Lesson Three: Nebula
Lesson Plan Title: “Nebulae and Color"
Time: Three- 45 minute periods
Grades: 7th/8th
Learner’s Characteristics:
Viktor Lowenfeld: Adolescent Art, 12-14 years, Pseudo -Naturalistic Stage
1. Naturalistic drawings- detail in light and shadow, folds, and motion 2. Space is depicted as three-dimensional by diminishing the size of objects that are further away 3. Final product is important to child, need to “get it right” 4. The work is inspired by visual stimuli 5. Based on subjective experiences/emotional relationships 6. Use of color is becoming advanced- lighting and emotion.
Characteristics of Students with Learning Disabilities:
ADD/ADHD: Students who have difficulty controlling their behavior. The difficultly is neurologically based. Inattention, inability to concentrate on a task; impulsive actions and verbalizations, e.g. responding to questions without thinking, and hyperactivity or constant motor activity, e.g. frequently out of seat when such isn't required.
Autism: Some common characteristics are repetitive motions, reliance on daily routines (resistance to change), and unusual responses to sensory experiences. Students often have difficulty with social interactions, sensory integration, abstract language, and motor skills, all of which interfere with their abilities to learn.
Behavioral/ Emotional: Students who are chronically sad and/or have low self-concept, have difficulty relating to others (emotional) and students who are antisocial and aggressive (behavioral).
ELL/ESL: ELL students have limited English language proficiency. Their first language is not English. Have difficulty understanding and using English in and outside classroom. Students who are proficient in their first language often become proficient in English as a second language; those who are not proficient in their first language often have difficulty understanding and using English. ESL (repetition of English language patterns), bilingual (alternating first language and English classroom instruction), sheltered English (rapid English language learning through use of printed materials along with instruction, and immersion (repeated, intense exposure) techniques may be used to facilitate student learning.
Theme Concept:
Color is a phenomenon that has a base in art and science. When we think of color we think of objects and their appearance. Have you ever caught yourself infatuated with something because of its colors? Have you ever looked up at the night sky and wondered if there’s another planet with life out there and what their world looks like? Are there different types of light that effect the way they perceive color? Are objects on Earth comparable to objects on another planet? Or have you ever seen pictures of galaxies and nebulas and wondered if there colors are really that beautiful? How do nebulas get their colors?
Have you ever pondered the difference between color as light and color as dye, or paints? What about how certain color combinations have different effects when used together. Have you ever noticed that colors can also help convey emotions?
Color has an interesting background and is used in many ways; how can we become more aware and learn about the importance of color in art?
Non- Art Discipline Concept: Physical Science
Color is the aspect of things that is caused by differing qualities of light being reflected or emitted by them. Can one perceive color in outer space? To see color, you have to have light. When light shines on an object some colors bounce off the object and others are absorbed by it. Our eyes only see the colors that are bounced off or reflected.
The sun’s rays contain all the colors of the rainbow mixed together. This mixture is known as white light. When white light strikes anything white, it appears white to us because it absorbs no color and reflects all color equally. A black object absorbs all colors equally and reflects none, so it looks black to us. Scientists do not consider black a color because black is the absence of all color.
So what about planets, galaxies and nebulas- can we perceive them in color? Yes but its limited. It depends on the elements they are made of but we cannot see them fully with the naked eye. If you were in space, the closer you got to a nebula, the brighter they are which would have an effect on its color and the way which you perceive it. Telescopes and photography help us see the details and colors of nebulas more fully.
Concepts in Art Disciplines
Art Production (Art Making):
Element or Principle of Design: Color
- Light reflected off objects.
-Color has three main characteristics: hue (red, green, blue, etc.), value (how light or dark it is), and intensity (how bright or dull it is).
-Colors can be described as warm (red, yellow) or cool (blue, gray), depending on which end of the color spectrum they fall.
