Digital Unit Plan Template

Unit Title: Color Theory: How is color used to convey emotion? Name: Diana Ruedas
Content Area: Media Arts Grade Level: 9-12th
CA Content Standard(s)/Common Core Standard(s):
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts -
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

Develop Perceptual Skills and Visual Arts Vocabulary

• 1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.
• 1.2 Describe the principles of design as used in works of art, focusing on dominance and subordination.
Analyze Art Elements and Principles of Design
• 1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.
• 1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.

2.0 CREATIVE EXPRESSION

Creating, Performing, and Participating in the Visual Arts -
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

Skills, Processes, Materials, and Tools

• 2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
• 2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).
• 2.4 Review and refine observational drawing skills.
Communication and Expression Through Original Works of Art
• 2.5 Create an expressive composition, focusing on dominance and subordination.

3.0 HISTORICAL AND CULTURAL CONTEXT

Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts -
Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and
artists.
Role and Development of the Visual Arts
• 3.1 Identify similarities and differences in the purposes of art created in selected cultures.
• 3.2 Identify and describe the role and influence of new technologies on contemporary works of art.
Diversity of the Visual Arts
• 3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.
• 3.4 Discuss the purposes of art in selected contemporary cultures.
Big Ideas/Unit Goals:

Color Theory: How is color used to convey emotion?

A look at past and present artist work.

Essential Questions

• What is the meaning of each color?

• How does the meaning change across other cultures?
• How can an Analogues color theory emphasize a specific emotion?
• How can Complementary, Split Complementary and Triadic color schemes convey mixed emotions?

Unit Summary:
Color Theory:
The goal of this unit is to introduce students to a broader understanding of color theory, and color relationships. This lesson will build on the psychology of color. Students
will learn about primary, secondary, and tertiary color schemes as well as what hue, saturation, and value are. Students will also learn about color harmony such as
monochromatic, analogous, complementary, split complementary, triadic, and tetradic color schemes. They will also learn about the emotions that color conveys from a
western perspective and how that might differ depending on the different cultural perspectives.

Use of Technology:
Students will be introduced to the Adobe® Suite, specifically Adobe® Illustrators, pencil tool. Students will learn to create layers, bring in images, free hand shapes using the
pencil tool, fill in color, access Pantone® color schemes, create color themes using the eye drop tool and scale or duplicate shapes.

