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ART Value and Drawing: Stage 1 – Desired Results

Establishe
d Goals
Students
will:

TRANSFER GOAL

Students will understand the concepts of atmospheric perspective by using
colour and form, with the addition of shading.

Learn about
colour theory
Create key
terms with
paint
Learn and
practice
colour mixing
Know what
tints of a
colour are,
and how to
produce
them
Understand
different
characteristic
s of
foreground,
middle
ground, and
background.
Be able to
simplify
forms
Understand
the principle
of
atmospheric
perspective

MEANING
Enduring
Understandings:
Students will
understand

Essential Questions:
Students will keep considering…
Q 1 – Examine the idea of colour schemes
provoking a mood or feeling onto the viewers.

U1 – Key terms in
colour, primary
tertiary,
complimentary,
analogous, with an
emphasis on
monochromatic,
tints and range of
value.

Q2 – Describe how colour and colour schemes
create perspective and space in paintings?
Summarize why the use of foreground,
middleground, and background is effective in
creating space.
-( Q – engaging students to reduce form and
shape)

U2 – How
atmospheric
perspective works,
specifically that
colour becomes
less saturated as it
recedes.
.
ACQUISITION OF KNOWLEDGE & SKILLS
Students will
know…

That colour can
be used to
portray mood,
and perspective.
The properties of
the colour wheel
– specifically
analogous and

Students will be skilled at…
Mixing a value range of a colour.
Creating a foreground, middle ground and
background.
Creating atmospheric space.

tertiary colours
Applying lighter
tints of a colour
in the
background
creates
atmospheric
space.
How to compare
two pieces of
their workdiscussing
similarities and
differences.

STAGE 2 – Evidence
Evaluative
Criteria
Performance is judged
in terms of - Critique

Participation- class
discussions, project work,
experimenting with
colour mixing, taking
risks.
Completion- proper use
of techniques, clean
appearance.
Creativity- showing a
sense of individualism in
their final project,

Assessment Evidence
Students will need to show their
learning by: Showcasing their
paintings in a final critique and
explain the elements involved.
Transfer Task: Students will show their
learning by review of topics they already
know, group discussion about key terms
introduced, mixing their own paints (handson), working with white and balck tempera
paint for shading and tinting, and practicing
to create a monochromatic scene using the
rules of atmospheric perspective.

Unit Summary
This unit brings together art elements and their relation to creating space.
The lessons give a guideline which will allow students and teachers to
understand how space is created when using atmospheric perspective
within landscape paintings located throughout history. This unit will allow
students to practice many skills including color mixing, rendering and
simplifying form, and applying their understanding of value / tint ranges.
These lesson are primary lesson in hopes that they can give students
confidence in their art capability and with the spatial conventions of art.
Throughout the lessons key questions will be asked for students to further
understand the art. These questions are in the form of contemporary art,
history, and peer work. The beauty of this unit is that many different
approaches may be taken towards creating the art. This unit also allows

students to try a number of different examples and have feedback and
encouragement throughout.

Unit Rationale
This Grade 2-5 lesson triad of painting with colours is a great way to
introduce fundamental principals of art to any Grade 2-5 level. They are
starting to create their own distinct voice, picking options, and suggesting
ideas. There for being able to teach the fundamental principles early on in
the year is key. The basics of understanding colour theory will aid students
with their later art endevors. Students will also have the opportunity to
explore atmospheric perspective and the conventions needed to create
this principle. This is the time where students are able to fully give
uniqueness and pizzazz to their art. Playing with space will encourage
deeper throught process in students and in return give students
inspiration when dealing with art.

Lesson Summaries
Lesson One: Primary Colours. This lesson explores colour theory and
allows students to use and understand their colour wheel which had been
given to them in a previous lesson essential to these lessons. The
students will understand the difference between primary and secondary
colours. The final activity of the lesson will have students represent their
understanding with the use of paint. The lesson includes a review of the
colour wheel as well as key defining colour schemes. Students will
understand the mixing of colours and began to visualize the end result
colour before physically mixing them.
Lesson Two: Shadin and Contrasting. This lesson will come after
students have had time to practice their colour theory. The lesson will
teach students how you can take any color and make it lighter to make
tints, or on the opposite end make them darker to make a shade. This will
be done with the use od white and black tempera paint. The students will
discover how images can become stronger when contrasts of light and
dark are used. The aim of this lesson is to have studetns make a color
scheme of tints and shades for primary colours. This lesson is a great
introduction to the next lesson on atmospheric perspectives.
Lesson Three: Teaching Atmospheric Perspective. This lesson allows
students to grasph the concept of atmospheric perspectives and the
relation of foreground and background. With knowledge from the previous
lesson students will underrstand that colours and detail become less
saturated and prominent as they reced into space. The activity will allow
students to apply their new knowledge to create a space that has
atmospheric perspective. In completion of this lesson, students will have
applied their knowledge of colour mixing and arranging colour tints in a
value range to create three-dimensional space.

