Intel® Teach Program
Essentials Course
U n i i t P l l a n T e m p l l a t e
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Intel® Teach Program
Essentials Course
Unit Author
First and Last Name Melissa Arnold
School District
School Name
Cullman City Schools
Cullman High School
School City, State
Unit Overview
Unit Title
Cullman, Alabama
Popping Colors
Unit Summary
We will cover properties of color, mixing,primary,secondary, and tertiary colors,as well as warm and cool colors, color value and color contrast. We will paint, compare, photograph results of steps, change colors to black and white values using a scanner, cut shapes and try different color combinations,photograph and discuss results. We will brainstorm for images concerning a day at school and produce contour line drawings for a tempera painting. Students will produce a tempera painting showing how to use overlap and warm and cool colors to make warm colors in the foreground pop.
Subject Area
Art -beginning color theory –tempera painting –overlap to show space
Grade Level
9-12
Approximate Time Needed
Three weeks
Unit Foundation
Targeted Content Standards and Benchmarks
-use of line to create shape, contour line drawing
-learn primary and secondary colors and complements
-learn color value and intensity and demonstrate mixing the above
-experiment to learn warm and cool colors in a group
-demonstrate the way warm color advances and cool colors recede using a collage.
-use contour line to create overlapping ,stylized shapes in a composition
-use warm and cool color in a painting in such a way that the cool colors receding and the warm colors advancing are adjacents and show the effect to look even more constasting.Paste your standards here. After refining and reducing the list of standards for this specific unit, the resulting standards in this section should include prioritized, targeted standards that your students are expected to meet (not just
lightly address) and which you will assess by the end of this unit.
Knowledge of color wheel, color mixing, warm and cool colors, color values, warm advancing and cool colors receding,use of overlap of shapes to show space, and
tempera paint.
Curriculum-Framing Questions
Essential Question
Unit Questions
Module 1: Think of topic and possible project for unit. Revise this section as you work through the remaining modules.
Module 2: Write first draft of Unit Summary
Module 2: Choose standards, create objectives, and develop Curriculum-
Framing Questions for your unit. Revise this section as you work through the remaining modules.
Page 2 of 7
Content Questions

Intel® Teach Program
Essentials Course
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Intel® Teach Program
Essentials Course
Before project work
begins
Give a pretest on color.
Give a pretest on ways to use the illusion of threedimensional space with two dimensional media.
Students work on projects
and complete tasks
After project work is
completed
Enter assessments that help determine a student's background, skills, attitude, and misconceptions students mix colors for a color wheel using tempera paints and samples.
Students work in small groups to paint sets of 3” and 4” cards, compare color combinations to se ewhich recede or advance,making digital photos to project and discuss.
Color cards will also be scanned and turned to grayscale values for contrast of value discussion when projected.
Students work first in small groups discussing items for a grading rubric, then as a whole class, giving input to the final grading rubric.
Module 2: Draft an
Assessment Timeline and create an assessment to gauge student needs.
Module 5: Write
Assessment Summary and create a summative assessment for student sample.
Module 6: Create assessment to foster student self-direction and update Assessment
Plan section.
Describe the assessments that you and your students use to gauge needs, set goals, monitor progress, provide feedback, assess thinking and processes, and reflect on learning throughout the learning cycle.
These might include graphic organizers, journal prompts, anecdotal notes, checklists, conferences, questioning, and rubrics. Also describe the artifacts of student learning that you assess, such as products, presentations, written documents, or performances and the assessments you use. Describe in the Instructional Procedures section who uses the assessments, how they are used, and where they occur. The color pretest will be taken by the students as well as a line, shape, and space pretest. This will help the teacher understand how much the students know about the elements of art to be used. The students, following the teachers instructions on the Elmo, will paint a color wheel mixing the secondary colors and paint color mixing sheets, value scale, and an intensity scale. This will show students and
teachers the understanding the student has of color.
Unit Details
Prerequisite Skills
Conceptual knowledge and technical skills that students must have to begin this unit Student should know their colors and be able to do simple line drawings.
Instructional Procedures
Day one:Color Pretest and Line,Shape, and Space Pretest. Students go to www.artsconnected.org/toolkit/
Module 4: Create student sample and draft Instructional
and use the interactive programs on color, line, shape, and space. Show famous paintings on Smart board and have students identify primaries, secondaries, neutrals, and warm and cool colors.
Day two: lecture on elements of art covered by yesterday’s computer work, displaying definitions with the Smart Board as students take notes and follow along in text (Arttalk).
Teacher does demo of drawing of color wheel, color value scale, and color intensity scale, using the Elmo as students watch and duplicate the work.
Day three: Teacher draws on Elmo as students follow along and draw on their paper, creating charts showing two primaries make a secondary color, and two complementary colors make a neutral color, and a color wheel. These will be our color mixing sheets for painting. Paint the
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Intel® Teach Program
Essentials Course color mixing sheets.
Day four: Quick review of colormixing as seen at artsconnected.org/toolkit/ . Paint the value scale and intensity scales. Using precut squares of white paper, paint evenly and completely, one each of each primary and secondary color.
Day five:Use elmo to show a black and white copier copy of the color wheel we completed.
