ARTE 342

1/2 Name: Jen Gontarek

DAILY PLAN
Lesson Title: Color Our Feelings Grade Level: age 5 and 6
Skills:
Students will investigate the correlation of colors and how they relate to emotions
through creating a symmetrical paint print. (Goal 25.B.1)

Students will investigate the connections between organic shapes and colors and
recognizable images while drawing back into their decalcomania prints.

Overall Lesson Objective:

Big Idea:
Given a powerpoint discussing the correlation between colors and emotions, students
will competently create a symmetrical paint print both independently and
collaboratively (as a class); students will then go back into their prints and find images
within them.
Daily Objectives

Technical Skills:
-The students will recognize and remember that certain colors can represent feelings or
emotions. The students will understand that multiple colors, when viewed together,
can correlate to different emotions.

Formal Qualities:
The students will apply their knowledge of the emotional connection that colors have
when creating a symmetrical paint print using a color that represents their current
emotion as well as 2 other colors. The students will analyze which colors they want to
use to create an art piece that conveys their chosen emotion.

Conceptual Complexity:
-The students will evaluate the colors they will use and how they will apply their glue
paint. The students will create a symmetrical paint print by applying their chosen color
(that correlates to their chosen emotion) as well as 2 other colors to one side of their
paper. The students will then fold and unfold their paper to create a symmetrical print.
Given oil pastels, the students will go back into their symmetrical prints and trace
shapes or images that they see in their print after it has dried.
Students will then draw into the black background of their paint print with images that
have to do with the images found in their print.

Daily Objectives/Essential Questions/Academic Language:

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How can colors be representational of our emotions?
What connections can you make between the color red and an angry emotion?
When viewed together, how can two colors represent a new emotion?
What overall emotion does your finished piece convey?
Academic Language:
Color
Symmetry
Pattern
Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.
High Performance Medium Low Performance
Performance
Technical Skill The student shows a The student shows The student does not
thorough little understanding of understand the
understanding that the connection connection between
colors can represent between colors and emotions and colors.
emotions. emotions.
Formal Quality Students applied their Students applied their Students did not
knowledge of the knowledge of verbally/visually
emotional connection emotional connection apply their knowledge
to colors by analyzing of colors by analyzing of emotional
which 1 color they which 1 color they connection to colors
used linked to their used linked to and only used 1 to 2
spoken emotion as emotion but only 1 colors.
well as 2 other colors. other color.
Conceptual Students successfully Students created a Students created a
Complexity created a paint print paint print that paint print that used 1
that utilized 3 colors utilized 2 colors and to 2 colors but was
and was symmetrical. was symmetrical. not symmetrical.
Additional Objective Students successfully Students traced some Students did not trace
(Conceptual traced shapes and shapes and images shapes or images
Complexity) images that they that they found in found in their print.
found within their their print, but did not
symmetrical paint do so symmetrically.
print in a way that is
symmetrical.
Additional Objective Students successfully Students drew into Students did not draw
(Conceptual drew into the the background but into the background.
Complexity) background of their the drawings did not
matted print with have to do with their
images that have to do print.
with their print.
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Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Powerpoint on Emotions linked to Color
Powerpoint on finding shapes in clouds

Art Materials Necessary for the Lesson:

Watercolor paper
Acrylic Paint
Elmers Glue
Tablecloths
Art smocks
Black Paper
Scissors
Oil Pastels
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Teacher Activities Student Activities
Introduction: Teacher introduces the lesson
by asking students what their favorite colors Students respond to the teacher’s
are. Teacher shows the students a questions.
powerpoint on how colors can relate to
different emotions that we feel. Teacher
shows examples that are age appropriate
and that relate to their personal interests. The
teacher checks for understanding with the
students relating to colors and the emotions
that they evoke. The teacher also discusses
symmetry and provides examples of this.
The teacher then gives a demo to the
students on how to create a symmetrical
paint print using colors that represent their
emotions. The teacher chooses purple,
yellow and bright green and reviews that
when viewed together, these colors
represent a happy or excited emotion. The
teacher discusses the importance of applying
the glue paint to the middle of the page in a
random fashion, adding a sufficient amount
of paint but not going off of the edges of the
paper.

Development:
The teacher instructs the students to return
to their seats. The teacher asks the students
to choose a color combination of glue paint Students return to their seats and choose
that represents how they are currently at least 3 colors to represent their
feeling. The teacher instructs the students to emotions. The students apply their glue
apply the glue paint to one side of their pre- paint to one side of their pre-folded
creased paper. When enough glue is applied, paper. The students then fold their
the teacher instructs the students to fold their paper back in half and manipulate the
paper in half to sandwich their glue paint. paint with their hands. The students
The teacher instructs the students to move then open their papers and bring them
the glue around with their fingers, to the drying rack to dry.
manipulating the glue paint between both
sides of the folded paper. When finished, the
teacher instructs the students to open up
their glue print and bring it to the drying
table.
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Conclusion:
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The teacher will show a Power Point The students watch the Power Point
presentation about finding shapes within presentation and will watch the demo.
clouds. The teacher will talk to the students
about how this can be applied to their
symmetrical paint prints. The teacher will
then give a demonstration to the students on
how to find different images and shapes
within their own symmetrical paint prints.
The teacher will cut out the exemplar paint
print and paste it onto black paper.

The teacher will instruct the students to go
back to their tables. The teacher will pass out
the dried prints and have the students cut
them out and paste them onto black paper.
The teacher will then instruct the students to
find different shapes and images in their
print and trace them out with different colors
of oil pastels. The teacher will instruct the
students to trace these images so that they
are symmetrical, or the same on both sides.
The teacher will instruct the students to
draw into the background of the black paper
so that it relates to their print.
The students will go back to their tables.
They will then cut out their dried paint
prints and paste them onto black paper.
Next, they will use oil pastels to trace
different shapes and images that they
find within their own prints. They will
make sure that the shapes/images that
they find are symmetrical to their paint
print.
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Conclusion:
The teacher will instruct the students to
gather near the demo table. The teacher Students gather near the demo table and
provides a large sheet of pre-folded paper choose a color that represents their
and tells the students that they will be emotion. Students each have a chance to
creating a collaborative paint print as a class. add glue paint to the larger collaborative
The teacher allows each student to choose a piece. Students answer the teacher’s
color of glue paint and state the emotion that review questions about colors and links
that color represents; the teacher instructs to their emotions.
each student to squeeze glue paint onto one
side of the pre-folded paper. The teacher
then folds the paper back in half, and
instructs each student to move the paint
around with their hands.
The teacher opens up the paper.
The teacher then reviews with the students
about colors and their link to emotions.
The teacher cleans up by returning all of the
glue paint to the bin, removing and
discarding the tablecloths, etc.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)

See Benchmark