Teacher Name: Paul Kuhn (Mr.

Kuhn)
Unit/Lesson Plan Title:
Radiating/3-D Color Wheel

(14 days total)

Grade/Age Level: 6th

Class Duration: 40min
Monday through Friday

Semester: 1st
Students: 30 students in
each class. 4 total classes

Grade: Lesson can be

adjusted to work with K-12th.
Length of unit is flexible.
Lesson Rationale and/or Summary (as required by instructor):
In this Unit/Lesson students will learn about Color Theory. Students will be reminded of
their primary and secondary colors. Students will be introduced to intermediate/tertiary
colors, complementary colors, warm and cool colors, analogous colors, color schemes, and
tints and shades. Students will learn how colors have meaning and are used in their own
lives. Students will learn how these colors are used in famous works of art by artist such as
Van Gogh, Monet and Picasso. Students will learn water color techniques required to
complete the project. Students will be introduced to color mixing using liquid water colors.
Once the water color wheel is finished students will learn how to create a three
dimensional artwork from a two dimensional painting surface.
Content focus: Essential Question or Enduring Understanding
What is Color Theory?
Content Standards: COGNITIVE & CREATIVE LEARNING PROCESSES
PERCEIVING/KNOWING
1PE
Describe how art and design elements and principles are used in artworks to produce
certain visual effects and create meaning.
2PE
Connect selected ideas, concepts and processes used in visual art with those used in
other academic disciplines.
PRODUCING/PERFORMING
1PR
Demonstrate technical skill and craftsmanship in the use of materials, tools and
technology to solve an artistic problem.
2PR
Transform perceptions and processes into two- and three-dimensional artworks.
RESPONDING/REFLECT
1RE
Assess personal progress to improve craftsmanship and refine and complete works
of art.
2REDevelop and use criteria for self-assessment and to select and organize artworks for a
portfolio.
Academic Language
Color theory: Is a body of practical guidance to color mixing and the visual impacts of specific color combination.
Color Wheel: In the Eighteenth century, Sir Isaac Newton organized the colors of the rainbow into a color wheel.
The color wheel is an arrangement of colors in a circular format.
Color: It is an element of art that is derived from reflected light.
Hue: It is a colors name.
Primary colors: Colors from which all other colors are made: red, blue, and yellow.
Secondary colors: Colors that are created from equal amounts of a pair of primary colors: green, orange, violet.
Tertiary/Intermediate colors: colors made from equal amounts of a pair of primary and secondary colors: redviolet, blue-violet, blue-green, yellow-green, yellow-orange, red-orange.
Analogous colors: Colors that are adjacent (side by side) to each other on the color wheel. These colors share a
common primary color.

Complementary colors: The colors opposite on the color wheel: red & green, blue & orange, yellow & violet.
Value: Is an element of art concerned with the lightness or darkness of a color
Tint: A color plus white.
Shade: A color plus black.
Monochromatic: All the colors (tints, tones, and shades) of a single hue.
Warm: Derived from fire and sunshine: Y, YO, O, RO, R, and RV.
Cool: Derived from Ice: YG, G, BG, B, BV, and V.

Planned Assessments:
Pre-assessment: Pre-Test (Student will label the color wheel and types of colors. See attached copy)
Formative Assessment: Students will successfully complete a color wheel practice sheet using water
color
Summative Assessment: Post Test (This is similar to Pre-Test except that it will count as a grade)
Differentiated Instructional Strategies:
Students with Individual Education Plans will be given more time to complete both pre-test and
post test. English Language Learners will be given a vocabulary handout to help them interpret
the color theory terms.
I will provide a PowerPoint slide show detailing the steps in both using water color, color
mixing and any other resources needed presented.
I will demonstrate each step necessary to complete the project.
Accelerated learners will have the opportunity to complete a color theory word search if time
permits.
Lesson Resources:
Pre-Test
PowerPoint
Vocabulary
Color Theory Handout
Color In Motion Video
Color Theory Practice Sheet
Water Color, Brushes, water dish, paint tray, test strip, paper towel, and color wheel
Radiating Color Wheel 11x17 Labeled Paper
(3D) Scissors, black strips of paper, black tape, black matt board
Rubric
Color Theory Word Search
Post Test
Procedures (Each Component has been considered in the planning of days 1-14)
1. Readiness/Motivation for Lesson: Engage
2. Lesson Development: Explore, Explain, Extend
3. Lesson Closure: Summarize, Link
4. Clean up procedures: Taking Responsibility
5. Evaluate: Assessment: Post test and Rubric
6. Extension Activities: Word Search or assisting others in need

