LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY
Name:__Megan Tilley_________________Date:_____11/18/14_________________
Unit Essential Question: What is Color Theory and how does it affect our perception of art and the world around us.
Lesson Topic:___Color Theory_____Class:___Foundations of Design _
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission – the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP
To Knowledge In Democratic Society Safe and Caring for All of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Today we are working on equal access to knowledge of color theory that is applicable to daily life in this era of technology and marketing thus it also works into enculturation in Democratic Society by allowing the students a means of interpreting the deeper meanings in the world around them as well as allowing them to see colors more vibrantly than before.
STANDARDS (www.cde.state.co)
Content:
*A personal philosophy of art is accomplished through use of sophisticated language and studio art processes.
*Interpretation is a means for understanding and evaluating works of art.
*Develop and build appropriate mastery in art-making skills using traditional and new technologies and an understanding of the characteristics and expressive features of art and design.
Literacy and Numeracy:
*Employ standard English language properly and fluently in reading, writing, listening, and speaking.
Democracy and 21st Century Skills:
*Appreciate the arts, culture, and humanities
*Develop new connections where none previously existed.
OBJECTIVES
Content:
SWBAT evaluate the use of color in a collection of contemporary works on display at the Denver Botanical Gardens and apply their color theory knowledge to their own work of art while taking into account what they want to express.
Literacy and Numeracy:
SWBAT evaluate the use of color in various contemporary works from the Denver Botanical Gardens by participating in class discussion of felt emotions upon viewing the pieces.
Democracy and 21st Century Skills:
SWBAT appreciate glass contemporary works through reactions of color and setting of each work for the purpose of developing new connections while appreciating the work of a current artist.
ASSESSMENTS
Content:
*Worksheet to write down one word that describes their reaction to each piece shown.
*Final painted triptych tiles mounted on black paper.
Literacy and Numeracy:
*Worksheet to write down one word that describes their reaction to each piece shown.
*Participation brief class discussions on each piece (use of cold call).
Democracy and 21st Century Skills:
* Ticket out the door/ticket to work time: What do you think about Chihuly’s work? Do you think the meaning or emotions behind his works change with season?
KEY VOCABULARY
Content:
Review/ Build upon vocabulary from Monday:
Pigment Color, Light Color, Object Color, Primary Colors, Secondary Color, Intermediate Color, Value Pigments, Neutral Pigments, Hue, Value, Intensity, Tint, Shade, Tone
Covering in this Lesson: Monochromatic, Complimentary, Warm Color Scheme, Cool Color Scheme, Emotion captured in Color, Meanings captured in Color.
Literacy and Numeracy:
Sad, Happy, Enthusiastic, Mad, Angry, Depressed, Indifferent, Awe, Inspired, Gloom, Peaceful, Excited, Lethargic, Cheerful, Vibrant etc….
Same as content area
Democracy and 21st Century Skills
Same as content area and literacy
HIGHER ORDER QUESTIONS – for this lesson
Content
*Has your knowledge of color theory changed the way you view Chihuly’s work or the use of color in artwork? Why or why not?
Literacy and Numeracy
*Where else may you see and apply your knowledge of color theory?
*Why would it be important to know?
Democracy and 21st Century Skills
*Why do you think a basic knowledge in color theory important?
*What careers do you think knowledge of color theory would be very useful?
LESSON FLOW
Anticipatory Set – Purpose and Relevance
Warm-up may include any of the following: hook, pre-assessment, introduction to topic, motivation, etc.
Still looking for this but would like to show a short animation clip where color is being added. (I have an extra on Beauty and the Beast showing the drawing and adding of color but it would be easier to show a short YouTube clip).
If this can’t be found continue to the review.
Pre-Assessment
Short review of Monday’s terms. Have students as a class; give an example of Primary, Secondary, and Intermediate Colors.
Building Background
Link to Experience:
Continually link back to Monday’s lesson.
Where has color affected your mood or the interpretation of a meaning? What about the weather?
Link to Learning:
Continually link back to Monday’s lesson when possible.
