Color Theory

Drew Clements 9-12

Art 1

Table of Contents:

Five day scope and sequence (page 3 and 4)

Day 1 Unit Plan Creative Color Wheel (page 5-11)
Day 2 Unit Plan Creative Color Wheel (Page 12-18)
Day 3 Unit Plan Creative Color Wheel (Page 19-25)
Day 4 Unit Plan Creative Color Wheel (Page 26-32)
Day 5 Unit Plan Creative Color Wheel (Page 33-39)
Pre-test (pages 40-41)
Color Theory PowerPoint (pages 42-43)
Creative Color Wheel Examples PowerPoint (page 44)
Watercolor Terms PowerPoint (Page 45)
Guided Notes (Page 46-49)
Creative Color Wheel Rubric (pages 50-51)
Post-Test (Page 52-53)


Scope and Sequence
Day 1
M. O.: Students will list
and define colors and
color families, (I.e.
complementary,
analogous, and
monochromatic). From
there students will
discuss and explain
three different ways
these families are used
to create art and
support mood.
E.Q.: How do colors
contrast and create
with each other?
Can colors express an
idea? Why? Give an
example.
Topic:
Intro ppt.
Guided notes
Demo
Sketchbook
Project
requirements
Creative color
wheel examples
Have students
brainstorm ideas
Standards: Standard
1.0 Media, Techniques,
and processes. 2.1
Demonstrate an
understanding of the
elements of art and the
principles of design. 2.4
Apply problem-solving
skills to create
solutions to specific
visual art task.

Day 2
M.O.: Students will
recognize color and
color families, (I.e.
complementary,
analogous, and
monochromatic). The
students will then
interpret three different
ways these families are
used to create art and
support mood.

Day 3
M.O.: Students will
demonstrate a use of
color families and
design of the color
wheel. The students
will then distinguish the
color wheel from their
color family and the
composition of their
sketches.

E.Q.: What are color

families and how do
they create mood in an
artwork?
How do colors relate to
meaning in an artwork?
Give an example.
Topic:
Demo on value
scale,
monochromatic,
complementary,
and analogous
scale.
Sketchbook all 4
scales
Design layouts

E.Q.: What are three

watercolor techniques
you already know? How
does using multiple
techniques create
variety in an artwork?

Standards: Standard
1.0 Media, Techniques,
and processes. 2.1
Demonstrate an
understanding of the
elements of art and the
principles of design. 2.4
Apply problem-solving
skills to create
solutions to specific
visual art task.

Standards: Standard
1.0 Media, Techniques,
and processes. 2.1
Demonstrate an
understanding of the
elements of art and the
principles of design. 2.4
Apply problem-solving
skills to create
solutions to specific
visual art task.

Topic:
Demonstrate
watercolor
techniques
Have students
practice
techniques in
their sketchbook
Begin work on
creative color
wheel

Day 4
M.O.: Students will self evaluate
what they have done of their
artwork so far and evaluate a peers
artwork. Students will also list and
define 7 watercolor techniques and
how those techniques can be used
to create 3 of the principals of
design.
E.Q.: What do elements of art and
principals of designs have you used
in your final piece? How do you use
multiple elements of art to create
one principal of design?

Day 5
M.O.: Students will self evaluate
what they have done of their
artwork so far and evaluate a peers
artwork. Students will also list and
define 7 watercolor techniques and
how those techniques can be used
to create 3 of the principals of
design.
E.Q.: Why are finishing touches
important? How does cleaning up
and adding final touches to an
artwork enhance the artwork and
craftsmanship of the final piece?

Topic:
Review Requirements
Demonstrate second round of
techniques
Practice new techniques in
sketchbook
Work on project
At the end of class if students
have enough done for their
project they will do a peer
critique
Standards: Standard 1.0 Media,
Techniques, and processes. 2.1
Demonstrate an understanding of
the elements of art and the
principles of design. 2.4 Apply
problem-solving skills to create
solutions to specific visual art task.

Topic:
Discuss final touches and
importance of cleaning up
work to create good craftsman
ship
Have students review
requirements and wrap up
their work
Have them do a self critique

Standards: Standard 1.0 Media,

Techniques, and processes. 2.1
Demonstrate an understanding of
the elements of art and the
principles of design. 2.4 Apply
problem-solving skills to create
solutions to specific visual art task.

Teacher:
Class:
Course Unit:
Lesson Title:
LESSON OVERVIEW

TEAM Lesson Plan Day 1

Drew Clements
Art 1
Color Theory
Creative Color Wheel
Summary of the task, challenge, investigation,
career-related scenario, problem, or community
link

The assignment: To create a watercolor painting incorporating a color wheel and

a color family, (I.e. monochromatic, analogous, complementary) Following my
scope and sequence (Creative Color Wheel Assignment Documents/Scope and
Sequence Creative Colorwheel.docx)
Students will first start with a pre-test (Color and techniques Pre-test.docx) after
their pre-test students will view 2 power-points one on color theory color
theory.pptx and one on watercolor techniques Watercolor Terms.ppt. The students
with take notes on the power points using guided notes Guided Notes-Color
Theory and Techniques ppt.docx. The students will also view a live demonstration
on the 7 watercolor techniques from the power point. The students will then go
into their sketchbooks and practice the 7 techniques from the live demonstration.
Students will be expected to exhibit good craftsmanship and use materials
correctly throughout the lesson. The students are also expected to ask questions if
they do not understand and will also be asked questions throughout the
presentations to ensure that they have a firm understanding of the new
information. Students will be given a rubric Creative Color Wheel Assignment
Documents/Creative Color Wheel Rubric.docx for their new project before viewing
a power point. The students will view a powerpoints of examples so they can see
what I am looking for in their projects ../Creative Color Wheel Examples.pptx then
be prompted to start thinking and sketching ideas in their sketchbooks as well as
gathering reference photos and doing research on their MacBooks.

STANDARDS

Identify what you want to teach. Reference

State, Common Core, ACT College Readiness
Standards and/or State Competencies.

The following National and State Visual Art standards (T. A. P. /art
standards 9-12.pdf) are addressed throughout the creative colorwheel
project:
Standard 1.0 Media, Techniques and Processes Course Level Expectations:
1.1 Demonstrate the use of knowledge and technical skills in at least one specific
medium.
1.2 Demonstrate an understanding of the safe and responsible use of art media
and tools.
1.3 Create visual art that communicates ideas through the use of media,
techniques, and processes.
1.4 Analyze, synthesize, and evaluate the application of media, techniques, and
processes used to solve visual art problems.
Students will be expected to use materials as demonstrated with a high level of
craftsmanship. The final project rubric will assess this standard.
Standard 2.0 Structures and Functions Course Level Expectations:
2.1 Demonstrate an understanding of the elements of art and the principles of
design.
2.2 Critique organizational components (structures) and expressive qualities
(functions) of a work of art.
2.3 Evaluate the function of a work of art as to utilitarian or intrinsic purposes.
2.4 Apply problem-solving skills to create solutions to a specific visual art task.
Students will be expected to problem solve issues that arise throughout this
process. They will also be expected to use their knowledge of the Elements of Art
and Principles of Design to inform their projects.
Standard 3.0 Evaluation Course Level Expectations:
3.1 Demonstrate an understanding of symbols and their origins.
3.2 Evaluate subject matter that reflects personal experiences and environments.
3.3 Analyze selected ideas in a work of art.
3.4 Research and create a series of related work using a range of subject matter,
symbols, and/or ideas.
Critique is part of every studio project. Formal and informal critiques take place
every step of the way- from the conception of the students project, in the middle
stages, and upon completion.
Standard 5.0 Reflecting and Assessing Course Level Expectations:
5.1 Reflect on the characteristics and merits of their work and the work of others.
5.2 Evaluate artworks in order to understand various interpretations.
5.3 Assess artworks and their meanings by using a variety of criteria and
techniques.
Reflection is also part of every studio project. Self reflection, and self assessment
8