-Primary Colors= Red, Yellow, Blue
-Secondary Colors= Orange, Green, Violet
-Tertiary Colors= Red-orange, Yellow-green, Blue-violet
-Complimentary Colors= Red & Green, Red-orange & Green-blue, Orange & Blue, Yellow-orange & Blue-violet, Yellow & Violet, Yellow-green & Red-violet.
-Analogous Colors= Red, Red-orange, Orange or another example is Blue, Blue-violet, Violet as long as they are consecutive colors.
-Monochromatic= One color plus its tints and shades such as Blue and its tints and shades.
Technique/ Process: Chalk Pastels
-Learn blending techniques, cross hatching, and creating tints/shades.
-Create a preliminary drawing, establish the dark tones, intensify the dark tones, establish the light tones, add color.
Aesthetics:
Students will work in groups. Each group will be given a copy of one of the five paintings by Rothko to discuss the following questions:
1. When you look at this artwork how does it make you feel? Why?
2. Do the colors the artist chose help convey an emotion? Why or why not?
3. Does the artwork need to have a figure to depict an emotion or can the artist just use color?
Discuss image and follow-up questions with entire class.
Art Criticism:
Olive Trees with Yellow Sky and Sun, Vincent Van Gogh, 1889
A. Description
1. What colors do you see in the Olive Trees with Yellow Sky and Sun? 2. What shapes do you see? 3. What lines do you see?
B. Formal Analysis
1. Where do you see certain family colors used? 2. What type of brush strokes does the artist use? 3. What affect does this have? 4. What emotions and temperature are conveyed? 5. What is the focal point in this work? 6. Are the colors used in this work cool or warm? 7. Would the painting convey the same feeling if the colors were dark and cool?
C. Interpretation
1. How does the image make you feel? 2. Do the colors affect your feelings? 3. Where do you think this field is located? 4. What is the weather shown in this picture? 5. What time of day is it? 6. How can you make this painting have the opposite feeling it does now?
D. Judgment
1. Is this art if there are no figures in it? 2. Is this a good work of art? 3. Is this a place that you would want to live?
Art History: Mark Rothko
-Russian born artist 9/25/1903-2/25/1970, abstract painter.
-Rothko's work matured from representation and mythological subjects into rectangular fields (“Multiforms”) of color and light.
-Multiforms used symmetrical rectangular blocks of two to three opposing or contrasting, yet complementary colors-Rothko painted in oil only on large canvases with vertical formats. Very large-scale designs were used in order to overwhelm the viewer, or, in Rothko's words, to make the viewer feel "enveloped within" the painting. He even went so far as to recommend that a viewer position themselves as little as 18 inches away from the canvas so that the viewer might experience a sense of intimacy, as well as awe, a transcendence of the individual, and a sense of the unknown.
Learning Objectives
Art Disciplines:
1. Students will apply the use color families to convey emotions, temperatures and psychological ideas.
2. Students will analyze Van Gogh’s, Olive Trees and Yellow Sky and Sun, and exhibit understanding of the properties/effects of color in an artwork, and then translate knowledge to their own works.
3. Students will watch a demonstration on chalk pastel application techniques and then apply them to their works.
4. Students will discuss aesthetics of Rothko’s paintings and determine what effects they have on the viewer and if they consider them art (can art be purely color?).
Adaptions/ Modifications for Students w. Learning Disabilities:
1. Provide students with printed worksheets containing guided steps for completing their pastel works.
2. Pre-underline important points on all handouts and reading materials.
3. Simplify art terms and/or art concepts to lower grade level.
4. Establish eye contact with students before giving key instructional information.
5. Provide textbooks with images and visual aids. Encourage students to take breaks and look at images.
Non-Art Discipline:
1. Students will understand that color is created from light being reflected and absorbed off objects.
2. Students will understand that objects vary in the extent to which they absorb and reflect light.
3. Students will understand one can see color in space since there is light.
4. Students will be able to explain that a white object appears white to us because it absorbs no color and reflects all color equally and a black object absorbs all colors equally and reflects none, so it looks black to us.
