Art Education edTPA Lesson Plan Template
Lesson: ____
Author: Chloe Mintel
Grade Level: 3rd Grade
Lesson Title: Crazy Color Theory Landscape
Essential Standards/Common Core Objectives:
ISTE Standards: Creativity and Innovation –
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas,
products or processes.
3.V.1 - Use the language of visual arts
to communicate effectively.
3.V.1.1 - Use art vocabulary, including specific artistic
terms.
3.V.1.4 - Understand characteristics of the Elements of
Art, including
lines, shapes, colors, textures, form, space, and value.
3.V.2 Apply creative and critical
thinking skills to artistic
expression.
3.V.2.1 - Create art through a process that includes
generating ideas, planning solutions, and producing
original art.
Central Focus: The color wheel will be learned along with color
theory, which will be applied to an assignment using a chosen color
scheme to create an imaginary landscape from the student’s
imagination on the iPad’s painting software, Tayasui Sketches.
Visual Arts Concept(s):
This assignment is designed to develop the student’s ability to
identify colors on the color wheel, including basic color schemes
and color theory. The students will create their own color wheel
using traditional media, including markers and colored pencils. The
learner will take what he or she has learned from the lesson and
apply it to a digital work of art on the iPad using their favorite color
scheme from the lesson, and creating an imaginary landscape from
it.
Daily Lesson Objective:
This lesson focuses on applying a universal theory of art to the student’s personal perspective. The lesson deepens the
student’s understanding of color theory and informs the students that every artist must think about color scheme when
planning a work of art.
21st Century Skills:
Academic Language (Vocabulary, Function, Syntax, Discourse &
This lesson focuses on Critical Thinking and Problem Bloom’s Taxonomy):
Solving.
Vocabulary:
Color Wheel: a circle with different colored sectors used to show the
relationship between colors.
Primary: sets of colors that can be combined to make a useful range
of colors
Secondary: a color made by mixing two primary colors in a given
color space
Tertiary: a color made by mixing either one primary color with one
secondary color
Analogous: colors that are next to each other on the color wheel.
Complementary: two colors which are on opposite sides of the color
wheel
Split Complementary: a variation of the complementary color
scheme. In addition to the base color, it uses the two colors adjacent
to its complement
Triad: uses colors that are evenly spaced around the color wheel.
Tetrad: uses four colors arranged into two complementary pairs
Bloom’s Taxonomy:
Students will identify examples of each type of color harmony,
interpret and apply their knowledge of color harmonies to their
digital paintings, choose a color scheme to work with and explain
their color scheme upon completion and why they chose it for their
landscape composition.
Discourse:
Color Harmonies: Includes complementary, analogous, triadic, split
complementary, tetradic, and split complementary
Discourse:
Students will respond orally to prompts given by the teacher.
Teacher will write definitions of words on the whiteboard, and
students will take notes on their iPads in the Notes app.
Product and Psychomotor Skills: Students will produce a color wheel, learn the definitions concerning the color wheel and
color harmonies, and apply this newfound knowledge to a digital painting of a landscape using a learned color harmony.
Links to Prior Knowledge: Students can identify specific colors and have had previous experience using the iPad painting
app technology from previous class periods.
Activity
1. Focus and Review
2. Statement of Objective
for Learner
Description of Activities and Setting (project will be split up into two
days)
Day 1: After attention is called to the front of the room, I will talk about the
assignment and the three main steps involved in completing it. They will be
beginning the unit on color theory and it will be the first big project that
involves more than one step. Remind them that they know colors – this is just
a more in-depth unit on them. This lesson will help them during future
projects regarding how to make colors look good together.
Tell the students that this will be a three part project: they will be making a
color wheel and labeling it, they will be taking notes on the definitions written
on the white board using their iPads, and then they will be using the iPad app
called Tayasui Sketches to create their landscapes using their favorite color
harmony. The students will learn that color harmonies are useful for creating a
well-rounded work of art and inspiring a particular mood. I will show them an
example of the color wheel they will be creating and labeling, and several
examples of digital landscapes I had created within the iPad painting app as
starting points for the students.