How would your self-portrait have changed is you were allowed to use color? Would you have gone the realistic route and chose to use the colors you saw or would you have chosen to use all spring colors, even changed the color of your skin to blues or reds or greens or multiple colors?
Activity Name Denver Botanical Garden Journey Of Art
Anticipatory Set
What message do you want to send? What emotions do you want to express? What deeper meanings do you want to allude to? How can you do all of this with the use of one thing? How can your artwork grab the attention of viewers? COLOR! COLOR! COLOR! It is a wondrous thing.
Instructional Input PowerPoint presentation aided with worksheet and class discussion.
Models of Teaching:
Cooperative Learning, Concept Attainment, Discussion, Creating
Guided Practice: Brief class discussions on each comparative set of images. Each student writing down a one-word reaction for each single image.
Reading , Writing, Listening, Speaking
Checking for Understanding: For each piece shown decide what it is an example of: monochromatic, warm color scheme, cool color scheme, complementary
Hand in presentation worksheet with ticket out the door.
Independent Practice: Take this new color theory practice into account when deciding on your colors to use, what colors to put next to each other. Do you want a deeper meaning or emotion to be portrayed past just your favorite colors?
Project work time, with teacher circulating.
Accommodations, Modifications, and Student Adjustments
If a student needs to verbally answer the ticket out the door to better communicate their answer they are more than welcome to come up at the end of the class to do so.
Review and Assessments of All Objectives
Content:
*Has your knowledge of color theory changed the way you view Chihuly’s work or the use of color in artwork? Why or why not?
Literacy and Numeracy:
*Where else may you see and apply your knowledge of color theory?
*Why would it be important to know?
Democracy and 21st Century Skills:
*Why do you think a basic knowledge in color theory important?
*What careers do you think knowledge of color theory would be very useful?
Closure
What will you and the students do at the end of the lesson or after a chunk of learning to synthesize, organize and connect the learning to the essential question(s)?
Ticket out the door: What do you think about Chihuly’s work? Do you think the meaning or emotions behind his works change with season?
Next Step
Work on kaleidoscope projects using basic knowledge of color theory.
Post-Lesson Reflection ( For the Teacher)
1. To what extent were all objectives achieved?
2. What changes would you make if you teach the lesson again?
3. What do you envision for the next lesson?
4. To what extent does this lesson achieve the Mission of the Agenda for Education in a Democracy? To what extent does this lesson achieve the 21st Century Skills?
Name:__Megan Tilley_________________Date:_____11/18/14_________________
Unit Essential Question: What is Color Theory and how does it affect our perception of art and the world around us.
Lesson Topic:___Color Theory_____Class:___Foundations of Design _
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission – the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP
To Knowledge In Democratic Society Safe and Caring for All of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Today we are working on equal access to knowledge of color theory that is applicable to daily life in this era of technology and marketing thus it also works into enculturation in Democratic Society by allowing the students a means of interpreting the deeper meanings in the world around them as well as allowing them to see colors more vibrantly than before.
STANDARDS (www.cde.state.co)
Content:
*A personal philosophy of art is accomplished through use of sophisticated language and studio art processes.
*Interpretation is a means for understanding and evaluating works of art.
*Develop and build appropriate mastery in art-making skills using traditional and new technologies and an understanding of the characteristics and expressive features of art and design.
Literacy and Numeracy:
*Employ standard English language properly and fluently in reading, writing, listening, and speaking.
Democracy and 21st Century Skills:
*Appreciate the arts, culture, and humanities
*Develop new connections where none previously existed.
OBJECTIVES
Content:
SWBAT evaluate the use of color in a collection of contemporary works on display at the Denver Botanical Gardens and apply their color theory knowledge to their own work of art while taking into account what they want to express.
Literacy and Numeracy:
SWBAT evaluate the use of color in various contemporary works from the Denver Botanical Gardens by participating in class discussion of felt emotions upon viewing the pieces.
Democracy and 21st Century Skills:
SWBAT appreciate glass contemporary works through reactions of color and setting of each work for the purpose of developing new connections while appreciating the work of a current artist.
