Date: November 14th, 2013

Subject: Art
Title of Lesson: Feelings and Moods Through Color
Time: 1:30-2:20
Objective: EXPRESSION Purpose 4
A: Feelings and moods can be interpreted visually
B: Specific messages, beliefs and interests can be interpreted visually or symbolized
SLO: Students will understand that colors can represent feelings and that their interests
can be symbolized.
Content
Introduction
*See attached example
-Talk to the students about how painters
show how they feel through different
colors. Give examples such as: orange can
mean happiness; blue can mean calmness.
Ask the students what they feel red, orange,
blue, green, yellow, orange and purple
represent. Write this on the smartboard
- Put up my two cartoon examples of the
artwork. One a close up of just my eyes,
nose and mouth. Another cartoon example
of my whole face and half body. So the
students know the cartoon can be drawn
anyway. Ask the student how they think I
was feeling when I painted this picture.
Then tell them how I was feeling (Red
because I was excited to teach art class
today, purple because I was feeling
creative, and yellow because I was feeling
optimistic about today).
- People also show their interests through
symbols. What interests do you think I
have from my two examples of the artwork
we will be doing today? The skate, music
notes and two people (figure skating, piano
and friends)
Development
-Describe how I did the photos:
1. Draw in pencil (lightly) your
cartoon face.
2. Choose what colors you would like
in your picture and what color you
will be painting your face and

Method
-Smartboard
-Instruction (write on the board what they
feel the colors mean)

-Watercolors and paintbrushes

-Watercolor paper cut to 8 by 14inches
approximately
-Instruction show my examples by
clipping them up on the whiteboard. One
person from each group will grab all of the
material
4 paper
4 brushes size 6 or 7
4 small yogurt containers
4 watercolor paint swashes
4 container lids
*The teacher will come around with
pitchers of water and fill up the students
yogurt container when ready.

-Watercolors & paintbrushes

-Medium sized manila tag paper
-Instruction and Observation

background using the watercolors

3. Outline face in black
Summary
-Ask the students to write on a small strip
of paper why they chose those colors.
What were they feeling at that time? If the
paper is dry enough it will be pasted on the
back or if there is room on the front.

-Cut 8 by 11 inch white piece of paper

into 4 strips for the write up
-Instruction and observation
-One person from each group will be
designated to collect a certain thing and
will bring up when that item is called
Brushes
End result painting (if finished)
Water containers that will be
dumped in the big bucket when
returning
One person the paints and brushes

Assessment: Checklist
yes X no INS insufficient evidence
First column is assessing whether the students understood that feelings and moods can be
interpreted through color
Second column is assessing if their interest or interests were symbolized
Teaching Reflection: