Lesson Title: Using Color
Grade/Age: K-12
Classroom Setup: Traditional Self-Contained Classroom/ Independent work. I have 33 individual
art desks. I use four desks to make a section. I have a total of 8 sections, leaving one desk by
itself. Students will work independently on their art projects. Students are encouraged to share
their own personal growth and color techniques with each other.
Materials:
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Notes on using color can be found in the materials section of the site.
Color Pencils: Any brand or type
Tools: Marker and Pen
Pencils: Regular #2
Erasers: White vinyl, kneaded, or pink pearl
Paper: Drawing paper or copy paper
Scratch Paper
Reference: Action figures or pictures
Internet: For picture reference
Goals/Objectives:
The distinction between drawing and painting is an arbitrary one, particularly when drawings
have color applied. In general, drawing is conceived as employing less than full modulations of
color and omitting the varying degrees of fluidity and viscosity that characterize painting.
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Students will use direct observation from either pictures or action figures for visual
reference.
Students will practice varying techniques demonstrated by teacher using colored pencils,
markers, and pen.
Students will simplistically draw their image on either drawing paper or copy paper.
Students will then be adding their colored pencils, markers, and pen, using different
blending techniques and affects.
Students identify visual structures and functions of art, using the language of the visual
arts.
Students develop knowledge of and artistic skill in a variety of visual arts media and
technical processes.
Students derive meaning from artworks through analysis, interpretation, and judgment.
Standards/Frameworks:
Artistic Perception
 Processing, Analyzing, and Responding to Sensory Information Through the
Language and Skills Unique to the Visual Arts-Students perceive and respond to
works of art, objects in nature, events, and the environment. They also use the vocabulary
of the visual arts to express their observations.
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Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Identify and use the principles of design to discuss, analyze, and write about visual
aspects in the environment and in works of art, including their own.
Creative Expression
 Creating, Performing, and Participating in the Visual Arts-Students apply artistic
processes and skills, using a variety of media to communicate meaning and intent in
original works of art.
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Skills, Processes, Materials, and Tools
2.1 Solve a visual arts problem that involves the effective use of the elements of art and
the principles of design.
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Communication and Expression through Original Works of Art
2.5 Create an expressive composition, focusing on dominance and subordination.
Aesthetic Valuing
 Responding to, Analyzing, and Making Judgments about Works in the Visual ArtsStudents analyze, assess, and derive meaning from works of art, including their own,
according to the elements of art, the principles of design, and aesthetic qualities.
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Make Informed Judgments
4.4 Articulate the process and rationale for refining and reworking one of their own
works of art.
Intelligences Utilized:
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Visual: Arranging and balancing their drawing appropriately on their paper.
Logical Mathematical: Students will use repeated steps to blend their colored pencils
with each other and also using them with marker and pen.
Spatial: Visual thinking using balance, rhythm, texture, etc.
Bodily Kinesthetic: The movement and rhythmic pattern of their colored pencil, marker,
and pen techniques.
Interpersonal: Presentation of their work before their peers for an art critique.
Multicultural Applications:
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Student artists demonstrate an understanding of artworks from a variety of cultures by
describing the roles that specific artworks play in those societies.
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Students compare and contrast differences in the expression of common themes and in
the use of visual elements, technical processes, and stylistic elements in the artworks of
various cultures.
Procedure:
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Teacher will demonstrate to students how to properly use colored pencils, marker, and
pen as demonstrated in the video.
Teacher will then demonstrate step by step the guidelines in where and how to add
colored pencils, marker, or pen unto their drawing. Students need a heads up of what is
going to happen before they start-they will be better prepared and have a better
understanding of what is expected.
Students will make several quick studies (drawings) of either their action figures or
images gathered from the internet.
Step 1: Students will select one of their pencil drawings for the following experiment
using colored pencils, marker, and pen.
Step 2: Teacher will explain and demonstrate. Students will experiment with a number of
colors in varying values and techniques used as demonstrated in the video. Students will
then see which combinations reinforce the impact and mood of their drawing and which
is most effective.
Step 3: Teacher will explain and demonstrate the effect of different colors on the space
relationships established by the drawing. Note if a color comes forward or recedes too
much, modify it to function effectively. Practice makes perfect.
When you have settled on the color that works best, add black or white colored pencil to
alter the effect.
When color is introduced to a drawing, not only must the medium be compatible with
the original work but the texture and method of application must be similar.
Adaptions:
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The significance of the visual experience for students with special needs is not the degree
of technical expertise needed and is not the degree of technical expertise they achieve but
the success they enjoy in reaching their greatest potential.
Students confined to a wheelchair can move one or more body parts and move in their
chairs independently or with the help of other students. Students with physical disabilities
can work collaboratively with others.
Self-care is very important. There is no right or wrong way.
No hurting self or others: Behaviors, thoughts, & attitudes.
No busting up the colloquial speech.
A clean environment is essential for health & safety.
Ventilation must be adequate to exhaust all fumes, dust, or odors.
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The area or space must be aesthetically valued and must provide adequate uncrowned
space. A space where students can work on a variety of both art & dance experiences is
recommended.
The area should provide enough space for supplies, equipment, and student work.
The area is well ventilated.