Color Scheme Unit

7th Grade Art, 4 days

Katie Pregon
Katie Pregon

7th Grade

Color Scheme Painting Unit

Day 1:
Key questions: What are the main 6 color schemes?
How is a monochromatic color scheme created?
What is the difference between a complimentary color scheme and tri-
complementary color scheme.
Objectives: I can create color combinations in order to show the different
color schemes.
Anticipatory set: Color Schemes Video
Procedures: Passing out paint and artist sketchbook
Assignments (if any): N/A
What is due: Color Scheme Practice
Closure for the day: Color Scheme Kahoot

Day 2:
Key questions: What color combinations are used by a lot of marketing
companies?
Where are color schemes seen in everyday life?
Why does it matter what colors are used?
Objectives: I can use color theory to create a logo.
Anticipatory set: Sketch places where we see color schemes in everyday life.
Procedures: Sketchbook, passing out watercolor, using technology.
Assignments (if any): N/A
What is due: Watercolor logos
Closure for the day: Exit ticket

Day 3:
Key questions: What is a landscape painting?
What is a portrait painting?
How can color be used to tell a story in either of those?
Objectives: I can create a landscape or portrait painting using a color
scheme.
Anticipatory set: Looking at paintings from artists that are females and
people of color.
Procedures: passing out supplies
 Assignments (if any): N/A
What is due: Landscape or portrait painting
Closure for the day: Document painting in online art gallery

Day 4:
Key questions: Why did you choose the color scheme you did?
If you had picked another color scheme how would it change your painting?
Objectives: I can create a painting using tempera paint and a color scheme.
Anticipatory set: Story time
Procedures: Passing out tempera paint, signing artwork, turning in artwork
Assignments (if any): N/A
What is due: Final painting
Closure for the day: Document work

1) Unit Theme (Big Idea): Color Scheme Tempera 2) Grade Level: 7th Grade
Painting

3) Introduction to the Theme:

This lesson is to give students a well-rounded understanding of color schemes. Students will show their
understanding of color schemes by implementing them into their piece.

4) Key Concepts about the Big Idea:

· Introduce new color schemes

· Review familiar color schemes

· Identify art with color schemes

5) Key Concepts about Art/Visual Culture:

· Create a well-balanced lay out

· Demonstrate their understanding of color schemes

· Experience new materials

· Incorporate a theme that is important to the individual

6) Essential Questions:

· What color scheme is used?

· Why was this color scheme chosen?

· What is the significance of these colors?

· What are the qualities of tempera paint?

· What is the theme of this piece?

· How do the theme and color scheme work together?

· Is your work inspired by another artist? If so, who and which piece?

7) Acceptable Evidence:

What evidence will show that students understand color schemes?

Performance Tasks, Projects

Tempera Painting

Quizzes, Tests, Academic Prompts

Art Examination
Other Evidence (e.g. observations, work samples, dialogue)

Rough Draft of final painting

Student Self-Assessment

Student Self-Assessment Rubric

8) Unit Objectives:

· Students will be able to implement their understanding of different color schemes.

9) State Standards:

· FA 8.2.1.a Investigate ideas and materials (glossary) to demonstrate planning and refining.

· FA 8.2.3.a Identify and describe themes (glossary) and styles in works of art.

10) Students will need to know…

· Students will know 7 major color schemes

· Students will need to know the significance of colors

· Students will know at least one piece of art that incorporates a color scheme

11) Students will be able to…

· Students will be able to choose their own color scheme

· Students will be able to incorporate an accurate color scheme

· Students will be able to explain how their color scheme and theme connect

12) What teaching and learning experiences will equip students to demonstrate the targeted understandings?

· Present the 7 major color schemes

· Introduce art work from Mark Rothko and Jacob Lawrence

· Introduce vocabulary terms

· Complete a self-assessment rubric

· Create an artist statement

Day 1 Lesson Plan:

Teacher Name: Katie Course: ART 4300 Dates:4/12-4/15

Pregon

Day #: Day 1 4/12 Subject: Color Scheme Periods/Blocks:

