The Academy for Technology & the Classics

Lesson Plan
Instructors name: Cermanski

Course/Grade: Visual Arts IPeriod 1

Week of:

Unit Name:

Monday, November 10 to Tuesday, November 16,

2014

Color Theory and Abstract Painting

Common Core/ NM Content Standards:

NMVA1, 2, 4, 5, 6, 7,8

Essential Question(s):

Connections (prior learning/prior knowledge):

Other considerations (modifications,

accommodations, acceleration, etc.):

How do I understand color, texture, contrast

and balance to create a strong abstract
painting?
How do I create an abstract painting which
communicates personal meaning?
How do I mix secondary and tertiary colors
from primary colors?
How do I make a color wheel?
How can I learn to abstract an object?

Students are familiar with color theory

from previous classes.

Resources/Materials

Students who are having trouble with

mixing paint or painting abstractly will get
assistance from me
More advanced students can do a series of
pieces

Teacher: Handout on color vocabulary, color

wheel, images of colorful abstract paintings from
various artists
Students: Acrylic paint, brushes, water jars, rags,
gesssoed paper, blank color wheels

Assessment (How will you monitor progress and know students have successfully met outcomes?)
Daily: Daily observations of students doing color mixing.
This Week: Completion of color wheel
Unit: Final abstract painting and participation in critique

Time allotted

Lesson activities for instructor and students

MONDAY NOV 10

Do NowTake out torn paper collage.

TargetTSW learn how to finalize a torn

paper collage. TSW know this once the
piece feels unified.

Last day to work! Be sure your piece is unified.

TUESDAY NOV 11

*To Prepare for classPut red, blue, yellow paint in 12

palettes and loosely cover with plastic.

Learning Target- TSW learn about primary,

secondary, and tertiary colors and how to
mix them. TSW know this when he/she
has painted the warm colored primary,
secondary and tertiary colors on his/her
color wheel.

Do NowFirst, cover table with covering. Then, at the

front next to sink get 1-A color wheel, 2-A palette to share
with one other person 3-Paint brush 4-Two wet rags per
table 5-One red, yellow, and blue paint 6-Three big
containers of water for the table
I. Read Handout, Color Basics
II. Demo how to:
--paint neatly with even brushstrokes
--not dirty the original colors (using palette knife)
--mixing (using less of light colorgetting ok from me
before painting)
--mix orange and paint in color wheel
III. Discuss clean-up procedures. Assign the following
roles:
1. Pre-clean all brushes in water at table
2. Squeeze out all dirty rags in pre-clean bucket at
table, then squeeze out under running water in
sink. Squeeze out water and hang on sink
3. Do final clean of all brushes in sink with warm
water and soap
4. Dump dirty water in big grey bucket at front table
or sink
5. Clean all palette knives in sink with scrub brush &
warm water
6. Help table mates cover palettes with plastic wrap
and put in drawers with color wheel
7. Put table coverings outside to dry.
IV. Students should work in pairs and paint right out of
palette for primaries. Then mix warm secondaries and
tertiaries in pairs, if time permits.

(1F)Embedded Formative Assessment: One on one check

on painting color wheels correctly
(1B)Closing

WEDNESDAY NOV 12
Learning Target- TSW learn how to use
gesso and about cool secondary colors
and tertiary colors and how to mix them.
TSW know this when he/she has painted
the cool colored secondary and tertiary
colors on the color wheel.

Activity: What are primaries?

Do NowFirst, cover table with fabric. Then, at the front

next to sink get 1-A small paint brush and a large one, 2Two wet rags per table 3-Your palette from your drawer 4Three big containers of water for the table, and 6Your
color wheel, 7-A piece of white paperwrite your name on
the back!!!!
I. What is a secondary color? Name one. How do you mix
it? Which colors move forward? What are analogous
colors? What is a shade?
II. Explain gesso and demonstrate how to use. Make sure
your paper has your name on the back, and then gesso it.
III. Finish color wheel
IV. Clean up procedures. Assign the following roles:
1. Pre-clean all brushes in water at table
2. Do final clean of all brushes in sink with warm
water and soap
3. Dump dirty water in big white bucket
4. Clean all palette knives in sink with scrub brush &
warm water
5. Help table mates cover palettes with plastic wrap
and put in drawers
6. Fold up table covering and put in bin under table
IV. Gesso paper
HwBring objects for an exercise tomorrow!
(1F)Embedded Formative Assessment: One on one check
on painting color wheels correctly
(1B)Closing

Activity: What are secondaries? Analogous

colors?
THURS NOV 13
TargetTSW learn how to draw abstractly
doing a repetition exercise. TSW know this
once he/she has at least 3 abstract

Do NowGet 20 pieces of white paper and put your name

on the back of each one, and number from 1-20 on the
bottom right. If you dont have an object to draw, pick one
from the back table. Then, pick out oil crayons or colored

drawings after the exercise.

pencils to work with today.5 mins

I.

II.
III.

IV.

Explain project brieflyhave 1 minute to

carefully study object then you must put it
away. Then you will do 20 1-minute
drawings.5 minutes
1-minute drawings20 mins
Lay out drawings from 1-20 in front of you on
table or on the floor. Pick out your favorite 5
AND your most abstract 5. Walk around and
view peers work.5 mins
Discuss---how did this assignment feel? Did
you get frustrated? Did your work get more
abstract as time went on?5 mins

(1F)Embedded Formative Assessment: One on one check

on abstract minute drawings
Activity: How did this assignment feel? Did
you get frustrated?
(1B)Closing

FRIDAY NOV 14
Learning Target- TSW learn various
abstract painting techniques. TSW know
this once he/she completes his/her
abstract painting.

Do NowFirst, cover table with fabric. Then, at the front

next to sink get 1-A palette person 2-A few different sized
brushes, 3-Two wet rags per table 4-Paint for your palette
5-Three big containers of water for the table, 6A palette
knife, 7Your gesssoed piece of paper with name on the
back!
I.
II.

Slide show of abstract paintings and show my

website
Demo various acrylic painting techniques

Painting with palette knife

Dry/wet brush
Blending in place
Painting with rags/wiping/layering
Varying types of mark-making
Varying color & creating contrast
III.

Abstract Painting assignment:

-You must use mostly tertiary colors (a few secondaries

ok)
-You should have at least one tint or shade
-Think about having contrast in your painting in terms of

brushstrokes and color

-Fill the page
Clean up procedures. Assign the following roles:

MONDAY NOV 15
Learning Target- TSW learn how to make
sure his/her still-life painting is balanced.
TSW know this when his/her painting can
be turned on each side and still looks
balanced.

1. Pre-clean all brushes in water at table

2. Do final clean of all brushes in sink with warm
water and soap
3. Dump dirty water in big white bucket
4. Clean all palette knives in sink with scrub brush &
warm water
5. Help table mates cover palettes with plastic wrap
and put in drawers
6. Fold up table covering and put in bin under table
Do NowFirst, cover table with fabric. Then, at the front
next to sink get 1-A palette 2-Several brushes, 3-Two wet
rages per table 4--one red, yellow, and blue paint 5-Three
big containers of water for the table, and 6Your painting
you started Friday
-Look at your paintingis it balanced in color and form?
-Demonstrate looking at lights/darks, contrast, flipping a
painting on each side to see if its finished.
-Do a 2nd painting that will be a background for a group
painting.
Clean up procedures. Assign the following roles:
1. Pre-clean all brushes in water at table
2. Do final clean of all brushes in sink with warm
water and soap
3. Dump dirty water in big white bucket
4. Clean all palette knives in sink with scrub brush &
warm water
5. Help table mates cover palettes with plastic wrap
and put in drawers
6. Fold up table covering and put in bin under table
(1F)Embedded Formative Assessment: One on one check
on abstract painting
(1B)Closing

TUESDAY NOV 16
TargetTSW learn how to participate
effectively in a critique. He/she will know

Activity: How can you determine if a

painting is balanced?
Do NowTake out abstract painting, one object drawing,
and group painting and get ready for critique.
Critiques!

this when he/she makes several strong

constructive comments.

(1F)Embedded Formative Assessment: Participation in

critique
(1B)Closing

critique

Activity: What did you learn from the