Date:
DONNA BACKUES
6/24/2015
Age of Children/Youth:
3-5th GRADE
Pre-assessment (5 min.)
Pass out color test with 4 questions. Assure students that this is only to see how much
they will learn at the end of the class.
Mixing Secondary Colors from Primaries (10 min.)
Pass out supplies and teach the rules of how to behave appropriately around paint and
water. Students can share the 3 primary colors but must wash brush before using a new
color. Show how to wash brush and wipe it on cloth properly. Put a quarter size dot of
each primary color with enough space for another quarter-size dot in between (making
the points of a triangle). Show students how to mix each of the secondary colors right on
the paper using a larger amount of the lighter color and a small dot of the darker color.
After the color wheel is finished on the page, make an orange color in the center of the
wheel and add a tiny amount of blue to make brown.
Make your skin color (10 min.)
When all the students have learned how to make brown, challenged them to make their
own skin color by trying different amounts of the primary colors.
Make your signature color (15 min.)
Show students paint chips with funny or exotic names (Midnight Blue for example).
Have students experiment making other colors. Tell them to make their final signature
color, make about a a cup of it. Using some of the paint, brush it on a square of 4 x 4
inch paper and give it a fun name along the bottom of the paper. Keep the square
swatches and names to post on the wall together.
Then with the leftover paint and other mixtures of paint brush loose swatches of color
randomly and collaboratively on a large paper stretched over a large foam core board.
This will be a backdrop for the final art installation.
Discussion (5 min.)
How did color mixing exercise make you feel? Why?
What surprised you about mixing your skin color?
What made you want to make your signature color?
What did your special color make you think of? Why?
What was it like to see all the signature colors together?
In what way does this mixing exercise relate to diversity?
What would it be like if everything we saw was only one color?
Any other observations?
Listing expectations for the class on large pad of paper to post (5 min.)
Ask the students what expectations they have for the class.
Make agreed upon rules for behavior both toward each other (including teacher),
themselves, and with supplies that will make the class time good.
Recite classroom motto
Closing ritual
Classroom cleanup, Good life song, class motto
To close, everyone make one big clap on the count of 3
Post-Assessment
Authentic assessment/Oral assessment from class discussion/
Written assessment at the end of the curriculum.
Materials & Supplies
Tempera paint, paint shirts, brushes, water cans, rags, paper, pencils, markers, blank name
tags with neck string attached, soft ball to toss, large paper for class expectation list.
LESSON BREAKDOWN
Opening (5 minutes)
Students will be encouraged wear their name tags and circle up. Each student will say
their name and will state a color that they are feeling, however, they have to give it a fun
name My name is Angela and I am feeling the color Razzle Red!.
Color Theory Review Game (5 min.)
After everyone says their name and color each student will be handed a color swatch of
their own to hold (I will make this beforehand). On the count of ten (with the beat of a
drum) the students have to regroup to make the color wheel. Then they have to huddle
together in two groups of warm colors and cool colors. Then primary colors and
secondary colors. This will be fun and reinforce their knowledge of color theory.
Mini Lecture (5 min.)
Show students samples of tints and shades (from a paint store color swatch book) to show
them how subtle the changes can be when mixing whites and blacks. Show examples of
how color values enhance paintings by pointing them out (asking the students to find
them) in prints of famous paintings.
Mixing a tint (10 min.)
Pass out supplies and review the rules of how to behave around paint and water. Have
the students pick a color. Give each of them white paint. Teach the students how to mix a
tint by starting with white. Add a tiny bit of color to make a very pale tint, add just a
little bit more color to make a less pale tint and continue until you have very little white
in the color mixture.
4 Points
Exemplary
3 Points
Accomplishe
d
2 Points
Developing
1 Point
Developing
Color
Theory
Vocabulary
Student shows
exemplary
understanding
of color theory
vocabulary (4+)
Student shows
proficient
understanding
of color theory
& vocabulary
(3)
Students shows
some
understanding
of color theory
& vocabulary
(2)
Students shows
very little
understanding
of color theory
& vocabulary
(1)
Color
Mixing
Skill from 1st
lesson
Student shows
exemplary skills
in mixing colors
from primaries
Student shows
proficient
skills in mixing
colors from
primaries
Student shows
some skills in
mixing colors
from primaries
Student shows
very little skill
in mixing colors
from primaries
Mixing Shades
& Tints Skill
from 2nd
lesson
Student shows
exemplary skills
in mixing
shades & tints
from primaries
Student shows
proficient skills
in mixing
shades & tints
from primaries
Student shows
some skills in
mixing shades
& tints from
primaries
Student shows
very little skills
in mixing
shades & tints
from primaries
Class
Participation
in activities
& group
discussions
Student always
participated in
class activities
and class
discussions
Student
frequently
participated in
class activities
and class
discussions
Student
sometimes
participated in
class activities
and class
discussions
Student rarely
participated in
class activities
and class
discussions
Awareness
of the beauty
of unity in
diversity
Student has
demonstrated a
complete
awareness of
the beauty of
unity in
diversity
Student has
demonstrated
an almost
complete
awareness of
the beauty of
Student has
demonstrated
an incomplete
awareness of
the beauty of
unity in
diversity
Student has
demonstrated
no
awareness of
the beauty of
unity in
diversity
10
Total
unity in
diversity
11