Osu Lesson Form Revised 2016

Department of Arts Administration, Education, and Policy
UNIT PLAN OVERVIEW

(Revised 2016)
Teacher Candidate Daniel Higuera

School CAHS
Grade Level Art Survey (mixed)
UNIT TITLE Throw Shade

Length of Class Period 50 minutes
Approximate Number of Students in Each class 25
Beginning Date for this Unit 3/11/19
Ending Date for this Unit 4/8/19
ENDURING UNDERSTANDINGS
Personal Choice and Vision: Students construct and solve problems of personal relevance and interest when
expressing themselves through visual art.
PROGRESS POINTS
Draw on a variety of sources to generate, select and evaluate ideas to create personally meaningful products.
CRITICAL ISSUE / BIG IDEA

Anticipatory Set (what do the students already know, why is this lesson relevant?)
The students should be familiar with painting at this point. From my understanding they have
done a lot of water color painting, however not a lot of tempera. The students should be familiar
with drawing, and sketching. They should also already know the basics of the color wheel.
Along with these, the students should know basic painting techniques. This lesson is relevant to
them because it allows the students to expand on prior knowledge and gives them an
opportunity to master aspects of art that they seem really involved in.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
This unit is based around the ability of the students to use the Color Wheel along with
techniques like tinting and shading to create visual effects with the paint. The students will be
tasked with memorizing the color wheel, creating paintings with different techniques, and
analyzing their artwork through self assessment.
Essential Questions (provocative, engaging, critical)
How often do we see tint and shade in our daily lives?
Is it important to have the ability to mix color?
1
Possible Integration
History: possibly look into the history of columbus for their skyline.
DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Color wheel Tint and Shade.
Lesson Description The students will be tasked with creating a color wheel and painting 3
degrees of tinting while solving a way to create 3 degrees of shading.
Lesson Two
Title Atmospheric Perspective city.
Lesson Description The students will be tasked with painting a cityscape of their choice. In this
city scape the students will show 3 degrees of tint and shade with a limited
palette of the primary colors.
Lesson Three
Title Pointillism
Lesson Description
The students are to Make some paintings using the pointillist technique of
painting. For this they are asked to complete the lesson using q-tips.
Explain how technology has been used in this unit

The students will be given a chance to research using either computers or their phones. We will
probably use printers to print reference photos.
2
LESSON PLAN

School CAHS
LESSON NUMBER 1
Lesson Title Tint and Shade Color Wheel
Beginning Date for this Lesson 3/11
Ending Date for this Lesson 3/12
CONTENT STATEMENT – PERCEIVING/KNOWING

2PE Identify and describe the sources artists use for visual reference and to generate ideas for artworks.
CONTENT STATEMENT – PRODUCING/PERFORMING

4PR Establish the appropriate levels of craftsmanship when completing artworks.
CONTENT STATEMENT – RESPONDING/REFLECTING
3RE Use appropriate vocabulary to define and describe techniques and materials used to
create works of art.
Performance-based Assessment Objectives

Students will demonstrate basic understanding of color theory and painting techniques.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
The students will create a color wheel with 6 colors and 3 degrees of tinting as well as 3
degrees of shading for each color using tempera paint.
Academic Language
Vocabulary
Tint- Adding white to a color
Shade- Adding black to a color
Tone- Adding grey to a color
Hue- The Dominant Color family
Primary colors- The essential colors from which all other colors can be mixed.
Secondary colors- The colors you get when you mix the primary colors.
Additional Language Demands (specific speaking or writing activity)
3
Accommodations for Special Populations
More time will be given to students that need it.
Art/Visual Culture Examples
4
5
Preparations
Materials/Resources for Teacher
Art example
Paint
Paper or Handouts
paint brushes
Instructions
Materials for Students
Art example
Paint
Paper or Handouts
paint brushes
Safety Procedures
By this age the students should know how to handle the materials safely. However, it’s always
good to remind them about not throwing brushes or splattering paint everywhere. Spilling water
should be addressed also. If they fill up their cups too much then they will end up spilling water
and possibly causing someone to slip.
LEARNING ACTIVITY
Getting the Classroom Environment Ready
The classroom is set up so that the students can work at tables with their peers around. There
are 4 tables for students to sit at. It’s important to have the materials ready for when the
students come in for class.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Day Time Application Resources
1 10 minutes Greet students and Art example

introduce the concept paint
6
of tint and shade. paintbrushes
Show an art example paper
and demonstrate if handouts
necessary.
1 10 minutes pass out paint