Assessment Plan:
Student Survey (Informal)
Student will take a short survey to assess their
understanding of color theory, principals, and
psychology. Students will not be graded on the
number of correct answers, but instead be given
points for having completed the assignment. This
survey will help to gauge students understanding and
prior knowledge of color before beginning the project.
In recognizing, what areas they may need additional
help with, changes can be made to the curriculum to
help better meet student's needs.
Quick Write (Informal)
Students will be asked to write a short summary on a
location that had a lasting impression on their lives.
This informal assessment will help students to tap
into their prior knowledge as it relates to color in
Formative:
Small Group Discussion (Informal)
After completing the Quick Write students will discuss and
share their responses with one another. This will help to
develop their understanding of color as seen through the
perspective of their peers. Points can be given as part of a
students overall participation score. This will be a progress
monitoring assessment. Student will have the opportunity
to work on their listening, verbal and communication skills.
Video Reflection Worksheet (Informal)
Student will review a 7 minute video on color theory.
Handouts will be given to them prior to watching the video
Handouts will be made available in digital or hard copy.
Digital files will be available on the classroom portal for
students to draft directly into a word processor with the use
of a tablet or laptop. This assignment will help students to
Summative:
Final Project: Landscape and Color Theory
(Formal)
Students will create a 2-Dimensional Design using
images they have gathered depicting a location that
had a lasting impression on them emotionally. They
will render the drawing using Adobe® Illustrator
and work primarily with the pencil tool. Students
will take artistic liberties and demonstrate their
knowledge and mastery of color theory when
creating the artistic piece. Students will integrate
what they have learned about color theory and
principals into the overall design. The emphasis of
this piece will be on their use of color to convey
emotion. This will be a formal assessment and
student will be given a rubric to help them
understand what criteria must be meet for full
addition to help increase student engagement by
providing student the opportunity to share a personal
story and received structure feedback from their
peers.
Students will be asked to address the following
question:
• Select a location you have visited that
made a lasting impression good or bad.
Describe the environment as you
remember it, in relationship to color,
include color themes, color values, and
textures. Describe the way the colors
affected you emotionally and how you
reacted as a consequence.
Both of these informal, entry-level assessments will
help to facilitate the depth, time and pace that should
be spent on particular concepts, ideas, terms and
definitions, based on students responses.
Lesson 1 (Teacher Lecture)
stay engaged while watching the video and allow they to
answer questions and take notes as they go along.
Classroom Discussion (Informal)
Students will have the opportunity to share their artistic
perspective, “processing, analyzing, and responding to
sensory information through the language and skills unique
to the visual arts.” (Common Core State Standards 1.0
Artistic Perspective). Students will engage with one another
while working on their listening, verbal and communication
skills.
Vocabulary Review/Quiz (Formal)
Students will memorize art vocabulary and be able to
differentiate, define and identify the key color terms
presented to them. They will be able to successfully pass a
quiz or test matching the term to its definition and be
graded based on their ability to correctly answer the
questions.
The following art vocabulary list identifies 17 terms and
definitions that are specific to the study of color. Quizlet was
creating using art vocabulary terms acquired from SPARKed
- SPARK in Education: Visual Arts Vocabulary.
Resource:
SPARKed - SPARK in Education: Visual Arts Vocabulary
https://krsimanis.edublogs.org/files/2015/09/visartvocab-
1vnu8bw.pdf
credit.
Student Art Critique & Written Assignment
(Formal)
Students will complete a one-to-two page written
art critique of their own work as well as one for a
classmates. Student will be graded on their ability to
successfully analyze, describe, differentiate,
define and identify the color schemes, harmonies
and psychology present in the work they are
critiquing. They will use accurately use art
vocabulary to express their understanding and
knowledge in written or verbal form. They will be
able to discuss, explain and express the different
ways in which color schemes and harmonies relate
to the psychology of color. This will be a formal
assessment and student will be given a rubric to
help them understand what criteria must be meet
for full credit.
Student Learning Acceptable Evidence
Objective: (Assessments):
• The primary learning Collaborative
objectives for this lesson • Students will be able to
will be for students to exchange ideas about
build on their prior the meaning of color in
