Children's Book Illustrator Presentation

Children’s Book Illustrator 

PowerPoint Presentation/Research Paper 

50 pts 

Choose a children’s book illustrator then create a PowerPoint presentation about your choice. 

You will give a minimum 5-minute presentation plus read one of the books to the class about your artist.

You are to research this artist and their books and become our resident "expert". 

 Please remember that you are looking for artists that create books in the K – 6 ranges, they should be appropriate to the grade you want to teach. 

Guidelines and points - 

 1. 3 pts - Short bio about your chosen artist and the medium they use 

 2. 1 pt - Picture of the artist 

 3. 3 pts - At least 3-5 examples/books of artist’s work with title, date, and medium 

4. 2 pts - Add bibliography resources used 

5. 3 pts - Delivery of information– voice audible? Eye contact? Enthusiastic and encouraging? Sense of closure? Discussion? Display of PowerPoint? Other aids used in the presentation? 

6. 1 pt - Attention getter? 

7. 2 pts – Any awards your artist has received or any other recognition or other relevant info 

8. 4 pts - You should produce the PowerPoint in a style that echoes or evokes your artist's style. The design of the lettering, adding symbols, and/or designs in the background are other ideas in which to create your PowerPoint similar to your artist’s work. 

9. 3 pts – read artist book to class 

Along with your presentation, you will turn in a research paper with the following – 

- 3 pts - Short bio about your chosen artist 

- 3 pts – Any awards your artist has received or other relevant info 

- 3 pts – Definition and medium your artist uses such as ink, colored pencils, oils, acrylics, etc. 

- 2 pts - At least 1 example of artist/author work

- 5 pts - In your own words give the definition of the subject matter and style that describes how your artist creates their stories. (Tell me about their stories.)

- 2 pts - Add bibliography resources used 

- 5 pts – lesson plan that could be used with the books by the artist creating an art lesson 

- 5 pts – minimum 2 pages, double spaced, 12 point font *Do NOT cut and paste from the computer…the short paragraphs should be in your own words. Some artist names to consider: Mercer Mayer, Graham Base, Chris Van Allsburg, Ruth Heller, Patricia Polacco, Mo Willems, Lois Elhert, Leo Lionni, etc. See the list of books blog post also. 

 **1 extra credit point will be given if you volunteer to give your presentation.

Art 141 Syllabus

Art 141 – Art for Elementary Teachers Syllabus 

Instructor – Kelly Parker 

Email – parkerk@kellogg.edu 

Description of course – a lecture/workshop structured to provide students an opportunity to explore art materials and teaching techniques suitable for classroom use. Imaginative art experiences and the nature of creativity are stressed. 

Length – one semester - 3 credit hours, 64 hours of instruction 

Text – Art in the Elementary School (Fifth Ed), Marlene Gharbo Linderman, McGraw-Hill Pub. 

Supplemental materials – articles and handouts provided by instructor 

 ALL NOTES AND LESSON PLANS CAN BE FOUND AT www.kccart141.blogspot.com 

ALL POWER POINT PRESENTATONS CAN BE FOUND AT www.slideshare.net then search for Art 141 

 Participation – is required. Participation means you will ask questions during class, participate without being called on, and give feedback during discussions and lessons.

Attendance requirements – This course involves many hands-on activities and group participation, your consistent attendance is necessary for successful completion of the class. Attendance is given 1 point for each day you attend regular class, 5 points for peer teaching days, and 25 points for the last day. It is in your best interest to attend class regularly. If you leave after a break, unless you have contacted me prior to class, you will receive a zero for all in class projects done that day. 

 - You are allowed 2 absences with no questions asked. However, you are required to make up the missing assignments with a possible grade penalty. (see late policy). 

- If you miss a class due to illness, it is your responsibility to contact a classmate and obtain the missed information and assignments for the next class meeting. See the instructor for any handouts. 

- Six or more absences for any reason will cause you to fail this course 

- Students are required to meet all assignment and homework deadlines 

- Tardiness and/or leaving class early will also reflect on your grade When repeated or extended absence reaches levels where successful completion of the course is jeopardized and Excessive Absences Report will be made to the counseling staff. An attempt is then made to contact you, the student, to resolve any problems. Continued absenteeism may lead to administrative action. All registered students will be expected to complete the course within the semester they are signed up. Incomplete grades for the course are rarely given and will only be granted if you, the student, have completed at least half of the course with a grade of “C” or better and then has a valid, documented excuse for not being able to complete the course on time, and has contacted the instructor prior to the scheduled last class to request an extension. 

 Course content – This course will consist of a variety of hands-on 2-D and 3-D projects, videos, and in-class activities and discussions. Lesson plan development and teaching demos will be assigned in addition to readings, creative projects, and homework observations. 

 Grade points – subject to change 

 Portfolio/Art projects (2D - 3D)/in-class activities 250 pts 

 Teaching demonstration 50 pts 

 Out of class observation 50 pts 

 Attendance 100 pts 

 Chapter Homework 50 pts 

 Exams 50 pts 

 Total approximate 550 pts 100 - 93.5 = A 83.4 - 79.5 = B- 69.4 - 66.5 = D+ 93.4 - 89.5 = A- 79.4 - 76.5 = C+ 66.4 - 63.5 = D 89.4 - 86.5 = B+ 76.4 - 73.5 = C 63.4 - 59.5 = D- 86.4 - 83.5 = B 73.4 - 69.5 = C- 59.4 and below = F 

 Extra Credit opportunities will be available outside of class time. Gallery events, shows, extra observations, teaching lessons, or other art events are extra credit with a minimum 1 page typed report. EC will be worth 5 points per event. EC is only available if all work is completed. Grade based on quality and completed assignments, as well as effort, motivation, and personal progress toward classwork. The majority of the materials you will need for the creative projects will be provided and available for your use in the Art 141 classroom. However, you will also be expected to occasionally seek additional materials for specific lessons. NOTE – Prior art knowledge is not necessary to succeed in this class, but an open mind and enthusiasm are!! 

