Color Unit and Lesson Plan 9/24/2014 2:07:00 PM

Color Unit Lesson Plan Template:

Color Theory and the 12 Step Color Wheel
Anticipatory Set (Connecting to Prior Knowledge)
First Into Activity: Ask students to name the colors on the 12-step color wheel poster on the
wall. Accept all answers and record them on poster paper or digitally and save the list for the
end of the unit
2
nd
Into Activity: Ask students to make a list of as many things that they can think of that can be
categorized by one of the colors on the 12-Step Color Wheel (i.e. fire engine, cherries, and stop
signs could be listed under the color Red). After approx. 10-15 minutes have students gather
into small groups of 3-4 students and have them compile there lists into a larger one that
represents all of there choices. If there are duplicate items on the individual students list within
the small groups have them place a checkmark next to the item in the color list. If all four
students in the group had the same item on their list then write the word for the item and then
place 3 checkmarks after the name of the item. Finally have one student from each group share
their new Big list with the class, and make a master list in the same format as the small group
lists.
3
rd
Into Activity: Students will color a picture of the American flag using black, green, and
orange (the complements or opposite colors to red, white, and blue). When the whole class has
finished coloring their flag pictures they instructed to stair at the middle of their picture of the
flag for 30-60 seconds. On the teachers signal the students will then be instructed to quickly
turn their pictures over to the blank white side and stare at the middle of the page and pay
attention to what happens as the after image of the green, black, and orange flag now appears
as the red, white, and blue flag that they are accustomed to in the after-image

Students will now paint a color wheel (lesson plan text will be added here as to how the color
wheel lesson will proceed).
Objective/Purpose
Art Objectives:
Students will gain an in depth understanding color. They will study and experience color from
the perspective of an artist and a scientist. The emphasis will be on subtractive color and the
12-step color wheel. Subtractive color is based in pigment, whereas additive color concerns
light.
Identify the primary, secondary, and tertiary colors.
Students will learn to distinguish value (tints, tones, and shades) and intensity in color
Develop and understanding of basic color schemes, such as achromatic, monochromatic,
analogous, and complementary c
Appreciate the beauty and use of colors by applying color wheel combinations in painting
pictures.
Study art from the great painters of the past and present, and make art in the style of
Impressionism, Expressionism, Cubism, Fauvism, Surrealism, and Abstract Expressionism
Students will develop vocabulary to verbally discuss and write about their own artwork and
work of others.
Science Objectives:
What is the nature of light and color?
What are the similarities and differences of additive color (light) and subtractive color
(pigment)?
What kind of properties does light have?
How light travels in a straight line?
How light can be reflected.
How light can be absorbed.
How light can be refracted.
Introduction to the anatomy of the human eye

Objectives: What the students should be able to do, understand, and care about as a
result of the teaching? Blooms Taxonomy of Educational Objectives may be used.

Art Objectives:
1. Students will gain an in depth understanding color. They will study and experience
color from the perspective of an artist and a scientist. The emphasis will be on
subtractive color and the 12-step color wheel. Subtractive color is based in pigment,
whereas additive color concerns light.
2. Identify the primary, secondary, and tertiary colors.
a. Students will learn to distinguish value (tints, tones, and shades) and intensity
in color
b. Develop and understanding of basic color schemes, such as achromatic,
monochromatic, analogous, and complementary c
3. Appreciate the beauty and use of colors by applying color wheel combinations in
painting pictures.
a. study art from the great painters of the past and present, and make art in the
style of Impressionism, Expressionism, Cubism, Fauvism, Surrealism, and
Abstract Expressionism
4. Students will develop vocabulary to verbally discuss and write about their own
artwork and work of others.

Science Objectives:
1. What is the nature of light and color?
a. What are the similarities and differences of additive color (light) and
subtractive color (pigment)?
2. What kind of properties does light have?
a. How light travels in a straight line?
b. How light can be reflected.
c. How light can be absorbed.
d. How light can be refracted.
3. Light is energy
4. The anatomy of the human eye

Materials Needed for this unit
1. Primary Red, Yellow, and Blue, in addition to black and white
tempera paint
2. A variety of brushes: rounds, flats, and filberts
3. Class set of paint mixing knives
4. Plastic trays or palettes for mixing paint
5. 1 ream 18 x 24 drawing paper 80lb.+
6. 1 color wheel diagram or poster
7. class set of aprons or smocks (old t-shirts will do fine)
8. digital projector and screen
9. overhead projector





Integrated Unit on Color 9/24/2014 2:07:00 PM
Standards: What standards of performance are to be expected? When will
pupils will be held accountable for what is expected? The students should be
informed about the standards of performance. (Standards are an explanation
of the type of lesson to be presented, procedures to be followed, and
behavioral expectations related to it, what the students are expected to do,
what knowledge or skills are to be demonstrated and in what manner.)

North Carolina Essential Standards Fourth Grade Visual Arts
Visual Literacy
Essential Standard Clarifying Objectives
4.V.1 Use the language of visual arts to
communicate effectively.
4.V.1.1 Use appropriate art vocabulary to compare
artists styles.
4.V.1.2 Apply personal choices while creating art.
4.V.1.3 Infer meaning from art.
4.V.1.4 Understand how the Elements of Art are used
to develop a composition.
4.V.1.5

Understand how the Principles of Design work
in relation to
each other.
4.V.2

Apply creative and critical
thinking skills to artistic
expression.
4.V.2.1

Identify different successful
solutions to artistic problems.
4.V.2.3

Create abstract art that expresses ideas.
4.V.3

Create art using a variety of
tools, media, and processes,
safely and appropriately.
4.V.3.1 Apply a variety of methods of manipulating a
single tool, safely and appropriately.
4.V.3.3 Create art using the processes of drawing,
painting, weaving, printing, stitchery, collage,
mixed media, sculpture, ceramics, and current
technology.
4.CX.1

Understand the global,
historical, societal, and cultural
contexts of the visual arts.
4.CX.1.4

Explain how place and time influence
ideas, issues, and
themes found in art.
4.CX.2

Understand the
interdisciplinary connections
and life applications of the
visual arts.
4.CX.2.2 Apply skills and concepts learned in
other disciplines, such
as math, science, language arts,
social studies, and other
arts, in the visual arts.
4.CR.1

Use critical analysis to generate
responses to a variety of
prompts.
4.CR.1.1

Use visual clues to interpret the
content of art.
4.CR.1.2

Critique personal art based on
teacher-established criteria.

North Carolina Essential Standards Science

4.P.3

Recognize that energy takes
various forms that may be
grouped based on their
interaction with matter.
4.P.3.2

Recognize that light travels in a
straight line until it strikes an object
or travels from one medium to
another, and that light can be
reflected, refracted, and absorbed.

12-Step Color Wheel 9/24/2014 2:07:00 PM