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Jaliyah Guillory

EDLC 623

03 November 2024

Art lesson

Preliminary Information

Candidate Name: Jaliyah Guillory

Grade Level: Kindergarten
Candidate’s Endorsement: Art Education
Central Focus: Through this activity, students will be able to learn the process of color
combination, and how new color can be obtained from the primary ones.

Subject: Art
Learning Segment Theme: Understanding color theory through hands-on exploration.
Where in the learning segment does this lesson occur? : Middle
Lesson Structure of Grouping: Small group

Student Assets

Personal: Students may have different options of color through art at home or school.

Some may have preferred colors that they like to be used most or their favorite art materials to

use.

Cultural: Students can come from different cultural backgrounds and may have learned

their cultures color and its usage from either parents or relatives.

Community: A lot of students reside in areas where hue is used frequently in murals or

other social activities.

Developmental: Kindergarten students are Basically: Working on hand control, using

their hands to manipulate objects, and emotionally and orally developing.

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Content Standards

State Standard(s):

VA Art SOL K.6: The student will write poems and draw and paint pictures and use other

media and art forms.

National Standard(s):

NAEA Standard 1: Knowledge in context with Media, techniques and processes.

Learning Objective(s)

Objective:

[1] With primary colors identified [2] Students should learn how to mix color using paint,

and come up with at least three new colors [3] they should be able to identify eighty percent of

the new colors.

Instruction

Launch/Hook/Anticipatory Set:

Before the actual discussion of forms, one should spend some time on the topic of colors.

Hold up some colorful items and attempt to Teach Students Colors ever, let them try to tell you

what color these objects are. Tell what the reader might not know you about color blending about

how colors can combine to produce others.

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Instruction/Modeling:

1. Make a practical example of how two basic colors namely red and yellow are blended

together to make orange.

2. Employ a transparent vessel in order to display the blending operation clearly.

3. Making an explanation of the primary and secondary colors.

Guided Practice:

1. Hand each student primary colored paint (red, yellow, blue) and paper in small groups.

2. Facilitate their play while stirring a color with them to elicit conversation on what they

see (e.g., “What do you get when you put red and blue together?”).

3. Make a round to give comments and encouragement.

Independent Practice:

1. Students must make a “Color Wheel” by mixing a primary color with another to make

a secondary color.

2. Let them try to produce new colours on their own and make sure that they name each

segment of the color.

Closure:

Collect students and tell them to present their Color Wheels to you. Ask them what colors

they made and how they allowed the colors to blend. Suggest the variations of using the colors.

Moving From Evidence to the Assessment of Student Learning

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Diagnostic/Pre-assessment(s):

Before the lesson starts, tell students to write down as many colors as they can come up

with.

Formative Assessments/Feedback to Learners:

That way, while students are mixing their colors, the teacher will watch how they do it

and comment on it as well as appreciate the outcome.

Summative Assessment:

Finally, boys and girls should share their Color Wheels and describe what colors they

used to obtain new ones. Test according to their ability to mix and identify the correct color.

Academic Language Demands

Language Demands:

Students will also use terms such as mix, primary color, secondary color and create

during their arguments and when presenting their findings.

Language Supports:

It would be helpful to show students color charts and demonstrate how to mix primary

colors to the students so that they can be familiar with the vocabulary to be used in handling

them.
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Essential Vocabulary:

Primary colours, secondary colours, blend, generate, wheel.

Lesson Specific Outcomes – Luo Soe

Character Education:

Promote collaboration while working in groups and put an emphasis on students sharing

the items/materials.

Materials:

Primary colored paints (red, blue and yellow)

- Paintbrushes

- Paper

- Color chart

- Clear mixing containers

Technology Connection:

Hold a tablet and demonstrate a short video that is on colour blending as one of the

teaching activities.

Supports: Differentiation/Extension
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Planned Supports:

Have effective plans with detailed procedures and illustrations for the students who may

find it difficult to understand the lesson on one sitting.

Exceptionalities:

Change tasks for students having an IEP by delivering more assistance or generalizing

the directions given. To challenge gifted students try to assign them with shades and tints.

ELL:

The developmental aspects that connect to the use of visuals and demonstrations in order

to facilitate learning and provide meaning for the ELL students

Learning Styles/Student Engagement:

Incorporate visual, auditory, and kinesthetic elements to engage different learning styles. Group
work promotes social interaction and collaboration.

Extension:

For students who master the objective, provide additional challenges such as creating a piece of
art that tells a story using their mixed colors.

References

Resources:

- Art curriculum guide for color theory.

- NAEA standards for art education.

Research to Support Instructional Design:

- "The Importance of Art in Early Childhood Education". This source supports the integration of
hands-on art experiences in learning.
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Works Cited

Dolor, L.I. Lorem ipsum dolor sit amet, consectetuer adipiscing elit, 1998. Print.

Dolor, L.I. Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh.

New York: Columbia UP, 1998. Print.

Doe, R. John. Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy

nibh, 1998. Print.