knowledge, students an informal small group
will reflect on their discussion
previous experiences in
regard to color and Interpretive
emotion and reflect on • Students will be able to
these experiences in listen actively as the
both written and verbal teacher reviews the key
form. terms and definitions on
color theory.
• Students will engage in • Students will be able to
active reading, writing define the terms tint,
and listening activities tone, value, harmonies,
during this lesson. and hue.
• Students will be able to
• By the end of this lesson orally analyze and
students will be able to critique the use of color
identify and define and emotion evoked in a
primary, secondary, and work of art.
tertiary colors, in Productive
addition to being able to • Students will be able to
categorize colors as apply terms and
tints, tones, and shades. concepts learned in this
unit in an informal
quick write
Cognitive
• Given the hues blue, red,
yellow, purple, orange,
green, blue-green,
yellow-orange etc.
students will be able to
categorize them into
primary, secondary, and
tertiary color groups
with 90% accuracy
Lesson 2 (Webercise/ iPad Lesson)
Engagement & Prior Knowledge:
Think-Write-Pair-Share // Chart
Quick Write - Informal
Slide 1 of Prezi Presentation
The teacher will have students address the following question in an informal written draft: Select a location
you have visited that made a lasting impression good or bad. Describe the environment as you
remember it in relationship to color, include color themes, color values, and textures. Describe the way
the colors affected you emotionally and how you reacted as a consequence.
Hardcopy handouts and digital files will be available on the classroom portal for students to draft directly
into using a word processor with the use of a tablet or laptop. Primary question will also visually be
available on the board for students to read as they enter the classroom.
Small Group Discussion - Informal
Slide 1-2 of Prezi Presentation
The classroom will be broken up into small groups of 4-5 students. Students will have the opportunity to
discuss what they wrote among each other. Each student will be given 2-3 minutes to share their responses.
Teacher will walk around to the help guide and facilitate the conversations as they are taking place.
Teacher Presentation (On Prezi)
Slide Contextualized Key Vocabulary
Contextualizing Key Vocabulary
https://prezi.com/view/dEFMNRj8RdW35ZLcmhAb/
Teacher will give a guided presentation using Prezi, Animoto and a Video Resource to help students
contextualize key vocabulary terms and definitions as well as build on their prior knowledge. Students will
be exposed to written text, supportive images, and video resources to help students understand the
meaning of key color theory terms and definitions in visual, verbal and written form.
Video Resource: Beginning Graphic Design Color (YouTube)
Language Practice: Listening
https://www.youtube.com/watch?v=_2LLXnUdUIc
Within the teacher presentation, students will view a short 7 minute video that goes over the basics of color
theory, terms and definitions. Students will learn about primary, secondary, and tertiary color schemes as
well as what hue, saturation, and value are. Students will also learn about color harmony such as
monochromatic, analogous, complementary, split complementary, triadic, and tetradic color schemes.
Video Reflection/Guided Notes Worksheet
Language Practice: Listening, Writing and Reading
Worksheets will be passed out and made available through the online portal or as hard copies. This handout
is meant to help students follow along the video and identify key information and details throughout the
film or video resource.
Student Learning Acceptable Evidence:
Objective:
Psychomotor
• Students will be able to • Given the natural color
schemes and harmonies
memorize key art
in the world around
vocabulary terms
them students will
related to the basic
identify locations were
fundamentals of color
analogous,
theory
monochromatic or
• Students will be able to complementary color
recognize and identify
schemes exist and
the color themes and
describe them in a 5-10
pallets used in past and
minute small group
present works of art
discussion with their
• Students will be able to peers.
apply color theory and
concept to personal Affective
works of art as a means • Given the understanding
to evoke an emotion of what a hue, shade, tint,
and tone are, student
will examine the color
wheel and identify 10-15
colors produced through
shades, tints and tones
with 90% accuracy. (e.g.
pink, brown, dark-blue).
Interpretive
• Students will be able to
orally analyze and
critique the use of color
and emotion evoked in a
work of art.
Productive
• Students will be able to
apply vocabulary terms
learned in a written one
page analyzes of an artist
work.
Lesson 3 (Graphic Organizer)
Lesson Activities:
Webercise - Image Search – Mood Boards
Lesson 2: Color Meaning & Emotion: Image Search (L2:a)
Building on their previous lessons we will begin to create a mood board that is specific to the location we
selected during Lesson 1: Color Basics and Terms. Select at least 5 images you believe best represent the
location. These images are for general research purposes to help us identify assess and analyze the
