Level 3: ART 309 & Student Teaching

Identifying Through Color

Central Focus Identity/Self awareness
Grade Level 3rd Grade
Class Size Unknown
Time 9 to 10:50am
Class Demographics Unknown

National Visual Arts Standards Addressed

VA: Cr3.1.3: Elaborate visual information by adding details in an artwork to enhance emerging meaning.
VA: Cr2.3.3: Individually or collaboratively construct representations, diagrams, or maps of places that are part of everyday life.
VA: Pr4.1.3: Identify exhibit space and prepare works of art, including artists’ statements, for presentation.
VA: Re8.1.3: Communicate feelings when engaging works of art, and describe subject matter and formal characteristics to
discuss meanings of artwork.
Va: Cn11.1.3: Recognize that responses to art change depending on knowledge of the time and place in which it was made.

Common Core State Standards Addressed

CCSS.ELA-LITERACY.RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events
CCSS.ELA-LITERACY.SL.3.2: Determine the main ideas and supporting details of a text read aloud or information presented
in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.SL.3.1.D: Explain their own ideas and understanding in light of the discussion.

UNIT OVERVIEW
Students will gain knowledge on color representation associated with emotions. Students will have the opportunity to explore
and create pieces that show how one self identifies and how one identifies within a group or community. The goal is to help
guide students to understand and talk about their emotions comfortably

Forms 2D 3D 4D
Frames Cultural Subjective Structural Postmodern
Conceptual
Artwork Artist Audience World
Framework

Student Prior Knowledge and Conceptions

● Students may know how to mix acrylic paint on a palette
● Students may not know how to convey emotion through art
● Students may not know what a self-portrait is
● Students may not know how to work with monochromatic colors
Interdisciplinary Connections
● Psychology, Reading

UNIT OBJECTIVES
As a result of this lesson, students will be able to:
1. Students will create a self-portrait using colored paper and magazines that accurately represents their current
emotion/identity. (Cr3.1.3)
2. Students will collaboratively create a class mural that will completely represent how one identifies within a group setting.
(Cr2.3.3)
3. After successfully observing the demonstration, students will mount their final piece to the wall using push-pins. (Pr4.1.3)
4. After a discussion on what each color represents, the students will successfully identify the emotion described in other work
on display. (Re8.1.3)
5. At the end of the unit, students will be able to effectively recognize a change of emotion/identity throughout their classmates.
(Cn11.1.3)

EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12
Level 3: ART 309 & Student Teaching

TEACHER MATERIALS
● Presentation ● Colored paper ● Magazines
● Computer ● Glue Sticks ● Teacher Example
● Artist Handout ● White paper (surface) 8” x 8” ● Acrylic Paint
● Palette ● 6 ft piece of white paper ● Push-pins
● Paint Brushes ● Scissors

STUDENT MATERIALS
● Artist Handout ● White paper (surface) 8” x 8” ● Palette
● Colored paper ● Magazines ● Paint Brushes
● Glue Stick ● Acrylic Paint ● 6ft piece of white paper
● Markers ● Scissors ● Push-pins
● Colored Pencils ● Crayons

ARTISTS IN CONTEXT
Key Artists 1. Gerard Sekoto
2. Caroline Lockhart
3. Gretchen Albercht
4. Sam Gilliam
5. Maya Hayuk
6. MadC
Key Artworks Lesson 1:
Caroline Lockhart, Blue Girl 2018
Gerard Sekoto, Portrait Bleu (Girl), 1970
Lesson 2:
Gretchen Albercht, The Fire and The Rose, 2013
Gretchen Albercht, Syrena, 1989
Sam Gilliam, Untitled, 1973
Sam Gilliam, Green April, 1969
Lesson 3:
Maya Hayuk, Chem Trails, 2013/2014
MadC, 1000 Wall Chicago, USA, 2018
Key Critical Questions Lesson 1:
1. Many see the color blue as being sad. How does the character of Blue change your
perception?
2. What is a big idea or important lesson that you understood from this book?
3. How do the illustrations enhance your understanding of the book?
4. What colors do you feel best describe you?
5. How do you think emotions change? Do they affect how you look on the outside?
6. How might this book change how you see others, color, and emotions?
7. Why do you think Sekoto chose the colors for this painting?
8. What emotion is he trying to portray?
9. What do you think the blue signifies? What about the yellow?
Lesson 2:
1. What do you notice about the colors in Gretchen Albercht’s work?
2. What do the colors make you feel like when looking at the art? Do they remind you of
anything? What do you think about when you look at the piece?
3. Do you notice any use of line or shape? What about the shape of the piece itself?
4. What do you notice about Sam Gilliam’s artwork?
5. What is different from Gretchen’s work? What is the same?
6. How does this piece make you feel? Does it remind you of something like a memory, a
song, a feeling?
7. How do you think the artist felt when he made this piece?
Lesson 3:
1. What type of art is Maya Hayuk creating based on this video?
2. What words can be used to describe the artist’s work?

EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12
Level 3: ART 309 & Student Teaching

3. “Everything else that I do seems to surround the moments that I’m actually painting.”
-Maya Hayuk. What does the artist mean by this statement?
4. What are your first impressions?
5. Who can describe what color and shapes are used in this piece?
6. What do you feel when observing this piece?
7. What are some similarities/differences you see in the works from Maya Hayuk and
MadC?
8. How does the mural the class made compare to the mural examples from earlier on?
9. What emotions do you, as the artist, want to express?

VOCABULARY AND LANGUAGE ACQUISITION

Vocabulary
Language Functions
Language Demands
Language Tasks and
Activities
Language Supports
Color: The property possessed by an object of producing different sensations on the eye as a
result of the way the object reflects or emits light.
Monochromatic: The color of a single hue
Portrait: A painting, drawing, photograph, or engraving of a person, especially one depicting only
the face or head and shoulders.
Collage: A piece of art made by sticking various different materials such as photographs and
pieces of paper or fabric onto a backing.
Mural: A painting or other work of art executed directly on a wall.
Identity: Qualities, beliefs, personality, looks and/or expressions that make a person or group.
Emotion: A natural instinctive state of mind deriving from one's circumstances, mood, or
relationships with others.
analyze, compare/contrast, critique, describe, interpret, question, etc.
Syntax Discourse
1. Class Discussion
2. Reflection Activity
1. Powerpoint/visuals with content connected to vocabulary
2. Class Discussion
3. Teacher Demo
4. Diagrams

SPECIAL PRE-INSTRUCTION PREPARATIONS

● Colored paper will need to be either cut or ripped into small pieces and separated by color.
● Magazines and paper packs need to be laid out for students to look through.
● White paper for the surface to work on will need to be cut down to size.

ACCOMMODATIONS FOR SPECIFIC DIVERSE LEARNERS

Adaptations and Accommodations
● Students can choose to reflect on their work orally instead of writing their response.
● Students can choose to use already-made images from magazines instead of paper pieces
● Students can use stencils/straight edges to create fine details/intricate work
Enrichment and Extensions
● Students can create a color field piece that is cut to a unique shape such as an arc, circle, organic shape, etc. and see
how that causes different paint interactions and meaning to the piece.
● Students can add abstracted figures or designs into their color field piece to relate to their overall idea/inspiration.
Activity for Early Finishers
● Students who finish early can create another portrait that represents opposite emotions compared to their first one. Ex:
Happy vs. Sad, Energetic vs. Tired, etc.
● Students can create an additional color field painting, introducing new elements, colors, etc. from a different
idea/inspiration.
● Students can read or watch a video read-aloud of the book “My Shadow Is Pink” by Scott Stewart
https://www.youtube.com/watch?v=53ipg9ImrPU&ab_channel=Annie%27sworkshop-BooksReadAloudforKids

OBJECTIVE-DRIVEN ASSESSMENTS
1. Formative: Discussion, think-pair-share
2. Summative: Artist Reflections, artworks
EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12
Level 3: ART 309 & Student Teaching

