Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

KINDERGARTEN
(Revised 2014)

Teacher Candidate
School

Miss Leonti
St. Brendan School

UNIT TITLE Color Theory!

Length of Class Period 30 minutes
Approximate Number of Students in Each class 26
Beginning Date for this Unit
Ending Date for this Unit
ENDURING UNDERSTANDINGS

Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artwo
Authentic Application and Collaboration: Students work individually and in groups to focus ideas and create artworks that address

PROGRESS POINTS

D. Produce artworks that express and represent their experiences, imagination and ideas using a range of media including new techn
B. Explore a range of art concepts and artworks and construct meaning about the works.

CRITICAL ISSUE / BIG IDEA

Anticipatory Set (what do the students already know, why is this lesson relevant?)
The teacher will question students about color, which colors they know, and mixing colors.
Central Focus (Form and Structure, Art Production, Context, Personal Perspective)
My focus is for students to create art based on works that focus on color theory. We will begin
by examining the color wheel and artists who focus on primary colors. Students will be using
magazine pictures to create a color theory collage as a group, and experiment mixing colors
with paint. They may choose any pictures they want, but I am assigning each group to a certain
color family. Their finished pieces should show their understanding of ranges of hues and color
mixtures.
Essential Questions (provocative, engaging, critical)
What are primary colors?
What are secondary colors?
What if I told you we were going to make paintings, but I only gave you three colors?
Possible Integration

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DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Introduction
Lesson Teacher will review/introduce the colors of the rainbow. They will then
Description collect magazine pictures with groups in accordance with an assigned
color.
Lesson Two
Title Magazine Collage
Lesson Students will continue to find pictures and collage them onto one paper for
Description each group. Teacher will introduce the mixing of colors to make secondary
colors. Students will experiment with no-mess fingerprints.
Lesson Three
Title Mouse Paint Mice
Lesson After reading Mouse Paint as a class, students will use the wet on wet
Description method to paint and mix primary colors. Their swatches will be in the
shape of mice.
Explain how technology has been used in this unit
SMART Board will be used for Power Point and EBooks

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LESSON PLAN
KINDERGARTEN
Teacher Candidate
School
LESSON NUMBER
Lesson Title
Length of Class Period
Approximate Number of Students in Each class

Miss Leonti
St. Brendan School
1
Introduction
30 minutes
26

Beginning Date for this Lesson

Ending Date for this Lesson
CONTENT STATEMENTS PERCEIVING/KNOWING
2PE Name and point out subject matter and details observed in works of art.

CONTENT STATEMENTS PRODUCING/PERFORMING

1PR Explore and experiment with a range of art materials and tools to create and communicate personal meaning.

CONTENT STATEMENTS RESPONDING/REFLECTING

2RE Show confidence and pride in their artistic accomplishments.

(Stage One) Performance-based Assessment Objectives

Students will identify the primary and secondary colors
(Stage Two) Performance-based Assessment Strategies
(attach assessment documents if applicable)
Students will identify different hues of the same color
Academic Language
Vocabulary
Primary colors: red, yellow, blue
Secondary colors: colors that come from mixing primary colors
Hue: different kinds of the same color
Collage: many pictures glued to one paper
Additional Language Demands

Accommodations for Special Populations

Art/Visual Culture Examples

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Preparations
Materials/Resources for Teacher
Teacher example
Magazine pages
Glue
Scissors
Materials for Students
Paper
Magazine scraps
Glue
Scissors
Safety Procedures
Do not run with scissors
Cut only your papers
Use only as much glue needed
(Stage Three) LEARNING ACTIVITY
Getting the Classroom Environment Ready
Teacher example
Scissors/glue on trays on counters
Color cards to assign jobs
Power point
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Greetings/Seats (5 minutes)
Quietly take seats
Pass out color cards
Introduce self
Introduction (5 minutes)
Primary colors? Secondary colors?
Who can name all six colors of the rainbow?
Show that there can be more than 1 hue of each color
Demo
Magazine collage (15 minutes)
Table groups collect and cut out pictures according to assigned color
If time allows, begin to glue to paper
Clean up (5 minutes)
Paper clip loose pictures to paper
Set projects on drying racks
Take trays back to counter according to color cards
Clean-up Procedures (Room, Materials & Work Storage)
Paper clip loose pictures to paper
Set projects on drying racks
Take trays back to counter according to color cards

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Closure, Review & Anticipation (whats next?)

What are the six colors of the rainbow?
Supplemental Activity
Students will begin gluing pictures
Teacher reflection focused on the lesson after it has been taught
(enter text here)
Be sure to attach to the full instructional unit
Teacher Example
Bibliography in APA format
Any printed material that relates to the unit and/or the lessons

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LESSON PLAN
KINDERGARTEN
Teacher Candidate
School
LESSON NUMBER
Lesson Title
Length of Class Period
Approximate Number of Students in Each class

Miss Leonti
St. Brendan School
2
Magazine Collage
30 minutes
26

Beginning Date for this Lesson

Ending Date for this Lesson
CONTENT STATEMENTS PERCEIVING/KNOWING
6PE Recognize and point out basic elements of art in their own artworks and that of others.

