Drawing+Literature: Warm and Cool Color Still Life
Unit: Color Theory
Lesson: Still Life Object in Color
Grades 9th- 12th, Six-45 minute periods
Essential Questions
How can understanding color help me in art and life?
How are the choices I make as an artist (media, mediums and Elements of Art: such as color) effecting my viewer?
How can I use color to make my works more clear?
Goals/Daily Performance Objectives
1) Understand basic color theory terms describing color schemes/families and their effects on the viewer.
2) Distinguish the connection between warm (protruding)/ cool (receding) colors.
3) Identify and apply appropriate color schemes in individual works.
4) Utilize cross-hatching technique in work to blend oil pastels.
New Jersey State Standards and Cross-Curricular Standards
1.1.12.D.1 Distinguish innovative applications of the elements of art in artworks from diverse cultural perspectives and identify themes.
1.3.12.D.1 Synthesize the Elements of Art in an artwork that reflects choice, technical proficiency and expressivity.
21st-Century Life and Careers 9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.
21st-Century Life and Careers 9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
Multiple Intelligences Addressed
Visual-spatial
Interpersonal
Intrapersonal
Linguistic
Prior Knowledge
Understand Elements of Art (color)
Knowledge of ROY-G-BIV/ names of colors
Knowledge (basic) of warm and cool colors
Skill of cross-hatching and proportions
Adaptations ESL/Learning Disabled
ADD/ADHD, Autism, Behavioral/Emotional, ESL/ELL: Provide students with a ‘checklist’ to keep them on task. Review any content related or higher level vocabulary. Create time during beginning of lesson to have an individual conference with student to informally assess their understandings and clear up any misunderstood instructions or misconceptions. Check in consistently with students and make sure they are on task. Allow students more time to complete each stage of the project.
Learning Activities/Instructional Strategies
Time frame
Day 1 (45 minutes)-
1. Introduce unit with PowerPoint by discussing Essential Questions:
-How are the choices I make as an artist affecting my viewer (9.1.12.A.1)?
- How can I use color more effectively in my works (1.3.12.D.1)?
2. Analyze and discuss works by artists that use color to create depth (1.1.12.D.1, Obj. 2).
-What do you notice about the warm colors- do the objects painted in the warm colors appear closer to us or further away?
-What about the cool colors?
3. Explain project objective: This project will allow us to focus on using color to create depth in our piece-effectively and intentionally using warm and cool colors (Obj. 1).
Day 2 (45 minutes)-
4. Review warm and cool colors (Obj. 1).
5. Demonstrate cross-hatching technique with oil pastels (1.3.12.D.1, Obj. 4).
6. Guided Practice (9.1.12.A.1). Students complete worksheets for warm and cool colors.
Day 3 (45 minutes)
7. Sketch four different views of your item. Time students and allow 8 minutes for each sketch (9.1.12.A.1).
8. Choose your best sketch, enlarge and add FULL value to it. Determine what to add to background (1.3.12.D.1).
Day 4 (45 minutes)-
9. Demonstrate how to transfer onto tracing paper and how to use the transfer method from tracing paper to final paper.
10. Students trace onto tracing paper and transfer to final.
Day 5 (45 minutes)-
11. Demonstrate how to choose a light value, a medium value, and a dark value (one each) from the three warm value scales to use in the final still life (on the object in the foreground).
12. Repeat steps for cool color value worksheet and choose three values out of them to use in background (Obj. 3).
13. Begin adding color to foreground area where you will use your WARM colors. Add lightest values first. Refer to your practice handouts to make sure the values on your final match the values you originally chose.
14. Finish foreground and then complete the background with cool colors.
Day 6 (45 minutes)-
15. Critique and discuss success of warm colors versus cool colors (9.1.12.F.2) Self Assessment. Analyze and discuss the Essential Questions to conclude.
Assessment (Formative/Summative)
Guided practice, Classroom observation
Individual conferences
Final work evaluation/critique
Self-Assessment/Rubric
Materials
Previous Handouts, Peer Assessment,
Pre-Planning Sketchbook Cover Design Worksheet
Oil Pastels, Sketch/Bristol paper, Projector
Computer / PowerPoint
List of Artworks Used in PowerPoint:
Victor Vascarely, Untitled
Vincent van Gogh, Bedroom in Arles
Vincent van Gogh, Terrace Café at Night
Josef Albers, Homage to the Square
Lesson: Still Life Object in Color
Grades 9th- 12th, Six-45 minute periods
Essential Questions
How can understanding color help me in art and life?
How are the choices I make as an artist (media, mediums and Elements of Art: such as color) effecting my viewer?
How can I use color to make my works more clear?
Goals/Daily Performance Objectives
1) Understand basic color theory terms describing color schemes/families and their effects on the viewer.
2) Distinguish the connection between warm (protruding)/ cool (receding) colors.
3) Identify and apply appropriate color schemes in individual works.
4) Utilize cross-hatching technique in work to blend oil pastels.
New Jersey State Standards and Cross-Curricular Standards
1.1.12.D.1 Distinguish innovative applications of the elements of art in artworks from diverse cultural perspectives and identify themes.
1.3.12.D.1 Synthesize the Elements of Art in an artwork that reflects choice, technical proficiency and expressivity.
21st-Century Life and Careers 9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.
21st-Century Life and Careers 9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
Multiple Intelligences Addressed
Visual-spatial
Interpersonal
Intrapersonal
Linguistic
Prior Knowledge
Understand Elements of Art (color)
Knowledge of ROY-G-BIV/ names of colors
Knowledge (basic) of warm and cool colors
Skill of cross-hatching and proportions
Adaptations ESL/Learning Disabled
ADD/ADHD, Autism, Behavioral/Emotional, ESL/ELL: Provide students with a ‘checklist’ to keep them on task. Review any content related or higher level vocabulary. Create time during beginning of lesson to have an individual conference with student to informally assess their understandings and clear up any misunderstood instructions or misconceptions. Check in consistently with students and make sure they are on task. Allow students more time to complete each stage of the project.
Learning Activities/Instructional Strategies
Time frame
Day 1 (45 minutes)-
1. Introduce unit with PowerPoint by discussing Essential Questions:
-How are the choices I make as an artist affecting my viewer (9.1.12.A.1)?
- How can I use color more effectively in my works (1.3.12.D.1)?
2. Analyze and discuss works by artists that use color to create depth (1.1.12.D.1, Obj. 2).
-What do you notice about the warm colors- do the objects painted in the warm colors appear closer to us or further away?
-What about the cool colors?
3. Explain project objective: This project will allow us to focus on using color to create depth in our piece-effectively and intentionally using warm and cool colors (Obj. 1).
Day 2 (45 minutes)-
4. Review warm and cool colors (Obj. 1).
5. Demonstrate cross-hatching technique with oil pastels (1.3.12.D.1, Obj. 4).
6. Guided Practice (9.1.12.A.1). Students complete worksheets for warm and cool colors.
Day 3 (45 minutes)
7. Sketch four different views of your item. Time students and allow 8 minutes for each sketch (9.1.12.A.1).
8. Choose your best sketch, enlarge and add FULL value to it. Determine what to add to background (1.3.12.D.1).
Day 4 (45 minutes)-
9. Demonstrate how to transfer onto tracing paper and how to use the transfer method from tracing paper to final paper.
10. Students trace onto tracing paper and transfer to final.
Day 5 (45 minutes)-
11. Demonstrate how to choose a light value, a medium value, and a dark value (one each) from the three warm value scales to use in the final still life (on the object in the foreground).
12. Repeat steps for cool color value worksheet and choose three values out of them to use in background (Obj. 3).
13. Begin adding color to foreground area where you will use your WARM colors. Add lightest values first. Refer to your practice handouts to make sure the values on your final match the values you originally chose.
14. Finish foreground and then complete the background with cool colors.
Day 6 (45 minutes)-
15. Critique and discuss success of warm colors versus cool colors (9.1.12.F.2) Self Assessment. Analyze and discuss the Essential Questions to conclude.
Assessment (Formative/Summative)
Guided practice, Classroom observation
Individual conferences
Final work evaluation/critique
Self-Assessment/Rubric
Materials
Previous Handouts, Peer Assessment,
Pre-Planning Sketchbook Cover Design Worksheet
Oil Pastels, Sketch/Bristol paper, Projector
Computer / PowerPoint
List of Artworks Used in PowerPoint:
Victor Vascarely, Untitled
Vincent van Gogh, Bedroom in Arles
Vincent van Gogh, Terrace Café at Night
Josef Albers, Homage to the Square
Handouts
Still Life Warm & Cool Colors Self Reflection
Answer each question thoroughly.
1. Describe how the use of warm and cool colors help create depth in your work:
2. Was the use of warm and cool colors were successful and WHY or WHY NOT?
3. What is the strongest aspect of your still life?
4. What is the weakest aspect of your still life?
5. How could you improve this design?
Answer each question thoroughly.
1. Describe how the use of warm and cool colors help create depth in your work:
2. Was the use of warm and cool colors were successful and WHY or WHY NOT?
3. What is the strongest aspect of your still life?
4. What is the weakest aspect of your still life?
5. How could you improve this design?