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TEACHING OBJECTIVES

Students will learn warm and cool colors.

Learn

Students will experiment with media, materials, and tools to create a dedicated watercolor landscape.

Experiment

Students will understand how artists work to express their feelings using colors.

Understand

Students will strengthen their knowledge about primary and secondary colors.

Strengthen

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RELEVANT PRIOR KNOWLEDGE

Children at this age learn and use new vocabulary, explore and identify artistic media, identify primary and secondary colors, discuss how colors relate to feelings, etc.

By having knowledge and skills related to the primary and secondary colors from the previous lessons, in this lesson, students will be introduced to the warm and cool colors.

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STUDENT LEARNING OBJECTIVES

SKILLS:

Students will create a dedicated watercolor landscape, using at least one primary color and one secondary color to paint a landscape and one warm color for writing the dedication using different media.

KNOWLEDGE:

Students will be able to identify the primary, secondary, and warm and cool colors in their worksheets.
Students will be able to discuss how artists use primary, secondary, warm, and cool colors in the artwork to express their feelings by using new vocabulary words.

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California Arts Standard for Visual Arts�

Creating – Anchor Standard 2: Organize and Develop Artistic Ideas and Work

�Process Component: Investigate

�Performance Standard: 2. VA: Cr2.1�Experiment with various materials and tools to explore personal interests in a work of art or design.

�Artistic Process: Creating�

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ENDURING UNDERSTANDING

Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.

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ESSENTIAL QUESTION

How do artists work?

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DIFFERENTIATED INSTRUCTION CONSIDERATIONS

Linguistic Intelligence: listening to a presentation and demo, writing a dedication, and talking about the artwork.

Logical-Mathematical: working with concepts of colors, such as primary, secondary, warm, and cool colors, and making associations between them.

Spatial Intelligence: Painting is a spatial activity. Perceiving and interpreting colors, images, etc.

Bodily-Kinesthetic Intelligence: Physical hands-on engagement in touching and manipulating materials and tools while painting the landscape. Develop skills in fine motor skills.

Musical Intelligence: Listen to music during the artistic process.

Interpersonal Intelligence: Students can express their feelings through verbal and non-verbal communication with others.

Intrapersonal Intelligence: Students have self-reflective abilities by working independently on their projects and awareness of personal feelings.

Naturalist Intelligence: Students will observe and manipulate natural elements, such as water and some brushes.

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LANGUAGE OBJECTIVES

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REQUIRED MATERIALS

Art Supplies:

Colored pencils, Watercolor pencils, Crayons, Paint sticks, Crayola markers, Oil pastels, Watercolor, Erases, Watercolor paper, and finished artwork.

Instructional Resources:

Computer, PowerPoint presentation, Demo.

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TEACHING PLAN

Focused Instruction: 8 minutes

Opening Lesson

PowerPoint presentation

Demonstration

Guided Instruction: 2 minutes

Students explore and choose the materials and tools to create their artwork.

Collaborative Learning: 2 minutes

Students share their preferences with the teacher and other students.

Independent Practice: 10 minutes

Students share their preferences with the teacher and other students.

Closure: 8 minutes

Sign their work and place them on the racks.

Students complete the worksheets.

Students share their experiences with their peers and answer the question “How do artists work?”

Vincent Van Gogh, The Stary Night, 1889. Oil on Canvas: 73,7 cm. x 92,1 cm. MOMA, New York

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INFORMAL ASSESSMENTS

Check for understanding:

The teacher will ask questions, and students will raise their hands and wait to be called to answer the questions.

Watch for understanding:

The teacher will observe students during their artistic process.

Monitor Students:

The teacher will monitor the students during their discussions to determine if the students need more instruction.

Vincent Van Gogh, Wheatfields under Thunderclouds, 1890.

Oil on Canvas: 50.4 cm. x 101.3 cm. MOMA, New York

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FORMAL ASSESSMENTS

Monitor students, circle their levels of performance, and write observations.

Review the lesson with the student next class if necessary.

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Finished Artwork

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“Collection.” Van Gogh Museum. Accessed May 1, 2023. https://www.vangoghmuseum.nl/en/collection.

“Color meaning and symbolism: How to use the power of color.” Canva. Accessed May 1, 2023. https://www.canva.com/learn/color/color-meanings-symbolism/.

“Landscape.” The Britannica Dictionary. Accessed May 1, 2023. https://www.britannica.com/dictionary/landscape.

“The Elements of Art: Color.” National Gallery of Art. Accessed May 1, 2023. https://www.nga.gov/learn/teachers/lessons-activities/elements-of-art/color.html.

“Vincent Van Gogh.” MOMA. Accessed May 1, 2023. https://www.moma.org/collection/works/79802.

“What Are Secondary Colors? Definition, Examples, & More!” Colors Explained. Accessed May 1, 2023. What Are Secondary Colors? Definition, Examples, & More! (2023) (colorsexplained.com).

Bibliography

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