ARTS EDUCATION TEACHER HANDBOOK

HIGH SCHOOL LESSON PLANS

Submitted by Terri Hester, Winston-Salem/Forsyth County Schools

Lesson Title:
Color Scheme Design

Grade Level or Course:
Visual Arts I

Time Allotment:
Five (45 minute) lessons for the composition process
One (45 minute) lesson for evaluation

Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12:

1.01 Plan and organize for creating art.
1.02 Devise and use strategies for imagining and implementing images.
1.03 Create multiple solutions in problem solving and discuss that some solutions are better than others.
1.07 Use the vocabulary of art in written and oral form.
2.02 Demonstrate techniques and processes for working with each art material.
2.04 Evaluate and select materials, techniques and processes to facilitate the creation of artwork.
3.01 Recognize, apply and evaluate the elements of art in an aesthetic composition.
3.02 Recognize, apply and evaluate the design principles used in composition.
3.03 Use intuitive perception to solve problems.
3.04 Use experimentation to solve problems.
3.05 Use critical thought and analysis in the problem-solving process.
5.02 Identify specific works of art as belonging to particular cultures, times and places.
5.03 Compare relationships of works of art to one another in terms of history, aesthetics, and cultural/ethnic groups.
5.04 Describe the existence of art movements, periods, and styles.
5.06 Recognize and discuss that cultures have different aesthetics and each individual is a product of his or her culture.
6.01 Describe the various purposes for creating works of visual art.
6.03 Accept other's work and ideas as unique expression of themselves.
6.04 Explain why what is not understood is sometimes devalued.
6.05 Explain how the constructive role of failure is often a part of the creative process.
6.06 Critique artwork through the use of: proper vocabulary, art elements and design principles, meaning, feeling, mood and ideas, oral and written expression.
6.08 Accept and offer constructive criticism.
7.01 Identify connections, similarities and differences between the visual arts and other disciplines.

Alignment with NC High School Exit Exam: (check domain and write objective number(s)

__X__ Communication 1.4 & 1.7

__X__ Processing Information 2.12

__X__ Problem Solving:

__X__ Using Numbers and Data:

Lesson Objective(s):

As part of their study of color schemes, students will create an original design composition within specified guidelines as a work of art. Students will use a checklist and group critique for self/group evaluation.

Materials/Equipment Needed:

18 x 24 white paper, #2 pencil, eraser, ruler, compass, colored chalk, paper towels, fixative spray and a color wheel.

Lesson Procedure:

Lesson One: (45 minutes)

Review of basic geometric shapes (square, rectangle, half circle, full circle, triangles, etc.) Demonstrate on board the basic shapes. Show examples of work by artists that used basic shapes in their artwork. Identify those shapes in the artwork. Show examples of student artwork, if possible.

Students will need paper, pencil, eraser, compass and ruler to begin. Students will measure vertically and horizontally to find the center of their paper. (draw with pencil lightly) Also, draw diagonal lines from corner to corner. This helps students to visually line up shapes to be symmetrical. Starting at the center of their paper, choose one shape to begin. Next, choose a different shape to repeat around the first shape leaving a small space between the shapes. (1/4 inch or less) Continue working from the center outward to create a symmetrical design.

Lesson Two: (45 minutes)

You should review lesson one. Continue using pencil, eraser, compass and ruler to complete drawing shapes. The paper should be filled to the edge with shapes.

Lesson Three: (45 minutes)

You should review lesson two. Discuss the three color-schemes being used: Analogous, Complimentary and Monochromatic. Display a color wheel in the room for students to refer to. Demonstrate how to use colored chalk. Students must first

Erase previous pencil marks that were used as a guide. Students will choose which color scheme they want to begin with. Begin in the center of the paper with the chalk then gradually work your way out to the edge of the paper

Lesson Four (45 minutes)

You should review lesson three. Continue with colored chalk working from center outward to edges of paper. Students need to be careful about smearing and smudges at this point. Fixative can be sprayed at any time.

Lesson Five (45 minutes)

You should review lesson four. Artwork should be near completion. After all chalk has been added, work must be sprayed with fixative. The last step is to fill in the space between shapes with a neutral color or any color of the students choosing. When finished spray again with fixative.

Assessment:

Assessment of individual work by the artist (self -evaluation) and by the class in a group critique. For the self- evaluation, students will have a checklist and rate their artwork on a scale to determine if objectives have been met. For the group critique, display student artwork together. The group will critique the work using a format for discussion.

Special considerations:

None

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