LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson #1
Grade Level: 4th
Title: Expressing with Colors
Duration: Two classes/45 minutes each
II. Lesson Rationale:
Students will learn how colors can affect the mood of a painting and be used as a form of expression.
This lesson will help the students come up with an idea, or better understand, the many ways of
expressing their identity and what makes them who they are.
III. Key Concepts:
Identity is how you see yourself
Identity is how you express yourself
Identity is made up of the things you like
IV. Essential Question:
In what ways is identity how you see yourself?
How can you express yourself to show your true identity?
What are some of the things that make up who you are?
V. Lesson Objectives:
1) The students will be able to associate colors with moods
2) The students will be able to recognize the moods in painting from the knowledge they learned
about bright colors and dark colors
3) The students will be able to apply their knowledge of mixing colors and create their own bright
color
VI. Specific Art Content:
- Students will be able to describe how techniques and processes causes different responses
- Students will be able to learn techniques of using a paintbrush
- Students will be able to apply their knowledge of elements of color to the activity
- Students will be able to know how to communicate meaning through the use of color
VII. Resources & Materials for Teacher:
Book: Vincents Colors by Vincent van Gogh
Laminated images of different types of paintings (a collection that has grown as an educator)
VIII. Resources & Materials for Students:
Tempera paint
Paint brushes
Smocks
Small containers
Laminated images of different types of paintings (a collection that has grown as an educator)
.

IX. Instruction and Its Sequencing:

Day of the Lesson
(1st DAY)
1. Introduction/Motivation:
As part of the introduction to the lesson, and to get them excited and thinking about colors, I
will have the students gather around their meeting area (the Color Wheel carpet at the front
of the classroom) and I will read to them Vincents Colors. This book will give them an
insight with the type of colors that Vincent van Gogh used in his paintings along side some
elementary descriptive words that he used to describe his motives. To get them motivated about
the activity, I will ask them if they are ready to identify bright and happy colors in famous
paintings.
2. Guided Practice
Before starting on the activity, we will have a brief discussion about color after reading the
book. Questions that will be asked to initiate discussion are, What kind of colors did Vincent
van Gogh used in his paintings? Were they dark or bright? How do the bright ones make you
feel? Happy? I will explain to them that at their tables, there will be six images of paintings,
some with bright colors, others with dark, and some with neutral colors, but that they will need
to identify and set apart the ones they think are bright and the ones that arent.
3. Independent Practice
They will be in their normal everyday groups (tables) helping each other out, trying to identify
the bright colored paintings given to them and setting them aside from the dark ones. This will
get them working in groups exchanging ideas and thoughts about what they just learned from
the introduction. I will explain to them to let me know once their group is done, to raise their
hand as a group. Once everyone is done, the team leader will gather both stacks of images they
have and everyone will gather around the carpet to discuss on what they gathered as a group. I
will ask for them to get up in front of the class by groups and explain to the class why they
chose the bright paintings as their bright paintings and it with their dark ones. Helping them
point out specific things such as where the shadows are coming from, what the light source is,
what bright/dark colors are being used? Once all the groups have gone, I will then get them in a
class discussion of what their brighter paintings made them feel. What emotions or compared
memories came up when they think about it?
4. Closure
I will leave them thinking with the thought of happy colors and that next time I see them,
they will be creating their own happy color to use.
nd
(2 DAY)
1. Introduction/Motivation:
This introduction will be aimed to recollect their knowledge of what they learned about colors
last time we met. Hoping they will remember the discussion about how bright colors tend to be
happy colors. If this does not happen by itself, guide them by some simple questions like Do
you remember what bright colors made you feel? this should help them remember that you left
them by thinking of a happy color they were going to get to create on this day.
2. Guided Practice
Before the students arrive to the classroom, I will set up a small container of tempera paint of
primary colors and secondary colors at each of the tables (six tables). The last table will contain
a larger container of white tempera paint for the students to mix their color choice with to make
it lighter. I will show them a proper way of dipping their brushes in the container to avoid as
much mess as possible. I will demonstrate how much white they should put on their color of

choice so they dont put too much. Then I will let them go and select their color but only having
no more than 5 students at a table at once.
3. Independent Practice
I will hand each student a small empty container with a brush for him or her to mix his or her
colors in. They will get to choose the color they want to create that makes them feel happy.
After they have made their color, they will be instructed to leave their brush in the sink and
wash their hands and take their container of paint back to their seat. After the student is done
with mixing colors and cleaned up, they will pick up a white piece of paper in which they will
begin to paint the whole sheet of paper with the color they just created. The instructions will be
to try to attempt to create patterns in their brush strokes. This will be explained to them but
telling them to dip their paint brush then painting with motion on the paper without picking up
the paintbrush until they run out of paint on their brush. After they are done covering the whole
paper, they will take their paper (with their names on the back. They must have placed that
before started to paint) to the drying rack, and clean their section. They will not get to line up
until their table is cleaned, so if they need to help each other to clean up then that will have to
happen.
4. Closure
I will dismiss them with the thought of how they just created their happy color and covered a
whole sheet of paper with it. For next time, they will revisit Vincent van Gogh, and how he
used bright colors in some of his self-portraitshint: they will paint their own self portraits on
their bright colors!
5. Formative Evaluation
On the first day I will make sure the students are staying on task by walking around and making
sure that their conversations are related to the assignment. This day has the kids thinking more
and gives their opinion out loud more than being hands on. During discussion, I will make sure
that every student in each group gets a chance to speak. On the second day of this lesson, I will
have a small checklist with me as I walk around and checking off that they are creating a light
color, which is what the assignment is meant for them to do. I will also make sure that they
attempt to create a motion pattern in their paintings. Points will be deducted in the summative
assessment part of the assignment if the effort of trying is not shown. I will also make sure that
they cover the whole page as it is going to be the background of their future assignment.
6. Classroom Management Procedures
They will work in small groups for the first day; this will limit the volume of the classroom and
keep them from getting too out of hand. The second day, I will be demonstrating how I want
them to dip their paint, carry their paint, and paint on their paper to avoid as much of a mess as
I can. They will be taking their own artwork to their individual assigned drying racks so their
paper can be kept safe and neat. They will be instructed on all days that their area/table must be
cleaned before getting to line up (and their chairs pushed in).
Repeat 1-6, as needed, for each class session needed for this one lesson.
X. Summative Assessment and Evaluation:
What do I want to know?
How will I know it?
How will I record it?

XI. Interdisciplinary Connections:

XII. References & Resources:
Book: Vincents Colors by Vincent van Gogh
Laminated images of different types of paintings (a collection that has grown as an educator)
XIII. Art TEKS:

Historical and cultural relevance.

Compare content in artworks for various purposes such as the role art plays in reflecting life, expressing emotions,
telling stories, or documenting history and traditions;
Foundations: observation and perception
- Explore and communicate ideas drawn from life experiences about self, peers, family, school, or community and
from the imagination as sources for original works of art;

XIV. National Art Standards

1-

Students intentionally take advantage of the qualities and characteristics of art media,

techniques, and processes to enhance communication of their experiences and ideas.

3-

Students integrate visual, spatial, and temporal concepts with content to communicate

intended meaning in their artworks.

6-

Students describe ways in which the principles and subject matter of other disciplines

taught in the school are interrelated with the visual arts.