Adaptions/ Modifications for Students w. Learning Disabilities:
1. Allow students to work independently if they choose (will still need proof of ‘work’ such as writing down answers to group discussion questions).
2. Allow students to write or draw their responses.
3. Yet, encourage students to partner with others.
Democratic Skills:
1. Students will be respectful of all students and allow each student to speak when in small groups.
2. Students will listen attentively when other students and the teacher is speaking.
3. Students will provide each other with appropriate feedback and respect each other’s opinions.
4. Students will think critically, solve problems and participate both as individuals and in groups.
5. Students will learn tolerance for others and their customs.
6. Students will learn to view situations from multiple perspectives.
Adaptions/ Modifications for Students w. Learning Disabilities:
1. Speak slowly and clearly when giving verbal instructions.
2. Encourage students to volunteer to read, speak and share their thoughts and visual art.
3. Regularly assess student’s mood: regularly ask if there are any questions or concerns.
Sequence of Classroom Activities
Materials & Equipment:
Chalk pastels, chalk pastel paper, paper towels, samples of Rothko’s paintings, images of Vincent Van Gogh’s Olive Tree and Yellow Sky and Sun, images of nebulae.
Supporting Materials:
Color family evaluation/checklist/instructions of steps to project
Samples of Color Families
Samples of images of Rothko’s paintings
Narrative of Classroom Procedures:
Introduction/Discussion/Questions (about theme concept, concepts in art disciplines, non-art discipline concepts, art works, democratic behaviors):
When you first wake up in the morning, what colors do you see? How does this affect your mood? What if you were to wake up one morning and your ceiling had been painted red- how would this make you feel? What affects does color have on us in our daily lives- the colors we wear to the colors used in advertisements? Have you ever caught yourself infatuated with something because of its colors? Have you ever looked up at the night sky and wondered if there’s another planet with life out there and what their world looks like? Are there different types of light that effect the way they perceive color? Are objects on Earth comparable to objects on another planet? Or have you ever seen pictures of galaxies and nebulae and wondered if there colors are really that beautiful? How do nebulae get their colors? Complete the “Color My World” handout after discussing.
Stimulation Activity:
Students will individually complete “Color My World” handout. After they have completed they will meet with a partner and share answers. Students will then complete part two of the handout (the art-making) by creating a piece that uses color to represent their personality using chalk pastels. These will give students the opportunity to practice techniques with materials before completing final projects. It will also help them more fully understand the effects of color on the viewer and help them choose their color families accordingly for the final project depending on the mood they wish to convey.
I Want You To…
(Problematized instructions for individuals and/or small group art making):
Concluding the Lesson (Discussion, Questions, Sharing of Productions, Recapping):
-Why is it important to understand the affects color has on people?
-Explain the characteristics of one color family.
-How do artists create certain emotions in a work?
-Large group critique and discussion of artworks.
NJCCCS:
Visual Arts:
1.1.8.D.1-Describe the intellectual and emotional significance conveyed by the application of the elements of art and principles of design in different historical eras and cultures.
1.4.8.A.1-Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art
Physical Science:
5.2.4.A.4- Objects vary in the extent to which they absorb and reflect light.
Evaluation:
(1) The Lesson Plan-
a. Are the activities in the lesson age appropriate?
b. Are there parts of the lesson that require too much time/too many features that don’t allow enough time for adequate understanding?
c. Did all parts of the lesson engage and maintain students’ interest?
d. Does the lesson conceptually link art with another subject in an integrated way that is both implicit and explicit?
e. Are the learning activities presented in the best sequence for maximizing student understanding and participate?
(2) Teaching of Lesson-
a. Did I allow enough wait-time?
b. Did I make eye contact with students?
c. Was I excited about the lesson?
d. Did I ask enough open-ended questions?
e. Did I speak clearly and loudly enough for students to hear me?
f. Did I check for student understanding throughout my demonstration?