OBJECTIVE

Clear, Specific, and Measurable NOT

ACTIVITIES
Student-friendly

Students will list and define colors and color families, (I.e. complementary,
analogous, and monochromatic). From there students will discuss and explain
three different ways these families are used to create art and support mood.

ASSESSMENT /
EVALUATION

Students show evidence of proficiency through a

variety of assessments. Aligned with the Lesson
Objective
Formative / Summative
Performance-Based / Rubric
Formal / Informal

Formative: Every day there is an essential question written on the board and
also it serves as the ticket out the door. Students are to answer the ticket on the
door on a post-it note or on the Canvas discussion board.
Summative: The students exam will contain questions from all of the
instructional content covered in the creative colorwheel project (mostly
pertaining to the material demos shown in class). The students will be also be
graded on the art project rubric.
Rubric: Their studio project will be graded using a project rubric (Creative
Color Wheel Rubric.docx) that evaluates the following categories: the artistic
process, creativity/ originality, craftsmanship, attitude/ responsibility, and
reflection/ critique. It allows students to self assess before the teacher does.
Formal: Students will be graded on their art project through the rubric, the
planning sheet, the peer critique sheet and the first exam.
Informal: I walk around and talk to each of my students multiple times per class
period to assess where they are in their projects, provide feedback, and answer
any questions. The tickets out the door also a valuable informal assessment tool
that help me know what content to cover the next day at the beginning of class
(ex: another demo, to review a previously taught concept, etc.).

MATERIALS

Aligned with the Lesson Objective

Rigorous & Relevant

-MacBooks (to conduct project research, look at the assignments on

canvas).
-Sketchbook (to plan out their composition and practice techniques)
- Pencils, Pens, anything the students want to draw and plan with.
-Paint (to practice the 7 techniques from the demonstration)
-Guided notes ../Desktop/Creative Color Wheel Assignment
Documents/Guided Notes-Color Theory and Techniques ppt.docx
-Project Rubric ../Desktop/Creative Color Wheel Assignment
Documents/Creative Color Wheel Rubric.docx
ACTIVATING
STRATEGY

Motivator / Hook
An Essential Question encourages students to put forth more
effort when faced with complex, open-ended, challenging,
meaningful and authentic questions.

Motivator/Hook: Students were asked to think about color and how

it alters and artwork and how it can be used in an artwork to begin
their brainstorming on color. The students were asked to brainstorm
ideas for a painting that related to them using a color family and the
color wheel. This is got the students think how to incorporate both and
relate it to themselves.
Essential Question: The essential questions change daily for the
following purposes: to have students consider different components of
the creative colorwheel project, to review previously learned content/
demos within the project, and to pre-asses students for the content
the following day.
INSTRUCTION

Step-By-Step Procedures Sequence

Discover / Explain Direct Instruction
Modeling Expectations I Do
Questioning / Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention
& Extension

10

First I state the days objectives that are aligned to the states visual
art education standards. The Daily objective allows students to build
on previously learned studio techniques so students are continuing to
advance and grow. After that students will do minimum of 3 plannings
in their sketchbook so they know what they want their project will be
and that it is meaningful and interesting to them. Once they
completed the brainstorming, I talked with each student about their
three ideas and together we selected the strongest one. By having to
discuss their ideas with their peers and myself they are aware of the
high expectations that I have for them. On work days, I am a
facilitator who helps the students achieve their project goals and
remain on task based on my own experience as an artists and
personal content knowledge. When walking around the room I am
always sure to provide feedback specific to the needs of that student.
If I notice something isnt working for a student, I am quick to ask
questions that get the student to self reflect and possibly come up
with a better solution. The last 10 minutes of class are used for clean
up and for students to answer the essential question as their ticket
out the door on canvas or on paper. Students will participate in a peer
critique in the in progress stages of the project, continue to fill out
personal goals sheets, answer tickets out the door, participate in the
final critique with the whole class, and write a reflection on the
project.
Questioning: Throughout the project, I walk around to ask them
questions about their individual projects to help the students with
their problem solving skills. I have made it a priority to give the
students plenty of individual wait time when questioning them. Within
art, our 4 step critical process hits all of the levels of higher order
thinking: Description, Analysis, Interpretation, and Evaluation. Our
critiques hit all of the types of thinking within Blooms Taxonomy.
Grouping Strategies: For the most part, the project involves whole
group and individual instruction with the exception of peer
critiques/feedback. Peer critiques consist of small groups of 2- 3
students each. I select the peer groups based on the projects each
student is working and if I feel they will give one another valuable
feedback. High level learners are grouped with middle level learners,
and my low level learners are grouped with middle level learners
unless I know a high level will work well with them.
Differentiated instructional strategies: I have any students with
IEPs I check on them more frequently then other students. I also tell
students they are welcome to come before school to have more
individualized instruction if needed. I also like to tell students that
mistakes are simply happy accidents that are part of the creation
process.
11

GUIDED &
INDEPENDENT
PRACTICE

We Do You Do
Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention &
Extension

Once the students had done their skecthing and spoke with me about
their final idea, the students are responsible for getting their projects
finished on time. The students answer the essential questions,
participate in peer/individual/ whole class critiques to give them
feedback on their projects. They also answer the days EQ as a
formative form of assessment and/or a ticket out the door.

CLOSURE

Reflection / Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting

Reflection/ Wrap-up: Students finish each class by answering the essential

question via the ticket out the door and/or completing personal goals sheet.
This allows the students to reflect back on the days objective and what they
completed on their studio project. Activities like the peer critique provide inprogress feedback that allows students to reflect and change the direction of
the work if they so desire.
I remind students (depending on how long the question will take to answer)
to clean up the last 5 or 10 minutes of class. They then know to start
answering the days personal goals sheet for the ticket out the door. I also
remind students of any upcoming due dates at the beginning and end of
class.
CROSS-CURRICULAR CONNECTIONS
Students are learning how to plan out projects, how to set long and short
term goals, use peer/teacher feedback to guide project decisions, how to
problem solve when issues arise, and communicate personal ideas through
the creation of the project.

NOTES:
There is a high chance that we will need more time for the project do to
slow workers and IEP students who need more time to focus and more
instruction.

