Elizabeth Mack
Color Theory Lesson Plan: Kaleidoscope Colors
Grade: 2nd Elementary
Fall 2011, Hillside Elementary, Farmington Hills
Michigan Visual Art Standards:
Content Standard 2: All students will apply skills and knowledge to create in the arts.
1. Apply knowledge of materials, techniques, and processes to create artwork.
Content Standard 5: All students will recognize, analyze, and describe connections among the arts;
between the arts and other disciplines; between the arts and everyday life.
4. Identify connections between the visual arts and other disciplines in the curriculum.
Objectives:
• Students will understand the principles of line constructions, line weight and how
to integrate them into a design
• Students will create their “kaleidoscope” design using warm and cool color
combinations across a diagonal pattern.
Timeline Information (4-5: 40 minute sessions):
Day 1: Discussion and sketchbook practice line variations and color combinations
Day 2: Discussion on measuring paper into 8 sections, students measure
Day 3: Students begin drawing lines in each section
Day 4-5: Students color each section, Time pending they cut paper into circle and
glue/mount to background black paper
Content Vocabulary:
1. Warm colors, cool colors, analogous and complimentary colors, kaleidoscope,
design
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Materials:
• 8” x 8” sheet of tag board paper
• Crayons (multiple large set for subtle color variations)
• Rulers
• Pencils and black sharpie marker (optional)
• Scissors
Procedure:
• Discuss Kaleidoscopes and briefly describe how they function; color importance.
•Introduce the lesson by reviewing brief understanding of color theory (warms and
cool tones). Show sample of final version. (Optional: students may practice a sheet
of warm and cool color tones in sketchbooks with crayons)
•Discuss line variations and handout sample line ideation.
• Student will learn about lines and their variations by practicing in their
sketchbooks. Samples will be handed out or displayed in front of room.
• Have students divide their paper into eight sections. First by drawing a line from
corner to corner to create an “X”. Next, in each of the eight sections, they will draw
different lines using at least four variations (curved, straight, thick thin). They will
create a practice sheet of lines first in sketchbooks.
• When they have filled each of the sections with lines (by first tracing their lines
with marker), they will fill in the spaces with color using crayons. The colors will
diagonally express warm and cool color schemes.
• When finished coloring warm and cool diagonal spaces the students will turn their
work over and trace a circle template with a pencil.
• They will cut out circle with scissors and put name and class code on back.
• The art will be mounted on black 10” x 10” construction paper. Circle artwork will
represent one layer of a kaleidoscope design.
• Optional: Student work may be mounted on a large cardboard box in a quilt like
fashion to create a cube of kaleidoscopes effect.
Check for Understanding:
Ask students if they have any questions and individually review/assess student
work for the line/color “kaleidoscope lesson.
Guided Practice:
Teacher demonstrates line qualities and color combinations and placement of warm
and cool colors in the design.
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Assessment:
Assessment is determined through use of rubric that measures: Appropriately
measured papers, following directions of color placements and both group/one on
one assessment/discussion /review.
Closure:
Students will practice through question and answer the analogous and
complimentary colors, warm and cool colors and where they are colored on their
kaleidoscope design.
Independent Practice:
All students will explore the crayon box and choose color combinations, practice
line variations (thick, thin, curved, straight). Students will each draw, color and
design their “kaleidoscope” appropriately.
Adaptability:
May be adapted to higher-grade levels by adding more complex line qualities and
intermediate color combinations.
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