Group students in small groups (4 or 5) to look at the color squares produced and rank them as to brightness (intensity). Then pass out 3-D glasses and rank again. Students will discover that warm colors advance and cool colors recede. Each group writes up their findings.
Individuals use painted squares on a background to create depth and pop warn colors.
Compositions should use overlap for space, demonstrate the way colors recede and advance, use nonobjective design with cut and glued collage (8”X10”).
Day six: display an example of a rough draft and complete on on Elmo as students listen and watch. Students will first brainstorm subject matter by thinking of objects in their day as teacher lists on the board. Students then draw a rough draft using at least ten of these items in their drawing.Drawings should be simple stylized shapes and use overlap and flat shapes.
Correct scale is not necessary…very small items should be enlarged and simplified. Draft will be 10”X 15”, which is the same size as the finished product.
Day seven: An example of a finished drawing will be displayed. Using their rough draft as a reference and the posted drawing as their example, students will check for balance , overlap, and filling the page well. They may choose to add, change, or delete items. Teacher will be walking around to talk about choices. The final 10” X 15” contour line drawing will be on the illustration board and it will be the board we paint.
Day eight: An example of a finished painting will be displayed as students begin to paint.
Having determined, through experimentation, that the primary and secondary colors at their inherent intensities are brightest, we will use these. Our experimentation on day five has also shown that warm colors advance and cool colors recede. To enhance this effect we will use warm for the foreground objects and cool for background items. Tempera paint should be applied evenly and two coats where required for coverage.
Day nine through thirteen will be painting days. Drawings and painting will remain on display as well as a rubric so that self-assessment should be ongoing throughout the project.
Day fourteen: Use 3-D glasses to view your own work and that of others before completing a self-assessment rubric. The teacher will use an identical rubric to determine the grade.
This is answered under instructional procedures:Pretests,interactive work with elements at artsconnected.org/toolbox/, color mixing for the wheel and charts, painting squares of paper and groups finding the order of intensities for themselves,brainstorming subject matter, cut paper collages to show grasp of overlap for space and that warm colors advance and cool colors recede,displayed rubric and samples for ongoing self-assessment, and finally a self-assessment with rubricfor completed project. A clear picture of the instructional cycle—a description of the scope and sequence of student activities and an explanation for how students are involved in planning their
own learning
Update Instructional
Procedures to include:
Module 5:
Assessment methods used throughout unit
Module 6:
Differentiation strategies
Module 7: Facilitation material and implementation strategies
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Intel® Teach Program
Essentials Course
Module 6: Draft ideas to support all learners and create student support material.
Accommodations for Differentiated Instruction
Special Needs
Students
Special needs students will be allowed to use 8”X10”(smaller) drawing six or seven objects rather than ten or more. They will have preferential seating and help from supportive students nearby, myself, and teacher aides when available.
Extra time will be given when needed.Describe accommodations and support for students, such as extra time for study, adjusted learning objectives, modified assignments, grouping, assignment calendars, adaptive technologies, and support from specialists. List specific resources you will use. Also describe modifications in how students express their learning (for example, oral interview
instead of a written test).
Nonnative
Speakers
Gifted/Talented
Students
Written directions will be available. Examples of each step of the project are displayed. The finished product for assessment is a painting rather than a test.
Describe language support, such as English Language Learner (ELL) instruction and tutoring from more able bilingual students or community volunteers. Describe adaptive materials, such as first-language texts, graphic organizers, illustrated texts, duallanguage dictionaries, and translation tools. List specific resources you will use.
Describe modifications in how students express their learning, such as first
language rather than English or an oral interview instead of a written test.
Students finishing may create their own project, using the color information we used, Arttalk and internet information on the golden rectangle, and the commercial art markers (Design Line) I have. It should be done on illustration board.Describe the various ways students may explore curriculum content, including independent study, and various options through which students can demonstrate or exhibit what they have learned, such as more challenging tasks, extensions that require in-depth coverage, extended investigation in related topics of the learner's choice, and open-ended tasks or projects. List specific
resources you will use.
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed)
Camera Laser Disk VCR
Computer(s)
Digital Camera
Printer
Projection System
Video Camera
Video Conferencing Equip.
DVD Player
Internet Connection
Scanner
Television
Other
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-
ROM
Printed Materials
Image Processing
Internet Web
Browser
Multimedia
Web Page Development
Word Processing
Other
Module 3: Identify
Internet resources for student use in research, communication, collaboration, and problem solving.
Arttalk, Color Pretest, Line, Shape, Form Pretest, student and teacher rubricsTextbooks, curriculum guides, story books, lab manuals, reference materials, and so forth
Supplies
Newsprint, drawing paper, illustration board,tempera paint and brushes, scissors,glue, examples of each step, 3-D glassesEssential items that have to be ordered or gathered to implement your unit and are specific to the course of
study. Do not include everyday items that are common to all classrooms.
Internet
Resources http://artsconnected.org/toolbox , http://wikipedia.org/wiki/Stroopeffect , http://viewzone.com/lucher.htmlWeb addresses (URLs) that support the
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Intel® Teach Program
Essentials Course
implementation of your unit
Other Resources
Field trips, experiments, guest speakers, mentors, other students/classrooms,
community members, parents, and so forth
Module 4: Incorporate
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