Day #1 (40 minutes total)

Pre-assessment: Pre-Test (10 minutes)
Student will label the color wheel and types of colors.
This will be done using a pencil and not with colors of any kind.
The information gathered from test will be used to adjust future knowledge to prepare
students for the post test.
Color Theory PowerPoint (PP) (30 min) (20 Slides)
1. The Color Wheel, Color Schemes and Color Values.
2. Understanding the color wheel is important.
3. Color Schemes are a way of using the color wheel to put colors together.
4. You create color schemes in your art work, putting together the clothes you wear.
5. What are the Primary Colors?
6. The Primary Colors mixed together make
7. These three colors are called
8. Can you name the six tertiary colors?
9. Complementary colors are colors that are opposite of each other on the color wheel.
10. Vincent van Gogh uses a complimentary color scheme in
11. Color values are the lights and darks of a color you create by using black and white
12. Tints are lightened colors. Always begin with white and add a bit of color to
13. Shades are darkened colors. Always begin with the color and add just a bit
14. Monochromatic Color Schemes
15. Pablo Picasso used a monochromatic color scheme in this painting...
16. Analogous Color Schemes
17. Monet used Analogous colors in this painting can you point them out?
18. Warm color scheme
19. Cool color scheme
20. Georgia O'Keeffe used warm and cool color schemes.
Students will be expected to respond to questions and give input when necessary.
At least half of the slides use questions to help the students get involved.
Day #2 (40 minutes total)
Radiating Color Wheel Rubric (5 min)
Students will help in handing out the rubric
Students will assist teacher in reading over the content.
Students will write their name and class in the top right hand corner of the rubric.
Teacher will give examples of A, B, C, D work
The rubric will allow students to see how they will be evaluated upon turning in the project.
Color Theory Vocabulary and Information Handout (5 min)
Both handouts include information covered on the previous day during the PowerPoint.
Students will keep handouts in their sketchbook folder and will use them as needed
throughout the Unit.
Color Wheel Practice Handout (25 min)
Students will place their name and class period at the top right hand corner.
Students will begin by labeling the handout with the correct initial for the appropriate color.
Teacher will ask students the questions in order so that everyone can follow all steps.
Once all questions have been answered the teacher will display the teacher sample on PP.
Students who need assistance will look at the projected image for the correct answers.
Once students are finished labeling the color wheel practice sheet they may begin color
theory word search located next to the teachers desk.
Clean up (5 min)

 Student will place their handout in the portfolio and will be collect be assigned students.
Day #3 (40 minutes total)
Color In Motion Video (10 min)
Before playing the video the teacher will ask students to name the colors that first come to
mind when they think of a particular Holiday or sports team.
For example: Valentines Day = red and pink, Fourth of July = red, white and blue, the
Cleveland Browns = brown and orange, and Pittsburgh Steelers = Black and Yellow.
This will engage students interest in the lesson content and help them relate everyday life to
Color Theory.
The movie shows how colors have different meanings and impact the way we act and think.
Water Color Steps Power Point (10 min)
1. Thoroughly wash out your paint brushes at the end of each class period!
2. Clean your paint brush between colors. This will make a huge difference in mixing colors
that are clean and not murky.
3. When you are ready to switch to a new color, thoroughly wash out your brush. Then, wipe
it on a paper towel to remove any excess water.
4. PROTECT YOUR CLOTHES Wear an APRON!
5. Color Wheel example
6. Student desk example (this is a photograph of the supplies setup in the appropriate place on
the desk necessary to complete the handout.) Teacher will list all necessary supplies and
demonstrate water color painting for students.
7. Teacher sample (this will be displayed during lab time)
Color Wheel Practice Handout (15 min)
Students will take the last step in completing the practice handout.
Students will color the practice sheet using water color.
Students must first gather the necessary supplies.
Clean up (5 min)
Students will clean out paint brush, palette, and orange water dish.
Students will throw away their paper towel and test strip.
Students will return all supplies to their desk in the appropriate order.
Students will return water color handout to their assigned drying rack.
Day #4 (40 minutes total)
Teacher Demonstration (10 min)
The teacher will demonstrate how to make all necessary color in order to complete the
project.
Students will be asked what colors are needed to make a single color. This will keep the
students interested in the project
Color Wheel Practice Handout (25 min)
Students will continue using water color to complete the assignment
Once students are finished the teacher will check the colors and accept the handout when it
is finished correctly. (students finished early may work on their word search handout)
Clean up (5 min)
Students will clean out paint brush, palette, and orange water dish.
Students will throw away their paper towel and test strip.
Students will return all supplies to their desk in the appropriate order.
Students will return water color handout to their assigned drying rack.