REFERENCES
Hayuk, M. (N.D.) Maya hayuk. Retrieved September 2nd, 2021. Www.mayahayuk.com http://mayahayuk.com
MadC. (N.D.) Madc. Retrieved September 2nd, 2021. Www.madc.tv https://madc.tv
“Gretchen Albrecht: Arts Foundation Award for Patronage.” Arts Foundation, www.thearts.co.nz/artists/gretchen-albrecht.
“Sam Gilliam.” Smithsonian American Art Museum , americanart.si.edu/artist/sam-gilliam-1811.
“Gerard Sekoto | Portrait Bleu (Girl) (Ca. 1970) | Available for Sale | Artsy.” Artsy.net, 2016,
www.artsy.net/artwork/gerard-sekoto-portrait-bleu-girl. Accessed 6 Sept. 2021.
Lockhart, Caroline. “Caroline Lockhart.” Caroline Lockhart, 2021, carolin3lockhart.com/. Accessed 6 Sept. 2021.
https://carolin3lockhart.com/

* Developed and written by (Alyssa Wheat, Emma Minett, Cody Miller), Art Education, Illinois State University, 2021 *

EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12
Level 3: ART 309 & Student Teaching

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 1 (Self

Portrait)
Launch Instruction Methods
● The teacher will show the video of Blue Girl. by Caroline Lockhart. ● Presentation
● The teacher will ask students for their interpretation of what the book means. ● Class Discussion
o Many see the color blue as being sad. How does the character
of Blue change your perception?
o What is an important lesson you understood from this book?
o How do the illustrations enhance your understanding of the
book?
o What colors do you feel best describe you?
o How do you think emotions change? Do they affect how you
look on the outside?
o How might this book change how you see others, color, and
emotions?
● The students will share what color they think describes them.
Instruction Instruction Methods
● The teacher will introduce paintings from Picasso’s blue period, Andy Warhol’s ● Class Discussion
self portrait and Gerard Sekoto’s Portrait Bleu (Girl), ca. 1970 . ● Direct Instruction
● Teacher will ask students what the paintings have in common and how they're ● Teacher Demonstration
different. ● Hands-on student
o Why do you think Sekoto chose the colors for this painting? involvement
o What emotion is he trying to portray? ● Independent student work
o What do you think the blue signifies? What about the yellow?
● Students will share what they think the colors in Sekoto’s painting mean.
● The teacher will ask the students what a self-portrait is.
● The teacher will then explain to the students the project, using examples:
o Students will choose a color or two
o Students will pick a variety of colored papers, magazine
cuttings, and sheets of patterned paper
o Students will cut the pieces into fragments
o Students will arrange the solid-colored pieces on an 8x10 sheet
of paper to make the shape of a head and glue all pieces down.
o They will then use other colors and shapes to create facial
features and a background.
o Students may use markers, crayons, or colored pencils to draw
on features or other designs.
● Students will then be able to start creating their pieces
● Students will work independently and will be able to ask questions of the
teacher.
● Students will be able to finish their pieces and share with the class at the end.
● If students finish early they may use colored pencils, markers or crayons to draw
a self portrait.
● Earlier finishers may also watch the read-aloud video of “My Shadow is Pink” by
Scott Stewart.
Closure Instruction Methods
● Teacher will initiate cleanup towards the end of class ● Student presentation
● Students will properly clean materials and workplaces ● Class Discussion
● The students will then be able to present their self portraits to the class.
● Students will share their thought process.
● The class will respond to each of their peers’ pieces.
● Students will discuss the feelings they expressed in the work.
● Class will discuss what they learned from the project.
● Teacher will ask how the students' perceptions of color, emotion, and other
people have changed.
EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12
Level 3: ART 309 & Student Teaching

