Name: Graeme Garland

Lesson Plan
Lesson Title: Colour Theory & Contemporary Art Grade: 11/12 Date: 11/19/2018

Subject: The Arts Strand: Visual Arts Location: Rm 130 Time: (number of classes): 1 instructional class

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

The class will be a quick review of colour theory, what and how to use it. Followed up by a quick look at contemporary
art styles. This will be presented on a PowerPoint, and we will play a game of Kahoot to see if the lesson stuck with
them

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
A1. The Creative Process: apply the creative process to create a variety of art works, individually and/or
collaboratively;
A2. The Elements and Principles of Design: apply the elements and principles of design to create art works for the
purpose of self-expression and to communicate ideas, information, and/or messages;
A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and emerging
technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works
and the works of others.
B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining,
interpreting, evaluating, and reflecting on various art works;
B2. Art, Society, and Values: demonstrate an understanding of how art works reflect the society in which they were
created, and of how they can affect both social and personal values;
C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements,
principles, and other components related to visual arts;
C2. Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation
of visual art works;
C3. Responsible Practices: demonstrate an understanding of responsible practices related to visual arts.
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment

A1.1 use various strategies, individually and/or collaboratively, with increasing skill to generate, explore, and elaborate
on original ideas and to develop, reflect on, and revise detailed plans for the creation of art works that address a
variety of creative challenges
A1.3 document their use of each stage of the creative process, and provide evidence of critical inquiry, in a portfolio
that includes a range of art works created for a variety of purposes
A2.1 apply the elements and principles of design with increasing skill and creativity to produce two- and three-
dimensional art works that express personal feelings and communicate specific emotions
A3.3 demonstrate a understanding of the appropriate standards and conventions for presenting art works for a variety
of purposes, and apply these standards and conventions when preparing various types of visual art works for
presentation
B1.3 explain in detail, with reference to a variety of historical and contemporary art works, how knowledge of a work’s
cultural and historical context, achieved through extensive research, has clarified and enriched their understanding
and interpretation of a work’s intent and meaning
B2.1 analyse, on the basis of research, the function and social impact of different kinds of art works in both past and
present societies
B2.2 assess the impact of socio-economic, political, cultural, and/or spiritual factors on the production of art works
C1.1 extend their understanding of the elements and principles of design, and use terminology related to these
elements and principles correctly and appropriately when creating or analysing a variety of art works
C2.1 extend their understanding of a wide variety of techniques that artists use to achieve a range of specific effects

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 C3.1 demonstrate an understanding of legal and ethical issues related to the appropriation of virtual, intellectual, or
physical property
C3.1 demonstrate an understanding of legal and ethical issues related to the appropriation of virtual, intellectual, or
physical property
C3.3 explain how art works can have both a positive and negative impact on the environment

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

 The different types of colour plans
 The difference between an intensity scale and a colour scale
 About different types of contemporary art
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: identify what colour plan I will use in my work

I can: create both an intensity scale and a colour scale in my sketchbook
I can: identify a contemporary artist as an inspiration for my painting
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Written Preliminaries Immediate oral feedback

Assessment As Learning Performance Kahoot Observation
Assessment Of Learning
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Elements and principles of design unit
* What is expected in preliminaries
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

Attending to all learners, with audio, visual, written, kinesthetic.

Giving freedom in assignment so students can exercise their own individualized ideas
Assessments and accommodations will be assessed on a student by student basis some examples include:
A repetition of instructions/ personalized instruction
Use of visuals
One on one help, and guidance towards an idea/ getting them on task
Chunking of information
Checklists to follow

Modifications addressed to special needs would remove the colour theory and the social justice issue and would
give them the ability to trace an image.

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Vocabulary (for word wall and/or to develop schema)
Monochromatic
Analogous
Colour family
Colour Scale
Intensity Scale
Complementary
Split Complementary
Double Complementary
Triad
Tetrad
Pop Art
Street Art
Contemporary Art
Banksy
Invader
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
 Smartboard, Projector, computer
 Paint
 Canvas’
 Newspaper
 Paintbrushes
 Paint pallets
 Paper towels
 Internet
 Printer
 Classroom
 Sink
 Exemplars

Learning Environment (grouping; transitions; physical set up)

Students are comfortable in their surroundings

Make material accessible
They know what they are working on, so they get right to a productive period
Self-efficient learners

Cross Curricular Links

Science = the mixing of colours
English = rough draft of Preliminaries

Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 0 mins – 5 mins (Indicate time breakdown of instructional elements) Students will be actively paying attention and
What is the importance of Colour? participating when prompted
Discuss in groups

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Time: 6 mins – 55 mins (Indicate time breakdown of Students will be actively paying attention and
instructional elements) participating when prompted