12

13

Teacher:
Class:
Course Unit:
Lesson Title:

TEAM Lesson Plan Day 2

Drew Clements
Art 1
Color Theory
Creative Colorwheel

Summary of the task, challenge, investigation, careerLESSON

related scenario, problem, or community link
OVERVIEW
The assignment: To create a watercolor painting incorporating a
color wheel and a color family, (I.e. monochromatic, analogous,
complementary) Following my scope and sequence (Creative
Color Wheel Assignment Documents/Scope and Sequence Creative
Colorwheel.docx)

Students will begin class by coming in and getting out their

materials to take notes. After the class starter there will be a
demostration on value scales, monochramatic, complementary,
and analogous color scales. After the demonstration the students
will return to their seats to recreate what they veiwed in the
demonstration. The students will have to have all 4 scales in their
sketchbook by the end of class for grading. Once they are done
they will go back to planning their project. Students will plan their
project and do at a minimum of 4 sketches and then have a peer
review them and choose their best two before coming to me for
final discussion and dicision.

14

STANDARDS

Identify what you want to teach. Reference State, Common

Core, ACT College Readiness Standards and/or State
Competencies.

15

The following National and State Visual Art standards (T. A.

P. /art standards 9-12.pdf) are addressed throughout the
creative colorwheel project:
Standard 1.0 Media, Techniques and Processes Course Level
Expectations:
1.1 Demonstrate the use of knowledge and technical skills in at
least one specific medium.
1.2 Demonstrate an understanding of the safe and responsible use
of art media and tools.
1.3 Create visual art that communicates ideas through the use of
media, techniques, and processes.
1.4 Analyze, synthesize, and evaluate the application of media,
techniques, and processes used to solve visual art problems.
Students will be expected to use materials as demonstrated with a
high level of craftsmanship. The final project rubric will assess this
standard.
Standard 2.0 Structures and Functions Course Level
Expectations:
2.1 Demonstrate an understanding of the elements of art and the
principles of design.
2.2 Critique organizational components (structures) and
expressive qualities (functions) of a work of art.
2.3 Evaluate the function of a work of art as to utilitarian or
intrinsic purposes.
2.4 Apply problem-solving skills to create solutions to a specific
visual art task.
Students will be expected to problem solve issues that arise
throughout this process. They will also be expected to use their
knowledge of the Elements of Art and Principles of Design to inform
their projects.
Standard 3.0 Evaluation Course Level Expectations:
3.1 Demonstrate an understanding of symbols and their origins.
3.2 Evaluate subject matter that reflects personal experiences and
environments.
3.3 Analyze selected ideas in a work of art.
3.4 Research and create a series of related work using a range of
subject matter, symbols, and/or ideas.
Critique is part of every studio project. Formal and informal
critiques take place every step of the way- from the conception of
the students project, in the middle stages, and upon completion.
16

OBJECTIVE

Clear, Specific, and Measurable NOT ACTIVITIES

Student-friendly

Students will recognize color and color families, (I.e.

complementary, analogous, and monochromatic). The students
will then interpret three different ways these families are used to
create art and support mood.

ASSESSMENT
/
EVALUATION

Students show evidence of proficiency through a variety of

assessments. Aligned with the Lesson Objective
Formative / Summative
Performance-Based / Rubric
Formal / Informal

Formative: Every day there is an essential question written on

the board and also it serves as the ticket out the door. Students
are to answer the ticket on the door on a post-it note or on the
Canvas discussion board.
Summative: The students exam will contain questions from all of
the instructional content covered in the creative colorwheel
project (mostly pertaining to the material demos shown in class).
The students will be also be graded on the art project rubric.
Rubric: Their studio project will be graded using a project rubric
(Creative Color Wheel Rubric.docx) that evaluates the following
categories: the artistic process, creativity/ originality,
craftsmanship, attitude/ responsibility, and reflection/ critique. It
allows students to self assess before the teacher does.
Formal: Students will be graded on their art project through the
rubric, the planning sheet, the peer critique sheet and the first
exam.
Informal: I walk around and talk to each of my students multiple
times per class period to assess where they are in their projects,
provide feedback, and answer any questions. The tickets out the
door also a valuable informal assessment tool that help me know
what content to cover the next day at the beginning of class (ex:
another demo, to review a previously taught concept, etc.).

17

MATERIALS

Aligned with the Lesson Objective

Rigorous & Relevant

-Macbooks (to conduct project research, look at the assignments on canvas).

-Sketchbook (to plan out their composition and practice techniques)

ACTIVATING
STRATEGY

Motivator / Hook
An Essential Question encourages students to put forth more effort
when faced with complex, open-ended, challenging, meaningful and
authentic questions.

Motivator/Hook: Students were asked to think about color and how it alters
and artwork and how it can be used in an artwork to begin their
brainstorming on color. The students were asked to brainstorm ideas for a
painting that related to them using a color family and the color wheel. This is
got the students think how to incorporate both and relate it to themselves.
Essential Question: The essential questions change daily for the following
purposes: to have students consider different components of the creative
colorwheel project, to review previously learned content/ demos within the
project, and to pre-asses students for the content the following day.
INSTRUCTION

Step-By-Step Procedures Sequence

Discover / Explain Direct Instruction
Modeling Expectations I Do
Questioning / Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention &
Extension

18

First I state the days objective that are aligned to the states visual art
education standards. The Daily objective allows students to build on
previously learned studio techniques so students are continuing to advance
and grow. After that students will do minimum of 3 plannings in their
sketchbook so they know what they want their project will be and that it is
meaningful and interesting to them. Once they completed the brainstorming,
I talked with each student about their three ideas and together we selected
the strongest one. By having to discuss their ideas with their peers and
myself they are aware of the high expectations that I have for them. On work
days, I am a facilitator who helps the students achieve their project goals
and remain on task based on my own experience as an artists and personal
content knowledge. When walking around the room I am always sure to
provide feedback specific to the needs of that student. If I notice something
isnt working for a student, I am quick to ask questions that get the student
to self reflect and possibly come up with a better solution. The last 10
minutes of class are used for clean up and for students to answer the
essential question as their ticket out the door on canvas or on paper.
Students will participate in a peer critique in the in progress stages of the
project, continue to fill out personal goals sheets, answer tickets out the
door, participate in the final critique with the whole class, and write a
reflection on the project.
Questioning: Throughout the project, I walk around to ask them questions
about their individual projects to help the students with their problem solving
skills. I have made it a priority to give the students plenty of individual wait
time when questioning them. Within art, our 4 step critical process hits all of
the levels of higher order thinking: Description, Analysis, Interpretation, and
Evaluation. Our critiques hit all of the types of thinking within Blooms
Taxonomy.
Grouping Strategies: For the most part, the project involves whole group
and individual instruction with the exception of peer critiques/feedback. Peer
critiques consist of small groups of 2- 3 students each. I select the peer
groups based on the projects each student is working and if I feel they will
give one another valuable feedback. High level learners are grouped with
middle level learners, and my low level learners are grouped with middle
level learners unless I know a high level will work well with them.
Differentiated instructional strategies: I have any students with IEPs I
check on them more frequently then other students. I also tell students they
are welcome to come before school to have more individualized instruction if
needed. I also like to tell students that mistakes are simply happy accidents
that are part of the creation process.
GUIDED &
INDEPENDENT

We Do You Do
Encourage Higher Order Thinking & Problem Solving

19

PRACTICE

Relevance
Differentiated Strategies for Practice to Provide Intervention &
Extension

Once the students had done their skecthing and spoke with me about their
final idea, the students are responsible for getting their projects finished on
time. The students answer the essential questions, participate in
peer/individual/ whole class critiques to give them feedback on their projects.
They also answer the days EQ as a formative form of assessment and/or a
ticket out the door.

