Monochrome Moods Lesson Plan

Title of Lesson: Monochrome Moods

Teacher: Emma Jebe
School: Prairieview-Ogden
Grade Level[s]: 5th
Date to be Taught: March 23rd and 30th, 2017

Big Idea that drives Lesson/Unit:

Color can be used as a powerful tool in art. Color can play a major role in our overall state of
well-being. Research has shown that the colors around us directly influence the way we feel and
relax. Artists use color to evoke moods and communicate messages. As artists, we can learn how
to use color in our works to express our ideas, thoughts, and emotions.

Key concepts about Big Idea:

Color has the power to convey and communicate meanings and messages without words.
The number one visual component that people remember the most is color.
Color coding is a way to convey information quickly.
We recognize objects and symbols ore easily when their colors reflect what we see in the
physical world. When someone sees an object that is colored differently, it creates a
contradiction. Artists use this information to express their thoughts, feelings, and opinions.

Fine Arts Goals Met by the Objectives:

VA:Cn11.1.5 - Students who meet the standards understand that people develop ideas and
understandings of society, culture, and history through their interactions with an analysis of art.
o Identify how art is used to inform or change beliefs, values, or behaviors of an individual
or society.

3-4 Essential Questions:

How can color be used to express thoughts, ideas, and emotions?
How can color communicate an artists opinion about people, events, and society?
Does limiting the work to one color prevent or encourage an artist to take creative risks?

Vocabulary Acquisition:
Monochrome - paintings, drawings, design, or photographs in one color or values of one color. A
monochromatic object or image reflects colors in shades of limited colors or hues.
Paint - general term for liquid that is used to add color to the surface of an object by covering it
with a pigmented (colored) coating
Color Symbolism - refers to the use of color as a symbol in various cultures
Tint the mixture of a color with white
Shade the mixture of a color with black
Tone the mixture of a color with white and black or grey

Key Artistic Concepts:

Color mixing: tinting, toning, shading,
Color Symbolism

Artmaking Materials Needed:

Students Sketchbooks

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 Monochrome Moods Lesson Plan

Paper towels
25 pieces of Large Newspaper
Acrylic Paint
o Red, Orange, Yellow, Green, Blue, Purple
Paintbrushes
Cups
Plates
24 pieces of Cardstock
Water
Baggies for paintbrushes

Contemporary/Historical/Multicultural exemplars:
Disney Pixar; Inside Out

Picasso; The Tragedy

Starwars; Darth Vader

Vincent Van Gogh; Sunflowers

Barnett Newman; Dionysus

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 Monochrome Moods Lesson Plan

Procedures:
DAY 1
DISCUSSION: (20 minutes)
o Give handouts to a student to take one and pass down
o Schedule
Today
First We will discuss the importance of color
Then, we will look at examples using color to convey meaning
Next, we will brainstorm design ideas in our sketchbooks
Next class,
After, we will demo color mixing
Then we will create monochrome mood paintings depicting how you felt
in a certain memory
o Ask the initial essential questions for the unit giving time for responses
o State the key concepts for the unit, explaining concept and asking questions
o Introduce and show Disney Pixar; Inside Out, Picasso; The Tragedy, Starwars; Darth
Vader, Vincent Van Gogh; Sunflowers, and Barnett Newman; Dionysus.
Describe how artist and his ideas contribute to the lesson
Ask essential questions about possible color symbolism in the artworks.
DESIGN/WORK SESSION: (20 minutes)
o Students will get out their sketchbooks
o Students will choose a memory they have that is associated with a lot of strong feelings
In their sketchbooks they will write three to five sentences describing their
memory, three to five sentences describing the way you felt during the memory,
and two to three sentences describing the way you feel now as your remember
the memory in your sketchbook.
Once they are done, students will decide on a color to best represent the emotions
surrounding that memory and write it in their sketchbook.
Students will brainstorm design ideas for their paintings in their sketchbooks.
If they finish early, students will write one high from today, one low from today,
and one hah (funny occurrence) from today in their sketchbooks.
DAY 2
DEMONSTRATIONS: (5 minutes)
o Give paper towels to a student to take one and pass down
o Give cardstock to a student to take one and pass down.
o Give bag of paintbrushes to a student to take 3 different brushes and pass down.
o We will be learning how to mix paint
I pick up a cup of the color I chose.
I get a plate with black and white paint on it
I pour 3-quarter size drops of my color on my plate.
I mix my color with black to shade it.
I mix my color with white to tint it.
I mix my color with white and black to tone it.
DESIGN/WORK SESSION: (20 minutes)
o Dismiss students to get supplies by groups of 6
If all students are able to get their supplies without speaking, then the class will
be able to speak for the entire work time.

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 Monochrome Moods Lesson Plan

o Students will be notified when there are 10 minutes remaining, 5 minutes remaining, and
1 minute remaining.
Remind students to use at least one shade, one tint, and one tone in their works
Ask students to explain their designs
Ask students how they are using color to express emotion
o Walk around room and suggest ideas; techniques; and guide in proper steps and material
usage
o If students finish early:
Hang their painting up to dry
Wipe off their paintbrushes and put them in the baggie and the front of the room.
Throw away their cup, plate, paper towel, and any other trash.
They will write about one positive and one negative about painting
They will sketch in their sketchbooks until final clean up.
CLEAN UP: (5 minutes)
o [Student Name] Can you please collect any remaining paintbrushes and place them in this
bag?
o [Student Name] Can you please collect any remaining cups of paint and throw them
away?
o [Student Name] Can you please collect any remaining plates of paint and throw them
away?
o [Student Name] Can you please collect any remaining trash and throw it away?
o [Student Name] Can you please collect everyones sketchbooks?
o Everyone else please remain sitting quietly in your seats.
CLOSURE: (5 minutes)
o How do your paintings make you feel?
Ask for volunteers to show their work for a discussion
o Did the color limit prevent or encourage you to take risks?
o How could color be used to express emotion?
o Discuss the differences and similarities between paintings.