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Artistic Process As A Lesson Plan 2

The document outlines the steps a teacher would take in a lesson plan to have students create an "Emotional Color Wheel" artwork. The project involves having students draw what each color of the rainbow makes them feel in separate sections of a paper divided into a wheel, then paint over the drawings with watercolors in the matching color. The 5 steps outlined are: 1) Introduce the project and get students thinking about colors and feelings, 2) Practice techniques with watercolors and crayons, 3) Guide students through creating and painting their wheels, 4) Evaluate by having students discuss their work, and 5) Reflect as a class on what colors mean to different people and how feelings about colors can change.

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324 views3 pages

Artistic Process As A Lesson Plan 2

The document outlines the steps a teacher would take in a lesson plan to have students create an "Emotional Color Wheel" artwork. The project involves having students draw what each color of the rainbow makes them feel in separate sections of a paper divided into a wheel, then paint over the drawings with watercolors in the matching color. The 5 steps outlined are: 1) Introduce the project and get students thinking about colors and feelings, 2) Practice techniques with watercolors and crayons, 3) Guide students through creating and painting their wheels, 4) Evaluate by having students discuss their work, and 5) Reflect as a class on what colors mean to different people and how feelings about colors can change.

Uploaded by

api-705311561
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Creative Process as a Lesson Planning Tool

Apply what you just learned about the creative process, and the activity and discussion we just
did. Pick a project you’d like your students to create and plan what the steps in the creative
process should look like to get the kids to successfully create it. This is a formative assessment
so this will allow me to see what we still need to work on. No grades should be given during a
formative assessment.

What is the intended project supposed to look like? (Describe what it is and what kind of art
materials you’d need. What does the final product need to look like?)

 “Emotional Color Wheel- Speak to students about the connection between colors and
emotions. Ask: “How does the color red make you feel? What about blue?” Using these
emotional connections, have students create an artistic representation of a color wheel
or rainbow that addresses these emotional connections.” 50 Activities That Support
Social-Emotional Learning - The Art of Education University
 The paper is divided into 6 slices.
 In each slice, the student will take ROYGBIV crayons and draw what a color makes them
feel.
 The students will then paint over their drawings with watercolor in the color of each
slice.

Materials
- Crayons
- Square paper
- Circle stencil
- Ruler
- Watercolor
- Brushes
- Water

Step 1: Imagine and Generate (What could you show the students to get them thinking about
the artwork? How will you introduce the project? What themes could be discussed?)
 Representation versus feelings
o Representation: These are things a lot of people could think of when they see a
color. Things that are this color.

o Feelings: what emotions a color could bring for you. No wrong answers!

 What does a single color make you feel or even remember?


For me blue makes me feel calm, happy.
It reminds me of going swimming indoors with my friends – energizing.
Reminds me of fourth of July, celebrating at lakes and eating hot dogs with family.
For me, blue also seems to remind me of carefree days and hanging out with friends and
family.

Step 2: Plan, Prepare, Explore, and Focus (What exercises, techniques, or mediums could you
have the students practice with to get them ready for the project? Are you assigning any
planning time for sketching? If so what/how many?)
- Brainstorm for each color. Drawing or writing.
- Play time with watercolor and crayons.
- Practice tracing circles and using rulers.

Step 3: Develop and Make (What are you demonstrating, how long will the students have to
work on the piece, how might you guide them through the completion of the piece? What
other assistance might they need?)

- This project would likely be a couple to a few days.


o One class period would be the introduction, discussion, and brainstorm.
o One class period for drawing on their wheels.
 Demonstration of creating the 6 section wheel. Showing what colors go
where.
o One class period for painting.
 This will be a guided session.
 Start with the primary colors.
o Let them dry – discuss what primary colors are.
 Mix the secondary colors and paint them.
o Let them dry – discuss what secondary colors are.
 Color palettes.
o Discussion: What do multiple colors together make you
feel like or remind you of?
Step 4: Evaluate and Present (How do you intend to evaluate the work? How do you intend to
exhibit the work? How will student know when they are done? What criteria will it need to
have?)
- Each section should have a drawing with a picture of what the color means to them.
Each section should be painted.
- Evaluation will just be discussing with a few other students about what the colors mean
to them.

Step 5: Reflect (What kinds of questions could you ask the students in order for them to reflect
on what they’ve learned? Will this be done in a large group, small groups, one-on-one, or as a
writing assignment? Why did you choose this kind of reflective activity?)
- Large group discussion
o When discussing with peers, where there any common emotions associated with
colors?
 Why might that be?
o Why is it important to realize what colors might mean to you?
 We all have different feelings and it could effect how we see and view art.
 If we have what something in our artwork that’s usually represented as a
color, does it have to be that color? When might we want to make it a
different color?
 Example: If we have an ocean in our artwork, does it have to be
blue? Why might we or an artist make it a different color?
 Can our color feelings change?

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