Primary: Red, Yellow, Blue

Secondary: Green, Orange, Violet
Tertiary: R-O, Y-O, Y-G, B-G, B-V, R- V
Primary + Primary= Secondary
Primary + Secondary= Tertiary
Cool Colours: (Red Violet, Violet, Blue Violet, Blue, Blue Green,
Green)
Warm Colours: (Yellow Green, Yellow, Yellow Orange, Orange,
Red Orange, Red)
Related
• These plans are used to create a calm and comfortable
composition because of the similarity of colours or next
to each other.
Contrasting
• This plan creates excitement and action by using hues
that are the same or different from each other
Monochromatic
• One colour with tints (white) and shades (black)
• Is a related colour plan
Complementary
• Colours that are across from each other on the colour
wheel
• This is a contrasting colour wheel
Analogous
• 3 to 5 colours next to each other on the colour wheel
• This is a related colour plan
Triad
• 3 colours equally spaced out on the colour wheel
• This is a contrasting colour plan
Tetrad
• Is when 4 colours are equally spaced out on the colour
wheel
• This is a contrasting colour plan
Split Complementary
• A colour and it’s complementary colour with the two
colours beside it
• This is a contrasting colour plan
Double Complementary
• Is when 2 colours next to each other and their
complementary colours are used (r, rv, g, gy)
• This is a contrast colour plan
Colour Family
• Is when all colours used were created using one of the
primary colours ( bg, g, yg, y, yo, o, or).
• This is a related colour plan.
Colour Value/ Colour Scale
• Is the lightness and darkness of a colour.
• Lightening the colour is done by tinting (adding white)
and darkening is done by shading (adding black)
Intensity Scale
• The brightness and dullness of a colour.
• Colours can’t be brightened but you can dull a colour
with its complementary colour (ex red with green,
yellow with violet, blue with orange

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Now to recap what we just learned we will be playing a quick
game of kahoot. Teacher will give student time to pull out
devices before starting and will stress school friendly names or
we won’t play.

Next we will look at a little art history. We will be focusing on

Contemporary Art
Contemporary Art
• Contemporary art is always considered to be in the
current moment.
• Can be seen as Political, against a social issue, or a
reflection of culture at the time
• Is not just forced to visual arts. These include
sculptures, Earth Art (manipulating nature to make
art), installation (transform their surroundings and
alter viewers’ perceptions of space usually site
specific), and performance art.
• Other types of art fit into the contemporary period
Moving forward to an art movement within the
contemporary art.
Pop Art
• Pop art portrayed mass culture and lasted from around
the 1950’s through the 1970’s
• It was revived as Neo-Pop in the 1980’s
Artists such as Andy Warhol and Roy Lichtenstein were
the pioneers of this type of contemporary art.

Next, we are going to talk about an artist that would use thrown
away materials to make art
Louise Nevelson
• Used thrown away objects (mostly wood) to create
sculptures.
• She would go through the streets of New York at night
picking through garbage.
• Her artwork was personal and reflected her life.
• Her art led the way for todays feminist artists
These SCULPTURES are MADE UP OF SCRAP WOOD. What gives
them a sense of harmony? (Think Pair Share)

Activity is to paint a value scale, intensity scale, and two colour

plans.

Art history that is relevant to the final assignment.

This painting is called Guernica it was painted by Picasso in
1937. This painting is a compilation of other Picasso works. He
painted this after Guernica which was the oldest town in Spain
was bombed to the point of making the town unlivable. Now
throughout the painting we can see pain and suffering. But
there are two signs of hope.
Can anyone point out the signs of hope? (the light/Eye, the
angle flying in with a candle).

Now for a growing style Street Art

• Visual Artworks created in public locations and often
illegal
• Are normally speaking out against something Ex
Political, Environmental, a Social Issue, or Pop culture
• Some of the most famous artists include: Banksy and

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Invader
Banksy
• Is very political in his street art.
• Is arguably one of the most controversial street artists
• Both images signal that we have no choice in the path
we take.One is saying that our dreams are canceled
because we can be told our dreams won’t come true
• The Picture of No Future was done in England on the
side of a house, that was known for partying and
nightlife. This is one of the fastest removed Banksy
artworks
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 56 mins - 70 mins_ (Indicate time breakdown of instructional elements) Students will be working on their assignment

At this time students will be working on their project and

the teacher will be walking around to make sure they are
on task and ideas are starting to build.

Last five minutes are for clean-up

Extension Activities/Next Steps (where will this lesson lead to next)

Use of colour theory in other aspects like sculptures, murals, drawing, painting on other surfaces.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
The lesson went well, most students were engaged. Could have involved more stories or connections to students. Students seemed really interested in the
contemporary art side of the lesson and when they were given the opportunity to tackle an issue of choice all seemed to really like that. Examples of what I was
looking for in the preliminaries for the first lesson would’ve been better.

The Teacher:
Near the end of the second lesson voice started to go towards mono-toned instead of upbeat, need to keep the cheerfulness up the whole way through. Leave
longer pauses for answers in questions.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013