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Two Day Lesson Plan

Lesson 1:

Unit: How Color is used to Express Emotion

Lesson Title: Emotion Through Color

Time:

• Emotion Through Color – one 60-minute session

Standards:

• 1. Artistic Foundation

o 1. Demonstrate knowledge of the foundations of the arts area

▪ Visual Arts: 6.1.1.5.1

• 1. Analyze how the elements of visual art including color, line,

shape, value, form, texture and space are used in the creation of,

presentation of, or response to visual artworks.

• 1. Artistic Foundation

o 1. Demonstrate knowledge of the foundations of the arts area

▪ Visual Arts: 6.1.1.5.3

• 3. Describe Western and Non-Western styles, movements and

genres in art.

Goals:
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• To develop understanding and connection between their own feelings and those feelings

evoked in artworks depicted by color and line.

• To demonstrate understanding of how color and emotion are able to be seen Western and

Non-Western artists.

Objectives:

1. The learner will complete a color to emotion worksheet which will be due by the end of

class for participation points.

2. The student will speak at least once during the VTS Discussion, pointing out what they

see, at least once by the end of the discussion.

Language Objective:

1. Students will verbally discuss two different artists’ artworks through a Visual Thinking

Strategies Discussion.

Assessments:

• Color to Emotion Worksheet will be completed; this will help the students to understand

color and emotion and how they relate to one another through everyday life this relates

back to Objective 1.
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• Visual Thinking Strategies Discussion will be started and completed; this will help the

students to understand how Western and Non-Western art shows connection between

color and emotion this relates back to Objective 2.

Vocabulary/Academic Language:

• Color

• Emotion

• Line

• Visual Thinking Strategies (VTS)

• Compare

• Contrast

• Analyze

Materials/Resources:

• Art History Examples:

o Nina Chanel Abney; Hobson’s Choice

o Pablo Picasso; The Blue Room

• Student Examples:

o If lesson has been completed during other semesters show work from previous

student work during those semesters.

• Demo. Examples:
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o Instructor will show PowerPoint of student work/examples from previous classes.

• Technology:

o PowerPoint will be used to show prior student work/examples

• Supplies:

o Colors to Emotions Sheet

o Crayons

o Colored Pencils

o Markers

• Instructional Resources:

o PowerPoint presentation to show student work/examples

o Instructional sheet of colors and emotions

o Demonstration models

• Student Resources:

o Blank Colors and Emotions sheet

Lesson 1:

Procedures/Time:

• Emotion Through Color

o One Day – 60 minutes:

▪ 10 minutes:

• The Instructor will introduce the topic, Emotion through Color, by

going through a PowerPoint which has the art history examples

where they will complete a short Visual Thinking Strategies

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Discussion. They will then be shown their vocabulary for the

lesson and student examples of the project they will work on.

▪ 10 minutes:

• The instructor will write different emotions, such as anger,

sadness, happiness, disgust, etc., on the board and students will be

asked to come up and write different colors they believe go along

with these emotions. This will lead into a discussion of why they

believe these colors evoke these emotions.

▪ 20 minutes:

• The Instructor will than pull up different images such as:

billboards, fast food, entertainment, widgets, etc., and ask students

why they believe these colors were used and what these images

evoke for them.

▪ 15 minutes:

• Color to Emotion Worksheet will be handed out to each student

while the instructor explains what to do. They will need to color in

the boxes with colors they believe match the emotion word that is

directly above the box. The students will than give a brief

description below the boxes of why they believe the colors they

placed evoke the emotions above the box.

▪ 5 minutes:
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• Students will complete the Color to Emotion Worksheet, put away

any materials they used to its’ rightful place and hand in the

worksheet before leaving the classroom.

Lesson 2:

Unit: How Color is used to Express Emotion

Lesson Title: Emotion Critiques

Time:

• Emotion Critiques – two 60-minute sessions

o Meant for 23 student class

Standards:

• 1. The Artistic Foundation

o 3. Demonstrate understanding of the personal, social, cultural and historical

contexts that influence the art areas.

▪ Visual Arts: 6.1.3.5.2

• 2. Analyze the meanings and functions of visual art

• 4. Artistic Process: Respond or Critique

o 1. Respond to or critique a variety of creations or performances using the artistic

foundations

▪ Visual Arts: 6.4.1.5.1

• 1. Analyze and interpret a variety of visual artworks using

established criteria
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Goals:

• To demonstrate the understanding of emotion and how it is able to be shown through art.

• To develop appreciation for their own and others’ artworks and how they show emotion

through the use of color and line.

Objectives:

1. The learner will be able to state which colors evoke certain emotions and will be able to

show how to use it in a piece of work do by the end of the unit.

2. The learner will critique a classmate's piece using the vocabulary they used throughout

the lesson.

Language Objective:

1. Students will brainstorm what they are able to see within students’ pieces and will

verbally share their answers to the Critique Questions during Critique.

Assessments:

• Students will have a completed artwork that will be shown during critique in order to

show they understand how line, color and emotion relate. The piece will be handed in

after their critique this relates to Objective 1.

• Students will speak at least twice during the Critique giving feedback to their peers on

their completed art projects; this relates to Objective 2.

