Middle School Art Lesson Plans

Middle School Art Lesson Plans 12 part color wheel motif

Grade level: 7th (adaptable to lower grades) UNIT: Tempera painting - Color Name of Project: 12 part color wheel motif Materials: heavy paper (I use card stock or tag board) 12 x 18 water color paper Tempers Paint - primary colors and black Scissors Paintbrushes

Objective: Students will be able to produce a 12 x 18 color wheel that contains primary, secondary, and tertiary colors. Students must also mix all colors needed from just the primary colors.

Content Standard #3 Choosing and evaluating a range of subject matter, symbols and ideas K-4 Students select and use subject matter, symbols and ideas to communicate meaning. 5-8 Students use subjects, themes and symbols that demonstrate knowledge of contexts, values and aesthetics that communicate intended meaning in artworks. Content Standard #5 Reflecting upon and assessing the characteristics and merits of their work and the work of others. K-4 Students understand there are various purposes for creating works of visual art. Approximate time line: 4-5 days General Procedures:

• Divide class into groups of about 6-7 students • Handout a worksheet to each group/Task, Vocabulary, Photo of Example • Students are given a list of shapes and are asked to exactly reproduce the shapes using paper and pencil. • Students are given lists paper sizes, image sizes, number of images and will be required to fit them into the desired area. Each group will complete a write up on the procedures that they used to complete the assignment.

Procedure to follow for Studio project: Day 1: Create a simple motif that is easy to duplicate and works well with different sizes 1. Complete the two-tab manipulative organizer organizer, using the vocabulary terms: primary, secondary & tertiary colors, use magazines to attach the found colors.

2. Draw motif in small, medium and large sizes, cut out of tag board. 3. Trace down the large sizes first- only 3 times- one for each primary color 4. Overlap the medium motif at least once over the large traced motifs. You should trace the medium motif three times and try to overlap as much as possible (if possible). The medium motif is your secondary colors. 5. Last but not least, the small motif will be your tertiary colors and should be traced in 6 different locations around the picture. They may not overlap any of the other motifs. They may go off the paper. Day 2-3: 1. Begin to paint the primary colors (but not where the medium motif overlaps). 2. Do the same for the secondary colors that you mix paint in the medium motifs, but not where you overlap the large motif. 3. Mix the tertiary colors and paint in where the primary and secondary colors over lap. You should have 6 small motifs, for each motif paint one of the tertiary colors. Day 5-6: Repaint areas that are light. The heavier or more solid your motif areas are, the better it looks. One everything is dry and painted solidly, paint the background in black. Repaint areas that dry light, the heavier the black, the better it looks.

Evaluation: Studio counts two test grades. A test on colors will be given at a later time

Assessment:

Groups will be assessed by:

•The quality and detail of their reproductions and write-ups •The accuracy of their measurements/calculations •Proof of correct pencil and paper calculations Strong evidence of teamwork to enhance understanding

Multiple Intelligences Procedures:

• Linguistic: These students will complete the write-up portion of the assignment after the project is completed • Interpersonal: These students will act as the “overseers” of the group and its processes. • Naturalistic: These students will be asked to walk through the school and around the school grounds to find objects that have similar shapes to the ones that they were asked to construct. • Kinesthetic: These students will be doing the actual construction of the motif sizes. These students will work closely with the Mathematical students. • Spatial: These students would be asked to estimate the measure of certain sizes of certain sides of objects, etc. to get an idea of the actual measurements. • Intrapersonal: These students would be responsible for writing/overseeing a group self-evaluation. They would be responsible for evaluating the strategy that the group used and decide if there are any other strategies that may be more useful or efficient. Logical/Mathematical: These students would be doing the actual paper and pencil calculations (or possibly using a calculator or computer) to find measurements and reproduce the figures. These students will work closely with the Kinesthetic students.

http://www.incredibleart.org/ http://www.uwsp.edu/education/lwilson/lessons/MI/9jf.htm