III.

Lesson 3, An Intro to Painting, Grades 6-

8, 2 days:

II. Lesson Rationale:

The students will learn about how to paint effectively using techniques given in class and having
an understanding of mixing colors. The specific purpose of this lesson is to teach the students
the importance of colors in art and how to effectively use them.

III. Key Concepts:

Understanding how to mix paints

Grasping how to use painting techniques

To gain the understanding of some color theory

IV. Essential Question:

How is color important to sculptures made by cultures around the world?

V. Lesson Objectives:

Students will be able to

o Mix paints to get the desired color by watching a short demonstration from the
teacher and by applying some practice of their own.

o Understand general Color Theory by listening to a short insightful lecture given

by the instructor demonstrating the color wheel.
 o Use effective painting techniques.

o Understand Principles of Design through the demonstration given.

VI. Specific Art Content:

2D design

painting

Color Theory

Principles of Design

VII. Resources & Materials for Teacher:

Youtube, Projector, Internet, PowerPoint, Computer, paintbrushes, paints, paint palette, paper

VIII. Resources & Materials for Students:

Pencil, paper, cups for water, paint brushes, paint, paint palletes
IX. Instruction and Its Sequencing:

Day of the Lesson: Day 1

1. Introduction/Motivation:

The teacher will show a PowerPoint about color theory and mixing colors as well as painting
techniques. A short piece of a video will be shown demonstrating some painting techniques after
the presentation.

2. Guided Practice

After the video, the teacher will have a short demonstration over some painting terms and
techniques important for this lesson.

Painting terms: Formalism, paint, value, hue, color wheel, intensity, saturation, monochromatic,
primary color, secondary color, tertiary color, shade, tint, tone, triadic, warm colors, cool colors,
impasto, acrylic paint, glaze, dry brush, ground, scumbling

Painting techniques: Dry brush, scumbling, formalism, impasto, glaze

3. Independent Practice

After the demonstration the students are expected to paint on the packet provided by the
teacher in order to prove they understood mixing colors and display the techniques learned in
class.

4. Closure

Five minutes before the end of class the teacher will alert the students that they will need to turn
in whatever they have finished for the day. The students will be able to finish the assignment the
following class period.
5. Formative Evaluation

The teacher will walk around the room and monitor the students to make sure everyone is
participating. The further they work on their packet the more it shows they are doing their work.

6. Classroom Management Procedures

Walk around the class. Help students individually if they need help with terms or handling the
brush.

Day of the Lesson: Day 2

1. Introduction/Motivation:

The teacher will hand the packets back to the class and tell them this is the final day they have
to work on their packet.

2. Guided Practice

The teacher will work on some painting techniques while the class is working to offer help if any
still need it.

3. Independent Practice

The students are to work the entire class period on finishing their packets.

4. Closure

Five minutes before the end of class the teacher will alert the students that they will need to turn
in their packets.

5. Formative Evaluation
The teacher will walk around the room and monitor the students to make sure everyone is
participating. The further they work on their packet the more it shows they are doing their work.

6. Classroom Management Procedures

Walk around the class. Help students individually if they need help with terms or handling the
brush.

X. Summative Assessment and Evaluation:

Category Exemplary Satisfactory Emerging Score

Participation The packet is filled Packet is somewhat Packet has little to

with the brush filled with the terms, no effort put into it.
strokes, terms, and techniques, and colors There are few to
colors asked for. asked for. no terms defined,
techniques shown,
or colors mixed

Content Packet had all the Terms are mostly Terms are either
Understanding terms correctly defined correctly, all wrong or mostly
defined, techniques techniques are good wrong, Techniques
mastered, and all the but need improvement, are all wrong or
correct colors asked and colors are close to mostly wrong, and
for. the expectations. colors arent
mixed correctly.

Painting terms The student has filled The student has filled The student has
and techniques out the packet with out all or most with filled out little to
packet the correct definitions moderate to mostly none of the packet
and shows a greater correct definitions and with limited
understanding of the a moderate to greater knowledge of the
painting techniques. understanding of the definitions and the
 painting techniques. techniques.

XI. Interdisciplinary Connections:

Science, Chemistry.

XII. References & Resources:

[PaintBasket]. (2014, June 28). Introduction to Acrylic Painting - How to Paint with
Acrylics - Paint Along Art Class. [Video File]. Retrieved from
https://www.youtube.com/watch?v=3zn1EctC9PI

XIII. Art TEKS

117.202. Art, Middle School 1, Adopted 2013.

(c) Knowledge and skills.

(1) Foundations: observation and perception. The student develops and expands visual
literacy skills using critical thinking, imagination, and the senses to observe and explore
the world by learning about, understanding, and applying the elements of art, principles
of design, and expressive qualities. The student uses what the student sees, knows,
and has experienced as sources for examining, understanding, and creating original
artworks. The student is expected to:

(A) identify and illustrate concepts from direct observation, original sources, personal
experiences, and communities such as family, school, cultural, local, regional, national,
and international;

(B) understand and apply the elements of art, including line, shape, color, texture, form,
space, and value, as the fundamentals of art in personal artworks using art vocabulary
appropriately;

(C) understand and apply the principles of design, including emphasis,

repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in
personal artworks using art vocabulary appropriately; and
(D) discuss the expressive properties of artworks such as appropriation, meaning,
narrative, message, and symbol using art vocabulary accurately.

(3) Historical and cultural relevance. The student demonstrates an understanding of art
history and culture by analyzing artistic styles, historical periods, and a variety of
cultures. The student develops global awareness and respect for the traditions and
contributions of diverse cultures. The student is expected to:

(A) identify the influence of historical and political events in artworks;

(B) identify examples of art that convey universal themes such as beliefs, cultural
narrative, life cycles, the passage of time, identity, conflict, and cooperation;

(C) explain the relationships that exist between societies and their art and architecture;
and

(D) explore career and avocational opportunities in art such as various design,
museum, and fine arts fields.

XIV. National Art Standards

6th
VA:Cr.1.2.6a
Formulate an artistic investigation of personally relevant content for creating art.

7th
VA:Cr.1.2.7a
Develop criteria to guide making a work of art or design to meet an identified goal.

8th
VA:Cr.1.2.8a
Collaboratively shape an artistic investigation of an aspect of present- day life using a
contemporary practice of art and design.

6th
VA:Re.7.1.6a
Identify and interpret works of art or design that reveal how people live around the world
and what they value.

7th
VA:Re.7.1.7a
Explain how the method of display, the location, and the experience of an artwork
influence how it is perceived and valued.

8th

VA:Re.7.1.8a
Explain how a persons aesthetic choices are influenced by culture and environment
and impact the visual image that one conveys to others.