Lesson
#1

Primary Colors

Date

June 16th, 2015

Subject/G
rade
Level

Grade 2-5

Time
Durati
on

55 minutes

Unit

Component 6

Teach
er

Natalie Dollevoet

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General
Learning
Outcom
es:
Specific
Learning
Outcom
es:

GLO – Qualities and Details
Students will represent surface qualities of objects and forms.

Component 6, Concept C: Students will mix primary colors to
produce new hues.

LEARNING OBJECTIVES
Students will:
1.
2.
3.
4.

Create secondary colors from the primary colors.
Identify the names of each primary color and secondary color.
Investigate the different hues that can be formed.
Record the color scheme from primary colors to secondary colors and their
hues.

ASSESSMENTS
Observations:

Key Questions:

Learners are engaged with the teacher (eye contact, head
nods, etc.)
Learners are engaged during classroom discussion. (sharing
ideas, listening to others and adding opinions)
Students are participating in the mixing of secondary colors
and have a completed sheet.
Students are participating in the mixing of hues and have a
completed sheet.
Students have created different colors through play-doh and
food coloring.
What are the primary colors? (review)
What are the secondary colors and how can they be
made?

How can different hues be formed?
Products/Perfor 1 sheet with six squares complete with primary and
mances:
secondary colors.
1 sheet with six squares complete with hues from
primary colors/secondary colors.
A ball of play-doh that has been through the process of
primary, secondary and finishes with a hue. (Specific
to the one hue the child is given)

LEARNING RESOURCES
CONSULTED

MATERIALS AND EQUIPMENT

 Alberta Education Art, Elementary Teacher  Tempera Paints
Resource 1985
 Enough paintbrushes for the
whole class
 Painting paper (stronger white
paper if possible)
 A large amount of Play-doh
 Food coloring (Primary colors)
 Plastic gloves (non-silicon incase
students allergic)
 Color wheel
 Extra paint shirts
 Yogurt containers
 Rags
 Slips with different hues on them
for students to pick from at the
door.

PROCEDURE
Prior to lesson

Attention
Grabber

 The desks will still be in groups of four
 Have the tempera paint poured into yogurt containers,
2 sets of primary colors for each group of four
 Have extra yogurt containers for water
 Have all materials at back of class and easy to access
o Have the materials organized in groups of four
so students can grab the materials easily
 Have a large poster of the color wheel scheme on the
board
 Have the painting paper ready and folded into 6
 Make the play-doh
Introduction
Time
- As the students walk into class have them pick out
of a bucket a hue color (ex. reddish orange)
- Tell them to keep this color till the end of class! (or
memorize it)
- Also tell students as they walk in to put on their
paint shirts
- Give the students some time to move around and
get paint shirts, then count down, 5,4,3,2,1 to have

2 mins

students organized in their desk with paint shirts
- have today’s agenda on board
Assessment of
Prior
Knowledge

Once the students are sitting and organized.
Recap on adjectives for texture.
Spin the wheel on the SmartBoard to pick a name
from the class.
- The students who is chosen will give one
descriptive word for texture that they remember
from last class

4 mins

- Then, they are allowed to spin the spinner to find
another classmate to say an adjective.
Transition to
Body

 Let this process continue for 4 minutes
Transition to body by reviewing how to use tempera
paints.
Discuss with the students and demonstrate proper
techniques of painting.
How to hold a brush
How to clean a brush
How to mix colors
How to apply paint neatly
How to stay between the lines
How to use the rag to rub brush and clean
paint drips on desk
Ask the students if there are any questions!
o
o
o
o
o
o

5 mins

If they are good, continue with lesson, if not ask the
student what confuses them and re word and show
more examples for class.
Body
Learning
Activity #1

The primary colors and how to mix the
secondary colors.
 Start the class off by asking the students to
raise their hand if they know the 3 primary
colors (they should all know by now)
 Then, discuss what primary colors are briefly:
 Explain what happens when you mix 2 of the
primaries together?
 Get materials:
1.
Write on the white board the list of materials
that each student should individually have.
2.
Two students from each group of four grab
the materials (Teacher numbers students off,
1 & 2) – number ones grab paint in
containers, and fills up water container,
number two grabs paint brushes, rags and