CLOSURE

Reflection / Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting

Reflection/ Wrap-up: Students finish each class by answering the essential

question via the ticket out the door and/or completing personal goals sheet.
This allows the students to reflect back on the days objective and what they
completed on their studio project. Activities like the peer critique provide inprogress feedback that allows students to reflect and change the direction of
the work if they so desire.
I remind students (depending on how long the question will take to answer)
to clean up the last 5 or 10 minutes of class. They then know to start
answering the days personal goals sheet for the ticket out the door. I also
remind students of any upcoming due dates at the beginning and end of
class.
CROSS-CURRICULAR CONNECTIONS
Students are learning how to plan out projects, how to set long and short
term goals, use peer/teacher feedback to guide project decisions, how to
problem solve when issues arise, and communicate personal ideas through
the creation of the project.

NOTES:

20

There are chances that students will spend most time on recreating in
their sketchbooks but there are also chances that many students can
and will begin working on their projects that day. We will need more
time for the project do to slow workers and IEP students who need more
time to focus and more instruction.

21

Teacher:
Class:
Course Unit:
Lesson Title:

TEAM Lesson Plan Day 3

Drew Clements
Art 1
Color Theory
Creative Colorwheel

Summary of the task, challenge, investigation, career-related

LESSON
scenario, problem, or community link
OVERVIEW
The assignment: To create a watercolor painting incorporating a color wheel
and a color family, (I.e. monochromatic, analogous, complementary)
Following my scope and sequence (Creative Color Wheel Assignment
Documents/Scope and Sequence Creative Colorwheel.docx)

The students will begin the day viewing a watercolor demonstration

reviewing the powerpoint and notes from the first day and as a reminder. It
will be a very short demonstration just to remind students of their notes and
rubric. Students will then go back to their seats and practice all the
techniques they just veiwed in their sketchbook by the end of class for a
grade. Today will be the last day to finalize planning for their porject they will
need a minimum of 4 sketches, a peer review, and to talk to me. From there
students will work on their final project.

22

STANDARDS

Identify what you want to teach. Reference State, Common Core,

ACT College Readiness Standards and/or State Competencies.

23

The following National and State Visual Art standards (T. A. P. /art
standards 9-12.pdf) are addressed throughout the creative
colorwheel project:
Standard 1.0 Media, Techniques and Processes Course Level
Expectations:
1.1 Demonstrate the use of knowledge and technical skills in at least one
specific medium.
1.2 Demonstrate an understanding of the safe and responsible use of art
media and tools.
1.3 Create visual art that communicates ideas through the use of media,
techniques, and processes.
1.4 Analyze, synthesize, and evaluate the application of media, techniques,
and processes used to solve visual art problems.
Students will be expected to use materials as demonstrated with a high level
of craftsmanship. The final project rubric will assess this standard.
Standard 2.0 Structures and Functions Course Level Expectations:
2.1 Demonstrate an understanding of the elements of art and the principles
of design.
2.2 Critique organizational components (structures) and expressive qualities
(functions) of a work of art.
2.3 Evaluate the function of a work of art as to utilitarian or intrinsic
purposes.
2.4 Apply problem-solving skills to create solutions to a specific visual art
task.
Students will be expected to problem solve issues that arise throughout this
process. They will also be expected to use their knowledge of the Elements
of Art and Principles of Design to inform their projects.
Standard 3.0 Evaluation Course Level Expectations:
3.1 Demonstrate an understanding of symbols and their origins.
3.2 Evaluate subject matter that reflects personal experiences and
environments.
3.3 Analyze selected ideas in a work of art.
3.4 Research and create a series of related work using a range of subject
matter, symbols, and/or ideas.
Critique is part of every studio project. Formal and informal critiques take
place every step of the way- from the conception of the students project, in
the middle stages, and upon completion.
Standard 5.0 Reflecting and Assessing Course Level Expectations:
5.1 Reflect on the characteristics and merits of their work and the work of
24

OBJECTIVE

Clear, Specific, and Measurable NOT ACTIVITIES

Student-friendly

Students will demonstrate a use of color families and design of the color
wheel. The students will then distinguish the color wheel from their color
family and the composition of their sketches.

ASSESSMENT /
EVALUATION

Students show evidence of proficiency through a variety of assessments.

Aligned with the Lesson Objective
Formative / Summative
Performance-Based / Rubric
Formal / Informal

Formative: Every day there is an essential question written on the board

and also it serves as the ticket out the door. Students are to answer the
ticket on the door on a post-it note or on the Canvas discussion board.
Summative: The students exam will contain questions from all of the
instructional content covered in the creative colorwheel project (mostly
pertaining to the material demos shown in class). The students will be also
be graded on the art project rubric.
Rubric: Their studio project will be graded using a project rubric (Creative
Color Wheel Rubric.docx) that evaluates the following categories: the
artistic process, creativity/ originality, craftsmanship, attitude/ responsibility,
and reflection/ critique. It allows students to self assess before the teacher
does.
Formal: Students will be graded on their art project through the rubric, the
planning sheet, the peer critique sheet and the first exam.
Informal: I walk around and talk to each of my students multiple times per
class period to assess where they are in their projects, provide feedback, and
answer any questions. The tickets out the door also a valuable informal
assessment tool that help me know what content to cover the next day at
the beginning of class (ex: another demo, to review a previously taught
concept, etc.).

25

MATERIALS

Aligned with the Lesson Objective

Rigorous & Relevant

-Sketchbook (to plan out their composition and practice techniques)

-Watercolor and watercolor paper
-Paint brushes

ACTIVATING
STRATEGY

Motivator / Hook
An Essential Question encourages students to put forth more effort
when faced with complex, open-ended, challenging, meaningful and
authentic questions.

