LESSON PLAN TEMPLATE

AE392/393/480
Organizer/Cover Sheet

Name: Kara Marie White

School: Frank Lloyd Wright Intermediate School

Date: SP22

Cooperating Teacher: Adam Melster

College Supervisor: Andrea Skyberg

Title of Unit: Paint it Flat

Grade: 6th-8th

AE392/393/480 LESSON, SEGMENT, or UNIT PLAN

Lesson Title: Paint it Flat – Color demo

Rationale: Learner & Context

These students are in 7th and 8th grade. They are 12-14 years old. Students of this age group are
going through puberty and are often clumsy. They often go through growth spurts, and need
additional sleep. They start to dig deeper and not take everything at face value. They’re likely to
start to think about how current actions affect future results and start to worry about global
issues. These students give into peer pressure be fit in with others and have most likely
experienced some form of bullying. They think that the whole world is watching and judging
them. This age group have awareness of what is appropriate to say in conversation, but often try
out different personalities while finding themselves that dictate how bold they want to be. They
develop a sense of pride in accomplishments and awareness of any challenges they have.
This unit allows students to pick subject matter that is important to them, and explore their
interests. Research allows them to explore deeper connections with artists and develop a sense of
personal aesthetic.
This lesson has a hand out for students who learn better through reading/writing, a demo for
visual learners, and a verbal explanation for auditory learners.
Goal(s):
Students can use primary colors of paint to create secondary and intermediate colors plus white
and black to create tints and shades.
Students can understand color theory

National Art Standards:

VA:Cr1.1.8a Document early stages of the creative process visually and/or verbally in traditional or new
media.

Learning Objectives
LWBAT accurately identify primary colors
LWBAT accurately identify secondary colors
LWBAT identify the difference between tints and shades
LWBAT create secondary colors by mixing paint
LWBAT create intermediate colors by mixing paint
LWBAT create a range of tints by mixing paint
LWBAT create range of shades by mixing paint
LWBAT upload photo of progress into digital portfolio

Historical/Contemporary/Cultural Connection to the Art World: Reference artists from

paint it flat unit introduction during presenting and assisting students

Big Idea: Color theory

Essential Questions:
How do our color choices affect the outcomes of our artwork?

Materials Needed
Acrylic paint- blue, red, yellow, white
Paint brushes
Paint Palettes
Color wheel example
Worksheets
Completed worksheet
Chromebooks/phones - digital portfolio

Academic Language
Primary colors – Colors that are colors which cannot be created by mixing colors together
Secondary Colors – Colors which are created by mixing two primary colors
Tertiary colors – Colors are created by mixing a primary with its analogous secondary color
Complimentary colors – colors opposite on the color wheel
Monochromatic colors – all the colors of a single hue
Tint - Created by adding white to a color
Shade – Created by adding black or the complimentary color to a color to make it darker
Hue – refers to the dominant color family of the specific colors we’re looking at. Black, white and grey
are never referred to as a hue.
Analogous colors – groups of three colors that are next to each other on the color wheel
Color – a general term used to describe every hue, tint, tone or shade we see.

Lesson Pacing & Scripting

Total Days Needed for Unit _______DAYS
Total Time Needed for Lesson _40___MINUTES

Minutes Introduction to Lesson When this project was introduced last week, you were told how
you are going to mixing all your own colors. I’m going to give you a worksheet that you are going to try
to complete today in class that covers some color vocabulary and will help you understand how to make
the colors you will use in your paintings.

Minutes Presentation
- Pass out worksheet
- Point out example of color wheel
o We are going to be using accurate language when talking about colors. So, this
worksheet could be helpful to reference back to if we ask you any questions
about your color choices.
- Go over definitions written on worksheet
o If one of your chosen artists is Lisa Frank, because you like the bright bold
colors, then you are more likely to be using hues for most of the subject over tints
or shades.
- Students are expected to fill in color wheel by mixing paints.
o I find it easier to start with primary colors, then move to secondary, then
intermediate/tertiary colors.
- Students are expected to pick two complimentary colors, and mix a shade and a hue for
each.
o Start in the center and paint the beginning hue
o When creating a tint, it is easier to take a small amount of white and add more
color until it gets closer to the original hue.
o When making a shade start with the hue, then add the black or complimentary
color.
o So ultimately it is easier start with the lighter color and go darker for both shades
and tints
Demonstrate what would happen if too much black or white is added
o If you wanted to do a teddy bear like Romero Britto’s that we saw, and you want
part of it to be brown, what colors do you think you could mix to create browns?
 o To make brown, we mix complimentary colors. Each set of complimentary colors
make a different brown, so maybe that is something you want to explore when
deciding on your colors.
- At the end of class we are going to upload our progress photos of the worksheet to our
digital portfolios, I will remind you at the end of class.

Minutes Teacher Demonstrations & Work Time

- We are going to start to start with just the primary colors on our palettes, while we work on our
color wheels, You probably will not have room for all the mixing you are going to do with the
black and white so when you get to that step, wash of your palette and get come up for some new
paints. Please line up to get paints.

- Minutes Closure At the end of class have students take a picture of what was completed and
upload to digital portfolio in google slides.
- Clean up: brushes should be clean enough to wipe down a shirt without ruining it

Assessment of Learning Assessed through completion of worksheet

Strategies for students requiring additional assistance

Students who complete work early are challenged to create more values in a scale and different
variations of hues.