Watkins 1 Seton Hill University Greensburg, PA 15601 Daily Lesson Plan for Student Teachers Teacher: Allison Watkins

Date: March 2013 Subject: Color Mixing Time: 40 minutes Color Mixing Essential Questions: What are primary, secondary, and tertiary colors? How can you mix paints to create these colors? What are shades, tints, and intensities in reference to color theory? How can you mix paints to create varying shades, tints, and intensities of color? Grade: 7th Plan approved by:

Behavioral Objectives: Students will be able to define and list the primary, secondary, and tertiary colors. Students will be able to mix paints to create these colors. Students will be able to define and identify shades, tints, and intensities. Students will be able to use paint mixing to create paint scales of shades, tints, and intensities of a color.

Pennsylvania State Academic Standards: 9.1.8.A: Know and use the elements and principles of each art form to create works in the arts and humanities 9.1.8.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts 9.1.8.C: Identify and use comprehensive vocabulary within each of the arts forms

Materials and/or Equipment: Tempera paints Palettes Paint brushes Water and containers Paper towels Color wheel Color mixing worksheets

Modifications for Individual Differences: Students will be provided with one-on-one assistance as necessary. Students will be encouraged to use resources such as posters, the color wheel, and example projects to complete their work.

Watkins 2 Students will be encouraged to discuss with other students which primary colors should be mixed together to create the secondary and tertiary colors. Activities and Procedures: DAY 1: Anticipatory Set: 1. Ask students to recall the primary colors and explain why these colors are so important Lesson Sequence: Introduction to Color Mixing: 2. Use color wheel as a reference to introduce primary, secondary, and tertiary colors. 3. Define and list the primary colors Primary Colors: Colors that cannot be made from mixing other colors (red, blue, yellow) 4. Define and list the secondary colors Secondary Colors: Colors made by mixing two primary colors (violet, green, orange) 5. Define and list the tertiary colors Tertiary Colors: Colors made by mixing a primary and a secondary color (red-orange, yelloworange, yellow-green, blue-green, blue-violet, and red-violet) Color Mixing Demonstration and Student Work Time: 6. Obtain the primary colors of tempera paint. 7. Use a paintbrush to paint these primary colors on the color wheel worksheet in their proper locations, equally spaced apart. 8. Use a palette knife to mix the primary colors in order to create the secondary colors. Again, use a paintbrush to paint these colors on the color wheel worksheet in their proper locations, equally spaced apart. Students may need to use buckets of water and paper towels to rinse and dry paintbrushes between using different colors. 9. Use a palette knife to mix the secondary colors together in order to create the tertiary colors. Again, use a paintbrush to paint these colors on the color wheel worksheet in their proper locations, equally spaced apart. Students may need to use buckets of water and paper towels to rinse and dry paintbrushes between using different colors. Student Clean Up: 10. Have students clean up by rinsing and drying their paintbrushes, and placing their finished color wheel worksheets on their individual shelves to dry. DAY 2: Anticipatory Set: 11. Remind students that the previous day they mixed primary colors to create secondary and tertiary colors. Ask students to think of other colors they might add to their paints to create different color combinations. Lesson Sequence: Introduction to Color Mixing:

Watkins 3 12. Define shade and tint. Ask students to explain what color would be added to paint to create a shade. Ask students to explain what color would be added to paint to create a tint. Shade: A darker version of a color (created by adding black to the color) Tint: A lighter version of a color (created by adding the color to white) 13. Define complementary colors. Have students list a few pairs of complementary colors using the color wheel for assistance. Define intensity. Explain that the intensity of a color can be changed by mixing it with its complement. When combined together, complementary colors will produce a neutral gray. Complementary colors: Colors that appear opposite of one another on the color wheel (red and green, blue and orange, yellow and purple) Intensity: The brightness or dullness of a color (Mixing complementary colors will dilute the intensity of the color; a neutral gray color can be created using this method) Color Mixing Demonstration and Student Work Time: 14. Obtain desired color choice of paint as well as black and white paint and its complementary color. Use the paintbrush to add black paint to the color to create a scale of shades. Use the paintbrush to paint this scale on to the color mixing scale worksheet. Students may need to rinse and dry paintbrush before mixing the next color combination. 15. Use the paintbrush to add the desired color of paint to white to create a scale of tints. Use the paintbrush to paint this scale on to the color mixing worksheet. Students may need to rinse and dry paintbrush before mixing the next color combination. 16. Use the paintbrush to mix the desired color of paint with its complementary color in order to change its intensity. Use a paintbrush to paint this intensity scale on to the color mixing worksheet. Student Clean Up: 17. Have students clean up by rinsing and drying their paintbrushes, and placing their finished color wheel worksheets on their individual shelves to dry. Closure: DAY 1: 1. With their tables, have students list the primary colors and explain how to mix them to create the secondary colors. Have students list the secondary colors and explain how to mix them to create the tertiary colors. Have students list the tertiary colors. DAY 2: 2. Ask students to explain when it might be beneficial to use various shades, tints, and intensities of a color within a painting. Evaluation: Students will be evaluated on the completion and accuracy of their color mixing worksheets.

Assignments: There will be no assignment for this lesson.

Watkins 4 Student Teacher Reflection: Resources: Color Mixing: www.colourtherapyhealing.com/colour/ Definitions: www.artincanada.com/arttalk/artttermsanddefinitions.html#g. Cooperating Teacher Reflection: