Monochromatic Abstract Lines
Submitted by: Amanda Herring
Instructor at Longwood University
Grade level: Grade 5
Title: Color Me Emotional
Refining understanding of the Color Wheel and Color Theory in relation to emotions
Lesson Description:
DAY ONE
Introduction:
(10 minutes) Review the Color Wheels
Review also what emotions each color represents. Two primary colors make a secondary color. Blue (sad), Yellow (happy), Red (angry), Green (calm or happy), Orange (fear), Purple (disgust) The emotions these different artists portray in their work.
Review Munch
(15 minutes) Review who Kandinsky is and his Color Study.
Introduce Kandinsky’s abstract line paintings.
- Abstract Art: Does not represent recognizable reality but seeks to achieve its effect using shapes, forms, colors, and textures.
Ask students what types of lines/shapes they know, ask them to draw it on the SmartBoard
- Introduce the different types of lines/shapes they do not mention.
The students will be encouraged to ask questions to help better their understanding. The students will participate in the class discussion and answer the questions prompted by the teacher.
Project:
(20-25 minutes) The teacher will show the teacher example before students start working.
- Explain to the students how it is important to create your OWN piece of art, not looking at what their peers are doing. Also there is no right or wrong answer/way in art.
1. Students will be given drawing paper and asked to draw a one inch border.
2. The teacher will read the following instructions: Draw a straight line that touches 2 sides of your paper; Draw a straight line that intersects your first line; Draw a line that is parallel to another line; Draw a large Square or Rectangle Shape; Draw a second large Square or Rectangle Shape; Add one shape or line that you feel is missing (free choice); Draw any type of line that touches 2 sides of your paper; Draw your favorite Geometric Shape Large.
Once finished this portion of the project, students are encouraged to share with their peers at their tables - this reaffirms the idea of how people think differently when creating art.
The students will ask questions if needed. The students will follow the step-by-step instructions. The students will create their own individual pieces of art.
Closure:
(10 minutes) When students are done, have them hold up their drawings. Explain that we all listen and learn differently, and creativity is unique and has many solutions. They have each interpreted the instructions on their own and created something on their own. Students will look at each other’s drawings and be excited that they are different.
Ask students if they know what monochromatic color means (to gage if they understand what will be taught the next day).
The students will participate in showing their work and encouraging their peers. The students will help clean up the classroom and answer the closure questions to line up.
DAY TWO:
Have students pass out their projects that they started.
Introduce Monochromatic Colors: These are all the colors (tints and shades) of a single hue/color.
“How do you create a tint/shade?"
Have students gather around and demonstrate how to properly mix colors (shades do not need a lot black, tints need a lot of white).
Allow the students to pick which color to use (each student will have their own palette to mix) and have them mix all of their colors first before starting any painting on the paper.
Allow the students to self-explore how to mix their colors. If the teacher notices a student struggling, then step in to help.
Once students are finished, they are to put their wet art on the drying rack. If there is time left over, these students who finish first may either free draw, read, or complete an Economy Folder worksheet.
Students will first help clean up the classroom.
To review this lessons information, students must answer a question in order to line up.
Ex: "Tell me what one primary color is," "What emotion is red used to usually describe," "How do you make a tint/shade/secondary color," "Tell me a fact about Munch/Van Gogh/Kandinsky."
Students will help pass out projects.
The students will be encouraged to ask questions to help better their understanding.Students will watch as the teacher demonstrates how to properly use tempera paint and how to properly mix colors.
The students will follow the step-by-step instructions.
Students will self-explore how to mix colors and will ask for help from the teacher if needed.
The students will help in cleaning up and will raise their hand if they know the answers to the closure questions. Once they have answered correctly, the students may line up and wait for the rest of their classmates.
DAY THREE:
Have students pass out their projects.
Let students know that today is their last day to work on this project.
Allow students who need to finish painting, finish.
Those students who have completed the painting portion will take a Sharpie and outline the original lines/shapes from day one of the lesson.
Students who finish early must turn in their projects. If there is time left over, these students who finish first may either free draw, read, or complete an Economy Folder worksheet.
Students will first help clean up the classroom.
To review, students must answer a question in order to line up. “Tell me what one primary color is," "What emotion is red used to usually describe," "How do you make a tint/shade/secondary color," "Tell me a fact about Munch/Van Gogh/Kandinsky."
Students will help pass out projects.
The students will be encouraged to ask questions to help better their understanding.
Students will continue to work on their projects and will ask questions if needed.
The students will help in cleaning up and will raise their hand if they know the answers to the closure questions. Once they have answered correctly the students may line up and wait for the rest of their classmates.
Materials Needed:
11"x17" (28 x 43 cm) Drawing Paper
- Tempera Paint
Individual paint Palettes
Resources:
Kandinsky: A Retrospective
Assessment:
This lesson is the first of three lesson plans. Below is the final scoring sheet for the entire unit plan.
National Visual Arts Standards Covered (From ArtsEdge):
Reflecting upon and assessing the characteristics and merits of their work and the work of others.
Virginia Fine Arts Standards of Learning
5.2 The student will execute and complete works of art with attention to detail and craftsmanship
TSW properly use tempera paint to complete their project.
5.3 The student will express personal ideas, images, and themes through artistic choices of media, techniques, and subject matter
TSW be able to show different types of emotions in their art through their use of color.
5.5 The student will use the following to express meaning in works of art:
1. Color
TSW show their knowledge in the color wheel (primary, secondary, warm, cool, complementary colors); TSW learn how to create hues, shades, and tints.
