EDUC 4720 Differentiation for Diverse Learners

2094353

Hannah Everett

Assignment 1: Tiered Lesson

Name & Student Number: Hannah Everett 2094353
Curriculum (Learning) Area of Lesson: Visual Arts
Specific Topic of Lesson: Colour and emotion
Year Level/s: Year 8

Lesson Context
The unit of work in which this lesson fits into explores Australia as Home. Students will learn
and understand colour theory, space, rhythm and abstraction while exploring how colours can
impact and express emotion. Students will observe and discuss Australian landscape artists,
whilst creating their own landscapes of home using colours and shapes that they feel is
significant to their idea of home. Students will later engage in using recycled items to create
sculptures about the environment.
This lesson comes at the beginning of the unit after the introductory lessons to colour theory.
The aim of the lesson is to introduce to students the idea that emotion and feelings can affect
artists work. For later lessons it is expected that students allow their feelings of home to
influence how they execute their artworks.
Students create their own Wassily colour circular pieces using medium of their choice from a
selection, i.e. acrylic, oil pastels, and pencil. They will learn and understand the basics of colour
relationships, abstraction, composition, lines and rhythm. How there are links between colour
and emotion.

Learning Objectives
Adapted from (ACAVAM119) Australian Curriculum:
Develop ways to enhance their intentions as artists through exploration of how artists
use materials, techniques, technologies and processes.
(Education services Australia, 2016)
As a result of engaging with the lesson, students will:
Understand that
Colour can play a vital role in an artists expression of emotion in an artwork with the expression
of emotion not being limited and relied upon by the subject matter.
Using specific colours can help the audience perceive or interpret the emotion behind an
artwork.
That there are links between colour and emotion.
Artists can express how they are feeling as artists through the colours we use in our artworks,
not just through the subject matter.

EDUC 4720 Differentiation for Diverse Learners

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Hannah Everett

Know (e.g. facts, vocabulary, dates, information)

Be able to (do) (Skills, processes)

Art terminology referring to colour

Show competent colour mixing

Colour Theory Primary, Secondary,

Complimentary, Warm, Cool, Intermediate
colours.

Express how their emotions affected the process

of them creating their artworks.

Colour relationships

Let their creativity be driven by the colours and

emotions they are feeling.

Every colour has a tonal scale

Know the work of Wassily Kandinskys
colour circles.

Essential Questions
What role does colour play in the arts?
How can artists express their emotions through their artworks?
How can other forms of artistic representation e.g. music, dance influence the visual arts?
How did the music that was being played affect the colours you chose to use?

Pre-assessment of Individual Student Readiness

Pre-assessments contribute to a teachers general sense of each students readiness status
relative to essential content goals for the unitInformed with a sense of students varying
learning needs, a teacher can begin to form instructional groups, assign appropriate student
tasks, locate appropriate learning materials, and so on. (Tomlinson & McTighe, 2006, p.p. 72)
The two lessons prior to this one, colour theory will be introduced to the students. The second
half of the second lesson a colour wheel worksheet (Appendix 1) would be used as a preassessment for students readiness in preparation for tiering the next lesson. It must be noted
that the teacher has observed in class and through the students visual diary entries in the
previous lesson that students showed understanding of what primary, secondary and
complimentary colours are. This pre-assessment task will show students ability and
understanding of colour theory and colour mixing. The students who understood and easily
grasped how to fill in the worksheet, showing high levels of competency in colour mixing and
colour relationships would be placed in Group 1. Students who grasped how to fill in most of the
worksheet with some assistance and showed a developing understanding of colour theory would
be placed in Group 2. Students who struggled to colour mix beyond secondary colours, needed
further assistance and scaffolding with how to do the worksheet would be placed in Group 3.

EDUC 4720 Differentiation for Diverse Learners

2094353

Hannah Everett

Lesson Plan
Lesson Sequence

Explanatory notes

Following the pre-assessment activity

students are divided into three groups
based on students readiness. Group
BLUE, RED and YELLOW.
Set the classroom up into three stations for
the three groups. The students names will
be on the board divided into their groups,
allowing them to know which station they
are at.
When students have arrived, revision of
the last couple of lessons introduction of
colour theory.

The three stations are in response to the preassessment task that was set which highlighted
the individual students readiness.

Revision of last lesson will reinforce or further

assist students understanding of colour theory and
what was covered last lesson.