ASSESSMENTS
Content:
*Worksheet to write down one word that describes their reaction to each piece shown.
*Final painted triptych tiles mounted on black paper.
Literacy and Numeracy:
*Worksheet to write down one word that describes their reaction to each piece shown.
*Participation brief class discussions on each piece (use of cold call).
Democracy and 21st Century Skills:
* Ticket out the door/ticket to work time: What do you think about Chihuly’s work? Do you think the meaning or emotions behind his works change with season?
KEY VOCABULARY
Content:
Review/ Build upon vocabulary from Monday:
Pigment Color, Light Color, Object Color, Primary Colors, Secondary Color, Intermediate Color, Value Pigments, Neutral Pigments, Hue, Value, Intensity, Tint, Shade, Tone
Covering in this Lesson: Monochromatic, Complimentary, Warm Color Scheme, Cool Color Scheme, Emotion captured in Color, Meanings captured in Color.
Literacy and Numeracy:
Sad, Happy, Enthusiastic, Mad, Angry, Depressed, Indifferent, Awe, Inspired, Gloom, Peaceful, Excited, Lethargic, Cheerful, Vibrant etc….
Same as content area
Democracy and 21st Century Skills
Same as content area and literacy
HIGHER ORDER QUESTIONS – for this lesson
Content
*Has your knowledge of color theory changed the way you view Chihuly’s work or the use of color in artwork? Why or why not?
Literacy and Numeracy
*Where else may you see and apply your knowledge of color theory?
*Why would it be important to know?
Democracy and 21st Century Skills
*Why do you think a basic knowledge in color theory important?
*What careers do you think knowledge of color theory would be very useful?
LESSON FLOW
Anticipatory Set – Purpose and Relevance
Warm-up may include any of the following: hook, pre-assessment, introduction to topic, motivation, etc.
Still looking for this but would like to show a short animation clip where color is being added. (I have an extra on Beauty and the Beast showing the drawing and adding of color but it would be easier to show a short YouTube clip).
If this can’t be found continue to the review.
Pre-Assessment
Short review of Monday’s terms. Have students as a class; give an example of Primary, Secondary, and Intermediate Colors.
Building Background
Link to Experience:
Continually link back to Monday’s lesson.
Where has color affected your mood or the interpretation of a meaning? What about the weather?
Link to Learning:
Continually link back to Monday’s lesson when possible.
How would your self-portrait have changed is you were allowed to use color? Would you have gone the realistic route and chose to use the colors you saw or would you have chosen to use all spring colors, even changed the color of your skin to blues or reds or greens or multiple colors?
Activity Name Denver Botanical Garden Journey Of Art
Anticipatory Set
What message do you want to send? What emotions do you want to express? What deeper meanings do you want to allude to? How can you do all of this with the use of one thing? How can your artwork grab the attention of viewers? COLOR! COLOR! COLOR! It is a wondrous thing.
Instructional Input PowerPoint presentation aided with worksheet and class discussion.
Models of Teaching:
Cooperative Learning, Concept Attainment, Discussion, Creating
Guided Practice: Brief class discussions on each comparative set of images. Each student writing down a one-word reaction for each single image.
Reading , Writing, Listening, Speaking
Checking for Understanding: For each piece shown decide what it is an example of: monochromatic, warm color scheme, cool color scheme, complementary
Hand in presentation worksheet with ticket out the door.
Independent Practice: Take this new color theory practice into account when deciding on your colors to use, what colors to put next to each other. Do you want a deeper meaning or emotion to be portrayed past just your favorite colors?
Project work time, with teacher circulating.
Accommodations, Modifications, and Student Adjustments
If a student needs to verbally answer the ticket out the door to better communicate their answer they are more than welcome to come up at the end of the class to do so.
Review and Assessments of All Objectives
Content:
*Has your knowledge of color theory changed the way you view Chihuly’s work or the use of color in artwork? Why or why not?
Literacy and Numeracy:
*Where else may you see and apply your knowledge of color theory?
*Why would it be important to know?