(3) Student Outcomes-
a. Did students create an artwork that demonstrates four different color families?
b. Did students properly create a work of art using chalk pastels?
c. Did students effectively communicate their understanding of color throughout the lesson?
d. Did students able to justify their opinions on what is good art (Aesthetics)?
e. Can students describe, analyze, interpret and critique artists’ works (Art Criticism)?
Outcomes for Students with Learning Disabilities-
a. Did students feel successful?
b. Did students accept and build upon positive feedback?
Worksheets below:
COLOR MY WORLD
Name:________________________________ Date:_________________________________
This world will be created by you!
Checklist:
What color do you see in your mind when you think of/imagine feeling the following emotions?
1. Anger
2. Sadness
3. Excitement
4. Anxiety
5. Love
6. Fear
What colors are your personality?
List 5 aspects of your personality (i.e. easy-going, optimistic, friendly, shy, etc)
1.
2.
3.
4.
5.
Now imagine a color for each aspect of your personality and write it next to each aspect. Using those colors, make a rainbow, a crystal, or a design that represents your personality. Use types of lines and shapes that seem to go with the aspects of your personality and their colors. Use chalk the chalk pastels and paper.
SELF-EVALUATION RUBRIC
Name:________________________________ Date:_________________________________
Checklist:
Square 1, Monochromatic:
-Uses one color. o Yes or o No
-Has tints and shades. o Yes or o No
Square 2, Complimentary:
-Uses complimentary colors. o Yes or o No
Square 3, Analogous:
-Uses analogous colors. o Yes or o No
Square 4, Artist’s Choice (choose one below):
-Uses primary colors. o Yes or o No
-Uses secondary colors. o Yes or o No
-Uses tertiary colors. o Yes or o No
-Uses warm or cool colors. o Yes or o No
Time: Three- 45 minute periods
Grades: 7th/8th
Learner’s Characteristics:
Viktor Lowenfeld: Adolescent Art, 12-14 years, Pseudo -Naturalistic Stage
1. Naturalistic drawings- detail in light and shadow, folds, and motion 2. Space is depicted as three-dimensional by diminishing the size of objects that are further away 3. Final product is important to child, need to “get it right” 4. The work is inspired by visual stimuli 5. Based on subjective experiences/emotional relationships 6. Use of color is becoming advanced- lighting and emotion.
Characteristics of Students with Learning Disabilities:
ADD/ADHD: Students who have difficulty controlling their behavior. The difficultly is neurologically based. Inattention, inability to concentrate on a task; impulsive actions and verbalizations, e.g. responding to questions without thinking, and hyperactivity or constant motor activity, e.g. frequently out of seat when such isn't required.
Autism: Some common characteristics are repetitive motions, reliance on daily routines (resistance to change), and unusual responses to sensory experiences. Students often have difficulty with social interactions, sensory integration, abstract language, and motor skills, all of which interfere with their abilities to learn.
Behavioral/ Emotional: Students who are chronically sad and/or have low self-concept, have difficulty relating to others (emotional) and students who are antisocial and aggressive (behavioral).
ELL/ESL: ELL students have limited English language proficiency. Their first language is not English. Have difficulty understanding and using English in and outside classroom. Students who are proficient in their first language often become proficient in English as a second language; those who are not proficient in their first language often have difficulty understanding and using English. ESL (repetition of English language patterns), bilingual (alternating first language and English classroom instruction), sheltered English (rapid English language learning through use of printed materials along with instruction, and immersion (repeated, intense exposure) techniques may be used to facilitate student learning.
Theme Concept:
Color is a phenomenon that has a base in art and science. When we think of color we think of objects and their appearance. Have you ever caught yourself infatuated with something because of its colors? Have you ever looked up at the night sky and wondered if there’s another planet with life out there and what their world looks like? Are there different types of light that effect the way they perceive color? Are objects on Earth comparable to objects on another planet? Or have you ever seen pictures of galaxies and nebulas and wondered if there colors are really that beautiful? How do nebulas get their colors?
