Curriculum Project Painting in Color

Grades 11-12 Melissa Sirstins

Table of Contents

Page 3……………….………...…………..…………… Curriculum Description Page 4………………..………………..…...…………... Scope and Sequence for 18 Weeks Page 8…………………..………………..…………….. Assignments and Descriptions Page 10………………..……………...……..……….… Grading Criteria Page 12………………..………………..……………… Comprehensive Lesson Plan: The Color Wheel Page 16…………………..………………..……………. Assessment Criteria Page 17……………..………………..……………. …... Resources Page 18……………..………………..………………… Disclosure Statement Page 19.. ……………..………………..………………. Other Resources

Curriculum Description

This class is designed on a block schedule where we will meet for 90 minutes every other day. Students are expected to use this time to be as productive as possible to get their work done. The class is designed for juniors and seniors who are interested in a painting class. They are expected to know some of the basics from previous art classes, but the basics will be reviewed in the class. This class is designed for those who are interested in going into a field based in painting or for those who are interested in learning more about painting. Therefore, students need to have a prior knowledge of painting and color before starting this course. Students will have 10 painters that they will study and research for bi-weekly quizzes. Each artist is from a different time period and has a unique style that students will try to implement into their work. Students will have projects to complete in class that will teach them new techniques and build up to the final color wheel project. Students are required to keep a sketchbook to record the information they find on the ten artists we will be studying in class. The sketchbooks will also be used by the students to write down their process to complete their projects and any insights they have on the projects that we work on in class. Students are expected to be in their seats when the bell rings. They will be expected to take notes in their sketchbooks on the artist of the week to get them started on their research on lecture days. They will then be excused to gather their materials to begin work on their projects. On studio days, students will be expected to use the class time provided to work on (and complete) their projects. The needed materials for the week and directions for the project will be listed on the board. There is ample amount of time provided to complete the project in class, but the classroom will be open before and after school to make up any missed work or to complete any unfinished projects. This project has been such an eye opener for me. I did not realize how much work and effort had to be put forth in creating a curriculum. This project has helped me design a class that I have a passion for. I will be able to teach others and share with them the love that I have for painting. Completing this assignment has also helped me to realize how much work teaching really is. I have to be prepared so that I will be able to better teach my class and provide them a safe and creative learning environment.

Scope and Sequence for 18 Weeks Key:

• Discussion • Quiz • Assignment Due • Assignment Begins

Week Monday Tuesday Wednesday Thursday Friday 1 -Introduction to

the class; go over class expectations, rules, materials/ syllabus, and goals.

-Review class expectations. -Short discussion of JAN VAN EYCK (1390-1441) - Begin work on Value Scale (black & white)

-Continue work on the Value Scale (black & white)

2 -Value Scale (black & white) assignment due

-Quiz and check sketchbooks. -Begin Value Scale (color)

3 -Short discussion of LEONARDO DA VINCI (1452-1519) -Continue work on the Value Scale (color)

-Value Scale (color) assignment due

-Begin work on Black & White to Color

4 -Continue work on Black & White to Color

-Quiz and check sketchbooks. -Black & White to Color assignment due

5 -Begin work on Color Splash (b+w w/1 color)-series -Short discussion of CARAVAGGI

- Continue work on Color Splash (b+w w/1 color)-series

- Continue work on Color Splash (b+w w/1 color)-series

O (1571-1610) 6 - Continue

work on Color Splash (b+w w/1 color)-series

-Quiz and check sketchbooks. - Continue work on Color Splash (b+w w/1 color)-series

7 -Short discussion of REMBRANDT VAN RIJN (1606-1669) -Color Splash (b+w w/1 color)-series asignment due

-Begin work on Color Splash (b+w w/colors)-series

-Continue work on Color Splash (b+w w/colors)-series

8 -Continue work on Color Splash (b+w w/colors)-series

-Quiz and check sketchbooks. -Continue work on Color Splash (b+w w/colors)-series

9 -Short discussion of VINCENT VAN GOGH (1853-1890) -Continue work on Color Splash (b+w w/colors)-series

-Color Splash (b+w w/colors)-series assignment due

-Begin work on Chroma vs. Value

10 -Chroma vs. Value assignment due

-Quiz and check sketchbooks. -Begin work on Color Play-Pompidou

11 -Short discussion of CLAUDE MONET (1840-1926) & ÉDOUARD

-Continue work on Color Play-Pompidou

-Continue work on Color Play-Pompidou

MANET (1832-1883) -Continue work on Color Play-Pompidou

12 -Continue work on Color Play-Pompidou

-Quiz and check sketchbooks. -Color Play-Pompidou assignment due

13 -Color Play (add “random” color) -Short discussion of PABLO PICASSO(1881-1973)

-Begin work on Color Play Scene

-Continue work on Color Play Scene

14 -Color Play Scene assignment due

-Quiz and check sketchbooks. -Begin work on Tints & Hues (and finish)

15 -Begin work on Color Schemes (monochromatic, complimentary, analogous) -Short discussion of EDVARD MUNCH (1863-1944)

-Continue work on Color Schemes (monochromatic, complimentary, analogous)

-Color Schemes (monochromatic, complimentary, analogous) assignment due

16 -Begin work on Personal Color Wheel

-Quiz and check sketchbooks. -Continue work on Personal Color Wheel

17 -Short discussion of ANDY WARHOL (1928-1987) -Continue work on Personal Color Wheel

-Continue work on Personal Color Wheel

-Continue work on Personal Color Wheel

18 -Continue work on Personal Color Wheel

-Quiz and check sketchbooks. -Personal Color Wheel asignment due

Assignments and Descriptions 1 week=3 days Number Assignment Description Time Size 1 Bi-Weekly

Quizzes Quizzes will be given every Thursday on the things that we have discussed in class. Sketchbooks will be checked as part of this quiz.

10 minutes 5 questions and sketchbook participation

2 Participation Measured by responses to discussion questions, how well the students followed instructions and work ethic (how hard and long the students work during the allotted time).

N/A N/A

3 Sketchbooks Students will keep a sketchbook journal that will be checked bi-weekly as part of the bi-weekly quiz. Students will write down the thoughts/insights on their projects in class as well as the research they do on the artists given in class. They will also complete a short statement after each project is completed.

N/A 9x12

4 Value Scale (black & white)

Students will create a value scale will be done using black and white paint to show that the student understands how a value scale works.

1 week 9x12 drawing

5 Value Scale (color) Students will create a value scale will be done using each of the primary and secondary colors to show that the student understands how a value scale works.

1 week 3 pieces 9x12 drawing

6 Color Transition *Reference #1

Students will design and paint a piece in black and white using what they learned from completing their value scales. Then, using the same design, convert the black and white painting to color.

1 week 9x12 drawing

7 Color Splash (b+w w/1 color)-series

Students will design a piece of work that is all black and white with one color. This color will only be done as the focal point and, therefore, used in only one section of the piece.

2 weeks 12x18 manila

8 Color Splash (b+w w/colors)-series

Students will design a piece of work that is all black and white. Splashes of color will be done as focal points throughout the piece.

2 weeks 12x18 manila

9 Chroma vs. Value *Reference #2

Students will create a piece explaining chroma and value. Two squares of the same

2 days 9x12 drawing

size and different color will be painted on either side of the paper. Then two smaller squares of the same color will be painted on the inside of the larger squares to show how color reacts to each other.

10 Color Play-Pompidou *Reference #3

Students will design a piece that will correlate everything that has been studied so far. This design will incorporate black and white accents with the colors learned from the value scale.

2 weeks 18x24 Bristol

11 Color Play (add “random” color) *Reference #4

Students will create color swatches that begin with the primary and secondary colors and continually add color until the color becomes too “muddy.” The paper will be folded into sections to create a more uniform look and the swatches will be painted into the squares created.

1 day 4 pieces 6x9 manila

12 Color Play Scene Students will use a sequence of 4 correlating colors from one of their color swatches board to create a piece. These 4 colors will be used to create a scene that explains the colors chosen.

1 week 12x18 manila

13 Tints & Hues *Reference #5

Students will create a chart by placing primary and secondary colors in the center of a grid. White paint will be added to the grid twice to the left of the original color and black paint will be added to the right of the original color twice.

1 day 9x12 drawing

14 Color Schemes (mono, comp, ana) *Reference #6

Students will create a design and recreate it three times. They will then choose a monochromatic, a complimentary, and analogous color scheme to depict that design.

1 week 12x18 manila

15 Personal Color Wheel *Reference Lesson Plan

Students will design a color wheel using primary, secondary, and tertiary colors. This design has to be original and not look like the typical color wheel.

3 weeks 18x24 Bristol

Grading Criteria Assignment Individual Points Total Points

Participation 15 points per day 675 points

Bi-Weekly Quizzes 10 points per quiz 90 points

Sketchbooks 15 points when due 135 points

Projects 30 points each 360 points

Total Points 1260 points

Projects

Value Scale (black & white) 30 points

Value Scale (color) 30 points

Color Transition 30 points

Color Splash (b+w w/1 color)-series

40 points

Color Splash (b+w w/colors)-series

40 points

Chroma vs. Value 20 points

Color Play-Pompidou 50 points

Color Play (add “random” color)

20 points

Color Play Scene 30 points

Tints & Hues 10 points

Color Schemes (mono, comp, ana)

30 points

Personal Color Wheel 100 points

Total Points 430 points

Total Points Possible 1690 points

Total Percentage of Grade Projects.......................45% Participation...............20% Sketchbook.................25% Weekly Quizzes..........10% Grading Scale A 100% - 96% C- 74% - 70% A- 95% - 90% D 69% - 65% B 89% - 85% D- 64% - 60% B- 84% - 80% F 59% - 0% C 79% - 75% Budget/Required Materials:

• Brushes $244.80 • Palettes $43.17 • Paper

o Manila $24.00 o Drawing $24.00 o Bristol (final) $78.08

• Tempera paint (Red, Orange, Yellow, Green, Blue, Violet, White, Black, Brown) $390.60 • Rulers (30) $55.20

Comprehensive Lesson Plan Project: Personal Color Wheel Objectives: -Students will demonstrate what they have learned by creating their own color wheel. -Students will design their own color wheel that reflects something that they like. -Students will place the 12 main colors in the center and add white to two sections leading to the outside of the wheel and add black to two sections leading to the inside. -Students will have to explain what they have learned and why they chose the design that they did. Time Requirements: Students will spend 10 hours in class to complete this project. Working on the project outside of class will be unnecessary. National Standards:

• Standard 1a: Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks.

• Standard 4c: Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making.

• Standard 5a: Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works.

• Standard 5b: Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts.

• Standard 6b: Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.

Idaho State Standards:

• Standard 1 Goal 1.1 Objective 1: Identify representative visual works of art from a variety of cultures and historical periods.

• Standard 1 Goal 1.1 Objective 3: Compare and contrast the historical, social, and environmental contexts that influence artistic expression.

• Standard 1 Goal 1.2 Objective 1: Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.

• Standard 2 Goal 2.1 Objective 1: Develop and present basic analyses of works of visual art from structural, historical, and cultural perspectives.

• Standard 2 Goal 2.1 Objective 2: Construct meaning and support well-developed interpretations of works of art with evidence.

• Standard 2 Goal 2.1 Objective 4: Identify iconography in an artist’s work or a body of work and analyze the meaning.

• Standard 2 Goal 2.2 Objective 5: Show respect for personal work and work of others. • Standard 3 Goal 3.1 Objective 5: Plan, record, and analyze a body of work through keeping

an artist’s journal or sketchbook. • Standard 3 Goal 3.2 Objective 5: Create a body of work that develops a specific theme, idea,

or style of art. • Standard 3 Goal 3.3 Objective 1: Plan and produce a work of art applying media, techniques,

and processes with skill, confidence, and sensitivity.

• Standard 3 Goal 3.3 Objective 3: Use the creative process (brainstorm, research, rough sketch, final product) to create and critique a work of art.

• Standard 3 Goal 3.3 Objective 4: Determine and execute appropriate visual presentation of an original artwork.

Interdisciplinary Connections:

• Historical connections with the artist's work and the time period in which they lived. Required Materials:

• Brushes • Palettes • Bristol board

o Size18x24 • Tempera paint (Red, Orange, Yellow, Green, Blue, Violet, White, Black, Brown) • Rulers

Motivation/Anticipatory Set: Students will be able to look at references to get ideas for their own designs. I will be showing my own examples and examples found on the Internet. Integration of Four Disciplines:

• History: Students will be able to implement the techniques that they learn from studying famous painters.

• Aesthetics: Students will be able to take part in an in class discussion on what they studied about the famous painters and how their techniques and styles can be implemented into their own work.

• Production: Students will begin working with a value scale and eventually work up to creating their own individual color wheel.

• Criticism: Students will be able to critique their own work throughout the creative and production process so that they can get ideas from their peers as well as the teacher.

Learning Activities/Tasks: Day One- Introduce and begin work on the Personal Color Wheel. Before class begins, write out directions and materials on the board. Welcome class and introduce the Personal Color Wheel project.

• Welcome class and introduce the project. (30-45 minutes) • Hand out assessment criteria. • Directions:

o Design an original idea to portray the color wheel. § This color wheel is not to look like the typical color wheel. § Create original design to depict each section of the color wheel.

o Must use whole paper. o Use all primary, secondary, and tertiary colors. o Split each color section into 5 pieces. o The original color will be placed in the center.

§ Add white to the original color twice moving outwards.

§ Add black to the original color twice moving inward • Materials:

o Brushes o Palettes o Bristol board

§ Size18x24 o Tempera paint (Red, Orange, Yellow, Green, Blue, Violet, White, Black) o Rulers o Sketchbooks

• Show examples from personal portfolio and the Internet. o Allow time for students to ask questions.

• Have students being planning their color wheel in their sketchbooks. • Allow time for students to write down what they understand and what they don’t understand

about the project. • If needed, allow students to begin sketching their color wheel onto a size 18x24 piece of Bristol

board. Day Two- Continue work on Personal Color Wheel

• Make sure the directions and materials list is still written on the board next to selected examples.

