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Tints and Shades 1st - 6th GRADE Knowledge: VALUE Media: PAINT Length of Time: 2 sessions TINTS AND SHADES Background and Assessment Process Key Concepts: Materials: Artists make tints by adding white to a color and shades 12 x 18 white construction paper by adding black, lightening or darkening the value of paint brushes that color. Value is one tool used to express feelings and tempera paint: red, yellow, blue, black, white ideas in a painting. newspaper pallets Discovery Questions: water containers 1. How do you create a tint of a color? 2. How do you create a shade of a color? Vocabulary: 3. How do artists use tints and shades to create feeling in tint primary colors design a work of art? shade secondary colors blend value Enduring Understanding: Students will use tints and shades to create value in a Process/Learning Activity: painting. Value is one element used to express ideas and Demonstration and preparation: feelings in a work of art. 1. Look at works of art by artists such as Paul Cezanne or Georgia O’Keefe. Discuss how the artist uses light and dark colors in the painting. Do paintings with more light Assessment: colors “feel” differently than the darker paintings? Class Discussion: Display student work and have 2. Point out that many of the colors used are variations of student discuss how they used tints and shades in their the same color. work.Did they make their new colors from primary col- 3. Review primary colors with younger children. ors only, or did they include secondary colors? Does the Demonstrate how the primary colors mix together to form painting express a particular emotion, or feeling? secondary colors. 4. Show students how to create a tint by adding white to Rubric: Create a rubric based on the following criteria: a primary color. Then show them how to make a tint by 1. Did the student make tints? adding black to a primary color. 2. Did the student make shades? 5. Tell them they will be creating tints and shades of each 3. Did the student use them in patterns and designs to of the primary colors and then may mix secondary colors create an interesting painting? to create tints and shades of them. 6. On a palette the student will make two blue circles, two red circles and two yellow circles. Then add white to one of each color with a dot and blend to make a tint. 7. Add a dot of black to each of thee three remaining circles and blend to make a shade. 8. Put circles again of red, yellow and blue. Use these circles to take colors from to make secondary colors. Student work: 9. Students will make a painting using all the primary colors and the secondary colors and the tints and shades. The painting will be of interesting designs and patterns. Curricular Connections Resources & Links LANGUAGE ARTS (CCSS) Paul Cezanne images: Speaking & Listening http://www.google.com/search?q=paul+cezanne 1.0 Students listen critically and respond appropriately &hl=en&client=safari&rls=en&prmd=imvnsboa&t to oral communication. They speak in a manner that bm=isch&tbo=u&source=univ&s guides the listener to understand important ideas by using proper phrasing, pitch, and modulation VISUAL ARTS STANDARDS 2.2 Creative Expression Mix and apply tempera paints to create tints, shades and neutral colors. Aesthetic Valuing 4.1 Derive Meaning Compare ideas expressed through their own works of art with ideas expressed in the work of others. Tips Change water frequently to keep from getting “muddy”. Be sure students rinse brushes well between changing colors. Have students experiment with different types of brush strokes on practice paper before starting their final painting. NOTES: .
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