Time
5 minutes
10 -15
minutes
15 min
3. Teacher Input
For the Color Wheel portion of the lesson, I will discuss the materials and
methods needed to complete the project. We will be using color markers for
4. Guided Practice
5. Independent Practice
the color wheel on 8.5”x11” paper. A doughnut outline will be on the paper to
save time and ensure for a readable color wheel. I will demonstrate to them
how to neatly color within the lines of the wheel. An enlarged large color
wheel poster will be provided on the whiteboard while I describe the colors
and their placement on the wheel.
Day 2:
After getting attention of the students, I will review with the students what
they had learned the day before, and pass out their color wheels to them. Once
students have finished their own color wheels, I will move on to the notetaking portion of the lesson. I will first discuss primary, secondary and tertiary
colors on the color wheel and the differences between the three schemes. Then
I will begin talking about Color Harmonies, emphasizing the fact that these
are very important to know for the third part of lesson. I will often refer to the
color wheel so as to appeal to the visual learners, and I will ask students to
identify additional examples of complementary, split complementary, triad,
tetrad, and analogous color harmonies. The students will be taking notes about
the definitions on their iPad Notes app for future reference.
For the third and most independent portion of the lesson, students will pick
their favorite color scheme and use it to create a digital landscape. I will
emphasize that realistic colors are not necessary for the landscape – the
wackier, the better. What matters is that the color scheme is correct. The
student will tell me which color scheme they selected at the end. I will
continually ask if they understand the lesson. Since they each have their own
iPad, they will be able to work on their projects individually, but they are
allowed to ask each other and me questions during the process. This project
will not be complete in one class period, but upon completion of the projects,
they will be printed out and labeled with their names and their color schemes
and the names of the landscape. The landscape can be rural, urban, natural,
etc.
I will be instructing the learners the whole time. Primary teacher instruction
will occur for the color wheel discussion and the color harmonies discussion,
and individual work will begin more with the digital painting. Students who
are comfortable coloring in their color wheel by themselves may do so, as
there is a reference color wheel hanging in the classroom. I will walk around
and ensure that the students are coloring properly as well as treating the
markers gently.
I will remind the students to work continually so as to reach the next stages. I
will be lecturing on the color harmonies as students take notes. I will write the
notes on the whiteboard for the students to copy down – I want them to
memorize and understand the definitions better, which is why I will have them
copy my definitions rather than giving them handouts. I will ask them many
questions about these color schemes to ensure full understanding for the third
stage of the assignment.
For the digital painting stage, I will have the kids begin their digital paintings
after they choose their desired color scheme and landscape scenery. Most
likely, the students will not finish this in class. Before beginning the painitng
stage, I will go over brief brush usage tips in Tayasui Sketches and the tools
they will most likely use in the program.
The students will most likely not finish their digital paintings in class, but they
will continue them the next time they come to class. I will have them
brainstorm for their paintings and how to make them better. For homework, I
will have them write five sentences about their planned work of art and why
15 min
15 min
15 min
At home
they chose the specific color harmony and imagined landscape. For students
who did not finish the color wheel in class, their homework will be to finish
their color wheel.
6. Closure and Clean Up:
Assessment Methods of
all objectives/skills:
(Include any modifications)
There is little cleanup due to the non-messy nature of the iPad, but I will have
one student volunteer to pick up all the markers used for the color wheel and
put back into their proper place. I will have the students write their names on
their color wheels, save their notes in their iPads with their names in them,
and save their digital paintings for later use. Once the paintings are complete,
they will be printed and hung around the classroom. I will ask the students for
feedback about the assignment. Was it hard? What did they think of it? Did
they enjoy it? The color wheels will be put into their portfolios, unless they
need to complete them as homework.
5-10
minutes
I plan to quiz my students on the vocabulary that they learned during the lesson, and
matching color schemes with their names. I also plan to hang all of the students’ work on
the wall so that they can discuss each other’s work and identify the color schemes in other
students’ work.
Directed Questions for Discussion: What are examples of (insert color harmony here)?
Can you tell me what a color scheme is?
Why do you think artists use color schemes in their work?
Modifications to Support Varied Learning Needs: Individualized attention for learners with physical disabilities regarding
hand movement and impaired motor skills.
Materials/Technology/References:
- Sheets of paper with blank color wheel on them (8.5x11)
- Magic markers in the 12 colors of the color wheel
- iPads
- Tayasui Sketches (downloaded on iPad)
- Styluses (optional)
- Notes app on iPad
Reflection on lesson: