LESSON 1 PLAN

Grade: 5/6 Lesson Title: Warm & Cool Colors Lesson Duration: 1 ½ hours (Two 45 minutes
classes)

Overview of lesson. Write a clear and concise overview that indicates the following: What the lesson is, the purpose/goal of the lesson what
students will do/learn and how the lesson will conclude. *Instructional video in January 14th class give an example of a strong overview and in
contrast an overview that is incomplete.

This lesson will be learning about warm colors and producing an artwork with warm and cool colors as part of color
theory. This lesson will be a continuum of the previous lesson on cool colors taught by my TA. This lesson will start with
a brief over view about primary and secondary colors. Students will be looking at artists: Emily Carr, Group of 7, Carl
Rungius and Matisse to show them how color is used differently between artists, time and genres. I have chosen works
that best demonstrate the use of warm and cool colors throughout the artwork. Students will discuss what they see in
the artists’ work and gather information about how the artists use warm and cool colors. Students will learn how warm
and cool colors work with each other and how the colors complement each other through the composition of the
artwork. Students will create a work with watercolor as this medium allows students to create a variation of light and
dark colors. Students will be working on their artwork for the remainder of the class. As an exit slip students will fill out
the warm and cool color section

BC Curriculum

Big Ideas Core Competencies

Engaging in creative expression and experiences.
Visual arts are each unique language for creating and
communicating.
Artistic expressions differ across time and place.
Exploring and creating
- Demonstrate an understanding and appreciation of personal,
social, cultural, historical, and environmental contexts in relation
to the arts
- Intentionally select, apply, combine, and arrange
artistic elements, processes, materials,
movements, technologies, tools, techniques, and environments
in art making
Communicating and document
- Adapt learned skills, understandings, and processes for use in
new contexts and for different purposes and audiences
Reasoning and reflecting
- Develop and refine ideas, processes, and technical skills in
a variety of art forms to improve the quality of artistic creations.
- Reflect on works of art and creative processes to understand
artists’ intentions

DBAE
Give an overview (50 words) of the learning taking place in the select DBAE areas. (The unit as a whole must cover all 4 areas of DBAE framework). For
your individual lessons, choose the DBAE area(s) that your lesson will address and explain how it will address it. Often you will find overlaps of several
areas...but focus on the more predominate areas(s)

1. Art History/Culture- This lesson engages art history and culture through looking at Matisse and Carl Rungius and Canadian artists
Emily Carr and the Group of 7 artworks to give students ideas about how artists have used color. Students will be actively looking at the
artwork and identifying colors in the works.
2. Creative Production (Studio)- This lesson embodies creative production through students using their new knowledge of warm colors
and cool colors into a landscape scene. Students will be creating a subject and choosing if it will be cool or warm and vis versa for the
background engaging with decision making.
4. Aesthetics- In this lesson, aesthetics is engaged through the students looking at the components of color in the works and reflect on
how the color has been used in the artwork. Students will be assessing the color use in the artwork and create opinions about the
subject matters and how it is painted. Looking at color and how they play a role in emotion.

Learning Objectives. Translate the SLE's into learning objectives. Using Stem, directing verb and what is to be learned language. Use Blooms
Taxonomy directing words. *Instructional video in January 14th Class folder reviews this clearly

Students will…
Students will be creative in their application of colors through projects.
Students will reflect on the use of color in artists: Emily Carr, Group of 7, Matisse and Carl Runguis.
Students will apply understandings of color.
Students will make their own judgements of how to use color in their work.
Students will appreciate color in the contexts of art making.
Students will explore the effects of color and space.
Students will associate color with emotion.
Students will explore how color can be placed with emotion.

Lesson Guiding Questions: Use Bloom's Taxonomy, directing verbs in the areas of: knowledge, skills and attitudes. Be clear on what type of
knowledge/skill/attitudes students are developing and expected to do. This informs the types of questions you develop. Guiding questions must
support this and provoke student thinking and help them understand what they are learning, why they are learning, what they have already learned,
what they still need to learn etc..

What is a warm color?

How would you describe a cool color?
List 3 colors in the warm colors.
List 3 colors in the cool colors.
What do you notice about how the colors in paintings are composed?
How is the use of color in art is important?
What is the main idea of color?
How are you going to organize the colors in your painting?
How do the warm and cool colors the same and different?
What is color theory?

Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source. If it is on online resource provide
an active link. If it a book, cite the book and author. Provide 1-2 sentences (annotated) to indicate what the resource is and how it support your
lesson/ student learning? *you may have more or less than three resources. It depends on your lesson. If you are providing material on First Nations,
Métis or Inuit, it must be an authorized source, from an Indigenous author or Indigenous community. Beth Cormier in the Curriculum Lab has many
resources to help you. If you are not sure connect with her.
Resource #1: Colour Theory Bundle | Learning Sheets | Teaching Resources (tes.com)
This resource will help me with my lesson planning around the color theory unit and where I borrowed the worksheet template from.
Resource #2: Understanding Warm and Cool Colors (thespruce.com)
This resource is a designer page explaining warm and cool colors and how they affect a room. I can use this resource to connect it to painting in
artworks and give the students background on warm and cool colors .
Resource #3: Color Theory in Art - Learning About Colour Theory - The Arty Teacher
This resource can help explain what color theory is and how it can help artists make decisions about colors and how to combine them and use them
together.
Material and Equipment: List: Art supplies, manipulatives, smartboard, online white board etc…What you will use AND, therefore what you will
organize ahead of time prior to your lesson

PowerPoint, color theory worksheet, smartboard, whiteboard, watercolor paint, water, containers, paper, pencil, oil pastel.

Lesson Procedures
Introduction (_2_min.): Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body.
Indicate the timing for each section. This can be written in point form

Day 1: Who has heard of color theory?

Day 2: Who remembers what color theory is?

Body (_30_min.): This is the largest part of your lesson. Write clearly and concisely. Writing must be descriptive and clearly organized. Specify activities
and transitions in lesson. Indicate timing of each section. Identify teaching strategies, include any questions that you will use, organization of class etc. How and
when are you using formative assessment in your lesson? Indicate differentiation within the body of your lesson.

Steps and Procedures: Lessons are divided into portions. In the lesson body there Formative Assessments Type/Name:
should be a least two activities and one transition. You may have 3 activities and 2 transitions. An Where Assessment Occurs/Purpose of assessment
activity can be reading - transition - partner dialogue (as an example). * Style of writing in the
lesson plan is descriptive and concise (NOT POINT FORM). As well, you are not narrating, rather
you are describing the activity, the learning, critical information to carry out the lesson. Any Color theory worksheet: This worksheet will
questions you have developed to use during the learning, to facilitate discussion for instance, are allow me to grasp an idea about the students
to be written directly into the lesson plan in the area where it occurs.
understanding of color theory throughout the
Day 1 unit. They will use this sheet as an exit slip on
Activity #1: Introduction to Color Theory [Direct instruction] (15 days that the students have been introduced to a
minutes) new color theory topic.
Introduce students to color theory. Use attention grabber to start the
class and have a discussion with the class. Discuss with students about Check-ins: These are to check in with the
warm and cool colors. Give a pause for students to think about warm students to know where their thoughts are and to
and cool colors. check their understanding of the concepts.

Explain to the students what color theory is and how it helps artists
make decisions when creating art.
- Color theory is a collection of guidelines to help artists make
decisions when thinking about what colors to use in an
artwork
Explain to the students that they have already learned a little bit of
color theory through cool colors: purples, blues, greens; they are
colors that make us think of water, grass and snow and evoke a cool
feeling. Tell the students that we will be looking at warm colors today:
reds, oranges, yellows, and colors that have a warm feeling. Differentiation: Indicate in brief sentences areas of
differentiation.
Use reference to a color wheel to show students and provide a visual.
Explain to students that warm and cool colors can be used together to
If material (watercolor) for creating art is too hard
create a painting.
for students, students may you oil pastels or felt
Tell the students a little bit about the artists and their subject matter.
marker to create their work using the same color.
Use visuals Emily Carr and Carl Rungius to show the use of warm and
If student is color blind, label colors with masking
cool colors, and ask the students: where do you see warm colors?
tape or have fellow students help guide student
Where do you see the cool colors? As you pause and give students
to correct colors to use.
time to think about the questions while looking at the images.
 Transition: Direct Instruction (1 minute): Ask for students
attention- Class class- yes yes. Wait time.

Activity #2: Creating a Plan [Direct instruction] Time: 10 minutes

Instruct students to mark the 1/3 marks on the side the page to help
guide them in composition and planning. Pause and allow students to
create marks on their paper.

Transition: Ask students to begin their outlines.

Activity #3: Work time [Experiential instruction] Time: 10 minutes

Ask students to create an outline of their painting to help guide them
in their painting.
Allow students to gather references if needed.
Students will start by drawing out their ideas on subject matter lightly
with pencil.
Allow the students to work on their compositions and plan. Allow
students to start applying watercolor to their artworks.

Transition: Grab students attention: Class class- Yes yes. Wait time.

Day 2
Activity #1 Review [Direct Instruction] Time: 10 minutes
We will have a discussion about color theory and review the concepts
of color theory and warm and cool colors.
Ask students if they would like to view the artist work again. Pause for
students to think and answer.
Go over what I am looking for in this art piece:
- Use of warm and cool colors
- Creative composition
- Understanding of orientation of a landscape
Have students repeat what I am looking for in their art work.

Transition: Ask students to get their work out and ready to

create. (4 minutes)

Activity #2: Student Work Period [Type of instruction] Time: 20

minutes
Ask students to use their color wheel they previously created with TA.
Students will be given 20 minutes to work on their artwork until the
assignment is completed. Do check-ins with students as they are
working.
Give students a reminder of the inquiry questions.
*Give students a time warning until gallery walk (5 minutes before
activity 3)
Transition: Class, class- Yes, yes. Ask students to stop what they are
doing, and stand up, push in their chairs.

Activity #3: Gallery walk [type of instruction] Time: 10 minutes

Introduce the class what a gallery walk is and the purpose. Guided
questions will be posted on the whiteboard for students to think
about when they observe their peers work.
Questions:
- How did your classmates use warm and cool colors?
- Do the warm and cool colors contrast each other?
- What cool colors do you see? What warm colors do you see?
Have students rotate clockwise around the room to observe peers
work.

Transition (2 minutes): Once students have returned to their seats,

begin consolidation.

Consolidating ( 5 ) mins In this part of your planning you are providing time for ensuring that students learned and understood what was intended in
the lesson. If they haven't you will need to revisit your lesson plan or re-teach (if necessary). Here you could provide an exit slip or walk through a guided whole
group and/or small group discussion. This part of the lesson can act also as a transition from lesson body into cleanup and getting ready for the next class. Don't
forget to time this and to indicate very clearly how you will facilitate consolidation and closure. Provide clear steps and indicate process.
Day 1: Exit slip: have students fill out the warm and cool color diagram on the color theory page and the color wheel.

Day 2: What were somethings that you noticed about the use of warm and cool colors in your peers work?

Clean up ( 10 ) mins *Remember, particularly in studio processes, clean up must be well orchestrated. It is not a matter of saying "time for clean-up" and expect
that your students will know what to do. You may assign students to certain tasks to accomplish clean up in a timely and efficient manner. Outline your detailed plans
here:
Be very clear of your timing. Typically student move slower than you'd like them during clean up.
Day 1: Ask students to put away their pencils and put their drawings on the back table nice and neatly.

Day 2 have students clean up, wash their brushes out, clean up paint, wash out containers so there is no paint left in them
and students can use them next time.
Reflection (after the lesson respond to these questions in brief. It is important that this reflective process is done after each lesson. These become points of extended reflection and
conversation in post conference with TA and UC)

How the students responded to the lesson as planned and taught:

Specific strengths of the lesson plan and delivery:
Specific weaknesses in the lesson plan and delivery:
What must be addressed to improve this plan?
How I have grown from this teaching experience:

Other Notes