Lesson Plan: Tie Dye Coffee -- Colors

Lesson Teacher: Ms. Lauryn Pfaffinger Date: 4/23/18 through 4/25/18

Lesson Grade Level: 4th Timeframe: 12:50 to 3:00

Content Area: Art Grouping Strategy: Either group/ Individual

Preparing for Lesson Development

1. What does your pre-assessment observation indicate about your student’s needs and current
performance and educational needs? Pre-assessment at beginning of year indicated a need for
a refresher on the different types of colors. Students also exemplified a need to recognize
connections between the different mixed colors.

2. How will you design the lesson to meet the needs of all learners in your classroom?
Responsiveness to the needs of an individual or the group as a whole will be attended to as they
arise. For example, gloves will be provided for students who need or want to use them. Peer-to-
peer assistance will also be made available for those who are struggling with the final part of the
assignment.

Lesson Plan Development

Lesson Title: Tie-Dye Coffee
Lesson Question: How can I apply my knowledge of colors to make a colorful coffee filter design?
Montana State Visual or Media Arts Standard:
- Creating, Anchor Standard #1: Generate and conceptualize artistic ideas and work – Collaborate on
multiple approaches to a creative art or design problem and develop a plan from concept to
completion for an artwork.
Montana State Visual or Media Arts Standard:
- Presenting, Anchor Standard #7: Perceive and analyze artistic work – Interpret artworks through
observation and information about context.
Montana State Visual or Media Arts Standard:
- Preforming/Presenting/Producing, Anchor Standard #4: Analyze, interpret, and select artistic work for
presentation – Apply basic criteria to evaluate and improve media artworks and production processes.
Assessment of Learning:
Lesson Objective:
 Brainstorming activity involving students’
Students will demonstrate (SWD) their
knowledge of colors. (pptx)
knowledge of the different types of colors.
 Observations during the project.
Assessment of Learning:
Lesson Objective:  During project evaluation by asking each
Students will demonstrate their ability to mix
individual questions about their project
colors and identify what colors they create.
during creation
Lesson Objective: Assessment of Learning:
Students will demonstrate their proficiency in  Critique at the end of the project in pairs.
following directions when given.  Assessment sheet at the end of class
Based on the lesson objectives, select an appropriate teaching model 5 E's

Indian Education for All (IEFA) No Yes. If yes, please describe

Classroom
Lesson Procedures/Activities Materials Management
Needs
Step1: Inquire about previous knowledge about the different Pptx. Students should be
types of colors: 1) Who knows what the 3 primary colors are? seated at their desks
2) Describe them. 3) What kind of projects have you done and focused on the
previously that have to do with these three colors? pptx and ready to
work.
Step 2: Brief description of each type of color. A brief history Pptx. “”
of the primary colors. Introduce the current project.
Vocabulary words: mixing, color, pattern, dampen, tie-dye,
primary, secondary, and tertiary.
Step 3: Demonstration of current art project Coffee filters “”
- Set down newspaper on the table to work on Washable markers
- Lay out materials (coffee filters, markers, water) Water in a spray
- Fold the coffee filter in half. bottle
- Color a pattern on half the filter taking care to leave Paper towels
a little white space. Newspaper
- Dampen the colored filter with water from a spray Examples
bottle.
- Lay flat on newspaper or paper towels to dry
- Hole punch a hole at the edge of the filter to hang it
in the specified place given.
Step 4: Distribute newspapers, paper towels, tubs of markers, Newspapers Students should
water spray bottles, and coffee filters. Ask students to initial Paper towels remain in their seats
or write their names on newspaper/ paper towels. Water in spray bottles to receive their
- Students engage the art making process. Each Coffee filters supplies.
student needs to make at least 2 filters (one for self Washable markers Possible helpers
and one for display) Gloves (if necessary needed for
- Finished pieces should be laid flat on newspapers/ or requested) distribution process
paper towels with student’s names clearly visible.
- While the filters dry, students should brainstorm
about the colors schemes they have used
Step 5: Following art class day/ or after drying has completed: Examples Students should be
- Students should place newspaper on their tables and Pptx. If a refresher is working at their desks
collect their filters from the designated drying areas needed Students should be
- Demonstrate how to punch holes and tie string: participating in the
o Students should continue with discussion.
brainstorming the types of colors they
chose for their project
o When all students have completed task at
hand, the color discussion will begin.
Questions I will ask:
 What different colors were made after mixing the
water and markers together on your project?
 What color grouping are they in? How do you know?
 Are they cool colors or warm colors?
Step 6: Distribute critique sheets and have students work in “Color Coffee Students should be
groups or pairs. Handout 1” docx. engaging in each
- Students engage the sheets as instructed, other’s work and
 - Discussion among peers should be evident. giving positive and
constructive
feedback.
Step 7: Once they complete the sheets students should none “”
finalize their work and be ready to turn them in with their
finished filters.
Step 8: Conduct student critique so that students can explain none student should be
how they arrived at their design choices during the creation seated on the
of the filters. Inquire what they learned about the different “reading” carpet or
colors. After critique, projects should be taken and hung up in “Quiet Zone” to
a designated spot for the public to see. eliminate any
distractions
Evidence of Lesson Effectiveness/Student Learning: Students exhibited a higher-than-expected level of
proficiency with the art making and materials and had previous knowledge of the subject matter. Students were
proficient in every aspect but the critique sheets, which in hindsight were quite confusing.
Reflection and Recommendations for Next Time: The lesson was effective on various levels, and
important to this student group for many reasons. Next time, I would spend more time looking at everyone’s
work and speaking individually with the students using a more informal assessment method and less of the
professional critique sheets in order to create a more personalized environment for the students.

Sample images (professional and student artwork):

(grade 2) (grade 1) (Me)

Grading sheet:

Student challenged her/himself through working with material until

arriving at solutions with which s/he was satisfied (up to 5 points)

Student included project when asked about choices being made

throughout the process (up to 5 points)
Student discussed connections between the different types of colors
and what they are in critique (up to 5 points)
Student completed project on time and put effort into their filters–
due date is Monday April 24 2018…Must be dry and ready for
display! (up to 5 points)

Total points earned (20 points possible)