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Vocabulary/Academic Language:

• Color

• Emotion

• Critique

• Line

• Analyze

• Compare

Materials/Resources:

• Art History Examples:

o Nina Chanel Abney; Hobson’s Choice

o Pablo Picasso; The Blue Room

• Student Examples:

o If lesson has been completed during other semesters show work from previous

student work during those semesters.

• Demo. Examples:

o Instructor will give a five-minute demonstration of how to perform a critique by

critiquing their own piece. The teacher will than ask students if there is anything

they could add to this critique on the teacher's piece.

• Technology:

o PowerPoint will be used to show prior student work/examples

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• Supplies:

o Colors to Emotions Sheet

• Instructional Resources:

o PowerPoint presentation to show student work/examples

o Instructional sheet of colors and emotions

o Demonstration models

o Sheet on how to lead a good critique

• Student Resources:

o Completed Colors and Emotions sheet

Procedures/Time:

• Emotion Critiques

o Day 1 – 60 minutes:

▪ 3 minutes:

• The instructor will demonstrate how to critique a piece by

critiquing the demonstration model created by the teacher. If not

the teacher, the instructor will use the sheet attached; explaining

how to lead a critique.

▪ 4 minutes:

• Students will use the method demonstrated by the instructor on

how to critique and will practice by critiquing the piece

themselves.

▪ 10 minutes:
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• Ten students, volunteers and/or popsicle picked, will take their

final pieces and hang them up on the wall for everyone to see.

Students will than go through and look at each piece before sitting

back down in their seats.

▪ 40minutes:

• On this first day you will go through ten students' pieces being

critiqued; each student will be given 4 minutes in where their

pieces will be critiqued by fellow classmates.

▪ 3 minutes:

• Have the students who had their pieces critiqued turn in their

pieces and if everything is clean students are able to leave when

the bell rings.

o Day 2 – 60 minutes:

▪ 52 minutes:

• The last thirteen students will have their pieces critiqued with the

same 4-minute increments on each piece.

▪ 8 minutes:

• With the remaining time students who were critiqued that day will

hand in their pieces and students are able to mingle quietly until

the end of class.

Differentiation:

• Katelyn
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o This student will easily be able to complete the ‘Color to Emotion Worksheet’

yet, if needed add pencil grips to her writing utensils.

o This student is shy yet, enjoys writing for the VTS Discussion have them write 2-

3 paragraphs on what she notices in each art piece shown and explain how it

relates to color and emotion.

o This student is able to, once again, write 2-3 paragraphs on two separate peers

artworks explaining what they notice, like and dislike within the two pieces.

• ELL student

o This student could be given a ‘Color to Emotion Worksheet’ in their Native

language along with the one in English. The Instructor can also read through each

emotion as the class works on the worksheet.

o For the VTS Discussion the student can write their answers down with 2-3

paragraphs per art piece stating what they notice in it and why it is something they

notice.

o The student could use the same tactics used for the VTS Discussion for the

Critiques. They would have to write 1-2 paragraphs describing what they notice,

like, dislike in two of their peers artworks handed in after each class period.

• Student with Dyslexia

o This student would only have trouble with the ‘Color to Emotion Worksheet’ to

help the emotions that are written above the box could be switched to common

faces related to those emotions. Another choice would be to have images of colors

above the boxes and inside the boxes the student would need to draw a face they

believe relates to that color.

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Self-Reflection/Evaluation:

• How easy is it to adapt the lesson(s) when something unexpected occurred?

• Are the goals clear and understandable at the beginning of the lesson to the end?

• Were the activities appropriate for the grade level? If not, how can this be fixed for next

time?

• Did technology run smoothly? If not, how can this be better for next time? If technology

was not used should it be?

• Are students engaged and participating in the class from the beginning until the end?

• Should the lesson(s) be longer or shorter due to how fast/slow the students worked

through the lessons.

• Did the critique work well or is a different form of ‘critique’ needed to be used?

• Is everyone accommodated for? Are students getting the help they need and/or the

difficulty levels right for everyone?

How to Critique an Art Piece

Describe: Have the student who created the piece explain these to start the discussion off

• What is the name of the artist who created the artwork?

• What kind of artwork is it, what medium is it?

• What is the name of the artwork?

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• What kinds of colors do you see? How would you describe them?

• What is the overall visual effect or mood of the work(s)?

Analyze:

• How has the artist used colors in the work(s)?

• What sort of effect do the colors have on the artwork?

• How have lines been used in the work(s)? Has the artist used them as an important or

dominant part of the work, or do they play a different roll?

• How has the overall visual effect or mood of the work(s)? been achieved by the use of

elements of art and principles of design.

Interpretation:

• What was the artist’s statement in this work?

• What do you think it means?

• What does it mean to you?

• What feelings do you have when looking at this artwork?

• Why do you think that the artist chose to work in this manner and made these kinds of

artistic decisions?

Judgement:

• Do you find that the work communicates an idea, feeling or principle that would have

value for others?

• Could the reason you find the work lacking come from a poor use of the elements of art?

Explain.
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• What kind of an effect do you think the work could have for others?