Time
17 mins

Learning
Activity #2

Learning
Activity #3

paper
 Ask the students to complete the paper with 6
squares. 3 squares primary colors and then
the other 3 allow the students to explore
what will happen if you ONLY MIX TWO
colors.
 Each new color you create record in a new
square on the paper
 Once the class has finished and focused in,
discuss the names of the 3 new colors they
have created and ask how they created the
colors
 Wrap up the discussion once you fell the class
has a good understanding of secondary
colors.
Once the secondary colors have been
discovered have the students create two
different hues of each color, the tertiary
colors.
 Explain each hue and how the hue is created
before the activity – they need more
guidance during this activity
o Write on the board the 6 hues, each hue for
each square
o Red-Orange, Red-Violet, Blue-Violet, BlueGreen, Yellow-Green, Yellow-Orange
 Have students create the hues on a new sheet
paper with 6 squares.
 Once the time is up and students are done:
o Number students off, 1-4 in their groups
and assign each number to clean up and
put to the back a particular thing within
their group!
o 1: clean off the desks (wash if needed)
o 2: wash the brushes and collect rags
o 3: put the paints at the back of class
o 4: put work at back of class table
Have the students experiment with another
medium for mixing colors, play-doh and food
coloring.
The students are going to be making the hue that
they received at the beginning of class!
 Once the students are organized and cleaned
up back at their desks, hand out the white
play-doh balls to each student and the food
coloring to each table
 Ask the students to remember which hue they
were given at the beginning of class, if they
have forgotten or lost their sheet allow them
to pick a new one
 Confirm with each group of four that they

10 mins

10 mins

understand how to mix the hue they were
given.
o With the white play-doh, ask for the two
primary colors to be added that makes your
secondary color for your hue.
 All the notes of primary, secondary and hues
will still be on the board to help students
o Then add more dye of one primary color to
create a hue.
o Then, make the students question
themselves on what color they need to add
next to make the hue? Which side of the color
wheel does the hue relate to, the blue side or the
red side once you have a purple made? Is it a
bluish purple or a redish purple?
The process – one primary – two primary
(secondary) – more of one color (hue)
 When the students have completed mixing the
hue, as a class explore the different hues
created.
 Discuss together a color that might stand out,
struggles and interesting things about this project
 Talk to the students about the process – one
primary – two primary (secondary) – more of
one color (hue)
Clean up!
Closure
Consolidation
of Learning:

Quickly go over the primary, secondary and hues
one last time
-

Refer to the color wheel, the lists on the
board of the color mixes (that I made during
each activity to help make the sheets)
Then erase the board and take down the color
wheel.
Feedback From
Students:

2 mins

Exit slip in Art journals :
list the scheme of colors – primary, secondary and
hues.
-

Transition To
Next Lesson

Time

Have the students complete this list on their
own, and with no support from others
(formative task on the knowledge from this
class)
- Have the students hand in their art journal
into the bin and then can go wash their desk
off
Once the students are finished cleaning their desks,
bring out different shading and tints color schemes
to show students what we will be learning next
class. (lighter and darker colors)

3 mins

- remind them to bring their paint shirt again!

This is an example of a color wheel that I might have in my class. It has the
three primary colors, the three secondary colors and the hues (Tertiary colors)
From: http://www.sensationalcolor.com/wp-content/uploads/2008/07/1.jpg

Lesson
#2

Shading and Contrast

Date

June 16th, 2015

Subject/G
rade
Level

Grade 2-5

Time
Durati
on

55 minutes

Unit

Component 6

Teach
er

Natalie Dollevoet

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General
Learning
Outcom
es:
Specific
Learning
Outcom
es:

GLO – Qualities and Details
Students will represent surface qualities of objects and forms.
Level One - Grade 2

Component 6, Concept D: Students will explore how color can
be lightened to make tints or darkened to make shades. (the
tones and values)

Component 6, Concept E: Students will discover how images
are stronger when contrasts of light and dark are used.

LEARNING OBJECTIVES
Students will:
1. Demonstrate their knowledge of the tints and shades for one selected color
through a collage and scale.
2. Create tints by mixing white tempera paint for their selected colors.
3. Create shades by mixing black tempera paint for their selected colors.
4. Discover that light and dark values placed side by side create a strong
contrast.