Formative Assessment: Students will successfully complete a color wheel practice sheet using water
color

Day #5 (40 minutes total)

Radiating Color Wheel (35 min10 for instruction and 25 for lab)
Teacher will assign one student to pass out the radiating color wheel project.
The teacher will explain the necessary steps in order to complete the color wheel.
Students will place their name and class period in the top right hand corner.
The teacher will explain the answer key located on the left hand side of the paper. This
portion is already labeled with the correct colors in initial form.
Students must first start by painting the primary colors.
They should start with one color and fill in all the correct places with that color.
Once finished with the first color they will then clean off their brush in water and dry it off
with the paper towel before moving on to the second primary color.
Students who finish the primary colors may continue with the secondary colors.
Teacher will remind students to not dilute or mix the primary colors in the three top
sections.
Students may begin by collecting the necessary supplies (apron, paint brush color wheel).
The teacher will walk around the room and assist students as needed.
Clean up (5 min)
Students will clean out paint brush, palette, and orange water dish.
Students will throw away their paper towel and test strip.
Students will return all supplies to their desk in the appropriate order.
Students will return water color handout to their assigned drying rack.
Day #6 (40 minutes total)
Continue the Radiating Color Wheel (35 min5 for instruction and 30 for lab)
Teacher will assign one student to pass out the radiating color wheel project.
Teacher will remind students:
To not dilute or mix the primary colors in the three top sections.
Once finished with the first color they will then clean off their brush in water and dry it off
with the paper towel before moving on to the second primary color.
Students will begin on the secondary colors and move on the intermediate colors
Students may begin by collecting the necessary supplies (apron, paint brush color wheel).
The teacher will walk around the room and assist students as needed.
Clean up (5 min)
Students will clean out paint brush, palette, and orange water dish.
Students will throw away their paper towel and test strip.
Students will return all supplies to their desk in the appropriate order.
Students will return water color handout to their assigned drying rack.
Day #7 (40 minutes total)
Continue the Radiating Color Wheel (35 min5 for instruction and 30 for lab)
Teacher will assign one student to pass out the radiating color wheel project.
Teacher will remind students:
To not dilute or mix the primary colors in the three top sections.
Once finished with the first color they will then clean off their brush in water and dry it off

with the paper towel before moving on to the second primary color.
Students will begin on the intermediate colors and move on to Complimentary colors
Students may begin by collecting the necessary supplies (apron, paint brush color wheel).
The teacher will walk around the room and assist students as needed.
Clean up (5 min)
Students will clean out paint brush, palette, and orange water dish.
Students will throw away their paper towel and test strip.
Students will return all supplies to their desk in the appropriate order.
Students will return water color handout to their assigned drying rack.
Day #8 (40 minutes total)
Continue the Radiating Color Wheel (35 min5 for instruction and 30 for lab)
Teacher will assign one student to pass out the radiating color wheel project.
Teacher will remind students:
To not dilute or mix the primary colors in the three top sections.
Once finished with the first color they will then clean off their brush in water and dry it off
with the paper towel before moving on to the second primary color.
Students will begin on the complementary colors and move on the analogous colors
Students may begin by collecting the necessary supplies (apron, paint brush color wheel).
The teacher will walk around the room and assist students as needed.
Clean up (5 min)
Students will clean out paint brush, palette, and orange water dish.
Students will throw away their paper towel and test strip.
Students will return all supplies to their desk in the appropriate order.
Students will return water color handout to their assigned drying rack.
Day #9 (40 minutes total)
Continue the Radiating Color Wheel (35 min5 for instruction and 30 for lab)
Teacher will assign one student to pass out the radiating color wheel project.
Teacher will remind students:
To not dilute or mix the primary colors in the three top sections.
Once finished with the first color they will then clean off their brush in water and dry it off
with the paper towel before moving on to the second primary color.
Students will begin with the analogous colors and move on to the warm and cool colors
Students may begin by collecting the necessary supplies (apron, paint brush color wheel).
The teacher will walk around the room and assist students as needed.
Students who finish early will ask the teacher to look at their work. If the work is okay they
may finish their word search. If the work is not finished the teacher will give instruction in
how to effectively complete the artwork.
Clean up (5 min)
Students will clean out paint brush, palette, and orange water dish.
Students will throw away their paper towel and test strip.
Students will return all supplies to their desk in the appropriate order.
Students will return water color handout to their assigned drying rack.
Make up work
Students are permitted to come before and after school to catch up on their artwork.
Students may also ask for a pass to visit the art room during home base period.