Using power point, introduce artist and

musician Wassily Kandinsky. Focussing on
his colour circular pieces and studies,
present his work on colour theory and
abstraction.
Introduce that the students are to create
their own circular colours studies when
listening to a diverse range of music
throughout the lesson.
Tiered activity:
When at their stations, each group is given
an assignment sheet that has adapted use
of terminology, materials and colours for
each group, however the activity is the
same.
All students will measure roughly 5cm by
5cm squares on A4 sheet of paper into a
grid. While listening to a variety of music
they will create circular colour studies (in
each square) based on how the music
makes them feel.
Following the completion of their pieces it
is important to have a discussion on how
the colours themselves make the students
feel and then in relation to the music that

Provide clear instructions of the expectations of

this task.
BLUE will be given the opportunity to explore
using acrylic paint, textures that further express
how they feel when listening to the different music
as well as the colours they use.
RED will be given the instruction to use a variety of
colours and mixing to create their circular colour
studies.
YELLOW will be instructed to use Primary and
Secondary colours to create their pieces.

Examples of open questions:

What emotion do you associate with red?
(Anger, embarrassment etc.)
What emotions do you associate with blue?
(Sadness, loneliness, calm)

EDUC 4720 Differentiation for Diverse Learners

was being played.

Students will be expected to write a

reflection in their visual diary for homework
of the process and the links they can
associate with the colour and emotion
within their artworks. Questions will arise
from the class discussion that will assist in
the reflections.

2094353

Hannah Everett

What emotions do you associate with yellow?

(Happiness, contentment, warmth) etc.
Did the music inspire you to use certain
colours?
How did you feel while creating these pieces?

The visual diary is a tool for ongoing formative

self-assessment throughout the term as well as
summative for the end of the term.

Lesson Closure/ Check for Understanding

The lessons objectives
In order to know whether the students have gained understanding of the links between colour
and emotion Wiggins and McTighe discuss the importance of ongoing enquiry (Wiggins and
McTighe, 2011, p.p.73).
Ongoing informal assessment can be channelled through one on one student teacher
discussion and teacher observations throughout the lesson. With the groups being at different
stations it will make it easier to move around and individually observe and interact with students.
Formal assessments involve the students visual diaries (in which will also be used throughout
the semester as an informal assessment and tool for self-assessment) and the finished works
the students will produce over the lessons.

Explanation:
Readiness is defined by Jarvis (Jarvis, 2015, p.p.160) as an individuals current knowledge,
understanding and skill in relation to the objectives or demands of a specific task. This is where
tiering lessons and activities are vital in meeting individual students readiness and providing the
appropriate level of challenge. Reaching students zone of proximal development, means that
students efforts meets success compared to when students do not feel challenged or find the
content too hard and effort does not balance the success or even result in success (Jarvis,
Lecture 2, 2016). Readiness can adapt and change over time for individuals, this can happen
through teachers observations and conversations with the student, effective differentiating
methods and providing appropriate levels of challenge for learning. (Jarvis, Lecture 3, 2016)
The way in which I have designed the tiered lesson to meet the needs of the different levels of
student readiness is to have the same outcome of understanding with altered tasks. Because
the learning objectives aim for the students to know colour relationships, understand that there

EDUC 4720 Differentiation for Diverse Learners

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Hannah Everett

are links between colour and emotion, and be able to express their emotions through their colour
choices the amount of resources and instruction given to students can vary. This has been done
by group BLUE being given some added instruction and materials, RED having a scope of
colours to mix and YELLOW using only primary and secondary colours, however still being able
to fulfil the learning objectives.
As it is important to meet students readiness levels through tasks, it is also important that there
is a range of assessments that assist in knowing whether students are meeting the learning
objectives. By building relationships and knowing our students we are able to understand how
our students learn best. Using multiple forms of assessment means that students have an
opportunity to show their understanding in their learning style of visual, auditory, reading and
writing or kinaesthetic. Using different forms of assessment allows students to excel in their
learning style but also assists in students learning new skills and broadening how they can learn.
So by having conversations with the students about their process, writing it down in their visual
diaries, showing me how they are creating their pieces I can be assessing (Jarvis, Lecture 5,
2016). The questions that will be discussed as a class, in station groups and one on one with the
teacher will be questions that will continue into the next unit of work. The open ended questions
will scaffold the students exploration and thinking of how colour and emotions are connected
showing how the link can assist an artists expression in their artwork.