Motivator/Hook: Students were asked to think about color and how it alters
and artwork and how it can be used in an artwork to begin their
brainstorming on color. The students were asked to brainstorm ideas for a
painting that related to them using a color family and the color wheel. This is
got the students think how to incorporate both and relate it to themselves.
Essential Question: The essential questions change daily for the following
purposes: to have students consider different components of the creative
colorwheel project, to review previously learned content/ demos within the
project, and to pre-asses students for the content the following day.
INSTRUCTION

Step-By-Step Procedures Sequence

Discover / Explain Direct Instruction
Modeling Expectations I Do
Questioning / Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention &
Extension

26

First I state the days objective that are aligned to the states visual art
education standards. The Daily objective allows students to build on
previously learned studio techniques so students are continuing to advance
and grow. After that students will do minimum of 3 plannings in their
sketchbook so they know what they want their project will be and that it is
meaningful and interesting to them. Once they completed the brainstorming,
I talked with each student about their three ideas and together we selected
the strongest one. By having to discuss their ideas with their peers and
myself they are aware of the high expectations that I have for them. On work
days, I am a facilitator who helps the students achieve their project goals
and remain on task based on my own experience as an artists and personal
content knowledge. When walking around the room I am always sure to
provide feedback specific to the needs of that student. If I notice something
isnt working for a student, I am quick to ask questions that get the student
to self reflect and possibly come up with a better solution. The last 10
minutes of class are used for clean up and for students to answer the
essential question as their ticket out the door on canvas or on paper.
Students will participate in a peer critique in the in progress stages of the
project, continue to fill out personal goals sheets, answer tickets out the
door, participate in the final critique with the whole class, and write a
reflection on the project.
Questioning: Throughout the project, I walk around to ask them questions
about their individual projects to help the students with their problem solving
skills. I have made it a priority to give the students plenty of individual wait
time when questioning them. Within art, our 4 step critical process hits all of
the levels of higher order thinking: Description, Analysis, Interpretation, and
Evaluation. Our critiques hit all of the types of thinking within Blooms
Taxonomy.
Grouping Strategies: For the most part, the project involves whole group
and individual instruction with the exception of peer critiques/feedback. Peer
critiques consist of small groups of 2- 3 students each. I select the peer
groups based on the projects each student is working and if I feel they will
give one another valuable feedback. High level learners are grouped with
middle level learners, and my low level learners are grouped with middle
level learners unless I know a high level will work well with them.
Differentiated instructional strategies: I have any students with IEPs I
check on them more frequently then other students. I also tell students they
are welcome to come before school to have more individualized instruction if
needed. I also like to tell students that mistakes are simply happy accidents
that are part of the creation process.
GUIDED &
INDEPENDENT

We Do You Do
Encourage Higher Order Thinking & Problem Solving

27

PRACTICE

Relevance
Differentiated Strategies for Practice to Provide Intervention &
Extension

Once the students had done their skecthing and spoke with me about their
final idea, the students are responsible for getting their projects finished on
time. The students answer the essential questions, participate in
peer/individual/ whole class critiques to give them feedback on their projects.
They also answer the days EQ as a formative form of assessment and/or a
ticket out the door.

CLOSURE

Reflection / Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting

Reflection/ Wrap-up: Students finish each class by answering the essential

question via the ticket out the door and/or completing personal goals sheet.
This allows the students to reflect back on the days objective and what they
completed on their studio project. Activities like the peer critique provide inprogress feedback that allows students to reflect and change the direction of
the work if they so desire.
I remind students (depending on how long the question will take to answer)
to clean up the last 5 or 10 minutes of class. They then know to start
answering the days personal goals sheet for the ticket out the door. I also
remind students of any upcoming due dates at the beginning and end of
class.
CROSS-CURRICULAR CONNECTIONS
Students are learning how to plan out projects, how to set long and short
term goals, use peer/teacher feedback to guide project decisions, how to
problem solve when issues arise, and communicate personal ideas through
the creation of the project.

NOTES:
There is a high chance that we will need more time for the project do to
slow workers and IEP students who need more time to focus and more
instruction.

28

Teacher:
Class:
Course Unit:
Lesson Title:

TEAM Lesson Plan Day 4

Drew Clements
Art 1
Color Theory
Creative Colowheel

Summary of the task, challenge, investigation, career-related

LESSON
scenario, problem, or community link
OVERVIEW
The assignment: To create a watercolor painting incorporating a color wheel
and a color family, (I.e. monochromatic, analogous, complementary)
Following my scope and sequence (Creative Color Wheel Assignment
Documents/Scope and Sequence Creative Colorwheel.docx)

We will begin the day reviewing the rubric (../Desktop/Creative Color Wheel
Assignment Documents/Creative Color Wheel Rubric.docx ). As the students
review the rubric they will check off what they have done so they can see
what they have not yet completed. They will have a second round of
technique demonstrations. They will practice the techniques in their
sketchbook by the end of the day for a daily grade. The students will start
into their project. By the end of class if I notice the students have enough
done they will pair up and have a peer crituque, They will critque off the
rubric and give suggestions to each other on how t omake the final piece
better.

29

STANDARDS

Identify what you want to teach. Reference State, Common Core,

ACT College Readiness Standards and/or State Competencies.

30

The following National and State Visual Art standards (T. A. P. /art
standards 9-12.pdf) are addressed throughout the creative
colorwheel project:
Standard 1.0 Media, Techniques and Processes Course Level
Expectations:
1.1 Demonstrate the use of knowledge and technical skills in at least one
specific medium.
1.2 Demonstrate an understanding of the safe and responsible use of art
media and tools.
1.3 Create visual art that communicates ideas through the use of media,
techniques, and processes.
1.4 Analyze, synthesize, and evaluate the application of media, techniques,
and processes used to solve visual art problems.
Students will be expected to use materials as demonstrated with a high level
of craftsmanship. The final project rubric will assess this standard.
Standard 2.0 Structures and Functions Course Level Expectations:
2.1 Demonstrate an understanding of the elements of art and the principles
of design.
2.2 Critique organizational components (structures) and expressive qualities
(functions) of a work of art.
2.3 Evaluate the function of a work of art as to utilitarian or intrinsic
purposes.
2.4 Apply problem-solving skills to create solutions to a specific visual art
task.
Students will be expected to problem solve issues that arise throughout this
process. They will also be expected to use their knowledge of the Elements
of Art and Principles of Design to inform their projects.
Standard 3.0 Evaluation Course Level Expectations:
3.1 Demonstrate an understanding of symbols and their origins.
3.2 Evaluate subject matter that reflects personal experiences and
environments.
3.3 Analyze selected ideas in a work of art.
3.4 Research and create a series of related work using a range of subject
matter, symbols, and/or ideas.
Critique is part of every studio project. Formal and informal critiques take
place every step of the way- from the conception of the students project, in
the middle stages, and upon completion.
Standard 5.0 Reflecting and Assessing Course Level Expectations:
5.1 Reflect on the characteristics and merits of their work and the work of
31

OBJECTIVE

Clear, Specific, and Measurable NOT ACTIVITIES

Student-friendly

Students will self evaluate what they have done of their artwork so far and
evaluate a peers artwork. Students will also list and define 7 watercolor
techniques and how those techniques can be used to create 3 of the
principals of design.

ASSESSMENT /
EVALUATION

Students show evidence of proficiency through a variety of assessments.

Aligned with the Lesson Objective
Formative / Summative
Performance-Based / Rubric
Formal / Informal

Formative: Every day there is an essential question written on the board

and also it serves as the ticket out the door. Students are to answer the
ticket on the door on a post-it note or on the Canvas discussion board.
Summative: The students exam will contain questions from all of the
instructional content covered in the creative colorwheel project (mostly
pertaining to the material demos shown in class). The students will be also
be graded on the art project rubric.
Rubric: Their studio project will be graded using a project rubric (Creative
Color Wheel Rubric.docx) that evaluates the following categories: the
artistic process, creativity/ originality, craftsmanship, attitude/ responsibility,
and reflection/ critique. It allows students to self assess before the teacher
does.
Formal: Students will be graded on their art project through the rubric, the
planning sheet, the peer critique sheet and the first exam.
Informal: I walk around and talk to each of my students multiple times per
class period to assess where they are in their projects, provide feedback, and
answer any questions. The tickets out the door also a valuable informal
assessment tool that help me know what content to cover the next day at
the beginning of class (ex: another demo, to review a previously taught
concept, etc.).

32

MATERIALS

Aligned with the Lesson Objective

Rigorous & Relevant

-Sketchbook (to plan out their composition and practice techniques)

-Watercolor and watercolor paper
-Paint brushes

ACTIVATING
STRATEGY

Motivator / Hook
An Essential Question encourages students to put forth more effort
when faced with complex, open-ended, challenging, meaningful and
authentic questions.

Motivator/Hook: Students were asked to think about color and how it alters
and artwork and how it can be used in an artwork to begin their
brainstorming on color. The students were asked to brainstorm ideas for a
painting that related to them using a color family and the color wheel. This is
got the students think how to incorporate both and relate it to themselves.
Essential Question: The essential questions change daily for the following
purposes: to have students consider different components of the creative
colorwheel project, to review previously learned content/ demos within the
project, and to pre-asses students for the content the following day.
INSTRUCTION

Step-By-Step Procedures Sequence

Discover / Explain Direct Instruction
Modeling Expectations I Do
Questioning / Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention &
Extension

33

First I state the days objective that are aligned to the states visual art
education standards. The Daily objective allows students to build on
previously learned studio techniques so students are continuing to advance
and grow. After that students will do minimum of 3 plannings in their
sketchbook so they know what they want their project will be and that it is
meaningful and interesting to them. Once they completed the brainstorming,
I talked with each student about their three ideas and together we selected
the strongest one. By having to discuss their ideas with their peers and
myself they are aware of the high expectations that I have for them. On work
days, I am a facilitator who helps the students achieve their project goals
and remain on task based on my own experience as an artists and personal
content knowledge. When walking around the room I am always sure to
provide feedback specific to the needs of that student. If I notice something
isnt working for a student, I am quick to ask questions that get the student
to self reflect and possibly come up with a better solution. The last 10
minutes of class are used for clean up and for students to answer the
essential question as their ticket out the door on canvas or on paper.
Students will participate in a peer critique in the in progress stages of the
project, continue to fill out personal goals sheets, answer tickets out the
door, participate in the final critique with the whole class, and write a
reflection on the project.
Questioning: Throughout the project, I walk around to ask them questions
about their individual projects to help the students with their problem solving
skills. I have made it a priority to give the students plenty of individual wait
time when questioning them. Within art, our 4 step critical process hits all of
the levels of higher order thinking: Description, Analysis, Interpretation, and
Evaluation. Our critiques hit all of the types of thinking within Blooms
Taxonomy.
Grouping Strategies: For the most part, the project involves whole group
and individual instruction with the exception of peer critiques/feedback. Peer
critiques consist of small groups of 2- 3 students each. I select the peer
groups based on the projects each student is working and if I feel they will
give one another valuable feedback. High level learners are grouped with
middle level learners, and my low level learners are grouped with middle
level learners unless I know a high level will work well with them.
Differentiated instructional strategies: I have any students with IEPs I
check on them more frequently then other students. I also tell students they
are welcome to come before school to have more individualized instruction if
needed. I also like to tell students that mistakes are simply happy accidents
that are part of the creation process.
GUIDED &
INDEPENDENT

We Do You Do
Encourage Higher Order Thinking & Problem Solving

34

PRACTICE

Relevance
Differentiated Strategies for Practice to Provide Intervention &
Extension

Once the students had done their skecthing and spoke with me about their
final idea, the students are responsible for getting their projects finished on
time. The students answer the essential questions, participate in
peer/individual/ whole class critiques to give them feedback on their projects.
They also answer the days EQ as a formative form of assessment and/or a
ticket out the door.

CLOSURE

Reflection / Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting

Reflection/ Wrap-up: Students finish each class by answering the essential

question via the ticket out the door and/or completing personal goals sheet.
This allows the students to reflect back on the days objective and what they
completed on their studio project. Activities like the peer critique provide inprogress feedback that allows students to reflect and change the direction of
the work if they so desire.
I remind students (depending on how long the question will take to answer)
to clean up the last 5 or 10 minutes of class. They then know to start
answering the days personal goals sheet for the ticket out the door. I also
remind students of any upcoming due dates at the beginning and end of
class.
CROSS-CURRICULAR CONNECTIONS
Students are learning how to plan out projects, how to set long and short
term goals, use peer/teacher feedback to guide project decisions, how to
problem solve when issues arise, and communicate personal ideas through
the creation of the project.

NOTES:
There is a high chance that we will need more time for the project do
to slow workers and IEP students who need more time to focus and
more instruction.

35

Teacher:
Class:
Course Unit:
Lesson Title:

TEAM Lesson Plan Day 5

Drew Clements
Art 1
Color Theory
Creative Colorwheel

Summary of the task, challenge, investigation, career-related

LESSON
scenario, problem, or community link
OVERVIEW
The assignment: To create a watercolor painting incorporating a color wheel
and a color family, (I.e. monochromatic, analogous, complementary)
Following my scope and sequence (Creative Color Wheel Assignment
Documents/Scope and Sequence Creative Colorwheel.docx)

The last day of the week will be a workday. There will be a discussion on the
importance of cleaning up their work and final touches to create good
craftsmanship. They will do a quick rubric review to see what they need to do
to finish their piece. After that they will go straight into working and end the
day with a self-critique on their rubric. . After they finish their project
students will be given a post test (it will be the pre-test ../ Color Theory and
Watercolor Technique Post-test .docx once again to see how the students
have grown and what they have learned from the demonstrations and
powerpoints).

36

STANDARDS

Identify what you want to teach. Reference State, Common Core,

ACT College Readiness Standards and/or State Competencies.

37

The following National and State Visual Art standards (T. A.