Painting 7,8,9

Unit Color Scheme Conten CREAT PRESE RESPO CONNEC

 Title Painting t E NT ND T
Standa
rds
Lesson Intro to Color
Title Schemes

Material · Pencil FA FA FA FA 8.2.4.b

s& 8.2.1.a 8.2.2.a 8.2.3.a Investigat
Resourc · Artist Investiga Analyze Identify e and
es Sketchbook te ideas and and classify
and present describe works of
· Tempera materials reflectio themes art from a
paint (glossary ns of (glossary variety of
) to personal ) and contempo
demonst growth styles in rary,
rate in an works of historical,
planning artist art. and
and stateme cultural
refining. nt contexts.
(glossary
)

Best IEP&504 Plan · Students will have access

Instructi to different materials
onal Accommodation depending on preference
Practice s
s · Students will have access
to information through
their phones or iPad for
better understanding in
different ways

· · Color schemes
Procedu Students Vocabulary · Monochromatic
res & will be · Complementary
Routine using · Split-
s their complementary
sketchbo · Triadic
ok to · Tetradic
demonstr · Analogous
ate their
understa
nding of
 color
schemes

Anticipa · Teacher “Today we are going to begin working on out next

tory Set lesson which involves colors and how we group them together. I
want to show you a short video as a refresher and hopefully to
give you some new information.”
https://www.youtube.com/watch?v=YeI6Wqn4I78 start video
at 6:55

Objectiv IWK I will know the 6 color schemes.

es/
Learnin I will know the different possible color combinations for the
g Goals color schemes.

IWBA I will be able to create examples of the color schemes.

T
I will be able to tell the different between the color schemes.

I will be able to demonstrate my understanding of the different

color schemes.

Procedures · M Teacher “Hopefully that video either refreshed your

memory or added information to your knowledge about color
schemes. We are going to be working in our sketchbook today,
practicing creating color schemes. So to get started I am going to
demonstrate creating a monochromatic color scheme. I am
Modeled=M picking a color as my middle ground, I want to use purple. I am
going to slowly add either white paint or black paint to the
Shared=S purple to create tints and shades of this purple color. This is how
I create a monochromatic color scheme.
Guided
Practice=GP · T Teacher “Now is the time that we practice together, we are
going to get paint and sketchbooks ready so we can work on this
Independent
next color scheme together.”
Practice=IP
· S Teacher “The next color scheme we will work on in the
Transition=T
complimentary color scheme. Can someone give me an example
of complimentary colors?”

· Student “Purple and yellow”

 · Teacher “Great those are complimentary colors! Can I get two
mor examples of complimentary colors.”

· Student “Green and red”

· Student “Blue and orange”

· Teacher “Way to go we have three different options now.

Let’s create a space in our sketchbook for the complementary
colors to go. I am going to draw three rectangles and split them
in half. But you can create whatever kind of space you want. I
will put the complimentary colors in the spaces next to each
other. Yellow and purple in one rectangle. Now you can put the
complimentary colors in the correct spaces you created.”

· GP Teacher “Now we will be moving onto the next color

scheme. It is the same idea, placing the correct colors in the
space you created to show split-complimentary colors. Now is
your time to work on this part.”

· IP Teacher “For the rest of class time work with your

classmates or table partners and complete the last three color
schemes.”

Summary/Closu · Color Scheme kahoot

re https://create.kahoot.it/details/37bddd22-1b93-4561-8c9f-
2af7269c62f7

Assessment Formative:

· N/A

Summative:

· Kahoot

Comment/Notes ·

Day 2 Lesson Plan:

 Teacher Name: Katie Course: ART 4300 Dates: 4/12-4/15
Pregon

Day #: 2 4/13 Subject: Color Scheme Periods/Blocks:

Painting 7,8,9

Unit Color Scheme Painting Cont CREATE PRESE RESPON CONNEC

Title ent NT D T
Stan
dard
Lesson Day 2 Practice Color s
Title Scheme Painting

Material · Water paint FA 8.2.1.a FA FA 8.2.3.a FA 8.2.4.b

s& Investigate 8.2.2.a Identify Investigat
Resourc · Pencil ideas and Analyze and e and
es materials and classify
· paper describe
(glossary) present works of
to reflection themes art from a
demonstra s of (glossary) variety of
te planning personal and styles contempo
and growth in works rary,
refining in an of art. historical,
artist and
statemen cultural
t contexts
(glossary
)

Best IEP&504 Plan · This lesson will have

Instructi visual, oral, and physical
onal Accommodation learning that should work for
Practices s any type of learner
 · Students will
Procedu practice sketching in Vocabulary Color Theory
res & their sketchbook
Routines

Anticipat · Teacher “Yesterday we looked into color schemes. Today we are going
ory Set to continue with that. We are going to take a few minutes and think of
real-life examples we have seen color schemes being used. So take out
your sketchbook and a pencil. I will give you 4 minutes to think and come
up with as many real-life examples of color schemes as possible.”

Objectiv IW I will know real life examples of color schemes.

es/ K
Learning I will know the importance of color schemes
Goals
IW I will be able to use a color scheme in my own painting
BA
T

Procedures · M Teacher “To begin today I want to look at the lists we created of color
schemes in real life. Something we may not realize is how often we see color
 Modeled=M schemes but don’t know. https://www.youtube.com/watch?v=_3AOuKq2pr0
We saw lots of different logos and ideas about color theory in that video. The
Shared=S importance of picking colors that work with the art is important. It draws the
audience in and gives them more information than we actually realize. For
Guided today we are going to be practicing the power of colors and what we create.
Practice=GP Using knowledge that we have from the past. I am going to start with a sketch of
a logo or brand. For example Burger Kings logo, what would it look like if I
Independent changed the logo by using purple and yellow?”
Practice=IP
· S Teacher “So together we are going to create a logo of a product it can be
Transition=T any type of product like a shoe brand or food company. Give me some ideas.”

· Student “A pizza company”

· Student “Technology brand”

· Student “coffee place”

· GP Teacher “Ok great job guys I love all those ideas. I think we should give
the pizza company a try. So let’s create a simple name really quick like Pizzaz.
That is the name we came up with together.

· IP Teacher “Now on your own come up with different color combinations

using our knowledge of color schemes and watercolor to finish this logo. You
can work with partners or your table groups for ideas. And feel free to use the
internet for more inspiration.

Summary/Clo · To wrap up today you will be answering 3 questions about someone else’s
sure logo. It could be at a different table or across from you, as long as it is different
than your own. How does this version of Pizzaz make you feel when you look at
it? Does this logo make you want to buy Pizzaz? What color scheme do you see
being used?

Assessment Formative:

· N/A

Summative:

· The logo they created

Comment/Not ·
es
Day 3 Lesson Plan:

Teacher Name: Katie Course: ART 4300 Dates: 4/12-4/15

Pregon

Day #: 3 4/13 Subject: Color Periods/Blocks: 7,8,9

Schemes

Unit Color Scheme Unit Co CRE PR RE CON

Title nte ATE ES SP NEC
nt EN ON T
Sta T D
Less Day 3 color scheme painting nd
on ard
Title s

Mat · Watercolor FA FA FA FA
erial 8.2.1. 8.2. 8.2. 8.2.4.
s& a 2.a 3.a b
Res Inves Ana Iden Invest
ourc tigat lyze tify
es e and and igate
ideas pres desc and
and ent ribe classif
mate refle the y
rials ctio mes works
(glos ns (glo of art
sary) of ssar
from
to pers y)
dem onal and a
variet
 onstr gro style y of
ate wth s in conte
plan in wor mpor
ning an ks ary,
and artis of
refini t art. histor
ng stat ical,
eme and
nt cultur
(glo al
ssar conte
y)
xts

Best IEP&504 · Students can

Inst Plan use materials
ruct other than
iona Accommo watercolor if
l dations necessary
Prac
tices · Group or
partner work is
allowed

· Students will
have access to
technology

· Collecting and returning

Proc materials Vocabula Landscape
edu · Sketchbook ry painting
res
& Portrait
painting
Rou
tine
s

Anti · Today we will be taking a glimpse into the past. At some amazing
cipa art that you may already recognize.
tory
Set
Obje IW I will know what a landscape painting is
ctiv K
es/ I will know what a portrait painting is
Lear
ning
Goal IW I will be able to create a landscape painting
s BA
T I will be able to create a portrait painting

I will be able to use a color scheme

Procedur · M Teacher “I would like to start today by showing some examples of

es amazing landscape and portrait painting through history.
https://artsandculture.google.com/story/10-self-portraits-by-women-
artists/nAJyCun4qsH7Jg Here we see some examples of self portraits
Modeled= through history. These women are creating paintings of themselves. That
M is one example of portrait painting. As well as some amazing landscape
artists https://techsavvyhomeschool.com/2019/02/08/famous-african-
Shared=S american-artists-past-know/ creating images of places.”

