|Grade level: 1-5
Key Concept-Goal: The student will learn how to make tints and shades by adding black or white. They will use these new colors and make shapes, patterns and textures.
The student will understand and create, by applying a wide variety of media, techniques, and processes, to express visual ideas, feelings, and values through the use of art elements and principles.
Vocabulary: Painting, Lines, Shapes, Patterns, Blends, Primary Colors, Secondary Colors, Color Wheel, Tints, Shades.
Essential Skills-Objectives-Art Aims: After being shown how to add white to a color to make a tint and add black to a color to make a shade, the student will demonstrate this knowledge on a sample sheet, then on a design painting with patterns, texture, and lines.
The students will: *express the differences among materials, techniques, and processes.
*know lettering techniques.
*apply different media techniques and processes to communicate ideas,
experiences, and stories.
*utilize art materials and tools in a safe and responsible manner.
*identify, recognize, and apply the principles of design in studentsí works, e.g.
unity, repetition, variety, movement, emphasis, balance, and proportion.
*create works in a variety of three-dimensional media.
*recognize career opportunities related to art.
Engagement Activities- Procedure: Demonstrate how to use the brushes, how to use the paint, how to mix colors, how to keep the paints clean. The student will make two blue circles, two red circles and two yellow circles. They will add white to one of each color with a dot and swirl it to make a tint and add black with one dot each to the three remaining circles and swirl it to make a shade. After they have done this practice sheet, they will show it to the teacher. If it is correct, they may get a new piece of paper and make a painting using all the primary colors and the secondary colors and the tints and shades.
Materials: Paper, paint pallets, brushes, newspaper
Organization for distribution: Grocery line to get paper, newspaper, brushes. Paint and water will already be on the table.
Work period-guidance: Encourage neatness, keeping the paints as unmixed as possible, washing out the brush when changing colors.
Cleanup: Put pictures on the drying rack, brushes in the sink, newspapers back in the box. Have one person from each table change the water for the next class.
Assessment- Evaluation: Did the student make the tints and shades? Did they use them in their picture? Did they use patterns and textures? Was the painting fairly well organized? Did the student use good techniques of painting?
Did the student use the materials, techniques and processes correctly? Did the student consider the elements and principles of design?
Other Teaching Aids and Resources: Samples on display. Magazines: School Arts; Arts and Activities, Textbook: Discover Art., Examples and Visuals.
Higher Order Thinking Skill Questions: Can you understand how white makes a color lighter? Can you understand how black makes a color darker?
Basic: Did the students identify and recognize a variety of art media and techniques?
Did the students identify connections between the visual arts and other disciplines in the curriculum?
Did the students define the role of an aesthetician and identify the steps involved in judging works of art?
Did the students identify art works of various time periods and cultures and match artists with specific time periods and cultures by using symbols and themes?
Transitional: Did the students demonstrate and apply an understanding of the proper use of a variety of art media to create works of art?
Did the students understand similarities between the characteristics of the arts and other disciplines?
Did the students apply steps involved in art criticism in comparing his/her work with the works of others and other cultures?
Did the students compare and contrast works of art from different time periods and give examples of how early works influenced works of modern art?
Advanced: Did the students compare and make judgments about the different art productions and media used to create them?
Did the students justify and value the art as it relates to other disciplines in the curriculum and learn how art supports and combines with other disciplines in the curriculum?
Did the students draw conclusions, evaluate, and make judgments about specific works of art?
Did the students make critical judgments about works of art?
*Smaller print indicates guidelines from the revised Visual Arts Curriculum Framework Grades K-5.