P. /art standards 9-12.pdf) are addressed throughout the creative
colorwheel project:
Standard 1.0 Media, Techniques and Processes Course Level
Expectations:
1.1 Demonstrate the use of knowledge and technical skills in at least one
specific medium.
1.2 Demonstrate an understanding of the safe and responsible use of art
media and tools.
1.3 Create visual art that communicates ideas through the use of media,
techniques, and processes.
1.4 Analyze, synthesize, and evaluate the application of media, techniques,
and processes used to solve visual art problems.
Students will be expected to use materials as demonstrated with a high level
of craftsmanship. The final project rubric will assess this standard.
Standard 2.0 Structures and Functions Course Level Expectations:
2.1 Demonstrate an understanding of the elements of art and the principles
of design.
2.2 Critique organizational components (structures) and expressive qualities
(functions) of a work of art.
2.3 Evaluate the function of a work of art as to utilitarian or intrinsic
purposes.
2.4 Apply problem-solving skills to create solutions to a specific visual art
task.
Students will be expected to problem solve issues that arise throughout this
process. They will also be expected to use their knowledge of the Elements
of Art and Principles of Design to inform their projects.
Standard 3.0 Evaluation Course Level Expectations:
3.1 Demonstrate an understanding of symbols and their origins.
3.2 Evaluate subject matter that reflects personal experiences and
environments.
3.3 Analyze selected ideas in a work of art.
3.4 Research and create a series of related work using a range of subject
matter, symbols, and/or ideas.
Critique is part of every studio project. Formal and informal critiques take
place every step of the way- from the conception of the students project, in
the middle stages, and upon completion.
Standard 5.0 Reflecting and Assessing Course Level Expectations:
5.1 Reflect on the characteristics and merits of their work and the work of
38

OBJECTIVE

Clear, Specific, and Measurable NOT ACTIVITIES

Student-friendly

Students will self evaluate what they have done of their artwork so far and
evaluate a peers artwork. Students will also list and define 7 watercolor
techniques and how those techniques can be used to create 3 of the
principals of design.

ASSESSMENT /
EVALUATION

Students show evidence of proficiency through a variety of assessments.

Aligned with the Lesson Objective
Formative / Summative
Performance-Based / Rubric
Formal / Informal

Formative: Every day there is an essential question written on the board

and also it serves as the ticket out the door. Students are to answer the
ticket on the door on a post-it note or on the Canvas discussion board.
Summative: The students exam will contain questions from all of the
instructional content covered in the creative colorwheel project (mostly
pertaining to the material demos shown in class). The students will be also
be graded on the art project rubric.
Rubric: Their studio project will be graded using a project rubric (Creative
Color Wheel Rubric.docx) that evaluates the following categories: the
artistic process, creativity/ originality, craftsmanship, attitude/ responsibility,
and reflection/ critique. It allows students to self assess before the teacher
does.
Formal: Students will be graded on their art project through the rubric, the
planning sheet, the peer critique sheet and the first exam.
Informal: I walk around and talk to each of my students multiple times per
class period to assess where they are in their projects, provide feedback, and
answer any questions. The tickets out the door also a valuable informal
assessment tool that help me know what content to cover the next day at
the beginning of class (ex: another demo, to review a previously taught
concept, etc.).

39

MATERIALS

Aligned with the Lesson Objective

Rigorous & Relevant

-Sketchbook (to plan out their composition and practice techniques)

-Watercolor and watercolor paper
-Paint brushes

ACTIVATING
STRATEGY

Motivator / Hook
An Essential Question encourages students to put forth more effort
when faced with complex, open-ended, challenging, meaningful and
authentic questions.

Motivator/Hook: Students were asked to think about color and how it alters
and artwork and how it can be used in an artwork to begin their
brainstorming on color. The students were asked to brainstorm ideas for a
painting that related to them using a color family and the color wheel. This is
got the students think how to incorporate both and relate it to themselves.
Essential Question: The essential questions change daily for the following
purposes: to have students consider different components of the creative
colorwheel project, to review previously learned content/ demos within the
project, and to pre-asses students for the content the following day.
INSTRUCTION

Step-By-Step Procedures Sequence

Discover / Explain Direct Instruction
Modeling Expectations I Do
Questioning / Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention &
Extension

40

First I state the days objective that are aligned to the states visual art
education standards. The Daily objective allows students to build on
previously learned studio techniques so students are continuing to advance
and grow. After that students will do minimum of 3 plannings in their
sketchbook so they know what they want their project will be and that it is
meaningful and interesting to them. Once they completed the brainstorming,
I talked with each student about their three ideas and together we selected
the strongest one. By having to discuss their ideas with their peers and
myself they are aware of the high expectations that I have for them. On work
days, I am a facilitator who helps the students achieve their project goals
and remain on task based on my own experience as an artists and personal
content knowledge. When walking around the room I am always sure to
provide feedback specific to the needs of that student. If I notice something
isnt working for a student, I am quick to ask questions that get the student
to self reflect and possibly come up with a better solution. The last 10
minutes of class are used for clean up and for students to answer the
essential question as their ticket out the door on canvas or on paper.
Students will participate in a peer critique in the in progress stages of the
project, continue to fill out personal goals sheets, answer tickets out the
door, participate in the final critique with the whole class, and write a
reflection on the project.
Questioning: Throughout the project, I walk around to ask them questions
about their individual projects to help the students with their problem solving
skills. I have made it a priority to give the students plenty of individual wait
time when questioning them. Within art, our 4 step critical process hits all of
the levels of higher order thinking: Description, Analysis, Interpretation, and
Evaluation. Our critiques hit all of the types of thinking within Blooms
Taxonomy.
Grouping Strategies: For the most part, the project involves whole group
and individual instruction with the exception of peer critiques/feedback. Peer
critiques consist of small groups of 2- 3 students each. I select the peer
groups based on the projects each student is working and if I feel they will
give one another valuable feedback. High level learners are grouped with
middle level learners, and my low level learners are grouped with middle
level learners unless I know a high level will work well with them.
Differentiated instructional strategies: I have any students with IEPs I
check on them more frequently then other students. I also tell students they
are welcome to come before school to have more individualized instruction if
needed. I also like to tell students that mistakes are simply happy accidents
that are part of the creation process.
GUIDED &
INDEPENDENT

We Do You Do
Encourage Higher Order Thinking & Problem Solving

41

PRACTICE

Relevance
Differentiated Strategies for Practice to Provide Intervention &
Extension

Once the students had done their skecthing and spoke with me about their
final idea, the students are responsible for getting their projects finished on
time. The students answer the essential questions, participate in
peer/individual/ whole class critiques to give them feedback on their projects.
They also answer the days EQ as a formative form of assessment and/or a
ticket out the door.

CLOSURE

Reflection / Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting

Reflection/ Wrap-up: Students finish each class by answering the essential

question via the ticket out the door and/or completing personal goals sheet.
This allows the students to reflect back on the days objective and what they
completed on their studio project. Activities like the peer critique provide inprogress feedback that allows students to reflect and change the direction of
the work if they so desire.
I remind students (depending on how long the question will take to answer)
to clean up the last 5 or 10 minutes of class. They then know to start
answering the days personal goals sheet for the ticket out the door. I also
remind students of any upcoming due dates at the beginning and end of
class.
CROSS-CURRICULAR CONNECTIONS
Students are learning how to plan out projects, how to set long and short
term goals, use peer/teacher feedback to guide project decisions, how to
problem solve when issues arise, and communicate personal ideas through
the creation of the project.

NOTES:
There is a high chance that we will need more time for the project do
to slow workers and IEP students who need more time to focus and
more instruction.

42

Name:___________________________________
Date:____________________________________
Color Theory and Watercolor Technique Pre-test
1. Name the three primary colors. (3 points)

2. Name the secondary colors. (3 points)

3. Name all the tertiary colors.(8 points)

4. Describe how do you get tertiary colors? (3 points)

5. List the 3 color families and define them. (6 points)

6. Define (5 points)
Shade:
Tone:
Tint:
Color Value:
Color Harmony:
7. Define these Watercolor techniques (7 points):
Wet-on-wet:
Stamping:
43

Splattering:
Lifting:
Glazing:
Dry brush:
Alcohol resist:

44

Color Theory PowerPoint

45

46

Creative Color Wheel Examples PowerPoint

47

Watercolor Terms PowerPoint

48

Name:___________________________
Date:____________________________
Guided Notes: Color Theory and Watercolor Techniques
Color is the ___________________________________________________
that is derived from _________________________________________.
You see color because light waves are reflected from objects to
your eyes.
A color wheel is a __________________ often used by artists and
students. A color wheel is a _______________________ that displays
a __________________________________________and
_______________________________to each other. Color wheels often
show (at minimum) _____________________, _______________________
and ________________________ colors. They can be used to show
which colors come together to form other colors and which colors
make up _________________________________ that are visually
acceptable to humans.
List and describe how you get the three primary colors:

List and describe how you get the three secondary colors:

List and describe how you get the tertiary colors:

Harmony
is________________________________________________________________
_____. It engages the viewer and it creates an inner sense of
49

order, a balance in the visual experience. When something is not

harmonious, it's either boring or chaotic. At one extreme is a
visual experience that is so bland that the viewer is not engaged.
The human brain will reject under-stimulating information. At the
other extreme is a visual experience that is so overdone, so
chaotic that the viewer can't stand to look at it. The human brain
rejects what it cannot organize, what it can not understand. The
visual task requires that we present a logical structure. Color
harmony delivers visual interest and a sense of order.
Analogous colors
are__________________________________________________________,
such as yellow-green, yellow, and yellow-orange. Usually one of
the three colors predominates.
Complementary colors
are_______________________________________________________
_________________________________________________. In the
illustration below, there are several variations of yellow-green in
the leaves and several variations of red-purple in the orchid.
These opposing colors create maximum contrast and maximum
stability.

___________________________________
______________________________________

Monochromatic colors are colors that

__________________________________________
____________________________ i.e. they have same ________________.
They are just shades, tints and tones of a particular color. For

50

instance, monochromatic colors of red could be maroon, dark

red, light red etc.

Shade: _________________________________________________________
Tone: __________________________________________________________
Tint: ___________________________________________________________
Wet-on-wet: ___________________________________________________
Stamping: _______________________________________________________
Splattering: _____________________________________________________
Lifting: __________________________________________________________
Glazing:
__________________________________________________________
Dry Brush:
_______________________________________________________
Alcohol resist:
____________________________________________________

Name the technique:

51

_______________________
______________________

_____________________________

________________________________
____________________________________

_____________________

Additional Notes:
52

53

Creative Color Wheel Rubric (40 points)

Relate and Connect to Instructions (Includes color wheel and
one color scale [monochromatic, intensity, analogous])
___ ___5- I have been able to interpret all instructions to skillfully
create a finished work of art.
___ ___4- I have been able to interpret most of the instruction to
skillfully create a finished work of art
___ ___3- I have been able to follow some of the directions to create a
work of art
___ ___2- I have followed few of the directions to create a project
___ ___1/0-I did not follow or understand directions and did not seek
help.
Technical and media skills (How well did you work with
watercolors?)
___ ___ 5-I carefully selected media and /or technique that are
appropriate to the intended expressive purpose of the artwork. My
artwork demonstrates superior technical competence. The artwork is
of superior consistency and quality and I did not rush and used my
time well. The artwork is completely resolved.
___ ___ 4- My artwork demonstrates competence in the use of media. I
paid attention to the consistency and quality of the finished artwork.
The artwork is mostly resolved.
___ ___ 3- I have overcome most frustrations with my technical and
media skills. I was in a rush to finish.
___ ___ 2- I still have frustrations and concerns to address with my
technical and media skills.
___ ___1/0- The artwork is of low quality because rushing through and
unresolved technical and media skills.
Design and Composition (Did you plan it out by sketching?)
___ ___5- All aspects of design have been carefully considered and
inventively developed to achieve your intended result. The
composition is cohesive, resolved and reinforces the message of the
artwork.
___ ___4- Most aspects of design have been carefully considered and
inventively developed to achieve your intended result. The
composition is cohesive and reinforces the message of the artwork.
___ ___3- Some aspects of design have been considered and somewhat
developed to achieve your intended result.
___ ___2- Few aspects of design have been considered. The
composition is undeveloped.
___ ___1/0- I do not understand design and composition and did not
come in for help.
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Fit, Finish& Presentation (How does it look? Would I be able to

display your art?)
___ ___ 5- My artwork is professionally presented and constructed. All
elements of finish have been considered.
Nothing can be added or subtracted for improvement. Everything is
purposeful, technically virtuous and technical issues are concealed
from the viewer.
___ ___ 4- My artwork is ready for presentation. Many elements of
finish have been considered. It is mostly cleaned up or covered
up.
___ ___3- My artwork can be presented. I rushed through this project,
and left areas that still need attention.
___ ___ 2- It would be shameful to present my artwork at this state.
There are many things that can still be done to improve the quality
of this artwork. The lack of planning in media and time has affected
the final product.
___ ___ 1/0- My artwork looks more like a failed experiment and not
worthy of presentation. None of the edges of my artwork are smooth.
It is falling apart and/or there has been a catastrophic event as of a
result of media issues.
Growth, Commitment and Effort
___ ___ 5-My art shows much more thought and skill compared to my
previous work. I was fully engaged in the process of art throughout
the project. I was well prepared every day. I was focused on art and
all my conversations were about artwork. I found ways to go above
and beyond the normal expectations.
___ ___ 4- My artwork demonstrates respectable growth. I was mostly
focused on artwork and prepared daily.
___ ___ 3- My artwork demonstrates some artistic growth. I was
slightly unfocused and unprepared.
___ ___ 2- My artwork demonstrates no artistic growth. I have been
unfocused and unprepared.
___ ___ 1/0- My artwork shows some artistic decline. I need to focus
and work.
Reflection & Critique
**Use complete sentences**
What are your artworks strengths? (5 points)

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What areas in your artwork more work or possible

modifications? (5 points)

What have you learned about color theory in class and through
the creation of artwork? (5 points)

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Name:___________________________________
Date:____________________________________
Color Theory and Watercolor Technique Post-test
1. Name the three primary colors. (3 points)

2. Name the secondary colors. (3 points)

3. Name all the tertiary colors.(8 points)

4. Describe how do you get tertiary colors? (3 points)

5. List the 3 color families and define them. (6 points)

6. Define (5 points)
Shade:
Tone:
Tint:
Color Value:
Color Harmony:
7. Define these Watercolor techniques (7 points):
Wet-on-wet:
Stamping:
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Splattering:
Lifting:
Glazing:
Dry brush:
Alcohol resist:

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