This is the introductory lesson to my painting class. After learning about the color wheel, my painting class put their knowledge into motion and used watercolor to create color wheels that were out of the norm! They had to include the colors in order of the color wheel and either a monochromatic, analogous, or intensity scale within their artwork.
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THE PLAN
6 sessions; 80 minutes per session
SWBAT define color.
SWBAT deinfe color harmony and give examples.
SWBAT define primary, secondary, and tertiary colors.
SWBAT explain how to mix colors.
SWBAT give at least 5 examples of watercolor techniques.
Day 1:
Art Start (bell ringer/ literacy component activity): How do you define color?
1. Color PowerPoint
2. Demonstrate color mixing and how to make a color wheel - have pre-made example ready.
3. Prompt students to create their own color wheels in their sketchbooks.
4. Discuss color wheel project and requirements. (Must include color wheel and one color harmony)
5. Play slideshow of creative color wheel examples.
6. Prompt students to begin thinking of ideas.
Day 2:
Art Start: What are tertiary colors? Define and then paint three examples.
1. Discuss color harmonies.
2. Demonstrate creating a color value scale, monochromatic, intensity(complementary) and analogous scale.
3. Prompt students to create all four scales in their sketchbooks.
4. Play slideshow to inspire student work.
5. Prompt students to begin laying out their designs.
Day 3:
Art start: What are color harmonies? Define and give 2 examples.
1. Discuss how to include a color harmony into the creative color wheel design. (I found it best to create your own example and show how to fit it in there. The color harmony does not need to be a huge part of the design.)
2. Demonstrate watercolor techniques: solid wash, gradient wash, and color blending.
3. Prompt students to practice techniques in their sketchbooks.
4. Prompt students to work on their creative color wheels.
Day 4:
Art Start: If I wanted to make a tint of the color blue, what would my process be?
1. Review project requirements.
2. Demonstrate water color techniques: Drop color, water splash, and dry brush.
3. Prompt students to practice techniques in sketchbook.
4. Prompt work on projects.
Day 5:
Art Start: How can color effect emotion?
1. Discuss the emotive powers of color.
2. Demonstrate watercolor techniques: Masking, detail painting, and scumbling.
3. Prompt work.
Day 6:
Art start: What was your favorite watercolor technique and why?
1. Discuss the different techniques and how they give variety.
2. Discuss the importance of final touches and cleaning up a painting to create a piece which has goof craftsmanship.
3. Prompt students to finish their work.
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
Visual Arts Standard 2: Using knowledge of structures and functions
[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art
THE FEATURES
Abstract Art, Abstract Expressionism, Color Field, Conceptual Art
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