Democracy and 21st Century Skills:
*Why do you think a basic knowledge in color theory important?
*What careers do you think knowledge of color theory would be very useful?
Closure
What will you and the students do at the end of the lesson or after a chunk of learning to synthesize, organize and connect the learning to the essential question(s)?
Ticket out the door: What do you think about Chihuly’s work? Do you think the meaning or emotions behind his works change with season?
Next Step
Work on kaleidoscope projects using basic knowledge of color theory.
Post-Lesson Reflection ( For the Teacher)
1. To what extent were all objectives achieved?
2. What changes would you make if you teach the lesson again?
3. What do you envision for the next lesson?
4. To what extent does this lesson achieve the Mission of the Agenda for Education in a Democracy? To what extent does this lesson achieve the 21st Century Skills?
Student Worksheet for Power Point Presentation:
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Teaching Reflection:
Overall I felt much more confident in my teaching ability and in standing up in front of the class. This came through in the observation feedback I received. from being observed. Through this, I was able to be more concise and specific in my questions and statements to the students. However, I am very personable and warm to students one on one, however,but I need to work on having the same manner while in front of the whole class. I also need to work on moving around the room more when presenting to the students, but there is a problem, as the art department at Fossil Ridge doesn’tn’t have smart boards or clickers availablesupplied. It seems that the art department hasve been left behind in access to new technology. When I begin student teaching, I can purchase a clicker myself or have my co-mentor teacher stand by the computer to advanceclick to the next slides.
Even though I feel I improved a great deal from my first couple of lessons, to now there is still one issue I am having that I need to improve on. I have great alignment in my lessons and planning, as well as great high order questions that tie art to students’ everyday lives and careers inn the industry. However, I have issues in remembering to ask these questions. I had perfect spots in my lesson to ask some of these questions, but failed to elaborate enough to ask the students as a class. I did, however, incorporate some of these questions on the worksheet they had to fill out during my presentation. I think Aa good solution, I think, is to utilize the notes section in PowerPoint more. Ideally, I would like to use a tablet that I can walk around the classroom with whichthat has the presentation on it.
If I could do this presentation again, I'd present it over two class periods with just me instructing. The introduction of the next project would incorporate more of color theory and having students chose a color scheme for each panel they create. Also, I would have them start practicing how to think like an artist, working through the whole creative process with the larger final product in mind, not just looking at each step separately. It was difficult to have a presentation that ended up being more review and included the deeper information that in the end students were told to not think about color for their project until later.
Overall I felt much more confident in my teaching ability and in standing up in front of the class. This came through in the observation feedback I received. from being observed. Through this, I was able to be more concise and specific in my questions and statements to the students. However, I am very personable and warm to students one on one, however,but I need to work on having the same manner while in front of the whole class. I also need to work on moving around the room more when presenting to the students, but there is a problem, as the art department at Fossil Ridge doesn’tn’t have smart boards or clickers availablesupplied. It seems that the art department hasve been left behind in access to new technology. When I begin student teaching, I can purchase a clicker myself or have my co-mentor teacher stand by the computer to advanceclick to the next slides.
Even though I feel I improved a great deal from my first couple of lessons, to now there is still one issue I am having that I need to improve on. I have great alignment in my lessons and planning, as well as great high order questions that tie art to students’ everyday lives and careers inn the industry. However, I have issues in remembering to ask these questions. I had perfect spots in my lesson to ask some of these questions, but failed to elaborate enough to ask the students as a class. I did, however, incorporate some of these questions on the worksheet they had to fill out during my presentation. I think Aa good solution, I think, is to utilize the notes section in PowerPoint more. Ideally, I would like to use a tablet that I can walk around the classroom with whichthat has the presentation on it.
If I could do this presentation again, I'd present it over two class periods with just me instructing. The introduction of the next project would incorporate more of color theory and having students chose a color scheme for each panel they create. Also, I would have them start practicing how to think like an artist, working through the whole creative process with the larger final product in mind, not just looking at each step separately. It was difficult to have a presentation that ended up being more review and included the deeper information that in the end students were told to not think about color for their project until later.