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Grade: Senior
Subject: Art

#4250. Color Wheel Kaleidoscope

Art, level: Senior
Posted Tue Nov 25 15:43:20 PST 2008 by Lauren Early (Lauren Early).
Old Dominion University, Norfolk, USA
Materials Required: ArtTalk text book, paper, pencil, permanent black marker, paint brushes, paint, palette, scissors
Activity Time: 3 class periods
Concepts Taught: Color Wheel, Color Value (tints, tones, shades), and Intensities(complementary color mixing)

ART I: Art Foundations
Lesson Plan
Lesson Plan Title: COLOR III – Color Wheel Kaleidoscope (three day assignement)

Concept / Topic To Teach: Understanding the use of tints, tones, shades, complementary color mixing to achieve different values and color intensities.
Standards Addressed: SOL AI.1, AI.3, AI.6, AI.8, AI.9, AI.10, AI.12, AI.13, AI.16
The student will maintain a sketchbook/journal of ideas and writings to use as a resource and planning tool.
The student will produce works of art that demonstrate the experimental application of the elements of art and the principles of design.
The student will produce works of art that demonstrate an understanding of two-dimensional and three-dimensional art media, with emphasis on drawing, painting, and sculpture.
The student will create works of art that represent originality, personal expression, and craftsmanship.
The student will define and practice ethical procedures when producing works of art.
The student will demonstrate skill in preparing and displaying works of art.
The student will describe connections among media, elements of art, principles of design, themes, and concepts found in historical and contemporary art.
The student will describe works of art, using appropriate art vocabulary.
The student will describe the role of mass media influencing preference, perception, and communication.

General Goal(s): Art Foundations – Color (Color Wheel, Value, Intensity)
The students will be able to demonstrate various ways of creating values of color intensities; by mixing white (tint), gray (tone), black (shade), as well as the complements of each of the twelve colors that appear on the color wheel.

Specific Objectives:
• The student will investigate and understand that the mixing of white, gray, black, and the color’s compliment in with the color will create different values and color intensities. Key concepts to include:
a) Tints (created when the color is mixed with white)
b) Tones (created when the color is mixed with gray)
c) Shades (created when the color is mixed with black)
d) Complimentary color mixing
Required Materials:
• Art textbook
• Paper
• Pencil
• Permanent black marker
• Paint brushes (varying in size and shape)
• Paint (yellow, orange, red, violet, blue, green, white, black)
• Palette
• Scissors
• Sketchbook
Anticipatory Set (Lead-In):
• Read chapter 6, lesson 1 in textbook: ArtTalk by Rosalind Ragans
• Ask students questions to spark their interest such as:
1) What twelve colors make up the color wheel?
2) What is value?
3) When is value used? What does it achieve?
4) What are some ways we can create value when working in color?
5) What is intensity?
6) How can we affect a color’s intensity?
Step-By-Step Procedures:
1. Complete the reading: chapter 6 lesson 1 in the textbook ArtTalk as whole group activity. Discuss vocabulary during reading and how it can be applied.
2. Show an example of a completed kaleidoscope color wheel as well as artwork that demonstrates color value and color intensity. Have each student draw three thumbnail sketches for the assignment in his of her sketchbook.

3. Have each student take out his or her pencil, permanent black marker, scissors, and sketchbook. Have each student cut out their paper circle and follow the handout directions for dividing up and labeling their circle into twelve sections.
4. Have each student draw a pattern using lines and shapes in each of the twelve sections. Each section needs to have a minimum of five shapes/sections to paint (one for the original color/hue, one for tint, one for a tone, one for a shade, and one for the mix of the complimentary color and the original color.
5. Give each student: various paint brushes, eight colors of paint (yellow, red, blue, orange, green, violet, white, and black), and his or her assigned palettes.
6. Instruct each student to paint in each of the twelve sections using tints, tones, shades, and complimentary color mixing of the labeled designated color wheel color.
7. After the color wheels are dry, have each student outline their various lines and shapes with his or her permanent black marker to create crisp clean edges.
8. Instruct the students to keep all of their handouts in their sketchbooks. Have each student paper clip their
grading criteria” slip to their completed color wheel kaleidoscope and turn it in.
➢ Kinesthetic Learners: Have them complete the assignment.
➢ Visual Learners: Show a completed color wheel kaleidoscope, in addition to artwork that demonstrates this assignment’s objectives.

Plan For Independent Practice: Have the students complete three thumbnail sketches, in their sketchbooks, of their potential color wheel kaleidoscopes.

Closure (Reflect Anticipatory Set):
• Students will pin-up and share their completed color wheel kaleidoscopes.
• Have students check their vocabulary and knowledge by participating in an instructor guided critique.

Assessment Based On Objectives:
• Check for three thumbnail sketches in the students’ sketchbooks.
• Place the student’s color wheel kaleidoscopes on the critique board. Have students participate in an instructor guided critique using proper art terminology and vocabulary from this lesson.
• Make sure that each color wheel kaleidoscope includes:
1. All twelve color wheel colors (red, yellow, blue, orange, green, violet, red-orange, red-violet, yellow-orange, yellow-green, blue-green, and blue-violet)
2. Each of the twelve slices of the color wheel kaleidoscope have at least four sections in them
3. Each of the twelve slices of the color wheel kaleidoscope has the tint, the tone, the shade, and the complimentary color mix of the color.

Adaptations (For Students With Learning Disabilities):
• Provide a color wheel that has already been prepared for the assignment (cut out, divided into twelve sections, and labeled with the correct color).
• Provide tools (stencils, objects that can be traced, etc.) for the student to create his or her pattern.
• Students can use a basic color wheel for color matching and color placement.
• Students will be provided with a vocabulary sheet for the critique.
Extensions (For Gifted Students): Allow students to create their own version of the color wheel kaleidoscope assignment, in addition to the assigned one, for extra credit.

Possible Connections To Other Subjects: Reading comprehension, Vocabulary, Math/Geometry.