Paper/Handouts. let paintbrushes
the students get their paper
paints and brushes, handouts
as well as smocks if
they want.
1 20 minutes Let the students work

on their tint and
shade projects. Walk
around to check in on
students. Answer any
questions that the
students may have
about mixing or other
art related questions
1 10 minutes This time should be

spent cleaning up.
The students should
clean their brushes,
store paint away,
make sure tables are
cleaned, and store
their work on the
drying rack if it is wet.
2 10 minutes greet the students

and pass out work.
quick review on
expectations.

on their tint and
questions that the
students may have
7
spent cleaning up.
The students should
store paint away,
cleaned, and store
their work on the
Clean-up Procedures (Room, Materials & Work Storage)

Remind the students to wash brushes as soon as they can. Tempera paint is not as easy to
clean off as water colors. The overall clean up should take about 9-10 minutes
Closure, Review & Anticipation (what’s next?)

The end of this lesson is a good time to talk about the next lesson which will build on their
learned skills in this lesson.
Supplemental Activity
Students that finish early can do some drawing for their sketchbooks or work on finishing
touches for previous projects that they feel are unfinished.
Teacher reflection focused on the lesson after it has been taught

I expected this initial project to be much easier for the students than it was. A lot of them
struggled with color mixing, and that was something that I hadn’t expected from them. Next time
i would give a more in depth presentation on the color mixing alone.
8
LESSON PLAN

School CAHS
LESSON NUMBER 2
Lesson Title Cityscape
Approximate Number of Students in Each class 25 minutes

2PE Identify and describe the sources artists use for visual reference and to generate ideas for artworks.
3RE Use appropriate vocabulary to define and describe techniques and materials used to
create works of art.

Students will demonstrate an intermediate understanding of color theory and painting
techniques.

The students will create a cityscape that includes at least 2 degrees of tinting and 2 degrees of
shading with tempera paints.
Academic Language
Vocabulary

The students will Be tasked with writing down the techniques and color that they used in their
cityscapes.
9
10
11
Preparations
Teacher example
12
Instructions
Paper 9x12
paint
paintbrushes
pencils
erasers
pallets
paper towels
smocks/aprons
Paper 9x12
paint
paintbrushes
pencils
erasers
pallets
paper towels
smocks/aprons
Safety Procedures
LEARNING ACTIVITY
Day Time Application Resources

introduce the paint
cityscape concept. paintbrushes
Show an art example paper
and demonstrate if handouts
necessary.
13
Paper/Handouts. let paintbrushes
the students get their paper
paints and brushes, handouts
as well as smocks if
they want.

on their tint and
shade cityscape
projects. Walk around
to check in on
questions that the
students may have

spent cleaning up.
The students should
store paint away,
cleaned, and store
their work on the
2,3,4,5,6 10 minutes greet the students

and pass out work.
quick review on
expectations.
2,3,4,5,6 30 minutes Let the students work

on their tint and
questions that the
students may have
2,3,4,5,6 10 minutes This time should be

spent cleaning up.
The students should
store paint away,
14
cleaned, and store
their work on the


The end of this lesson is a good time to talk about the next lesson which will build on their
learned skills in this lesson.

I think this project ran pretty smoothly, and it seemed that students worked on cities they were
inspired by. If i do this in the future i would definitely try to find a way to make it more interactive
as a group. Maybe hang the projects up next to each other so it looks like one huge city.
LESSON PLAN

School CAHS
LESSON NUMBER 3
Lesson Title Pointillism
15
4PE Identify the factors that influence the work of individual artists.
1RE Explore various methods of art criticism in responding to artworks.

Students will demonstrate an advanced understanding of color theory and painting techniques.

The students will create a tempera pointillism painting using at least 3 colors and 2 degrees of
tinting and shading for each color.
Academic Language
Vocabulary

Critique- The students will be tasked with having a class critique at the end of this segment.

