Name of Lesson :

Monochromatic Value Scale

Name of Teacher Candidate :
Christina Reavis

Class :
Art
Grade :
6-8
School Placement :
Brookside Charter School

Rationale : (2-3 sentences why this topic is important and relevant to this age group) KCAI addition
Students will review knowledge of tints and shades while viewing artwork that uses monochromatic color schemes
and creating their own painted value scale with tempera paint. Students will apply the information they gain from
this lesson in creating their own monochromatic painting.
Learning Objectives (the lessons objectives and learning outcomes for meeting
National
curricular and student needs)
The students will:
MO-VA Art
Core
Standards
Art
Standards
Objectives:
-Students will view monochromatic paintings and review the term value in relation
to artists rendering of space and objects.
-Students will view and then use proper paint mixing techniques
-Students will create three painted value scales using the primary colors, white, and
black
-Students will create a small thumbnail (4x4) monochromatic painting of a
previous sketch in preparation for a larger work they will complete in a future lesson
Standards:
-National
~VA:Cr1.1.8a Document early stages of the creative process visually and/or
verbally in traditional or new media
~VA:Re8.1.8a Interpret art by analyzing how the interaction of subject matter,
characteristics of form and structure, use of media, art-making approaches, and
relevant contextual information contributes to understanding messages or ideas
and mood conveyed.
-Missouri
~FA1.1B.8 Create a variety of colors, tints, and shades by mixing pigments
~FA2.1C.8 Identify and use a range of values to create the illusion of form

~FA2.1F.8 Identify and use a range of values

~FA3.2A.8 Analyze the use of elements and principles used in artworks
Studying Artists / Understanding Art (Learning Outcomes) Include Historical
context :

NOT REQUIRED
Creating (Instructional
Expressing (Learning Activities):
Strategies):
List sequentially the strategies used in Lesson Structure and Procedure including
direct instruction, oral or written directions, modeling, guided practice, independent
practice, and reflection)(reference Lesson Structure and Procedures
-Direct Instruction: The teacher shows
- Guided Discussion: Students
images of monochromatic color
view monochromatic pieces and discuss
schemes on a powerpoint
how value and form are utilized in them.
-Guided Discussion: the teacher asks
- Guided Practice: Students
leading questions and asks students to
create their own value scales using paint.
give input as they view and discuss the
Students also create a small value study
elements of value in regards to the
of the sketch they have previously
images.
completed in their sketchbook.
-Modelling: The teacher models how to
create a value scale using paint. Proper
techniques for mixing are modeled.
Evaluating Artworks :

NOT REQUIRED
Exhibiting Artworks (be thoughtful) :

NOT REQUIRED
Assessment Procedures : (assessments used before, during, and after the
lesson)
Before : The instructor gages student knowledge during the initial discussion that
occurs during the powerpoint. The instructor asks questions such as, raise your
hand if you know what value means. Students individually answer questions, but
whole class knowledge is assessed through engagement and comfort with the

vocabulary.
During: The instructor walks around during work time and observes if students are
able to put vocabulary and modeled skills into practice.
After : Students will be able to complete three primary value scales as
well as a small practice painting of the sketch they began in their
sketchbook. As this lesson is part of a larger sequence of lessons on
value, a big formal assessment will not be given at the end of class.
Lesson Structure and Procedures : The sequence of events of the lesson elements .Please list each sequence
by day or class period. Consider :
Eight Studio Habits of Mind
- Procedures should be linked to objectives
- Materials
Management
Day / Class #1
Engagement / Opening : Powerpoint on monochromatic paintings: The instructor shows images of
monochromatic paintings and leads a class discussion on what value is and how it can be created with tints and
shades.
Connection to Prior Learning: Students relate prior vocabulary (monochromatic, tints, shades, value) to the lesson
at hand.
Procedures :
-The instructor shows a short powerpoint of images of monochromatic images. Brief information on the days
assignment and work will also be given at the end of the powerpoint.
-The instructor leads the class in a discussion of how value is used in the images. The vocabulary terms tints and
shades are reviewed and the instructor asks leading questions to prompt students to explain how tints and shades
can be made with paint.
-The instructor models how to mix tints and shades with tempera paint. Proper mixing techniques are
demonstrated. The instructor models how to paint each pre-sectioned paper strip off to create three primary
colored value scales.
-The instructor discusses using the students last section of white paper (4x4) to create a mini value painting.
Students will use a sketch they already completed in their sketchbooks. The instructor briefly models how to use
one color plus white and black to create the image.
-pre-set paints, brushes, water, paper, and paper towels are distributed and students begin to work.
Guided Practice:
-Students work independently to complete their value scales and small study until 10 minutes before bell.
-The instructor observes students and walks around the room to assist students who are struggling.
Clean-up / Conclusion:
-At 10 minutes before the bell, the instructor gives students a one minute warning. After the warning is over,

