, straight, and
broken.
8
Topic: Critical
Analysis and Aesthetic Understanding
Standard:
Recognizes and names shapes, such as circles, squares,
rectangles, triangles, and organic (free-form).
Procedures/Activities
Step:
1 Duration: 10-15 minutes.
Discuss color wheel with students and show the various color
combinations that can be made. The higher the grade level the more intense the
level of color levels will be emphasized. Examples will be shown as well as
demonstrations.
Step:
2 Duration: 10-20 minutes
Students will begin making their drawing design. They will
then use a grid overlay drawn over it to guide them in the design. When they are
ready they may begin the color process.
Step:
3 Duration: 30-45 minutes.
Students will begin using their color selection to begin
finishing their design. They may color in paint using some simple tips of not
putting wet paint next to wet paint and the same color next to the same color.
Some grade levels may need to do this in crayon first.
Step: 4 Duration: 30-45 minutes
Students will complete their coloring design.
Materials and Equipment
8.5" white paper assorted paint colors (water colors 4 &
5, tempera K-3) brushes, water cups, water, pencils, erasers, paper
towels
Standards (Local and/or National)
Total Duration
3 class periods
Technology Connection
Assessment
Teacher observation
Extension
Remediation
Accommodation
Modification
For students with significant disabilities, what changes can
be made in instruction and teaching delivery to allow students to participate in
classroom instruction while working on IEP objectives and off grade level QCC
standards. Below are suggested modifications correlated to the procedures of
this lesson plan.