Week Six Lesson Plans

WEEK SIX LESSON PLANS for the ART STUDIO

Thanks for taking time to check out what we are doing in the art studio. Also, thanks for keeping in mind that these are goals and plans, and sometimes there is a need to monitor and adjust as the days and weeks progress!

1^st – 5^th art

Springdale Public Schools: Walker/Shaw Elementary

Week Six: September 23-26 (No class Friday, the 27^th)

	1st	2nd	3rd	4th	5th
Unit Name	Space and Primary colors	Primary and secondary color fall leaves (Andy Warhol Style)	Tertiary colors	Value Scale	Color and Emotion
Famous art work to show/discuss	Edward Hopper Tables for Ladies	Andy Warhol Marilyn Monroe http://spreadlove.org/wp-content/uploads/2013/02/13_vv_warhol_marilyn-Monroe.jpg	Edward Hopper Compartment C, Car 293	Sketch of Nighthawks and House by the Railroad	Nighthawks by Edward Hopper
Minute by minute	Review color wheel. Review primary colors (5 mins) Show Table for Ladies and search for primary colors. (5 mins) Introduce space elements (front, back over, under, beside) (5 mins) Distribute supplies (2 mins) Guide students in placing leaves on (front back, over, under, beside) the paper and tracing them. (23 mins) Guide students in labeling which color will go where, primary colors only (if time permits, if not continue next week) Closure review of space elements and primary colors. Use student examples (2 mins)	Review primary and secondary colors. (5 mins) Show Marilyn Monroe by Warhol and discuss the color theory (5 mins) Pass out supplies. (2 mins) Divide paper into four parts by folding. Trace the leaf in the four parts. Label the leaves with primary colors and the background with secondary colors. (20 mins) Begin coloring with color pencil (10 mins) Closure – share which color combos students used (3 mins)	Review primary, secondary and tertiary colors from the color wheel. Ask where students saw tertiary colors this past week (5-8 Mins) Distribute supplies. (2 mins) Begin sketch of 3 ice cream cones (one primary, one secondary and one tertiary) (20 mins) Label the ice cream cones with which color will go where. (10 mins) Collect papers (1 min) Review tertiary colors, see if students can list them from the color wheel (4 mins) We will paint next time.	Review the value scale. (1 min) Review Hopper’s work, placing value on each section of the art. (2 mins) Create a value scale on the back of a 12x18 piece of paper. (10 mins) Use color pencils to add color to the value. (5 mins) Sketch out a cityscape with a moon, and label parts of the sky to create value around the moon. (22 mins) Closure: (5 mins) Share out	Review color and emotion from last week and discuss colors that we found throughout the week and what emotions those colors made us feel. (5 mins) Review Nighthawks  and discuss how the subject matter and color choice makes the painting feel lonely. (2 mins) Silently list three emotions and color that we would like to make art about. (4 mins) Share with neighbors (2 mins) Pick one and circle it (1 min) Draw this subject matter on the other side of the paper, writing in which colors will be used to evoke the emotion. (25 mins) Closure: Share ideas (5 mins)
SMART goal:	Students will create a work art of using the fall leaves showing primary colors and the element of space	Students will create an artwork that represents primary colors in the foreground and secondary colors in the background as related to the changing of the leaf colors in the fall.	Students will prepare a sketch of 3 ice cream cones (one for the primary colors, one for the secondary colors and one for the tertiary colors) and label the ice cream atop the cones according to primary, secondary or tertiary colors.	Students will create a sketch of a moonlight city, in which they will assign the value of the night sky using numbers from their value scale.	Students will select an emotion they want to communicate (something that they have experienced), choose and sketch the subject matter/symbol for that emotion and plan out the color scheme.
Framework: FOUNDATIONS	VA.5.1.4 Identify primary colors VA.5.1.7 Identify spatial relationships (front, back, over, under, beside)	VA.5.2.4 Distinguish between primary and secondary colors on the color wheel and in works of art. VA.5.2.5 Experiment with color mixing.	VA.5.3.4 Identify color concepts and VA.5.3.5 experiment with color mixing	VA.5.4.4 Develop basic color theory (value)
Framework: CREATIVE PROCESS	VA.6.1.1 Practice representational mark making using various wet and dry media.	VA.6.2.1 Develop representational mark making skills using various wet and dry media	VA.6.3.1 Develop detailed imaginary drawing using mark making skills with various wet and dry media	VA.6.4.1 Create a detailed imaginary drawing using mark making with various wet and dry media	VA.6.5.11 Select subject matter, symbols and/or ideas to communicate meaning (emotion VA.6.5.13 Create artwork that communicates personal observations and life experiences (emotions).
Framework REFLECTION
Supplies	12x18 paper Cut out of fall leaves Pencil Eraser Color pencils Color wheel Teacher example	Cut out of fall leaves for tracing. 12x18 paper Pencil Eraser Color pencils Color wheel Teacher example	12x18 paper Pencil Eraser Color wheel Teacher example on document camera	12x18 paper Pencil Color pencils Eraser Color wheel Value scale video from YouTube	12x18 paper Pencil Eraser Color wheel List of emotions from last week. Access to shellymedlockportfolio.blogspot.com