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Grade level: 5th and 6th graders

Robyn Goodmanrobyngoodman31@yahoo.com

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Task:

To make a color wheel for your own. You will be mixing each color from the three primary colors. Apply these colors to your circle with help from the lecture.

After mixing your secondary colors from your primary’s, now start to mix your tertiary colors.

You will end up with 12 colors in your color wheel.

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Process•First you will divide into groups of two or three

•While in groups you need to research the color wheel, handouts, etc…

•Define the vocabulary terms given

•Each student must complete a color wheel using the tempura paint in the three primary colors. All supplies are on counter. •Individually answer the fill in the blank table and submit to me by April 28, 2008

•Create your own artwork by exploring color. You can use any medium provided in the class. Everything must be dry before turning in.

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CATEGORY 4 3 2 1 ScorePlanning and Explanation

Student understands and has complete knowledge of terms and concepts how s/he envisions the final product and how they intend to reach their goal. Very focused and goal-oriented.

Student understands and has complete knowledge of concepts how s/he envisions the final product and can describe some of the steps s/he will use to reach the goal. Focused with some planning.

Student has some knowledge of terms and concepts, lacks some basic knowledge, student lacks craftsmanship, but show good effert describe how s/he envisions the final product but finds it difficult to describe how s/he will reach that goal. Has set a goal, but let's things evolve in somewhat random manner.

Student needs to study the materials given, showed some effort, has thought very little about the project. Is present but is not invested in the product.

Time/Effort Class time was used wisely. Much time and effort went into the planning and design of the mask. It is clear the student worked at home as well as at school.

Class time was used wisely. Student could have put in more time and effort at home.

Class time was not always used wisely, but student did do some additional work at home.

Class time was not used wisely and the student put in no additional effort.

Color Choices Choice and application of color shows an advanced knowledge of color relationships. Color choice enhances the idea being expressed.

Choice and application of color shows knowledge of color relationships. Colors are appropriate for the idea being expressed.

Choice and application of color shows knowledge of color relationships. Colors are, however, NOT appropriate for the idea being expressed.

Student needs to work on learning color relationships and using that knowledge in his/her work.

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Knowledge Gained - Technique

Student can accurately name 5 characteristics of the technique being studied and describe how these 5 characteristics are used in his/her own paintings.

Student can accurately name 4 characteristics of the technique being studied and describe how these 4 characteristics are used in his/her own paintings.

Student can accurately name 3 characteristics of the technique being studied and describe how 2-3 of these characteristics are used in his/her own paintings.

Student cannot accurately name 3 characteristics of the technique being studied OR cannot describe how characteristics relate to his/her own work.

Creativity Student has taken the technique being studied and applied it in a way that is totally his/her own. The student's personality/voice comes through.

Student has taken the technique being studied and has used source material as a starting place. The student's personality comes through in parts of the painting.

Student has copied some painting from the source material. There is little evidence of creativity, but the student has done the assignment.

Student has not made much attempt to meet the requirements of the assignment.

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Resources:

•www.colormatters.com•www.tigercolor.com•www.worgx.com•www.color-wheel- pro.com

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Grades 5th and 6th

Robyn Goodman

robyngoodman31@yahoo.com

Based on a template from The WebQuest Page

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• This lesson was developed for grades 5th and 6th to have them better understand the concepts of color. This is a basic overview presentation to introduce color theory and color mixing. We will explore the color wheel and how color can affect emotion and create mood in art pieces.

• I would like to have the students understand their own connection to color and it affects them in their own life.

• Each student will create their own color wheel. They will continue to use this color wheel as a reference through out the semester. This assignment is the beginning of the painting projects coming in the next few weeks.

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• The grade level and course that the lesson is designed to cover is for 5th and 6th grades. The lesson can easily be extended to additional grades and subjects.

• Learners will need to know the reasons for having a color wheel, defining a color wheel and how to use the color wheel prior to beginning this lesson. I will give these examples in class lecture with a demo. The students will mix their own colors and create their own color wheels.

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The students will learn how color is important in their art work and how color has influenced our society through out history as a result of this lesson.

Standards for art Standard 1: Students recognize and use visual arts as a form of communication. Standard 2: Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts. Standard 3: Students know and apply visual arts materials, tools, techniques, and processes. Standard 4: Students relate the visual arts various historical and cultural traditions. Standard 5: Students analyze and evaluate the characteristics, merits, and meaning of works of art.

The student will use critical thinking skills to solve the puzzle of what colors to mix to make other colors. They will use the colors they have made to communicate visually how they feel about their picked subject. They will need to apply principles of design from past lessons and paint from observation. This lesson plan involves teamwork and individual time spent creating their own art work.

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Process First you will divide into groups of two or threeWhile in groups you need to research the color wheel, handouts, etc…Define the vocabulary terms givenEach student must complete a color wheel using the colored pencils Individually answer the fill in the blank table and submit to me by April 28, 2008Create your own artwork by exploring color. You can use any medium provided in the class. Everything must be dry before turning in.This lesson will involve a slide show to introduce the time line of color and how it has played a role in our lives. Ask questions to the students when showing the slide show. Questions to ask are; How does this picture make you feel? What kind of colors are these? Have you seen these colors in your environment?This lesson will span two class periods, to go over the color wheel and make the color wheel.

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•E-mail accounts for all students•Specific software; access to power point, excel and publisher•Paint brushes, paper, small cups •Paints- primary colors•Handouts

If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here.

Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson?

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Please see student page and the template came from Rubi star

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The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.

Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest.

This page will include step by step directions to the facilitator, including:

•What to say at each point in the process•What to click on•What questions and misconceptions to anticipate•How long to take at each point•When to direct learners to work away from the computer

To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point.

This page is linked to the Process segment off of the Teacher Page

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Make some kind of summary statement here about the worthiness of this lesson and the importance of what it will teach.

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List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help.

List any books and other analog media that you used as information sources as well.

Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.

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