Day #10 (40 minutes total)

Outline Radiating Color Wheel with Sharpie (35 min 5min for demo and 30 for lab)
Teacher will demonstrate how to outline each shape/color with a black sharpie.
Remind students to take their time and pay attention to the lines.
If need provide students with rulers so that their lines will be strait.
Students may start on outline only once they have finished with water color.
Those who are not finished with watercolor need to finish by the end of class.
Clean up (5 min)
Students will clean out paint brush, palette, and orange water dish.
Students will throw away their paper towel and test strip.
Students will return all supplies to their desk in the appropriate order.
Students will return water color handout to their assigned drying rack.
Students will return sharpies and rulers to the center desk.
Make up work
Students are permitted to come before and after school to catch up on their artwork.
Students may also ask for a pass to visit the art room during home base period.
Day #11 (40 minutes total)
Cutting out rows (35 min. 5 for demo and 30 for lab)
Teacher will demonstrate cutting out all five rows of colors.
Students will need a pair of scissors from the center table
Students will take their time and pay attention to detail
Students may only begin cutting once they have finished with color and outlining.
Students must keep track of their cut out pieces by placing them inside their sketchbooks.
Review for Post Test
Clean up (5 min)
Students will clean out paint brush, palette, and orange water dish.
Students will throw away their paper towel and test strip.
Students will return all supplies to their desk in the appropriate order.
Students will return water color handout to their assigned drying rack.
Students will return sharpies and rulers to the center desk.
Students will return scissors to the center desk.
Make up work
Students are permitted to come before and after school to catch up on their artwork.
Students may also ask for a pass to visit the art room during home base period.
Day #12 (40 minutes total)
Transform 2D into 3D (35 min. 10 for demo and 25 for lab)
Teacher will demo steps in gluing and taping down rows to black matte board.
Black strips of paper cut to 4 different lengths will be cut prior to class by the teacher.
Students will first tape down row number one (primary colors) to the middle of the board.
Next using black tape, secure each strip of black paper starting with the half an inch, inch,
inch and a half, two inch, and 2 and half inch.
Tape each row beginning with secondary colors to the appropriate width of paper.
Students must place their name and class period on the back of the matte board.
Teacher will remind students to look at the teacher sample for help and or ask the teacher.

All students must begin this step today in order to finish the project before the end of the 9
weeks.
Review for Post Test
Make up work
Students are permitted to come before and after school to catch up on their artwork.
Students may also ask for a pass to visit the art room during home base period.
Day #13 (40 minutes total)
ContinueTransform 2D into 3D (35 min. 10 for demo and 25 for lab)
Teacher will demo steps in gluing and taping down rows to black matte board.
Black strips of paper cut to 4 different lengths will be cut prior to class by the teacher.
Students will first tape down row number one (primary colors) to the middle of the board.
Next using black tape, secure each strip of black paper starting with the half an inch, inch,
inch and a half, two inch, and 2 and half inch.
Tape each row beginning with secondary colors to the appropriate width of paper.
Students must place their name and class period on the back of the matte board.
Teacher will remind students to look at the teacher sample for help and or ask the teacher.
Review for Post Test
Make up work
Students are permitted to come before and after school to catch up on their artwork.
Students may also ask for a pass to visit the art room during home base period.
Day #14 (40 minutes total)
Last Day of nine week semester
Summative Assessment: Post Test (10 min)
Students will successfully label appropriate colors using a pencil
The grade will count toward the students overall grade.
students may have additional time if needed
Radiating Color Wheel Rubric (5 min)
Students will take out their rubric from their portfolio
Teacher will demonstrate how students will self evaluate in the correct row on the left.
Teacher will read each categories and students must fill in their deserving grade. (Students
self evaluation will not be factored in the final grade. It is a tool used to help the students
understand how they are evaluated and it will make them feel a part of the grading process.
Students check that their name and class is in the top right hand corner of the rubric.
The rubric will allow students to see how they will be evaluated upon turning in the project.
All students will hand in their rubric to the teachers desk.
At the end of the day the teacher will evaluate each students work and grade accordingly
using the rubric.
Finish the Radiating Color Wheel
Students will Turn in project by the end of class
Students who are finished may work on Color theory word search
Students who are not finished must work quickly and pay attention to detail.
Students who are finished may also assist their fellow students who are not finished (this
does not mean finishing the project for them). They are to assist by giving instruction and or
by cleaning up materials.
Students will take all artwork home with them. They may pick up their artwork during home
base period at the end of the day.