CONTENT STATEMENTS PRODUCING/PERFORMING

3PR Discover, select and combine art and design elements to communicate subject matter in various visual forms.

CONTENT STATEMENTS RESPONDING/REFLECTING

1RE Describe their artworks and efforts and share their artmaking processes.

(Stage One) Performance-based Assessment Objectives

Students will identify which colors need to be mixed to make secondary colors
(Stage Two) Performance-based Assessment Strategies
(attach assessment documents if applicable)
Students will show experimentation when working with a new technique
Academic Language
Vocabulary
Primary colors: red, yellow, blue
Secondary colors: colors that come from mixing primary colors
Hue: different kinds of the same color
Additional Language Demands

Accommodations for Special Populations

Art/Visual Culture Examples
Mouse Paint

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Preparations
Materials/Resources for Teacher
Mouse Paint
Teacher example
Paint
Paper
Ziploc bag
Tape
Materials for Students
Paper with paint and Ziplocs all ready
Newspaper on tables
Safety Procedures
If still using scissors, only cut own paper
Stay in seat
(Stage Three) LEARNING ACTIVITY
Getting the Classroom Environment Ready
Have Mouse Paint on computer
Have paper taped in bags with paint
Trays on counters
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Greetings/ seats (5 minutes)
Take seats quietly
Brief greetings
Introduction (5 minutes)
What would you do if I said we would be painting, but I only gave you three colors: red,
yellow, and blue?
What do you think would happen if two primary colors were mixed together?
Which colors make green? Violet? Etc.
Mouse Paint
Studio (15 minutes)
Ziplocked paper
Experiment with the colors, create a piece by fingerpainting
Those who finish will receive worksheet
Clean up (5 minutes)
Paintings go on drying racks
Trays back to counters
Clean-up Procedures (Room, Materials & Work Storage)
Paintings go on drying racks
Trays back to counters according to color cards

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Closure, Review & Anticipation (whats next?)

What would you do if I said we would be painting, but I only gave you three colors: red,
yellow, and blue?
What do you think would happen if two primary colors were mixed together?
Which colors make green? Violet? Etc.
Supplemental Activity
If painting is finished, students will write down their discoveries from the activity.
Teacher reflection focused on the lesson after it has been taught
(enter text here)
Be sure to attach to the full instructional unit
Teacher Example
Bibliography in APA format
Any printed material that relates to the unit and/or the lessons

8|Page

LESSON PLAN
KINDERGARTEN
Teacher Candidate
School
LESSON NUMBER
Lesson Title
Length of Class Period
Approximate Number of Students in Each class

Miss Leonti
St. Brendan School
3
Mouse Paint Mice
30 minutes
26

Beginning Date for this Lesson

Ending Date for this Lesson
CONTENT STATEMENTS PERCEIVING/KNOWING
6PE Recognize and point out basic elements of art in their own artworks and that of others.

CONTENT STATEMENTS PRODUCING/PERFORMING

3PR Discover, select and combine art and design elements to communicate subject matter in various visual forms.

CONTENT STATEMENTS RESPONDING/REFLECTING

5RE Describe what they see and feel in selected works of art.

(Stage One) Performance-based Assessment Objectives

Students will identify primary colors
(Stage Two) Performance-based Assessment Strategies
(attach assessment documents if applicable)
Students will correctly utilize the wet on wet technique to display their knowledge of color theory
Academic Language
Vocabulary
Primary colors: red, yellow, blue
Secondary colors: colors that come from mixing primary colors
Hue: different kinds of the same color
Additional Language Demands
Students will write their discoveries about what happened when they mixed two primary colors
together on their mice.
Accommodations for Special Populations
Art/Visual Culture Examples
Mouse paint
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Preparations
Materials/Resources for Teacher
Teacher example
Mouse cut-out
Paint
Water
Brush
Salt

Materials for Students

3 mouse cut-outs
Paint
Water
Brushes
Salt
Safety Procedures
Wear apron
Only paint on paper
Do not eat salt
(Stage Three) LEARNING ACTIVITY
Getting the Classroom Environment Ready
Teacher example
Have three trays with 3 combinations of primary colors, brushes, water
Enough mouse cut-outs
Mouse Paint
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Greetings/ Introduction (5 minutes)
Seats quietly
Greetings
Lesson (5 minutes)
Mouse paint
Demo
Studio (15 minutes)
Students will be assigned to one of three stations
After painting one mouse, switch tables and paint another, etc.
Clean up (5 minutes)
Mice go on newspaper on drying rack
Trays to counters
Clean tables/brushes
Clean-up Procedures (Room, Materials & Work Storage)
Mice go on newspaper on drying rack
Trays to counters
Clean tables/brushes
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Closure, Review & Anticipation (whats next?)

What happens when we mix these two primary colors?
Supplemental Activity
(enter text here)
Teacher reflection focused on the lesson after it has been taught
(enter text here)
Be sure to attach to the full instructional unit
Teacher Example
Bibliography in APA format
Any printed material that relates to the unit and/or the lessons

This lesson is a combination of this:

And this:

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