• Quiz on Edvard Munch. (10-15 minutes) • Check the student’s sketchbooks. • Prepare to go back over lesson to clear up any misconceptions. • Have students continue their work on their personal color wheel

o All students should move onto sketching their color wheel onto a size 18x24 piece of Bristol board

Day Three- Continue work on Personal Color Wheel • Make sure the directions and materials list is still written on the board next to selected

examples. • Have a short discussion on Andy Warhol. (10-15 minutes)

o Give the students their Artist of the Week assignment. • Have students continue their work on their personal color wheel

o All students should be sketching their color wheel onto the Bristol board Day Four- Continue work on Personal Color Wheel

• Make sure the directions and materials list is still written on the board next to selected examples.

• Have students continue their work on their personal color wheel o All students should be painting their color wheel onto the Bristol board

Day Five- Continue work on Personal Color Wheel • Make sure the directions and materials list is still written on the board next to selected

examples. • Have students continue their work on their personal color wheel

o All students should be painting their color wheel onto the Bristol board o Allow time for students to come talk to me about their color wheels to make sure the

colors are correct. Day Six- Continue work on Personal Color Wheel

• Make sure the directions and materials list is still written on the board next to selected examples.

• Have students continue their work on their personal color wheel o All students should be painting their color wheel onto the Bristol board o Allow time for students to come talk to me about their color wheels to make sure the

colors are correct.

Day Seven- Continue work on Personal Color Wheel • Quiz on Andy Warhol. (10-15 minutes) • Check sketchbooks. • Make sure the directions and materials list is still written on the board next to selected

examples. • Have students continue their work on their personal color wheel

o All students should complete their color wheel by today. o If finished, students will be asked to come up with concepts on how to improve upon

their color wheel. § ie wall mural, sell in stores, etc.

Assessment Criteria: Students will be graded on:

• Class participation • How well they followed instructions • Work ethic • Creativity & Composition

Student Assessment: Student’s Name:___________ Project:_______ Assessment: Work Ethic (15 points):______ Creativity (40 points):______ Composition (30 points):__________ Followed Directions (15 points):________ Total Points:______ A B C D F -Great class participation. -Great work ethic. -Great use of creativity and creative thinking process-original idea. -Great composition-went above and beyond what was asked -Followed directions.

-Good class participation. -Good work ethic. -Good use of creativity and creative thinking process-original idea. -Good composition. -Followed directions.

-Slight class participation. -Decent work ethic. -Decent use of creativity or creative thinking process. -Decent composition-copied from source. -Slightly followed directions.

-Little class participation. -Little work ethic. -Little use of creativity or creative thinking process. -Lack in composition. -Didn’t follow directions.

-No class participation. -No work ethic. -No creativity or creative thinking process. -No composition. -Didn’t follow directions.

I will ask the students to write down—anonymously—what they understood the most and what they understood the least at the end of class on the first day. On the second day, I will take some time to go over any misconceptions that they class may have had. Safety: N/A Resources:

Personal Color Wheel #1

teacherweb.com

www.ryonedwards.com

Disclosure Statement Course Description: This course is designed for junior and seniors who would like to understand more about painting and color. Studio projects are designed to let students understand color and different ways to create it. Course Objectives:

• Students will learn the basic techniques and methods of painting. • Students will practice different ways of mixing paint to better understand how color works. • Students will gain an appreciation of painting though creating their own individual works.

Class Supplies/Materials: Each student is required to have a size 9x12 hard cover bound sketchbook. Class Rules:

1. Be in your seat when the bell rings. 2. Be respectful of the teacher, your fellow classmates, and their work. 3. Follow directions. 4. No throwing supplies or trash across the room. 5. No foul language. 6. No phones/texting/electronics. 7. Clean up after yourself.

Consequences:

• First Offense: Verbal warning • Second Offense: Student will be pulled aside to discuss the problem. • Third Offense: Phone call to parent. • Fourth Offense: Administrative referral.

Grading and Attendance: Students are expected to work on and complete assignments in the time provided. If extra time is needed then the student can come in before or after school to complete the work. Students will be graded on class participation, work ethic, in-class projects, personal sketchbooks, and quizzes. Studio Projects will be graded on class participation, how well instructions were followed, work ethic, creativity, and composition. Make-Up Work will be allowed for excused absences according to the school policy. Late Work will be accepted after the due date with a 10-point deduction per day it is late. -------------------------------------cut along dotted line and return to teacher------------------------------------- _________________________________ ________________ Parent/Guardian Signature Date _________________________________ ________________ Student Signature Date

Other Resources:

Reference #1: Color Transition Reference #3: Color Play-Pompidou

Reference #2: Chroma vs. Value Reference #3: Color Play-Pompidou

Reference #4: Color Play-“Random Color” Reference #6: Color Schemes (mono, comp, ana)

Reference #5: Tints and Hues