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 2 (Color

Field)
Launch Instruction Methods
● The teacher will introduce the lesson by asking students how they personally ● Class Discussion
related to color throughout the week to relate to the previous lesson.
● The teacher will ask students if they know what abstract art is.
● The teacher will ask what students think the term color field means, what does it
make them think of.
Instruction Instruction Methods
● The teacher will introduce color field paintings, important artists, and art pieces. ● Class Discussion
● What do you notice about the colors in Gretchen Albercht’s work? ● Direct Instruction
● What do the colors make you feel like when looking at the art? Do they ● Teacher Demonstration
remind you of anything? What do you think about when you look at the ● Hands-on student involvement
piece? ● Independent student work
● Do you notice any use of line or shape? What about the shape of the
piece itself?
● What do you notice about Sam Gilliam’s artwork?
● What is different from Gretchen’s work? What is the same?
● How does this piece make you feel? Does it remind you of something like
a memory, a song, a feeling?
● How do you think the artist felt when he made this piece?
● The teacher will discuss painting supplies and demo various painting techniques
students can try.
● The teacher will demonstrate how line and shape can be incorporated into
paintings or abstracted images, as well as the importance of experimentation.
● The teacher will instruct students to think deeply about their pieces and
inspiration, thinking about a memory, emotion, song, feeling, etc. relating back to
the previous lesson.
● Students will work independently on color field pieces until 20 minutes remain.
Closure Instruction Methods
● The teacher will initiate cleaning when it is about twenty minutes till the end of ● Class Discussion
class.
● Students will clean up materials and spaces.
● The teacher and students will hang up their pieces on the board and take turns
talking about their pieces and artistic decisions.
● The teacher will initiate a closing class discussion about what students learned,
liked, and disliked about the lesson of the day to review.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 3 (Class

Mural)
Launch Instruction Methods
● Teacher will show video of Maya Hayuk ● Teacher Instruction
● Students will watch Maya Hayuk video ● Student Participation
● Teacher will ask discussion questions regarding the video ● Teacher Instruction
o What type of art is Maya Hayuk creating based on this video?
o What words can be used to describe the artist’s work?
o “Everything else that I do seems to surround the moments that
I’m actually painting.” -Maya Hayuk. What does the artist mean
by this statement?
● Students will answer the discussion questions ● Student Participation
● Teacher will transition into presenting the lesson presentation ● Teacher Instruction

EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12
Level 3: ART 309 & Student Teaching

Instruction Instruction Methods

● Teacher will begin presentation by introducing murals ● Teacher Instruction
● Teacher will discuss what a mural is
● Teacher will show mural examples from Maya Hayuk
● Teacher will ask “What are your first impressions”
● Student(s) will answer the question ● Student Participation
● Teacher will ask, “Who can describe what color and shapes are used in this ● Teacher Instruction
piece?”
● Student(s) will answer the question ● Student Participation
● Teacher will show an example from MadC ● Teacher Instruction
● Teacher will ask, “What do you feel when observing this piece?”
● Student(s) will answer the question ● Student Participation
● Teacher will then compare to the two previous examples ● Teacher Instruction
● Teacher will ask, “What are some similarities/differences you see in the works
from Maya Hayuk and MadC?”
● Student(s) will answer the question ● Student Participation
● Teacher will end presentation with introducing the class activity of the day ● Teacher Instruction
● Students will retrieve supplies to begin creating a class mural ● Student Participation
● Teacher will help get the students situated and ready to begin the mural ● Teacher Instruction
● Students will work as a class to create and finish a class mural until 20 minutes ● Group Work
remain
● Students can take breaks when needed
Closure Instruction Methods
● Teacher will initiate clean up ● Teacher Instruction
● Students will start to clean up their supplies ● Student Participation
● Teacher will hang up the class mural ● Teacher Demonstration
● Teacher will allow the students to view the final piece for 1-2 minutes ● Teacher Instruction
● Students will take 1-2 minutes to view the final piece ● Student Participation
● Teacher will ask critical thinking questions regarding the mural ● Teacher Instruction
o How does the mural the class made compare to the mural
examples from earlier on?
● Student(s) will answer the question ● Student Participation
o What emotions do you, as the artist, want to express? ● Teacher Instruction
● Student(s) will answer the question ● Student Participation
● Teacher will transition into a reflection about the Unit ● Teacher Instruction
● Students will have 5-10 minutes to write down their reflection and turn it in ● Student Participation

EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12