ART

LESSON / UNIT PLAN ART 403 KANSAS CITY ART INSTITUTE

Name of Lesson: __Color Mixing Clown_______________________ Class: ___ Grade (s): ____Kindergarten____

Name of Teacher Candidate: ____Alison L. Miler______________________________________________________ MoPTA Lesson Plan Format (revised by KCAI)

Rationale:
The art and science of color theory is an essential aspect of art-making. Learning about how to mix
secondary colors from primary colors gives students the knowledge to create every color available
and use those colors effectively. Through the study of primary and secondary colors, students can
also explore how to mix colors to create the color brown, and study how black and white can
influence other colors.


Learning Objectives:
Students will.
Studying artists, art/Understanding art
Integrating technology
- Students will view and discuss works by
- Students will view images of Kandinskys
Wassily Kandinsky, focusing on the use of
work, which will be projected from the
primary and secondary colors in his paintings.
overhead projector onto a screen, using a
computer and the internet.
- Students will view and discuss images of
- Students will view images of clowns, which
clowns, focusing on how color is used in their
will be projected from the overhead projector
costumes and makeup.
onto a screen, using a computer and the
internet.
- Students will listen to and discuss color mixing
as demonstrated in the book Mix It Up!
Creating/ Expressing
Evaluating art works
- Students will draw clowns with black oil
- Students will demonstrate how to mix
pastels by employing basic shapes (such as
secondary colors from primary colors.
square, circle, rectangle, triangle).
- To fill in the shapes that make up the clowns - Students will point out where they have
bodies, the students - in groups of two - will
employed primary and secondary colors in their
use paintbrushes to mix secondary colors from art works.
primary-colored tempera paints.

(2-3 sentences about why this topic is
important and relevant to age group)

List the lessons objectives and learning
outcomes appropriate for meeting
curricular and student needs.
Include objectives for:
studying artists, art/understanding art
integrating technology
creating/ expressing
evaluating art works
exhibiting art works

- Students will choose which primary and

- Students will identify the shapes they used to
secondary colors to paint the shapes making up create the clowns bodies.
their clowns.


Exhibiting art works
- Students will hold up their finished work to
-
share with other students what makes their
work unique.
- Students work will be displayed on the
-
bulletin board in the hallway outside the
classroom.
Standards/Quality Indicators/Skills
Missouri National Core Art Standards
MOVA FAI.3A.K
VA:Cr1.1.Ka
MOVA FAII.1B.K
VA:Cr1.2.Ka
MOVA FAII.1E.K
VA:Cr2.1.Ka
MOVA FAIII.2A.K
VA:Cr3.1.Ka

VA:Re8.1.ka


Visuals:
Book: Mix It Up! by Herve Tullet, 2014
Images by Wassily Kandinsky, http://www.wassilykandinsky.net

Identify the Missouri and national [art core]
standards, quality indicators, and skills
addressed for each objective.

Images of Ringling Brothers & Barnum & Bailey clowns:
https://www.ringling.com/ContentPage.aspx?id=46827
- Clown example and in-progress examples

List at least 2 visuals that are relevant and
appropriate to the lesson objectives.

Lesson Structure and Daily Procedures

Engagement/Opening
Introduction

- Students will take a purple paint mat from the side table and a paint shirt from the paint shirt tub
back to their seats upon entering the classroom.
- Students will sit at their tables after laying out their purple paint mats at their seats and putting on
their paint shirts.
- Students will move to the carpet upon the teachers instructions.
- Students will review primary colors and how they combine to make secondary colors.
- Students will listen to the teacher read the book Mix It Up!
- Students will return to their seats upon the teachers instructions.
- Students will view images of Wassily Kandinskys work and clowns.

Review of any concepts

- Students will review the primary and secondary colors.
- Students will review which blend of specific primary colors will make specific secondary colors.
- Students will review the basic shapes which make up the example clown.

Checking for Understanding

- Students will demonstrate for the teacher how to mix secondary colors from primary colors.
- Students will point out to the teacher where they used primary and secondary colors in their work.
- Students will explain to the teacher which shapes they used in their clown drawings.

Demonstration/Lecture

- Students will observe the completed clown painting on the board.
- Students will answer the teachers questions, Which shapes were used to draw the clowns
(specific body part)?
- Students will observe the teacher draw an example of the clown image on a blank piece of paper
using a black oil pastel.
- The students will assist the teacher in deciding which shapes should be used to draw specific body
parts (such as the shoes, hair, hat, etc.).
- Students will observe the teacher demonstrate how to load a paintbrush, paint an area (shape) with

Consider the Studio Thinking and Choice-
Based Education Models here in your
strategies for engaging students.

Link your procedures to your objectives

color, wash the brush in the tub, dry the brush with a paper towel, and reload the brush with another
color (etc.).
- Students will listen as the teacher explains that the class will fill in their clowns together, one primary
color at a time, mix secondary colors from the primary colors in pairs, and then add secondary colors
and brown to their clowns.
- The students will then follow along as the teacher gives painting instructions.

Procedures
Students at Work

- Students will work at their seats.
- Students will view the teacher example.
- Students will observe the teacher make an example on the whiteboard.
- Students will be provided with pencils, black oil pastels, and white paper.
- Students will put their names on the back of their papers and then flip the papers over to the front
side.
- Students will follow along with the teacher in order to draw shapes on their paper to create a clown.
- Students will observe the teacher add primary and then secondary colors to the example drawing of
a clown.
- Students will observe the teacher demonstrate how to use a paintbrush, the water bucket, the
tempera paints, and the paper towels in order to paint with control.
- Students will then be provided with tempera paints in primary colors on paint plates, water buckets
with paintbrushes, and paper towels.
- Students will add one primary color to their clowns at a time, as selected by the teacher.
- Students will choose which shape will be painted with each primary color the teacher selects.
- Students will then mix secondary colors from primary colors, working in pairs and taking turns to mix
green, orange, and purple.
- Students will add one secondary color to their clowns at a time, as selected by the teacher.
- Students will choose which empty space will be painted with each secondary color the teacher
selects.
- Students will then mix brown.
- Students will use the brown to add ground beneath the clowns feet using their paintbrushes.
- Students will place their paintbrushes in the water tubs.
- Students will hold up their finished paintings to share with their classmates.
- Students will place their finished paintings in the drying racks.
- Students will throw away their paint plates.


- Students will wash their hands using pre-dampened sponges.
- Students will dry their hands with paper towels.
- Students will put away their purple painting pads.
- Students will remove their paint shirts and put them back in the paint shirt tub.
- Students will sit back at their seats when they are finished cleaning up.
- Students will join the teacher on the carpet when their tables are called.
- Students will answer questions the teacher asks about the lesson.

In progress Assessment

- Students will demonstrate for the teacher how to mix secondary colors from primary colors.
- Students will show the teacher where they used primary and secondary colors in their work.
- Students will show the teacher which shapes they used in their drawings.

Clean up

- Students will place their completed paintings in the paint racks.
- Students will throw away their paint plates.
- Students will wash their hands with pre-dampened sponges.
- Students will dry their hands with paper towels.
- Students will put away their purple paint pads.
- Students will remove their paint shirts and place them in the paint shirt tub.
- Students will return to their seats.

Review and Closure

- Students will answer questions the teacher asks about the lesson.
- The teacher will Students will listen to the book Little Lil and the Great Big Deal, which is about a
little girl who lives at the circus and was written by the teacher, time pending.

Final assessment (if applicable)

- Student work will be assessed using the teacher-created rubric.

Resources and Supplies :

Books (author, date, title)

- Mix It Up!, by Herve Tullet, 2014
- Little Lil and the Great Big Deal, by Alison Miller, 2014.

Web (URL and title)

- Images by Wassily Kandinsky, http://www.wassilykandinsky.net
- Ringling Brothers & Barnun & Bailey Circus clowns -
https://www.ringling.com/ContentPage.aspx?id=46827

Supplies / Equipment

- Overhead projector & screen
- Computer
- Internet
- Book, Mix It Up!
- Book Little Lil and the Great Big Deal
- One piece of large white paper per student (26 total)
- One pencil per student (26 total)
- One black oil pastel per student (26 total)
- One plate of primary colored tempera paints per every two students (13 total)
- One paintbrush per student (26 total)
- One tub of water per every two students (13 total)
- One purple paint pad to put at each students spot (26 total)
- One paint shirt per student (26 total)
- Drying racks
- Whiteboard & whiteboard marker
- One set of supplies for teacher

Other (ex.: teacher-made resources)

- Teacher sample
- In-progress example which teacher will work on during class

List all resources (book, web, art supplies,

etc.) used in the planning of and during the
instruction of the lesson(s). Be specific!!

Technology:
- Internet
- Overhead projector and screen
- Computer

Assessments:
In progress assessments:

- Students will demonstrate how to mix secondary colors.
- Students will point out to the teacher where they used primary and secondary colors in their work.
- Students will point out to the teacher which shapes they used in their clown drawings.

Plan for critique / exhibit:

- Students will hold up their finished work before handing it in, so they can see how all their
classmates made their work unique.
- Student work will be hung on the bulletin board in the hallway outside the room.

Differentiation/Accommodations/Modifications/Increase in Rigor:
Increase in Rigor:
- Students will choose a pattern to explore using primary colors in one part of the clowns body.
- Students will choose a pattern to explore using secondary colors in one part of the clowns body.
- The teacher and students will develop an alternative assignment together.

Modifications:

If needed:

- Students will be allowed to work in an alternative format.
- Students will be allowed to use the computer and cad-elements to create their clowns with primary
and secondary colors.
- The teacher and the student will develop an alternative assignment.

List all Instructional and/or assistive

technology incorporated into the lesson(s)
to enhance instruction and student
learning,

List Assessment(s) used before, during,
and/or after the lesson.
Attach 1 tool you can use with students
that you have created for this lesson/unit.

Identify how you will modify content,
materials and/or environment to meet the
needs of diverse learners.

Accommodations:

If needed:

- The teacher will provide a worksheet listing the information provided in the presentation.
- The teacher will provide an assignment worksheet utilizing images to display the assignment and
present the assignment through words.
- The teacher will allow extra time to complete tasks.

Classroom Management:
- The teacher will have students stay in their seats, leaving only when they move to the carpet for the
story at the beginning of the class, to pick up their purple paint paper and paint shirt, to turn in their
work at the end of class, and to clean up.
- The teacher will not put out supplies until it is time to use them.
- The teacher will hand out paintbrushes only after the assignment has been explained and an
example has been completed as the students watch.
- Students will be instructed to raise their hands in a thumbs up sign when the complete each section
of their drawing and painting.
- The teacher will prepare supplies in advance of class.
- Oil pastels, plastic lids, pencils and paper will be laid out in groups of four for the students before
class.
- Paints will be prepared on plates (for groups of two) before class.
- Paintbrushes and buckets of water will be prepared for groups of two before class.
- Paper will be cut and prepared before class.
- The teacher sample and in-progress example will be attached to the board.
- The teacher will pull down the screen and set up the projector before class.
- The teacher will present information in an excited and upbeat way.
- The teacher will keep the presentation short, using only four images and no words in the Powerpoint
presentation.
- The teacher will place the books Mix It Up! and Little Lil and the Great Big Deal at the reading station
before class.
- The introduction/story will work to engage students in the assignment at the beginning of class
- The closing/story will work to keep the students engaged even after the assignment has been
completed.

Extensions :

Identify strategies you will use to help keep
students on task and actively engaged AND
to redirect inappropriate behavior.

Consider the materials you will be using,
and how they might be organized.

Students who finish a section before the rest of the class may add contrasting patterns (such as polka
dots or stripes) to the section completed early.

Students who complete the assignment early may use their newfound knowledge of color mixing to
create a circus dog using basic shapes.





Reflection (150 words) : (complete this after lesson has been taught, before you turn in final copy)

Images of Student Work (include minimum 4 examples )

Identify activities for early finishers that

extend students understanding of and
thinking about the learning objectives by
applying their new knowledge in a different
way.
See CHOICE BASED EDUCATION text PART II
for examples

If you were to teach this lesson again, to
the same age group, how would you
change the lesson?

I CAN MAKE ART

Friendship Fingers - Classroom Community Hand Collage

Developing.
I can identify and draw shapes.

I can use shapes to draw the

figure of a clown.

I can identify the primary

colors: blue, red and yellow.
I can identify the secondary
colors: orange, purple and
green.
I can paint with tempera paints.

I can mix secondary colors from

primary colors.
I can talk about art.

Satisfactory.

Exceptional.