ASSESSMENTS
Learners are engaged with the teacher (eye contact, head
nods, etc.)
Learners are engaged during classroom discussion. (sharing
ideas, listening to others and sharing opinions)
Students are participating in the collage by finding tint and
shades
Students are participating in the mixing of tints and shades for
their selected color.
Key Questions: How are tints created? / What are tints?
How are shades created? / What are shades?
How is contrast created? / What is contrast?
Products/Perfor Students will have created a collage of tints and shades
mances:
with a selected color.
Students will make a color scheme of tints and shades
for a primary color.
Students will engage and contribute in class discussion
about contrast.
Observations:

LEARNING RESOURCES
CONSULTED

MATERIALS AND EQUIPMENT

 Alberta Education Art, Elementary Teacher  Magazines for cut outs for
Resource 1985
collages

 You tube video on tint and shade
https://www.youtube.com/watch?
v=drinv8HqNao

 Strips of paper for scheme of tints
and shades
 Tempera Paints
 Enough paintbrushes for the
whole class
 Color wheel/ tint and shade
examples
 Extra paint shirts
 Slips with different colors on them
for students to pick from at the
door.
 yogurt containers
 Rags
 Power point with contrast slides

PROCEDURE
Prior to lesson

 The desks will still be in groups of four
 Have the tempera paint poured into yogurt containers,
2 sets of primary colors for each group of four
 Have extra yogurt containers for water
 Have all materials at back of class and easy to access
o Have the materials organized in groups of four
so students can grab the materials easily
 Bring examples to class of tint and shade schemes – like
the one they will be making
 Have the painting paper strips ready
 Have PowerPoint made
 Have baskets at side of class full of magazines
Introduction

Attention
Grabber

Time

As the students come into class have them pick a
color slip from the bucket at the door.
Have a Smart Board activity dealing with mixing
colors for students to engage with while the class
gets organized.

2 mins

The agenda will be written on the white board as
well.
Assessment of
Prior
Knowledge

Have a group discussion about the primary colors,
how to make the secondary colors and the hues
created last class.
While the students review these elements use the
Smart Board activity throughout so students can
visually remember.

Transition to
Body

 Have the topic of tints and shades flow nicely from
assessment of prior knowledge.
 Once the class has reviewed the colors from last
week and reviewed mixing, ask the class: what is

3 mins

1 min

tint, what is shade?
 Let them think of this question for a moment and
then move into activity 1.
Body
Learning
Activity #1

Learning
Activity #2

Time

Students are going to create a strip in paint,
exploring the tints and shades of one
particular color.
 Play a YouTube video on Tint and Shade: It
highlights what tint and shade are as well as
demonstrates the activity.
o https://www.youtube.com/watch?
v=drinv8HqNao - stop at 3:00 minutes
o Once the video is done, add in and recap
information about tint and shade
o Tint is when white is added to a color,
shade is when black is added to a color –
there is a variation of tints for one color
Explain the activity – Relate the instructions
to what they just watched
o Put the strip over the rag
o Start with the main, primary color in the
middle ((A primary color of your choice!)
o add white in, slowly add more and more
white till you have pure white!
o MAKE SURE to start with white and wash
brush in between tints and shades
o Then, change to black, use black at the end
of the strip and add in your color slowly
until it matches the middle (they should
have a good understanding of this from the
video)
 Have the students collect materials
 Students make strip of tints and shades for
their primary color.
 Once complete have each group of four
discuss among themselves what color they
chose and the struggles and interesting
things that occurred during this activity.
 Have one table at a time put their strips to
dry on the back table
Make a collage of tints and shades for one
particular color.
 Start by telling the students the color they
picked at the door is the color they will be
finding shades and tints in.
 Explain activity
o They are to create a full page of tints and
shades that fill the whole page on that one
color, overlapping is allowed
o Show a couple exemplars of tint and shade
collages

15 mins

14 mins

Point out how to try and have a variety and
whole scale of the tints and shades
o They will get these images from magazines
that are found at the side of the classroom
- Let the students work away.
Exploration of Contrast
o

Learning
Activity #3

This will be a discussion activity
1. Show a PowerPoint with different examples of
contrast
2. Let them discover how dark and light values
placed side by side create a strong contrast!
1) Have strong contrast that is attention
grabbing and low contrast, which is duller
2) Discuss with the students the impact the
color has on the contrast
3) Have them question why certain images are
more powerful than others
1
2
3
4

Consolidation
of Learning:

Why does this image seem so striking and
powerful?
How does the placement of colors affect the
image?
Why does this image seem washed out and
dull?
What do you think contrast is from looking at
these images?
4) Show an image that is particularly boring
with color and ask the students how they
would make it more appealing to the eye
5) If they want the circles to stand out on their
painting, have them an opposite color from
the color around it (yellow circles in a black
background..etc)
Closure

Remind the students that texture, pattern, primary
colors, secondary colors, hues, tints, shades and
contrast are all elements of qualities and details of
art

10 mins

Time

3 mins

Ask if there are any questions about anything
covered today or within the last couple lessons.
Feedback From
Students:

Exit Slip, answer in Art journal:
Fill in the blank: (The sentences will be on the
SmartBoard)
Color + _______ = tint
Color + _______ = shade
High contrast (strong image)is created when: Light

3 mins

colors and _______ colors are beside each other
Low contrast (dull image) is created when: Light
colors and ________ colors are beside each other
Transition To
Next Lesson

Tell them to be prepared to apply all the concepts
they have learned from the last three classes. Give
them some time to look at their assignments they
have just been given back and remind them to read
through their art journal to refresh what they
learned about 2 lessons ago (texture/pattern)

2

This is what a strip of tint and shade will look like as an example to the class.
From: http://articles.katorlegaz.com/quicktipsinartanddesign/color/0607tint-shade.jpg

Lesson
#3

Atmospheric Perspective

Date

June 16th, 2015

Subject/G
rade
Level

Grade 2-5

Time
Durati
on

55 minutes

Unit

Component 6: Qualities and Details

Teach
er

Natalie Dollevoet

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General
Learning
Outcom
es:
Specific
Learning
Outcom
es:

GLO – Qualities and Details
Students will experiment with colour effects on compositions.
Level One – Grade 2
Primary colors combine to create secondary and tertiary colours –
complete compositions using limited colour schemes.

Colour schemes direct attention – advancing and receding colour.

LEARNING OBJECTIVES
Students will:
5. Understand that when creating atmospheric perspective colours become less
saturated as they recede into space. Their hue’s and tints become lighter.
6. Mix colour to match references (Paint sample strips) to create their own idea
of atmospheric perspective.
7. Begin to understand the process of color chunking by reducing form.

ASSESSMENTS
Observations:

Key Terms:

Learners are engaged with the teacher (eye contact, head
nods, etc.)
Learners are engaged during classroom discussion. (sharing
ideas, listening to others and adding opinions)
Students are participating
Atmospheric Perspective
Colour Saturation
Recede/ Reduce
Value
Colour chunking

LEARNING RESOURCES
CONSULTED
 Alberta Education Art, Elementary Teacher 
Resource 1985



MATERIALS AND EQUIPMENT
Paint chip samples,
Paintbrushes
Paper
White paint
Paint tray

PROCEDURE
Introduction
Attention
Grabber

Time

Have todays agenda on the board.
Have one detailed, painted picture, full of texture
and color, for each group of four


As the students walk into the classroom ask
them to check out the paintings on their
desks in their groups of four. (Be respectful
to the artwork)
Then, have them pass around each painting
so they see a variety of exemplars.
Once they’ve had time to discuss and
become engaged, briefly explain to the class
that they will be making a detailed picture
like this at the end of the week.

5 mins

Assessment of
Prior
Knowledge

Mini- Lesson on Foreground, Middle ground,
and background relationships.
Foreground- what is in most detail, objects
that are in the front-most part of a picture
Middle ground- objects that are in the middle
most part of a picture.
The Background- objects that are in the back
most part of a picture

5 mins

What is atmospheric perspective?
Also called aerial perspective, method of
creating the illusion of depth, or recession, in
a painting or drawing by manipulating colour
to represent how space changes by the
atmosphere when things are seen at a
distance. (Show examples – not only of
landscapes)
Body
Learning
Activity #1




Learning
Activity #2


Hand out paint sample strips to each
student with matching paint and white
paint and paper.
Have students sit in groups of 4
Students will be asked to mix the colours
to match their paint sample strips- so
adding white to make a value range.
Number the students off randomly 1-4 and
have the students change desks to work
with a new group of students for the next
activity.

10 mins

Students will be asked to create their own
creation of space with atmospheric
perspective
Show examples of previous works, using
simplified form and colour blocking to
make landscape, city scape, objects,
rooms.

15
mins.

Closure
Consolidation
of Learning:

Feedback From
Students:

o

Time

When creating space - what do you notice about
detail as you look from the foreground to the
background?
What would you say is an important rule to
create space? What is an important order of
colour?
Finally erase from the board the descriptive
words for texture and the information gathered
about patterns.

Time

3 mins

4 mins

Have the students write an exit slip on as many
descriptive words that they can remember.
(spelling doesn’t have to be correct, but it
should be close because they looked at it all
class) (write this in their art journals)
Tell them to be prepared to apply all the concepts
they have learned from the last three classes. Give
them some time to look at their assignments they
have just been given back and remind them to read
through their art journal to refresh what they
learned about 2 lessons ago (texture/pattern)

o

Transition To
Next Lesson