predominant colors. Students will use search engines like Google Images, Bing Images or Unsplash.com
Webercise - Content Search – Principal Color Pallet
Lesson 2: Color Meaning & Emotion: Principal Color Pallet (L2:b)
Referencing the five images selected in handout L2:a, students will select the four colors they feel are the
most predominant. Once students have selected the four colors they feel are the most predominant
students will take the time to visit the websites listed on the worksheet and research the colors emotional
meaning. They will also answer the 4 questions listed on the worksheet which include.
• How does the meaning of this color relate to imagery seen in everyday life?
• What cultural symbols might this color represent? Is there a culture outside your own where this
color might have a different meaning?
• Does this color have conflicting meaning? If so, consider the family of colors as a whole, (such as
blue, blue-green, light blue) what creates a difference in the color? What helps create the
difference in meaning?
• How does using a complementary, monochromatic or analogous color scheme enhance or
change a colors meaning and symbolism?
Webercise - Hands on Activity – Color Mixing
Lesson 2: Color Meaning & Emotion: Color: Psychology & Emotional Effects (L2:c)
Students will refer to the four colors selected in handout L2:b, and show two samples of tints, tones and
shadows for each hue. This can be done through the digital platform canva.com or it can be done by mixing
actual paint together.
Webercise - Painting Analysis & Comparison
Lesson 2: Color Meaning & Emotion: Color: Painting Analysis and Painting Comparison (L2:d)
Students will choose between three of Vincent van Gogh’s painting. They will then analyze the selected
piece and analyze the colors meaning and emotional psychological effects. In 100 words or less. They will
also choose between two paintings to compare and contrast. They will be asked to address the following
questions. In what ways do they use color differently? How does the difference ways that color is used
convey a different emotion?
Student Learning Acceptable Evidence: Lesson Activities:
Objective: Graphic Organizer – Concept Map: Connecting Color and Emotions
Cognitive Lesson 3: Color Meaning & Emotion: Concept Map: Identifying Emotion (L3:a)
• Given the hues blue, red, Building on their previous lessons we will begin to create a mood board that is specific to the location we
• Students will be able to
yellow, purple, orange, selected during Lesson 1: Color Basics and Terms. Select at least 5 images you believe best represent the
categorize the emotions
green, blue-green, location. These images are for general research purposes to help us identify assess and analyze the
associated with specific
yellow-orange etc. predominant colors. Students will use search engines like Google Images, Bing Images or Unsplash.com
colors or family of
students will be able to
colors.
categorize them into
• Students will be able to
primary, secondary, and Graphic Organizer – Venn Diagram: Identifying Emotions and Meaning that Overlap Between Colors
recognize and identify Lesson 3: Color Meaning & Emotion: Venn Diagram: Identifying Emotion(L3:b)
tertiary color groups
the color themes The Teacher will help facilitate the classroom discussion by engaging students with question that will help
with 90% accuracy.
through the use of a students to look at the cultural and world view of colors different meanings. Teacher will add all classroom
Concept Map and Venn responses to a chart made available to students so they can assess and analyze the similarities and
Diagram. differences. This will also be an opportunity for teachers to discuss their answers.
• Students will be able to
discuss the cultural Classroom Discussion - Informal
view and world view of Lesson 3: Color Meaning & Emotion: Class Discussion
the meaning of color The Teacher will help facilitate the classroom discussion by engaging students with question that will help
with their peers. students to look at the cultural and world view of colors different meanings. Teacher will add all classroom
responses to a chart made available to students so they can assess and analyze the similarities and
differences.

Unit Resources:
Instructional Materials include, Color Wheel Handout (https://graf1x.com/product/color-wheel-pdf-for-printing)
Beginning Graphic Design: Color https://www.youtube.com/watch?v=_2LLXnUdUIc
Beginning Graphic Design: Color Link to Slides From Video Lecture https://edu.gcfglobal.org/en/beginning-graphic-design/color/1/
Vincent Van Gogh The Letters http://vangoghletters.org/vg/letters.html

Useful Websites:
https://www.blackbeardesign.com/blog/graphic-designers/understanding-color-the-meaning-of-color/
http://www.arttherapyblog.com
https://www.colormatters.com
https://99designs.com/blog/tips/the-7-step-guide-to-understanding-color-theory/
https://www.colormatters.com/color-and-design/basic-color-theory
https://www.canva.com/colors/color-wheel/

YouTube Video Links:

https://www.youtube.com/watch?v=_2LLXnUdUIc&feature=youtu.be
https://www.youtube.com/watch?v=YqQx75OPRa0#action=share
https://www.youtube.com/watch?v=a5KYlHNKQB8&feature=youtu.be
https://www.youtube.com/watch?v=l-S2Y3SF3mM&feature=youtu.be