Guided · “After seeing some great examples of landscape and portrait paintings
Practice=G I am going to chose one of those two styles to create myself. I will start by
P sketching out a simple version of either style I chose.”

Independe · S Teacher “Now is your turn to start sketching, this should be quick,
nt nothing too heavy with the pencil marks, trying to create an overall idea
Practice=I of the image. So no need to feel pressure or like this should take you a
P really long time.”
Transition · GP Teacher “Once the sketch has been created, choose a color scheme
=T that you want to use for your painting remember what we talked about
yesterday. The colors we choose matter. So make a decision based on
what your image is.”

· IP Teacher “This is the point when we start painting, using a final

copy piece of paper, start the painting. You will have the rest of the class
to work on this painting. This will be a one day project so try and get as
much done as possible.”

Summary · Teacher “With the last part of class we will be documenting out
/Closure paintings. Take a picture of your painting and post it in our classroom art
gallery.”

Assessme Formative:
 nt · The painting

Summative:

· N/A

Comment
/Notes

Day 4 Lesson Plan:

Teacher Name: Katie Course: ART 4300 Dates: 4/12-4/15

Pregon

Day #: 4 4/14 Subject: Color Scheme Periods/Blocks:

7,8,9

Unit Color Scheme Conten CREATE PRESE RESPO CONNEC

Title Unit t NT ND T
Standa
rds
Lesson Final Day
Title

Material · Tempera FA 8.2.1.a FA FA FA 8.2.4.b

s & paint Investigat 8.2.2.a 8.2.3.a Investigate
Resourc e ideas Analyze Identify and classify
es · Paper and and and works of art
materials present describe from a
· Gloss (glossary) reflectio themes variety of
 · Sharpie to ns of (glossary contempor
demonstr personal ) and ary,
· ate growth styles in historical,
sketchbook planning in an works of and
and artist art. cultural
refining statemen contexts
t
(glossary
)

Best IEP&504 Plan · Students have freedom to

Instructi choose what their painting
onal Accommodations will be of
Practice
s · They will have access to
online resources

·
Procedu Passin Vocabulary Nonobjective painting
res & g out
Routine paint
s ·
Gradin
g
pieces

Anticipa · We’ve been working on different examples of color schemes

tory Set this week and we’re going to be wrapping up this unit today.
With a final painting showing off our knowledge of color
schemes.

Objectiv IWK I will know how to design a painting

es/
Learnin I will know about color schemes
g Goals
IWBA I will be able to explain my color choices
T

Procedures · M Teacher “Today we will be wrapping up the unit on color

 Modeled=M schemes. We will be using paint to show our understanding of
one color scheme. Here are some examples of possible color
Shared=S scheme painting,
https://www.pinterest.com/kurtkswanson/monochromatic-
Guided works/ Like most of our projects this week we start with a sketch
Practice=GP in our sketchbook. This can be of an image or nonobjective, it’s
up to you. *Show example of quick sketch*
Independent
Practice=IP · S Teacher “Let’s get the paint passed out so we can start
working together. Remember to start with your sketch and then
Transition=T decide what color scheme to use. Once that foundation has been
established, we can start painting.”

· GP “Once the paint has dried we will move into the next part
of this project which will be putting a clear gloss over the dry
paint. I am using a paint brush and making long even stokes
across my painting. Work on this at your table group, it also
makes it easier to work together on this part so if you want to
help out a partner while your painting dries that will make the
whole process faster.”

· IP “Now that the paint and gloss has dried it is time to outline
the shapes you created with sharpie. We put the sharpie on after
the gloss so the sharpie doesn’t get smeared by the gloss. Using
either a think or thin tip sharpie take the time to outline
everything one your own.”

· “Once everything has finished drying put your first and last
name and class period on the back then put in inside the 7 th grade
basket.”

Summary/Closu · “To finish up this unit we will be adding a picture of these

re painting to our class gallery online. I would like everyone to
make a short artist statement about this work. Make sure you
talk about why you chose the image you did, what color scheme
you chose and why?”

Assessment Formative:

· The painting

Summative:

· Artist Statement
Comment/Notes ·