16
Preparations
Paper 11x16
paint
quetips
paintbrushes
pencils
17
erasers
pallets
paper towels
smocks/aprons
Teacher example
Instructions
Paper 11x16
paint
quetips
paintbrushes
pencils
erasers
pallets
paper towels
smocks/aprons
Safety Procedures
LEARNING ACTIVITY

introduce the paint
Pointillism project. paintbrushes
Show an art example quetips
and demonstrate if paper
necessary. handouts

Paper/Handouts. let quetips
the students get their paintbrushes
paints and brushes, paper
as well as smocks if handouts
18
they want.

on their tint and
shade cityscape
projects. Walk around
to check in on
questions that the
students may have

spent cleaning up.
The students should
store paint away,
cleaned, and store
their work on the
2,3,4,5,6 10 minutes greet the students

and pass out work.
quick review on
expectations.
2,3,4,5,6 30 minutes Let the students work

on their tint and
questions that the
students may have
2,3,4,5,6 10 minutes This time should be

spent cleaning up.
The students should
store paint away,
cleaned, and store
their work on the
19
7 10 minutes Pass back work of
the students, and set
up critique rules with
them.
7 40 minutes students will spend

the entire class time
critiquing each others
work, and giving
constructive criticism


This is the last lesson in the unit. It is a good time to move on to different skills. Maybe check in
with the students and ask what they are motivated to do or if there is something in particular that
excites them.

This project was amazing for the students! They took off with this one. All the painting and color
practice building up to this really helped them. If i were to do this again, I would give them
another two weeks. I feel like they met my deadline but just because i expected them to be done
by a certain time. I feel like that rushed some people, and there were projects where i felt
students could have paid more close attention to detail.
Be sure to attach to the full instructional unit
20
21

Osu Lesson Form Revised 2016

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Osu Lesson Form Revised 2016

Caricato da

Copyright:

Formati disponibili

Department of Arts Administration, Education, and Policy

UNIT PLAN OVERVIEW

Teacher Candidate Daniel Higuera

UNIT TITLE Throw Shade

CRITICAL ISSUE / BIG IDEA

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Explain how technology has been used in this unit

Teacher Candidate Daniel Higuera

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

Performance-based Assessment Objectives

Additional Language Demands ​(​specific​ speaking or writing activity)

Art/Visual Culture Examples

Day Time Application Resources

1 10 minutes Greet students and Art example

1 10 minutes pass out paint

1 20 minutes Let the students work

1 10 minutes This time should be

2 10 minutes greet the students

2 30 minutes Let the students work

2 10 minutes This time should be

Clean-up Procedures​ (Room, Materials & Work Storage)

Closure, Review & Anticipation​ (what’s next?)

Teacher reflection focused on the lesson ​after​ it has been taught

Teacher Candidate Daniel Higuera

CONTENT STATEMENT – PERCEIVING/KNOWING

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands ​(​specific​ speaking or writing activity)

Day Time Application Resources

1 10 minutes Greet students and Art example

1 10 minutes pass out paint

1 20 minutes Let the students work

1 10 minutes This time should be

2,3,4,5,6 10 minutes greet the students

2,3,4,5,6 30 minutes Let the students work

2,3,4,5,6 10 minutes This time should be

Clean-up Procedures​ (Room, Materials & Work Storage)

Closure, Review & Anticipation​ (what’s next?)

Teacher reflection focused on the lesson ​after​ it has been taught

Teacher Candidate Daniel Higuera

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands ​(​specific​ speaking or writing activity)

Accommodations for Special Populations

Art/Visual Culture Examples

1 10 minutes Greet students and Art example

1 10 minutes pass out paint

1 20 minutes Let the students work

1 10 minutes This time should be

2,3,4,5,6 10 minutes greet the students

2,3,4,5,6 30 minutes Let the students work

2,3,4,5,6 10 minutes This time should be

7 40 minutes students will spend

Clean-up Procedures​ (Room, Materials & Work Storage)

Closure, Review & Anticipation​ (what’s next?)

Teacher reflection focused on the lesson ​after​ it has been taught

Be sure to attach​ ​to the full instructional unit

Potrebbero piacerti anche

Additional Language Demands (specific speaking or writing activity)

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

Additional Language Demands (specific speaking or writing activity)

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

Additional Language Demands (specific speaking or writing activity)

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

Be sure to attach to the full instructional unit