WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate: Jenna Criner

Date: March 29, 2013

School: Winfield Middle School

Grade/Subject: 7th Grade Art

Lesson Topic: warm, cool, and complementary colors

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Students will identify warm, cool, and complimentary colors on the color wheel and in artwork.
Students will identify different types of balance in art.
WV CSOS
VA.O.6.2.14 create symmetrical, asymmetrical, or radial balanced design that has unity.
VA.O.7.2.11 create artwork using visual rhythm and repetition of patterns, e.g., Escher's use of
mathematics.
NATIONAL STANDARD- National Art Education Association
2. Content Standard: Using knowledge of *structures and functions
MANAGEMENT FRAMEWORK
Overall Time Two 45 minute lessons
Time Frame- Day 1: 20 minute activity
5 minute explanation of the assignment
15 minute work time
5 minute clean up
Day 2: 35 minute work time
10 minute review/clean up

STRATEGIES

Group work skills

Problem-solving skills

Beach ball Toss-and-Talk

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

Learning Differences: For students who are
struggling, I will aid them individually, and I will
use guided discussion in order to assist them.
Motivational Differences: I will incorporate
students interests into my lessons so that
students with motivational differences will be
encouraged.
Behavioral Differences: I will reinforce the correct
behavior and my expectations during the lesson.

Multiple Intelligence Addressed:

X Verbal/Linguistic
X Spatial
X Logical/Mathematical
X Bodily/Kinesthetic
Musical

Attention Differences: I will assign one part of the

project at a time for students with attention
differences, and I will get them to be actively
engaged in the first activity.
Ability Differences: I will design this lesson so that
students with ability differences can succeed, and I
will assist them when necessary.
Enrichment: I will allow students who have
completed their work early create more advanced
art using color schemes and positive and negative
space.
Naturalistic
X Interpersonal
Intrapersonal
X Existensial
Others (explain)

PROCEDURES
Introduction/ Lesson Set

Give students paper and worksheets as they walk in.

Review of the color wheel (students will fill out a color wheel worksheet)
I will toss a beach ball with questions on it to a student, and that student will read the question
on top of the beach ball. Any student can answer the question, and the student with the beach
ball can pass it to the student who got the question correct.

Body & Transitions

Explain the assignment and what the expectations are:

Students will create a circular pattern on their paper using the tools provided, and they
will trace their hand in the middle of the paper.
Students will color either the positive space (the hand) or the negative space using
warm colors, and they will use cool colors for either the positive or negative space (I will
explain that it is easier to either draw the hand or the background first.)
Students will make sure that a pattern is created in which the colors alternate, and the
individual rings (where the hand and the negative space meet) will be using
complementary colors.
Markers will be distributed.

Instruct students to complete the project

Walk among students to check for their progress and understanding.
Have students clean up their areas.
Each student will complete a check list so that they will know what they need to work on the
next day.

Closure

Students will complete their work.

Students will clean up their areas.
Each student will fill out an exit slip so that I can access what they learned.

ASSESSMENT
Diagnostic: The students will complete a color wheel worksheet, and I will check to see what the
students know/do not know by having them answer questions on a beach ball.
Formative: I will walk among students to check for progress and understanding. Each student will use a
checklist to see what they need to work on and to make sure they are doing their work correctly.
Summative: I will have the students complete an exit slip in order to access their learning. Scoring of
the drawings will be based on whether or not the colors alternate, if warm colors and cool colors are
used in the right places, and if complimentary colors are in the right places. Neatness and completeness
will also be part of the grade.
MATERIALS
Circles
Paper
Markers
Color wheel worksheet
Beach ball
EXTENDED ACTIVITIES
If Student Finishes Early
If a student finishes early, then I will let that student free draw.
If Lesson Finishes Early

If the lesson finishes early and all questions have been answered, then I will assign the students to
create a design that uses a specific color scheme and has a repetition of several shapes that they
choose. The shapes will not be colored, but the background will.

POST-TEACHING
Reflections
I learned that it is often difficult to keep track of time when there is such a large class to attend to. This
project took much longer than I anticipated, but the students were engaged the entire time. I improved
in terms of classroom management from the last lesson that I taught because I used more effective
strategies to gain the students attention. I learned that instead of making the students do a certain
design on their paper or copying straight from the example, it is better to let them switch up some of
the details as long as they use a specific color scheme.
I should pay more attention to how I phrase my questions because some of the students were confused
about on of the questions on the exit ticket. I asked what they learned about color theory, and many of
the students did not know what I meant when I said color theory. Instead, I should have asked what
they learned about colors.
Data Based Decision Making
When I looked at the exit tickets that the students completed, I learned that many of the students
wanted to know about the origins of color theory. Twelve students asked about who made the color
wheel, when it was first used, how often colors are first discovered, and how many colors exist. I think
that when planning another lesson dealing with color theory, students could watch a video about the
beginnings of color theory, and maybe they can even research the topic and present information about
this topic in a unique way. The rest of the students, on the other hand, wanted to know about
intermediate colors and which colors complement them. They also asked about where gray, white, and
black are on the color wheel. If I taught another lesson about color theory following this one, I would
have them work with paint to physically mix the colors, and I would teach them about intermediate
colors, as well as the roles that black, white, and gray have in art. There were just a few students who
had questions about which colors complement each other and which colors belonged in each color
scheme. These students may need further assistance and/or activities to help them learn the basic
ideas.
Example of Finished Project:

Questions for beach ball activity:

1. Blue + yellow = ?
2. Red + yellow = ?
3. Blue + red = ?
4. Which of the following examples use a cool color scheme? (show examples of artwork using different
color schemes)
5. Which of the following examples use a warm color scheme? (show examples)
6. Which of the following examples use complementary colors? (show examples)
7. Where have you seen complementary colors used in real life?
8. What is positive and negative space?
9. Which colors are primary colors?
10. Which colors are secondary colors?
11. What color scheme does red, orange, and yellow make?
12. What is a complementary color?

13. What effect do warm colors have in an artwork?

14. What effect do cool colors have in an artwork?
15. What is your favorite color and why? (ask students an additional question such as What is the
complement to that color? or Which two colors are mixed together to produce that color?)
16. What are the colors on the color spectrum in order? (ROYGBIV)

Name:
EXIT TICKET

1. List three things you learned about color theory or other topics/skills that we discussed in class.

2. Write down two questions you still have about color theory.

3. Describe one way that color schemes are used in everyday life.