Art Lesson Plan

Art Teacher:Mr. Glorvigen

Grade Level:Fourth Grade

Date:Current

Background KnowledgeAnticipatory Set/Hook

Reflection

Instructional Activities:Teacher Guided Practice

Art QCC Standards Objectives Communicated

Fourth Grade Fine Art/Visual Art Standards

FAVA 4.2 Creates artworks using the following color theories (e.g., complementary and neutral). FAVA 4.4 Creates artworks using direct observation, lines (descriptive, directional, and expressive), shapes and space (positive and negative), spatial concepts (overlapping, placement, size, color, and detail), balance (symmetrical and asymmetrical), and contrast. FAVA 4.6 Produces artworks in a variety of subject matter and in the areas of drawing, painting, sculpture, printmaking, pottery, fiber arts, and mixed media. (See Introduction: Matrix.) FAVA 4.10 Identifies and discusses the properties of color (e.g., hue, intensity, and value).FAVA 4.11 Identifies and discusses color schemes (e.g., complementary and neutrals). FAVA 4.14 Compares spatial concepts that show depth in artworks (e.g., overlapping, placement (scale), color intensity, and detail [atmospheric perspective]). FAVA 4.16 Develops criteria for sorting artworks into categories of landscapes, cityscapes, still life’s, seascapes, and portraits. FAVA 4.19 Examines selected artworks based on questions related to art theories: Does the intent of the artwork seem to be to imitate? (Realism). Is the artwork primarily concerned with design or composition? (Structuralism/Formalism).

Please note that all objectives are not covered in one session.

Ongoing Art Objectives: Develop construction (cutting, gluing, manipulating, etc.),

drawing, painting, etc., skills (Application, Synthesis; ongoing objective, see art matrix).

Demonstrates proper care and safe use of art materials and tools (Application Evaluation; ongoing objective; 4.8).

Appraise/Evaluate artwork for quality (thoughtfulness & carefulness) and accuracy (following directions & project guidelines) (ongoing).

Project Specific Objectives:1. Create/compose/arrange a

representational scene that shows foreground, middle ground, and background (4.4, 4.6, synthesis).

2. Organize the representational scene to demonstrate the following spatial techniques: overlapping, size, and placement (4.4, 4.14, synthesis).

3. Compare and contrast representational artwork with nonrepresentational artwork (4.16, 4.19, evaluation).

4. Identify the three basic complementary color pairs and determine why they are complementary colors (4.11 evaluation).

5. Integrate the three basic complementary color pairs into the representational scene (4.2, 4.11, synthesis).

6. Create various values of color (tints and shades) by adding white and black to make colors lighter and darker (4.1, 4.10; synthesis).

7. Create/label a color wheel.

The students are asked to observe and make comments about a complementary color landscape.

A review of the previous project regarding spatial techniques is referred to (foreground, middle ground, and background) and is the foundation for this current project.

The teacher will give step by step instructions (guided practice) for the students to follow as they draw the landscape. The students will follow the step by step instructions (guided practice) and create their own unique trees, clouds, etc…. incorporating their own ideas into the landscape.

When the student paints the landscape they may choose touse one complementary color pair for the foreground, another for the middle ground, and the third pair for the background or just paint the complementary colors next to each other.

Complementary Color Landscape Mr. Glorvigen 1

Art Lesson Plan

Higher-Order Thinking Questions: Differentiated Practice Activities:

Assessment Procedures: Lesson Closure MaterialsResources

HomeworkProjects:

Questions regarding the Landscape

1. What do you notice about the trees in the landscape?

2. Where are they placed?3. What size are the trees in the

foreground, middle ground and background?

4. Why are the trees small in the background and large in the foreground?

Questions regarding the color wheel

1. What are the primary colors?2. Why are they the primary

colors?3. What are the secondary colors?4. Why are they the secondary

colors?5. What are the three basic

complementary color pairs?6. Why are they complementary

colors?

Differentiated activities are largely determined by independent skill level.

Low:A simplified…mostly completed landscape and color wheel for the student to complete.Average: A partially drawn landscape and color wheel for the student to complete.

High: The student must complete the entire landscape and color wheel.

Learning Styles Independent, Pairing, Cooperative Groups, and Learning Centers.

1. Worksheets, tests, and practice sessions on drawing landscapes (creating representational/realistic scenes using foreground, middle ground and background).

2. A worksheets and tests on the color wheel and complementary colors.

3. The culminating activity: A painting of a landscape using a complementary color scheme.

4. Observation.

A review of the current lesson (what they should be able to do and what they are to know) is shared as well as what will be taught the next time in art…

End of 1st session: “Review color wheel and complementary colors and start to paint.”

End of 2nd session: “Continue to paint landscape and test on the color wheel, complementary colors.”

End of 3rd session:“Continue to paint/complete landscape and complete a worksheet on sorting/categorizing artwork into landscapes, cityscapes, seascapes, mountain scapes, portraits, and still life’s.”

Note: Open to change due to the time & tempo of instruction and student progress.

Overhead ProjectorTelevisionDVD PlayerPersonalityChartsDrawingsPaintingsWorksheetsPencils & Erasers12 by 18 Art PaperTempera Paint

Integrate Technology and/or Media

Landscape and color wheel worksheets.

Complementary Color Landscape Mr. Glorvigen 2