Art Lesson Plan · Web viewLesson plan Title Color Wheel Equations Teacher Corinn Simpkins Grade...
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Art Lesson Plan Title Color Wheel Equations Teacher Corinn Simpkins Grade level 3-? Time duration (2) 45-minute sessions to paint, 1 session to assemble. Overview Students will create the 12 colors of the color wheel in an equation format demonstrating the quantities of each primary required to create the color. Students will write the color name and the identifier (Primary, Secondary, Tertiary). When completed, students will cut the equations out and assemble them in order of the color wheel. Objective/Elements Understand color mixing, primary, secondary, and tertiary colors. Students will demonstrate how to use and apply paint as well as the care of materials. Materials Tempera paint in red, yellow, blue (I use liquid), paint brushes, scissors, brad (one per student), hole punch, Color Equations worksheets (3 per student), color wheel reference cards. Activities and procedures Review the concept of color with students by identifying first, the primary colors, then moving on to secondary and tertiary colors. Essential Questions: What are primary colors? What does primary mean? What happens when we mix them together? What is a secondary color? Why do we call it secondary?
Transcript of Art Lesson Plan · Web viewLesson plan Title Color Wheel Equations Teacher Corinn Simpkins Grade...
Art Lesson PlanTitle Color Wheel Equations
Teacher Corinn Simpkins
Grade level 3-?
Time duration (2) 45-minute sessions to paint, 1 session to assemble.
Overview Students will create the 12 colors of the color wheel in an equation format demonstrating the quantities of each primary required to create the color. Students will write the color name and the identifier (Primary, Secondary, Tertiary). When completed, students will cut the equations out and assemble them in order of the color wheel.
Objective/Elements
Understand color mixing, primary, secondary, and tertiary colors. Students will demonstrate how to use and apply paint as well as the care of materials.
Materials Tempera paint in red, yellow, blue (I use liquid), paint brushes, scissors, brad (one per student), hole punch, Color Equations worksheets (3 per student), color wheel reference cards.
Activities and procedures
Review the concept of color with students by identifying first, the primary colors, then moving on to secondary and tertiary colors.Essential Questions:
What are primary colors? What does primary mean? What happens when we mix them together? What is a secondary color? Why do we call it
secondary?Continue on to tertiary colors. This may be a bit more confusing for beginning students, however, emphasize that we are always combining different amounts of primary colors.Using the concept of fractions, we discuss how much of each primary is used to create secondary and tertiaries.I provide samples of the three Equation sheets on the board, and discuss how to use the color wheel card to assist
students in keeping organized as they create the equations.We then discuss how to use our palette to mix colors, and share ideas on how to keep the palette neat so the primary colors do not get contaminated.Once all three sheets of equations are dry, students cut the equations into strips and assemble them in order. For younger students, I punch the holes and add the brad. Older students assemble their wheels on their own.
**Notes:Confirm that students can read and understand all the color words and vocabulary.For students with fine motor skill difficulties, provide index cards in addition to the worksheet. Have them paint on the larger surface then assist them in cutting out a shape having them glue the shape onto the appropriate space on the worksheet.I have a few equation strips cut out for students who may need to restart one. However, I limit the start overs unless the card is so messy I can’t determine the student’s intent.
Samples I laminated and use for reference with my younger students.
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Final Product.
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