Elementary School: Kindergarten through Grade 6

Type I, 4th Grade Level IndividualsTitle: Color theory and Line Projects

Early Assessment: Perform DomainStandard- 1.0 Media, Techniques, and

Processes and 2.0 Structures and Functions

Formative Assessment: Connect DomainStandard- 6.0 Interdisciplinary Connections

Time Span: First assessment began in August and last assessment occurred in February.

Level 4th Grade Curriculum: I Introduce and reinforce the application of art terms (Elements of Art and Principles of Design), techniques (blending, tracing and cutting), and the personal development of pride in individual craftsmanship. At the beginning of the year I focus on color theory, warm and cool colors, and the blending of pigments with colored pencils and watercolor paints. Color theory projects continue throughout the year along with making intentional color choices, careful tracing, cutting, painting, and constructing. Towards the end of the year these skills integrate art making with critical thinking skills. The students execute a cultural project that focuses on the visual consumer culture around us in a complex problem solving activity.

Color Theory worksheet #1 3 classes- Approx. 75 students 4 students with special needs One class time- 45 min Objective: Students will fill in the

designated areas with crayons and create either tertiary colors or brown tones via complimentary blends. The blended brown tones are circled.

I created this worksheet to introduce the careful blending of colors to create more colors. I wanted the students to experience how warm and cool colors tend to make brown tones when combined and how colors with similar temperatures create tertiary colors when blended. This was an experimentation worksheet so I did not photograph and document the work of students who have work represented in this Type I evidence.

This is evidence of the scope and sequence.

Painted Color wheel: 45 min class 3 classes- approx. 75 students 4 students with special needs The Objective: Students will create a

circle with 6 equal parts and then paint the complimentary 3 warm and 3 cool colors in the appropriate places on their color wheels.

The teacher guided the students through the process by demonstrating on the white board each step and assisted students at their tables. Students created a color wheel by first tracing a 10 inch circle template with pencil on board. Using a ruler students measured 5 inches both vertically and horizontally and made two lines to find the exact center. Then students aligned the ruler vertically through the center X and penciled a long line (bisecting line) which turned the circle into two equal parts. Next, students measured with their rulers 5 inches up an angle from the base of center line, made marks on the curved line of the circle on both sides and then 5 inches down from the center line as well.

Together as a class we intercepted the opposite diagonal marks to create four diagonal radius lines. This tracing and measuring project created a color wheel with 6 equal parts (of a pie) to paint our six warm and cool complimentary colors.

Blended Color Wheel: 45 min class The Objective: Students will use colored

pencils to carefully blend colors (where designated) overlapping to create tertiary colors and browns.

The teacher demonstrated to the students the proper blending technique and explained the placement and overlapping of the colors. Students were experimenting with the technique and trying to place the colors in the designated areas. Students continued experimenting by blending those colors and overlapping to create either the tertiary colors or browns (brown appeared when two complimentary colors were blended).

Underlined words are vocabulary terms.

PAINTED AND BLENDED SCORE- 3

This color wheel project met

my expectations, but there

was little experimentation

with blending and

overlapping with the colored

pencils. The measuring

instructions with the rulers

for the six sections was

difficult for this student, but

the overall result is very

nice.

PAINTED AND BLENDED SCORE- 3

This color wheel project met

my expectations, but there

was little experimentation

with blending and limited

overlapping with the colored

pencils. The measuring

instructions with the rulers

for the six sections was

easier for this student and

the overall result is very

nice.

PAINTED AND BLENDED SCORE- 3

This color wheel project met my expectations and there was more experimentation with blending and aggressive marks overlapping the colored pencils. The measuring instructions with the rulers for the six sections appears as a confident activity for this student and the overall result is very nice.

Land-formations- 4 class periods 45 min each3 classes- Approx. 75 students4 Students with special needsSeptember – October (4-5 weeks)The Objective- Students will trace, cut, and trim a black pattern to complete the warm and cool concentric forms in their Land Formation Project. Students made the initial pattern for the base of their land formations from a sheet of 9 inch x 12 inch black paper. Students drew a variety of lines freehand (9 lines reviewed) near the border of the paper with pencil and then cut out their patterns. The 9th line is the edge that follows around the outside of a shape. The line “edge” was constantly reinforced.

This is the following sequence for the project: trace the black pattern on a piece of colored papercut out the colored shape and set aside (initial color will be the base,) trim ¼ of an inch off around the entire diameter of the black patternselect a contrasting warm or cool color for the next color pattern in the series.Repeat the three steps above.

Every time you cut out a colored shape you stack them up and glue them all together at the end of class. I am constantly monitoring and making sure the students center their colored patterns and allow the border of the contrasting color below to be clearly seen. Several students needed multiple attempts to practice correct tracing and cutting methods. All efforts made by students were recognized as effective opportunities for practicing their tracing and cutting skills.