Have you ever pondered the difference between color as light and color as dye, or paints? What about how certain color combinations have different effects when used together. Have you ever noticed that colors can also help convey emotions?
Color has an interesting background and is used in many ways; how can we become more aware and learn about the importance of color in art?
Non- Art Discipline Concept: Physical Science
Color is the aspect of things that is caused by differing qualities of light being reflected or emitted by them. Can one perceive color in outer space? To see color, you have to have light. When light shines on an object some colors bounce off the object and others are absorbed by it. Our eyes only see the colors that are bounced off or reflected.
The sun’s rays contain all the colors of the rainbow mixed together. This mixture is known as white light. When white light strikes anything white, it appears white to us because it absorbs no color and reflects all color equally. A black object absorbs all colors equally and reflects none, so it looks black to us. Scientists do not consider black a color because black is the absence of all color.
So what about planets, galaxies and nebulas- can we perceive them in color? Yes but its limited. It depends on the elements they are made of but we cannot see them fully with the naked eye. If you were in space, the closer you got to a nebula, the brighter they are which would have an effect on its color and the way which you perceive it. Telescopes and photography help us see the details and colors of nebulas more fully.
Concepts in Art Disciplines
Art Production (Art Making):
Element or Principle of Design: Color
- Light reflected off objects.
-Color has three main characteristics: hue (red, green, blue, etc.), value (how light or dark it is), and intensity (how bright or dull it is).
-Colors can be described as warm (red, yellow) or cool (blue, gray), depending on which end of the color spectrum they fall.
-Primary Colors= Red, Yellow, Blue
-Secondary Colors= Orange, Green, Violet
-Tertiary Colors= Red-orange, Yellow-green, Blue-violet
-Complimentary Colors= Red & Green, Red-orange & Green-blue, Orange & Blue, Yellow-orange & Blue-violet, Yellow & Violet, Yellow-green & Red-violet.
-Analogous Colors= Red, Red-orange, Orange or another example is Blue, Blue-violet, Violet as long as they are consecutive colors.
-Monochromatic= One color plus its tints and shades such as Blue and its tints and shades.
Technique/ Process: Chalk Pastels
-Learn blending techniques, cross hatching, and creating tints/shades.
-Create a preliminary drawing, establish the dark tones, intensify the dark tones, establish the light tones, add color.
Aesthetics:
Students will work in groups. Each group will be given a copy of one of the five paintings by Rothko to discuss the following questions:
1. When you look at this artwork how does it make you feel? Why?
2. Do the colors the artist chose help convey an emotion? Why or why not?
3. Does the artwork need to have a figure to depict an emotion or can the artist just use color?
Discuss image and follow-up questions with entire class.
Art Criticism:
Olive Trees with Yellow Sky and Sun, Vincent Van Gogh, 1889
A. Description
1. What colors do you see in the Olive Trees with Yellow Sky and Sun? 2. What shapes do you see? 3. What lines do you see?
B. Formal Analysis
1. Where do you see certain family colors used? 2. What type of brush strokes does the artist use? 3. What affect does this have? 4. What emotions and temperature are conveyed? 5. What is the focal point in this work? 6. Are the colors used in this work cool or warm? 7. Would the painting convey the same feeling if the colors were dark and cool?
C. Interpretation
1. How does the image make you feel? 2. Do the colors affect your feelings? 3. Where do you think this field is located? 4. What is the weather shown in this picture? 5. What time of day is it? 6. How can you make this painting have the opposite feeling it does now?
D. Judgment
1. Is this art if there are no figures in it? 2. Is this a good work of art? 3. Is this a place that you would want to live?
Art History: Mark Rothko
-Russian born artist 9/25/1903-2/25/1970, abstract painter.
-Rothko's work matured from representation and mythological subjects into rectangular fields (“Multiforms”) of color and light.