students are asked to clean up paints by covering plates with clean paint with plastic wrap and placing the plates
on a shelf. Other palettes, brushes, and cups are placed in a soapy water bucket and one student takes care of
washing brushes and palettes.
-Students are released from desks when classroom is clean and the bell has rung

Resources and Supplies :

-paint paper (paper strips and 4x4)
-paint brushes
-water cups
-paint palettes
-tempera paint (blue, yellow, red, black, white pre set on palettes)
-student sketchbooks
Technology : (instructional and/or assistive technology incorporated into the
lesson to enhance instruction and student learning)
-A powerpoint will be shown on the projector screen at the beginning of the lesson.
Differentiation / Accommodations / Modifications / Increase in Rigor : (to
help meet the needs of all learners, learning differences, cultural and language
differences, etc.)
Differentiation : Students may apply the modeled skills to their own value scale. The 4x4 value study also gives
students the ability to guide their own learning as they choose what images they will be creating.
Accommodations / Modifications : Students who need accommodations of more time due to IEP restrictions can
complete unfinished work during a future class as other students work independently. The lesson can also be
modified for them by allowing them to complete one or two value scales rather than three. Students with learning
disabilities can be accommodated through one on one instruction from the teacher if class instruction is not
enough for them. Students with severe disabilities can be given a restricted palette for each value study (white,
black, and one primary color) seperately if they are unable to decipher how to mix monochromatic colors on their
own.
Increase in Rigor : Students who need an increase in rigor will be encouraged to create more variations in value.
They will also be encouraged to make the value transitions smooth rather than rigid.
Classroom Management : (strategies consistent with the learning needs of the lesson that also meet student
behavior needs to help keep students actively engaged)(includes behavior management plan, time management,
transitions, and lesson/class wrap-up)
The instructor will use the BIST model for behavior management: a student is given one redirections for a behavior

out of line, then the student is sent to a safe seat. If the behavior occurs after that the student goes to sit in a
neighboring classroom called a buddy room. The instructor processes with the student once the class is over, or
after 10 minutes of the student sitting out.
Before the lesson begins, the instructor will go over rules for the lesson (Respect each other (students, teacher),
respect supplies, respect the space/time). Students will discuss what each one means and how it can be followed.
Guidelines for raising hand when speaking, how to work at a table, and proper volume level will be gone over.
Paint will be pre-prepped on palettes before the lesson. Individual students will be asked to pass out paint,
brushes, water, and paper. Students will be asked to put their paper on the drying rack as part of their clean up.
One student will be in charge of washing brushes and water cups. Students will not be released from their table
until they are quiet at their table.

Extensions : (activities for early finishers that extend students understanding of and thinking about the learning
objectives by applying their new knowledge in a different way)

NOT REQUIRED
Follow-Up to Todays Lesson : (quick activity for review or building on todays learning that will deepen student
understanding and interconnect concepts; may be incorporated in next session or throughout the unit)

NOT REQUIRED
Reflection : (if you had the chance to re-teach this lesson, what would you do differently ?)(complete this section
in final draft after lesson has been taught)

Learning Statement : (a summary of what has been taught in this lesson and its purpose to be displayed with
the artwork; to inform the school community of the learning involved in the lesson)(bold or italicize key concepts
or vocabulary) KCAI Addition
Students in middle school art created monochromatic paintings after studying examples from various artists. The
students learned how to use value in their work by creating tints and shades with paint. For each painting, only

one color was used. A variety of hues was created by mixing the chosen color with different amounts of white and
black.
Images of Student Work: (5 examples) )(complete this section in final draft after lesson has been taught) KCAI
Addition

NOT REQUIRED