References
Book Chapters
Jarvis, J.M. (2015). Inclusive classrooms and differentiation. In N. Weatherby-Fell (ED.),
Learning to teach in the secondary school (pp.154-171). Port Melbourne, Vic: Cambridge
University Press.
Tomlinson, C. A. & McTighe, J. (2006). Considering evidence of learning in diverse classrooms.
In C. A. Tomlinson, & J. McTighe, Integrating differentiated instruction & understanding by
design: connecting content and kids (pp.59-82). Heatherton, Vic.; Hawker Brownlow Education.
Wiggins, G. & McTighe, J. (2011). Essential questions and understandings. In G. Wiggins, & J.
McTighe, The understanding by design guide to creating high-quality units (pp. 70-88).
Alexandria, Virginia; ASCD.
Journal Article
McTighe, J., & OConner, K. (2005). Seven practices for effective learning. Educational
Leadership, 63(3), 10-17.
Websites
Education services Australia. (2016). Australian Curriculum. Retrieved 17 March 2016, from
http://www.australiancurriculum.edu.au
Lectures
High-Quality Curriculum as the Foundation for Differentiation Planning [Lecture 2]. (2016).
Adelaide, SA: Flinders University, Jane Jarvis.
Assessment in a Differentiated Classroom [Lecture 3]. [Lecture]. (2016). Adelaide, SA: Flinders
University, Jane Jarvis.

EDUC 4720 Differentiation for Diverse Learners

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Hannah Everett

Differentiation by Interest and Learning Profile [Lecture 5]. (2016). Adelaide, SA: Flinders
University, Jane Jarvis.

Appendix #1

EDUC 4720 Differentiation for Diverse Learners

2094353

Hannah Everett

Pre-assessment work sheet

Appendices #2
Task Sheet
7

EDUC 4720 Differentiation for Diverse Learners

2094353

Hannah Everett

BLUE
To test how colour can effect
emotion you are going to create
your own circular colour study
similar to Kandinskys.

Preparation:

Head to the blue station to find the mediums you will be using.
On an A3 canvas card rule up a 5cm x 5cm grid.
Set up your paint palette with the primary colours ready to mix.
Have a look and feel of the brushes and tools that are at your station.

Task:
Let the music guide you!
You are to produce an artwork that reflects how the music that was playing
affected your selection of colours and your application of the work.
Use as many tools and brushes and create new textures with the paint.
Experimenting is key to this task.
NOTE: While doing your piece, think about the process; how you are feeling,
how you are responding, are you picking colours randomly or is there a
reason for your choices of colour.
Checklist
Process /10
Reflection /10
Participation in discussion /5

/25

Task Sheet

RED

EDUC 4720 Differentiation for Diverse Learners

2094353

Hannah Everett

To test how colour can effect

emotion you are going to create
your own circular colour study
similar to Kandinskys.

Preparation:

Head to the red station to find the paints you will be using.
On an A3 canvas card rule up a 5cm x 5cm grid.
Set up your paint palette with the primary colours ready to mix.
Have a look and feel of the brushes.

Task:
Let the music guide you!
You are to produce an artwork that reflects how the music that was playing
affected your selection of colours.
Use and mix, as many colours as you feel are needed to express the music
and how you feel.
Experimenting is key to this task.
NOTE: While doing your piece, think about the process; how you are feeling,
are you picking colours randomly or is there a reason for your choices of
colour.
Checklist
Process /10
Reflection /10
Participation in discussion /5
/25
Task Sheet

EDUC 4720 Differentiation for Diverse Learners

2094353

Hannah Everett

YELLOW
To test how colour can effect
emotion you are going to create
your own circular colour study
similar to Kandinskys.

Preparation:

Head to the yellow station to find the paints you will be using.
On an A3 canvas card rule up a 5cm x 5cm grid.
Set up your paint palette with the primary colours ready to mix.
Have a look and feel of the brushes that are at your station.

Task:
Let the music guide you!
You are going to create an artwork that shows how the music that was
playing affected the colours you chose to paint.
You are going to be using the primary colours to create secondary colours.
Use these colours to show how you feel while listening to the music.
Experimenting is key to this task.
NOTE: While doing your piece, think about how you are feeling, are you
picking colours randomly or are you thinking about what colours you will use
because of how the music is making you feel.
Checklist
Process /10
Reflection /10
Participation in discussion /5

/25

10