Visual Arts

COLOR an Element of Art Lesson Plan

Mouse Paint Wheel and Rainbow Roses
Jessica Sandvig 1

Standards/Benchmarks: First Grade

5.1.2.2.2
2. Generate and develop original artistic ideas.
2. Use observation and investigation in preparation for making a work of art.

5.1.2.3.1
3. Create original artistic work.
1. Identify and use symbols when creating art.

Instructional Objective:
Given three transparent primary color sheets, students will demonstrate how to make
secondary colors as they explore an interactive color wheel, after they observe the teacher
showing them how to use the foil sheets in a whole group setting.

Given three bottom halves of celery, students will demonstrate how to create secondary
colors to symbolize rainbow roses, after the teacher shows them how to use the celery as a
stamp and they’ve investigated color mixing with the transparent primary color foil sheets.
Materials:

 1 copy of Mouse Paint, by Ellen Stoll Walsh, written in English and Spanish
 ¼ blue, red, and yellow transparent gel sheets per student cut into wedge shapes
 1 Interactive Color Wheel Display
 Visual Arts
COLOR an Element of Art Lesson Plan
Mouse Paint Wheel and Rainbow Roses
Jessica Sandvig 2

 ¼ cup of red, blue, and yellow paint per student -(¼ cup of each color)
 1 14in x 11in mixed media paper per student
 3 stalks of celery per group -One for yellow, blue, and red. (For example, if you
have 24 students and made 6 groups each made up of 4 students, you would need
18 stalks of celery.) Cut the celery stalks as shown. Students will use the bottom of
the stalk as a handle. The cut part will symbolize a rose. They will use the celery
stalks to make rose prints.
 12 paper plates or flat paint palette per group (For example, if you have 24
students and made 6 groups each made up of 4 students, you would need 72
paper plates or reusable flat (smooth surface) paint palettes
 Whiteboard, dry erase markers, and eraser for teacher

Instructional procedure:
Interactive Color Wheel Activity: (15 minutes)
T: The teacher asks students if they know what the three primary colors are?

S: Students share their answers.

T: If needed the teacher provides the answer: red, yellow, and blue.

T: The teacher displays the Interactive Color Wheel Poster and directs the classes
attention to the three primary colors located on the color wheel. Next, the teacher takes
the 3 primary wedge shapes from the poster and asks, “What two primary colors do you
think you can use to make orange?

S: Students listen and observe the three primary color choices.

T: The teacher then distributes wedge shapes, one of each of the three primary colors, to
each student. Then instructs them to investigate using the three wedges to determine
what two they will use to make the color orange.

S: Students manipulate the color wedges to get the color orange. (Red + Yellow)

T: The teacher asks, “What two primary colors do you think you can use to make green?”
Then instructs them to use their color wedges.
S: Students manipulate the color wedges to get the color green. (Yellow + Blue)

T: The teacher asks, “What two primary colors do you think you use to make purple?”
Then instructs them to use their color wedges.

S: Students manipulate the color wedges to get the color purple. (Blue + Red)
 Visual Arts
COLOR an Element of Art Lesson Plan
Mouse Paint Wheel and Rainbow Roses
Jessica Sandvig 3

T: The teacher congratulates them, “Fantastic job investigating color. Now, you know
how the three primary colors are used to make all other colors. When I shout, “What are
the three primary colors?” I want you to call back what the three primary colors are and
say, “Red, yellow, blue!” The teacher practices the callback with them.

S: Students listen and practice the callback response with the teacher.

T: The teacher explains that the colors: orange, green, and purple are called secondary
colors. Then asks, “Why do you think these colors are called secondary?

S: Students listen and share their answers. (Answer: They are made by mixing 2
primaries.)

T: The teacher uses the Interactive Color Wheel Poster and directs the classes attention
to the three secondary colors located on the color wheel. The teacher assigns groups and
instructs groups to share their color wedges and try to make the following colors:
 red-orange
 yellow-orange
 blue-green
 yellow-green
 red-purple
 blue-purple

S: Students work with their groups to create the assigned colors.

T: The teacher circulates the room and provides guidance as needed.

T: The teacher explains that these colors: red-orange, yellow-orange, blue-green, yellow-
green, red-purple and blue-purple are called intermediate colors. Then asks, “Why do
you think these colors are called intermediate?

S: Students listen and share their answers. (Answers may vary. One answer: They are
placed between primary and secondary colors on the color wheel. They are made with a
secondary and primary color mixed together.)

Book Introduction: The teacher introduces the story (5 minutes)

T: “Next, I’m going to read the story Mouse Paint illustrated and written by Ellen Stoll
Walsh. During our Storytime, you will investigate color mixing, with the three white
mice, and observe how they tricked the cat.”
S: Listening
 Visual Arts
COLOR an Element of Art Lesson Plan
Mouse Paint Wheel and Rainbow Roses
Jessica Sandvig 4

T: “As we read, we will be thinking about…” The teacher shouts, “What are the three
primary colors?”
S: Students call back, “Red, yellow, blue!”
T: “Yes, I want you to think about our primary colors.”
S: Students listen as the teacher reads the book.

Color An Element of Art Introduction: Rainbow Roses (10 minutes)

Set-up: The teacher has multiple color stations set up in the room for groups to work
together and share supplies. For example, a class size of 24 students, 6 stations.
Each student will get their own paper. However, they will all share the celery stalk
stamps and paint palettes.
 ¼ cup of red, blue, and yellow paint per student (¼ cup of each color)
 1 14in x 11in mixed media paper per student
 3 stalks of celery per group -One for yellow, blue, and red. (For example, if you
have 24 students and made 6 groups each made up of 4 students, you would need
18 stalks of celery.) Cut the celery stalks as shown. Students will use the bottom of
the stalk as a handle. The cut part will symbolize a rose. They will use the celery
stalks to make rose prints.
 12 paper plates or flat paint palette per group (For example, if you have 24
students and made 6 groups each made up of 4 students, you would need 72
paper plates or reusable flat (smooth surface) paint palettes

T: The teacher explains that they are going to create their own color-fun art. “Today, we
are going to make rainbow roses using celery as a stamp and our color knowledge to
make rainbow colors. Can anyone tell me the colors that are visible in a rainbow?”

S: Students listen and share their answers.

T: The teacher writes ROY G BIV on the whiteboard. Then asks one student at a time to
choose a letter and define it’s color. (Red, orange, yellow, green, blue, indigo, and violet.)

S: Students define ROY G BIV.

T: The teacher reviews their color wheel terminology referencing the Interactive Color
Wheel display.

S: Students listen and answer primary, secondary, and intermediate color related
questions.

T: The teacher ask students, “What is a symbol?”

S: Students share their answers.

 Visual Arts
COLOR an Element of Art Lesson Plan
Mouse Paint Wheel and Rainbow Roses
Jessica Sandvig 5

T: The teacher explains, “A symbol is something recognizable, such as a plant, animal, or

object, that represents something completely different. Additionally, a symbol can
represent an idea. For example, a flower can represent beauty.” The teacher explains
that today they will be using their celery stamps to symbolize something else. The
teacher shows the class a pre-cut celery stalk and ask what they think the celery will
symbolize.

S: Students answers vary.

T: The teacher confirms that the celery stamp will symbolize roses and brings their
attention to the cut pattern on the celery. The teacher explains, “When I cut the celery
right here, pointing to the sliced area, the celery naturally has a rose-like pattern.” Next,
the teacher models how to use the celery stamp. The teacher instructs, “I want you to
hold your celery stamp like you would a doorknob. However, you don’t want to twist it
when you stamp. You will dip your celery stamp into the paint. Then stamp the palette, to
remove excess paint, and then stamp your paper pressing down and then lifting your
celery stamp in a straight up motion.” The teacher takes the cut end and brings it straight
down on the paint palette and stamps the palette to remove excess paint. Then models
how to stamp on paper. The teacher has students pretend to stamp to model the actions.

S: Students listen and model stamping actions.

T: The teacher explains that they will work to make the colors of the rainbow using the
primary colors. …” The teacher shouts, “What are the three primary colors?”

S: Students call back, “Red, yellow, blue!”

T: “Yes, I want you to think about our primary colors as you stamp your rainbow rose.”
The teacher divides the class up into groups. (Roughly groups with 4 students each.)
Then has them work at their stations.

S: Students go into their groups and work at their stations.

T: The teacher circulates the room to offer assistance as needed, checks for
understanding, and makes formative assessments evaluating their primary and
secondary color knowledge.
 Visual Arts
COLOR an Element of Art Lesson Plan
Mouse Paint Wheel and Rainbow Roses
Jessica Sandvig 6
 Visual Arts
COLOR an Element of Art Lesson Plan
Mouse Paint Wheel and Rainbow Roses
Jessica Sandvig 7