COMPLETED PROJECT SCORE- 3

This student met my

expectations and attempted

to maintain the integrity of

their original pattern. There

is some variation and as you

can see the pattern has

changing too drastically from

green, the base color.

Overall this project is very

interesting and the student

made nice color choices.

COMPLETED PROJECT SCORE- 3

This student met my

expectations and attempted

to maintain the integrity of

their original pattern. There

is some variation and as you

can see the pattern has

changing too drastically from

green, the base color.

Overall this project is very

interesting and the student

made nice color choices.

COMPLETED PROJECT SCORE- 3

This student met my expectations and attempted to maintain the integrity of their original pattern. There is little variation and as you can see from the base pattern, large yellow color. Overall the student was very patient while working, demonstrated craftsmanship and made nice contrasting color choices.

Color Theory worksheet #2 3 classes- Approx. 75 students 4 students with special needs One class time- 45 min Objective: Students will fill in the areas of

the outlined image with their choice of a complimentary warm and cool duo (yellow and purple, orange and blue or red and green) to reveal the 2-dimensional forms in the image.

I created this worksheet to give the students a problem solving exercise involving light /warm colors and shade/ cool colors. I wanted the students to think about the temperature of the surface facing the sun and the temperature of the surface in the shade. This worksheet was an experiment for them and an assessment for me to see how well they could distinguish the temperatures of warm and cool. This was an activity involving markers, students left with the copies, so I did not photograph and document the student’s work. I do think the activity is relevant to the scope and sequence of my fourth grade curriculum.

Snack Invention- 5/6 class periods

3 classes- Approx. 75 students

4 students with special needs

January – February

The Objective- Students will create an

original snack idea using air dry clay, paint

the clay concept after it dries and finish the

invention with a completed packaging

design. The objective connects art making

with visual culture. Students have a

brainstorming worksheet to record ideas if

they need help deciding on an original name

and logo design. Students wrote down

expressive words to describe their inventions

and the way they would taste.

The white board listed the information for the

students to design on their packages:

the name or logo,

the ingredients (one fruit and one vegetable),

the expressive words describing their snack .

A list of expressive words were listed on the

white board to aid in spelling for the designs.

As a class we discussed the nutritional benefits of fruits and vegetables, the vitamin and minerals they provide to us and how the sun, earth, and water fortify fruits and vegetables while they grow. The students were asked to chose one fruit and one vegetable to combine together and invent an original food snack. The snack could be crunchy and sweet, made from fruit juice, but not sugar. The snack could also be thin and crispy and spicy or cheesy.

The students were given a 3 inch ball of air dry moldable clay. The students created a small sculpture(s) from clay that represented an original snack. The snack depicted form, texture, scale, line, and colors (when painted). Students constructed their packaging from box patterns traced and cut on colored paper. Students designed their packages with pre-cut labels that were drawn upon with markers to express the name, flavors, and some inportant nutritional value.

First Class: Students were given a 3 inch ball of air dry clay and asked to sculpt an original snack invention in one or multiple pieces. Students wrote down what fruit and vegetable they wanted to include in their snack inventions. Students considered the colors that they wanted to have for their snack designs based on the flavors that they selected. Marketing ideas were emphasized to the students; creating a snack that would look colorful, fun to eat, interesting, and delicious! Whole class conversations and brainstorming occurred on the first day when the students began sculpting. Many ideas were exchanged.

Second Class: Students made the final decisions on their one fruit/ one vegetable ingredients, chose the colors for their snack inventions, and painted their clay sculptures. Students wrote down any additional nutritional ingredients, and a possible original name.

Third and Fourth Classes: Students began creating the boxes for their snacks. Students chose the color of their boxes and traced their box patterns on the colored paper. The teacher assisted folding the boxes to make cubes and gluing the tabs.

Fifth and Sixth Classes- Students were given pre-cut labels for the sides and a label with a window for the top of their boxes. Student were instructed to list the logo/name, ingredients, nutritional information, and expressive words describing the way that their original snack would taste.

CLAY SCULPTURE AND

PACKAGING DESIGN SCORE- 4

CLAY SCULPTURE AND

PACKAGING DESIGN SCORE- 4

CLAY SCULPTURE AND

PACKAGING DESIGN SCORE- 5

Fourth grade curriculum focuses on 2-dimensional skills in the fall semester and 3-dimensional projects in the spring. Line is therefore interpreted on a 2-D surface and later on 3-D forms. Color Theory is initially taught so students can understand the properties of pigments and how they blend together. Throughout the academic year I believe that these students continued to see learn more about interpreting line and were able to make effective color choices based on lessons from the fall semester. Each of these student were detailed in their craftsmanship; made effective color choices and executed their sculptures to represent prototypes for real snacks! want for my students to enjoy these projects and experiment with the materials. I do not want my students to ever feel like they are disappointed with the outcome of a project. All experimentation leads to learning and there are NO MISTAKES in my art room.