LESSON PLAN 3 PICASSO INTRO, DAY 3

Teacher:
Unit: _________

Jacqueline Abend
Emotions

Grade: K
Topic: Picasso Intro, Day 3

Essential Questions:
1. How are our lives influenced by emotions?
2. What kinds of emotions have inspired artists to create?

3. How does art communicate emotions?

NJCCCS Standard:
1.1.2.D.2 Identify elements of art and principles of design in specific works of art and explain
how they are used.
National Core Arts Standard:
Responding: Perceive and analyze artistic work
Creating: Organize and develop artistic ideas and work.
Common Core:
CCSS.ELA-Literacy.SL.K.3 Ask and answer questions in order to seek help, get information, or
clarify something that is not understood.
Daily Performance Objectives:

Knowledge: Value of a color refers to its relative light or darkness.

Skills: Ability to mix colors

Understandings: Picassos Blue and Rose Period communicated different emotions.

Prior Knowledge:

Knowledge: How to mix paint to get a tint.

Skills: Ability to use paint and paintbrushes.

Understandings: Colors can communicate different emotions.

Materials and Aids: Sketchbooks, pencils, Pre-Assessment Slips, Painting Square Slip, glue sticks,
projector to display Picassos Family of Saltimbanques and La Soupe, step stool, pointer,
individually cut paint chips of different blue and red values, palettes, blue and red tempera paint,
paintbrushes, teacher sample
Time Frame for the Lesson:
Time Frame of
Activity
5 minutes

Student Will

Teacher(s) Will

Glue Pre-Assessment and Painting Square

Slip into sketchbooks. Answer PreAssessment.

Pass out Pre-Assessment and Painting

Square Slips to each student to glue into
their sketchbook. Read aloud PreAssessment: Value is the lightness or
darkness of a color Have students put
their finger on the question to the left,
ask: If you wanted to make a lighter
value of blue, which color would you add?
Circle the color you would choose. Have
students put their finger on the question
on the right, ask: If you wanted to make a
darker value of blue, which color would
you add? Circle the color you would
choose.

5-7 minutes

Come up to the board and point out

different values found in Picassos Family
of Saltimbanques and La Soupe.

Explain to students what value is. Value is

an element of art. It refers to the lightness
or darkness of a color. Hold up teacher
sample. Point to different values of red
within teacher sample. Tell students that
if we want a lighter value of red, we add
white. This is called a tint. Ask students:
What color do we get when we mix white
with red? Is pink a value of red?
Project Picassos Family of Saltimbanques
onto the board. Ask students: what period
is this? Have student come up to identify
different values of red within the painting.
Repeat with Picassos La Soupe.

5 minutes

Watch teacher demonstration. Listen to

directions. Ask questions to clarify, if
needed.

Explain to students their task for today.

Students will each be given a paint chip of
a different value of either red or blue.
Students will work to match this value by
mixing their chosen hue with white.
Demonstrate to students mixing the paint.
First, dip the brush into the white paint,
show them how it does not fall to the
table in globs. Call attention to the palette

and how the paint is not filled up to the

top. Designate one student per table to
get a palette of red and blue paint to bring
back to their tables. Instruct students to
get paintbrushes and begin.
15-20 minutes

5 minutes

Students will spend the rest of the period

mixing their colors to explore value and
best match their paint chip. Students will
share findings and observations with the
class.
Clean up. If time, share reflections.

Walk around the room checking on

student progress. Prompt students to
share explorations.

Prompt students to clean up. If time, ask

students to share reflections.

Assessment/Evaluation:

Formative Completed Tint Matching

Summative N/A

Adaptations

ELL Learners: Directly model activity during explanation. Provide translations of key vocabulary.
Allow ELL students to sit next to another and work together.
Special Needs: Ensure comfortable art making process/space. Directly model behavior. Use visuals.
Allow time for questions. Ensure student comprehends information.

Homework: N/A

To make a darker value of blue, I would add:

To make a darker value of blue, I would add:

To make a darker value of blue, I would add:

To make a lighter value of blue, I would add:

To make a darker value of blue, I would add:

To make a darker value of blue, I would add:

To make a darker value of blue, I would add:

Value: The lightness or darkness of a color.

To make a lighter value of blue, I would add:

Value: The lightness or darkness of a color.

To make a lighter value of blue, I would add:

Value: The lightness or darkness of a color.

To make a darker value of blue, I would add:

Value: The lightness or darkness of a color.

To make a lighter value of blue, I would add:

To make a darker value of blue, I would add: To make a lighter value of blue, I would add:

Value: The lightness or darkness of a color.

To make a lighter value of blue, I would add:

Value: The lightness or darkness of a color.

To make a lighter value of blue, I would add:

Value: The lightness or darkness of a color.

To make a lighter value of blue, I would add:

Value: The lightness or darkness of a color.