-Multiforms used symmetrical rectangular blocks of two to three opposing or contrasting, yet complementary colors-Rothko painted in oil only on large canvases with vertical formats. Very large-scale designs were used in order to overwhelm the viewer, or, in Rothko's words, to make the viewer feel "enveloped within" the painting. He even went so far as to recommend that a viewer position themselves as little as 18 inches away from the canvas so that the viewer might experience a sense of intimacy, as well as awe, a transcendence of the individual, and a sense of the unknown.
Learning Objectives
Art Disciplines:
1. Students will apply the use color families to convey emotions, temperatures and psychological ideas.
2. Students will analyze Van Gogh’s, Olive Trees and Yellow Sky and Sun, and exhibit understanding of the properties/effects of color in an artwork, and then translate knowledge to their own works.
3. Students will watch a demonstration on chalk pastel application techniques and then apply them to their works.
4. Students will discuss aesthetics of Rothko’s paintings and determine what effects they have on the viewer and if they consider them art (can art be purely color?).
Adaptions/ Modifications for Students w. Learning Disabilities:
1. Provide students with printed worksheets containing guided steps for completing their pastel works.
2. Pre-underline important points on all handouts and reading materials.
3. Simplify art terms and/or art concepts to lower grade level.
4. Establish eye contact with students before giving key instructional information.
5. Provide textbooks with images and visual aids. Encourage students to take breaks and look at images.
Non-Art Discipline:
1. Students will understand that color is created from light being reflected and absorbed off objects.
2. Students will understand that objects vary in the extent to which they absorb and reflect light.
3. Students will understand one can see color in space since there is light.
4. Students will be able to explain that a white object appears white to us because it absorbs no color and reflects all color equally and a black object absorbs all colors equally and reflects none, so it looks black to us.
Adaptions/ Modifications for Students w. Learning Disabilities:
1. Allow students to work independently if they choose (will still need proof of ‘work’ such as writing down answers to group discussion questions).
2. Allow students to write or draw their responses.
3. Yet, encourage students to partner with others.
Democratic Skills:
1. Students will be respectful of all students and allow each student to speak when in small groups.
2. Students will listen attentively when other students and the teacher is speaking.
3. Students will provide each other with appropriate feedback and respect each other’s opinions.
4. Students will think critically, solve problems and participate both as individuals and in groups.
5. Students will learn tolerance for others and their customs.
6. Students will learn to view situations from multiple perspectives.
Adaptions/ Modifications for Students w. Learning Disabilities:
1. Speak slowly and clearly when giving verbal instructions.
2. Encourage students to volunteer to read, speak and share their thoughts and visual art.
3. Regularly assess student’s mood: regularly ask if there are any questions or concerns.
Sequence of Classroom Activities
- Introduction.
- Stimulation Activity.
- Art Criticism.
- Art History.
- Aesthetics.
- “I want you to…”/ Handout instructions and Demonstration.
- Student self-evaluation.
- Conclusion/critique.
Materials & Equipment:
Chalk pastels, chalk pastel paper, paper towels, samples of Rothko’s paintings, images of Vincent Van Gogh’s Olive Tree and Yellow Sky and Sun, images of nebulae.
Supporting Materials:
Color family evaluation/checklist/instructions of steps to project
Samples of Color Families
Samples of images of Rothko’s paintings
Narrative of Classroom Procedures:
Introduction/Discussion/Questions (about theme concept, concepts in art disciplines, non-art discipline concepts, art works, democratic behaviors):
When you first wake up in the morning, what colors do you see? How does this affect your mood? What if you were to wake up one morning and your ceiling had been painted red- how would this make you feel? What affects does color have on us in our daily lives- the colors we wear to the colors used in advertisements? Have you ever caught yourself infatuated with something because of its colors? Have you ever looked up at the night sky and wondered if there’s another planet with life out there and what their world looks like? Are there different types of light that effect the way they perceive color? Are objects on Earth comparable to objects on another planet? Or have you ever seen pictures of galaxies and nebulae and wondered if there colors are really that beautiful? How do nebulae get their colors? Complete the “Color My World” handout after discussing.
Stimulation Activity:
Students will individually complete “Color My World” handout. After they have completed they will meet with a partner and share answers. Students will then complete part two of the handout (the art-making) by creating a piece that uses color to represent their personality using chalk pastels. These will give students the opportunity to practice techniques with materials before completing final projects. It will also help them more fully understand the effects of color on the viewer and help them choose their color families accordingly for the final project depending on the mood they wish to convey.
I Want You To…
(Problematized instructions for individuals and/or small group art making):
- …choose a nebula to replicate using chalk pastels.
- …using your self-evaluation sheet as a guide, sketch out four different squares of the same image (whichever nebula you chose nebula) but using four different color families.
i. Refer to student self-evaluation checklist.
ii. Complete student self-evaluation checklist. - …watch demonstration of chalk pastel technique.
- …discuss with me your sketches and once approved begin to complete final project using chalk pastels.
Concluding the Lesson (Discussion, Questions, Sharing of Productions, Recapping):
-Why is it important to understand the affects color has on people?
-Explain the characteristics of one color family.
-How do artists create certain emotions in a work?
-Large group critique and discussion of artworks.
NJCCCS:
Visual Arts:
1.1.8.D.1-Describe the intellectual and emotional significance conveyed by the application of the elements of art and principles of design in different historical eras and cultures.
1.4.8.A.1-Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art
Physical Science:
5.2.4.A.4- Objects vary in the extent to which they absorb and reflect light.
Evaluation:
(1) The Lesson Plan-
a. Are the activities in the lesson age appropriate?
b. Are there parts of the lesson that require too much time/too many features that don’t allow enough time for adequate understanding?
c. Did all parts of the lesson engage and maintain students’ interest?
d. Does the lesson conceptually link art with another subject in an integrated way that is both implicit and explicit?
e. Are the learning activities presented in the best sequence for maximizing student understanding and participate?
(2) Teaching of Lesson-
a. Did I allow enough wait-time?
b. Did I make eye contact with students?
c. Was I excited about the lesson?
d. Did I ask enough open-ended questions?
e. Did I speak clearly and loudly enough for students to hear me?
f. Did I check for student understanding throughout my demonstration?
(3) Student Outcomes-
a. Did students create an artwork that demonstrates four different color families?
b. Did students properly create a work of art using chalk pastels?
c. Did students effectively communicate their understanding of color throughout the lesson?
d. Did students able to justify their opinions on what is good art (Aesthetics)?
e. Can students describe, analyze, interpret and critique artists’ works (Art Criticism)?
Outcomes for Students with Learning Disabilities-
a. Did students feel successful?
b. Did students accept and build upon positive feedback?
Worksheets below:
COLOR MY WORLD
Name:________________________________ Date:_________________________________
This world will be created by you!
Checklist:
What color do you see in your mind when you think of/imagine feeling the following emotions?
1. Anger
2. Sadness
3. Excitement
4. Anxiety
5. Love
6. Fear
What colors are your personality?
List 5 aspects of your personality (i.e. easy-going, optimistic, friendly, shy, etc)
1.
2.
3.
4.
5.
Now imagine a color for each aspect of your personality and write it next to each aspect. Using those colors, make a rainbow, a crystal, or a design that represents your personality. Use types of lines and shapes that seem to go with the aspects of your personality and their colors. Use chalk the chalk pastels and paper.
SELF-EVALUATION RUBRIC
Name:________________________________ Date:_________________________________
Checklist:
Square 1, Monochromatic:
-Uses one color. o Yes or o No
-Has tints and shades. o Yes or o No
Square 2, Complimentary:
-Uses complimentary colors. o Yes or o No
Square 3, Analogous:
-Uses analogous colors. o Yes or o No
Square 4, Artist’s Choice (choose one below):
-Uses primary colors. o Yes or o No
-Uses secondary colors. o Yes or o No
-Uses tertiary colors. o Yes or o No
-Uses warm or cool colors. o Yes or o No