Paige Darbyshire

Lesson Plan 1

Color Scheme and Room Trace Project

Benchmarks/Standards

Grade: 9 12

ART.VA.I.HS.1 Demonstrate understanding of organizational principles and methods to solve specific visual arts problems. ART.VA.II.HS.3 Apply organizational principles and methods to create innovative works of art and design products. ART.VA.II.HS.1 Identify, define problems, and reflect upon possible visual solutions. ART.VA.II.HS.5 Reflect, articulate, and edit the development of artwork throughout the creative process. ART.VA.II.HS.2 Create artwork using materials and techniques with skill so that personal intentions are carried out. ART.VA.I.HS.5 Responsibly and safely manage materials and tools. ART.VA.I.HS.1 Apply acquired knowledge and skills to the creative problem solving process.

Behavioral Objective Students will be able to trace an image. Students will be able to safely and creatively use colored pencils, paint, and rubber cement. Students will be able to use Goo Gone on colored pencil to create a design marker effect. Formative Assessment Identifying color schemes handout Summative Assessment Final Room Trace and Paint Swatches

Key Concepts

Appropriate application of media, techniques and processes enhance the quality of art. The arts relate to all aspects of learning in relationship to the practical characteristics of daily life. An individuals ability to present their skills determines the quality work and life. An understanding the elements/principles of design lead to an effective use of visual communication.
Essential Questions Why is it important to experience different materials? Why is art important to our daily lives? How do the visual arts influence other disciplines? What careers are available to individuals interested in the visual arts? Why do we need to know about the elements and principles of art? How do the elements and principles of art help to create a better visual image? How do the elements and principles of art help us analyze works of art?

Paige Darbyshire

Lesson Plan 1

Studio Activity
Students will develop their own color scheme for a room that they select off the internet. Students should design this room as if it were an actual room in their dream home. Students will trace their images using graphite sticks and the transfer method, and then go over their tracing in permanent marker. Once the color scheme is determined, students will pain their own paint chips and name them like those found in stores. The final step is to color their room tracings using colored pencils that match their paint chips, using Goo Gone to smooth out the colored pencil and make it look more like design markers. Everything should be labeled using Architectural Handwriting. When projects are finished, they will be mounted onto black paper for a finished look.

Procedure Day 1 Introduce project (PowerPoint). Identifying color scheme handout Day 2-4 Find room images and trace Day 5-6 Paint color chips Day 7-9 Color room tracings and use Goo Gone to smooth Day 10 Mount onto large black paper Materials Computers, white paper, paint, brushes, water bowls, Manila paper, Exacto knives, rubber cement, black paper, Goo Gone, Q-tips, baby food jars, colored pencils, fine tip Sharpie markers Vocabulary Color Scheme Dominate Sub-dominate Accent Colors Complementary Analogous

Paige Darbyshire Color Scheme and Room Trace

(70 points)

Lesson Plan 1 Name: ____________________

Elements and Principles-Uses Elements and Principles of design to create a strong composition.
Shows Understanding of composition Choose a room with good composition 1 ART.VA.I.HS.3 Demonstrate understanding of organizational principles and methods to solve specific visual EP1 arts problems. (21st Century Skills: I.4, II.5, III.3) Apply Elements of Design in the Composition Application of new color scheme to the room for unity Room shows lines, textures, and patterns
2 EP2 ART.VA.II.HS.3 Apply organizational principles and methods to create innovative works of art and design products. (21st Century Skills: I.1, I.2, III.3)

10 9 8 7 6

10 9 8 7 6

Creativity-Applies media/techniques to express unique original ideas

Thoroughly explored various compositions/techniques before deciding on final project. Creatively named new colors Chose a color scheme that would work well in the selected room 3 ART.VA.II.HS Identify, define problems, and reflect upon possible visual solutions. (21st Century Skills: I.2, CR1 .1 I.3, I.4) Explored art techniques and edited work if needed Ability to see if areas need more reworking
4 CR3 ART.VA.II.HS.5 Reflect, articulate, and edit the development of artwork throughout the creative process. (21st Century Skills: I.4, II.7, III.3, III.4)

10 9 8 7 6

10 9 8 7 6

Craftsmanship-Works with mediums and tools to create well-crafted work with attention to detail
Skillfully worked art mediums Used colored pencils and Goo Gone well (no streaks or hard lines) Presentation, craft, quality of end product Drawing is neat, crisp edges, plenty of details drawn in Paint chips mounted neat without glue showing and are clearly labeled Mounted straight with even spacing 5 ART.VA.II.HS Create artwork using materials and techniques with skill so that personal intentions are carried .2 out. (21st Century Skills: I.1, 1.2, II.7, III.3) SK 5 Care of materials, tools, and equipment Cleaned up work area-washed tables, picked up materials-put materials away 6 ART.VA.I.HS. Responsibly and safely manage materials and tools. (21st Century Skills: III.4, III.6, III.8) 5 Sk4 Performing in the arts-followed required steps to complete the project Meets all project requirements in the creative problem solving process (follow directions)
7 SK1 ART.VA.I.HS.1 Apply acquired knowledge and skills to the creative problem solving process. (21st Century Skills: I.4, II.2)

10

10

10 9 8 7 6

Elements and Principles

Exceeds 9-10 Student exceeds criteria of design problem. Applicable principles are demonstrated in an exemplary manner Creativity Exceeds 9-10 Student exceeds criteria of design problem. Student is proficient in creative problem solving. Craftsmanship Exceeds 9-10 Student exceeds criteria for using a technique or process. Student demonstrates genuine craftsmanship. Meets 8 Student successfully achieves criteria of design problem. Applicable principles are evident Meets 8 Student shows considerable growth in creative problem solving. Basic 7 Student achieves criteria of design problem. Some applicable principles are evident. Apprentice 6 and below With much teacher assistance, student can compose a minimally acceptable design. Applicable design principles are missing. Apprentice 6 and below Student shows little growth in using creative problem solving.

Basic 7 Student shows some growth in using creativity and problem solving

Meets 8 Student meets all criteria for using a technique or process. Student demonstrates satisfactory craftsmanship.

Basic 7 Student meets some criteria for using a technique or process. Student demonstrates some ability in craftsmanship

Apprentice 6 and below With teacher assistance, student attempts a technique or process. Minimal craftsmanship is evident.