 Course Requirements – 

- Book - Use of the text for its art appreciation and art history component, to research-grade level interests and developmental stages and as an art production and teaching guide. 

- Observation in an elementary art room 

- Observe and report on an Elementary classroom art activity. The student will arrange an observation within the community to witness students engaged in an organized art-making activity and write up a follow-up report.

 - Teaching demonstration – each student will research and write an art lesson plan, produce an art project sample, teach the lesson to a group of peers, and be evaluated by the instructor and peers. 

Weekly Assignments – complete weekly art projects in class and as homework. The student will produce artworks that will help demonstrate specific art terms and concepts and show an understanding of basic art supplies used in the elementary classroom. Examples will be provided for the class but points will be deducted for copying the examples. Any work not completed during class time will be homework.

 Art Projects – will be created for this class alone and will be evaluated based on the criterion established for each assignment. 

 Grade factors include – 

1. Overall design – effective application of specific elements and principles assigned for the project 

2. Creative effort – attention to directions, imaginative response, problem solving skills and risk taking. No copying of examples! 

3. Craftsmanship – use of materials which exhibits basic proficiency appropriate to the assignment goals, no stray glue! 

4. If you go over an above the assignment making a creative effort you will receive extra points. Meaning if you put forth the more effort than the stated guidelines you will get more than the assigned points for any given project. 

Portfolio - Assemble a portfolio of all class projects and other outside class activities. This will serve as a showcase of examples for your future teaching experiences. 

Use of Standard English – written assignments will have attention paid to correct grammar and spelling. Proper citation of sources will be expected where appropriate. 

Exams – are at the discretion of the instructor. You will have a mid-term and end of the semester exam. Late Policy – Meeting deadlines consistently will greatly increase your chances of succeeding in this course. Please pay attention to assigned readings and due dates. Homework assignments are considered late if not turned in at the start of class. Late assignments, including in-class studio projects, will be accepted up until the start of the next scheduled class period unless student has arranged a later make-up lab with instructor. Half of the points assigned to the project will be deducted when the assignment is later than the due date. For example – a project is due on September 22 worth 10 points, it is turned in at the next class period (September 25) it will lose half of the points it was worth (5 points). If turned in at the next class period (September 28) it will be worth half again (2.5 points). Make up tests and quizzes can only be arranged if the student has phoned, emailed or directly contacted the instructor prior to the next full class following the original test date. Notify your instructor ASAP in the event of extended illness or other emergency that might require academic counseling to resolve. Goals of the Course – The student will 1. Gain knowledge and develop their own artistic ability 2. Demonstrate various teaching methods which encourage creativity in children. 3. Understand the role of visual art in an overall education program. 4. Define and apply a basic vocabulary of 2-D and 3-D art terms in class participation and art projects. 5. Discuss a variety of methods and practices effective in K-6 classrooms. 6. Appreciate the role of art in other historical periods and become sensitive to multicultural topics to broaden overall student awareness as well as engage students from a variety of backgrounds. 7. Recognize the specific stages of visual and creative development in children which may assist in identifying learning disabilities or giftedness. 8. Learn how to successfully remove chewing gum from a 1st grader’s hair. 9. Develop a portfolio of sample projects and lesson plans for future reference. Art 141 Art for the Elementary Teachers should further the personal skills of each student by - Sharpening the ability to communicate through improving verbal, written and visual communication skills. - Refining a sense of self-discipline, appreciation for craftsmanship, and imagination. - Helping to develop an aesthetic awareness. Plagiarism – there are just a few writing and research projects in this class. It is in your best interest to write in your own words. Plagiarism will be recorded and an incident report will be filed. Students found plagiarizing will also receive a zero on the project. Syllabus Disclaimer and Miscellaneous – Kellogg Community College Academic Integrity Statement – the KCC policy on Academic integrity is spelled out in the student handbook. If it is suspected that you are cheating, fabricating, facilitating academic dishonesty or plagiarizing, there may be serious consequences. The incident will be documented and may be reported to the academic chair and /or program director for possible disciplinary actions up to and including course, program or college expulsion. Kellogg Community College Americans with Disabilities Act and Section 504 Statement – KCC does not discriminate in the admission or treatment of students on the basis of disability. KCC is committed to compliance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. Instructor Syllabus Rights Statement – Information contained in this syllabus was to the best knowledge of the instructor considered correct and complete when distributed for use at the beginning of the semester. However, this syllabus should not be considered a contract with KCC and any student, nor between the instructor and any student. The instructor reserves the right, acting within the policies and procedures of KCC to make changes in the course content or instructional techniques without notice or obligation. Student e-mail – All KCC students are provided with email accounts through the college server. You will be responsible for checking your KCC email regularly and should be prepared to use KCC email as part of student-college interaction. For email account information, check the web at www.kellogg.edu/email/geninfo Cell Phone and Other Electronic Equipment Statement – Cell phones and pages must be on mute during class. if you must take or return an emergency call, please go out in the hall to do so. Class Conduct and Participation – Class participation is encouraged. We will follow the College policies regarding conduct. I expect students to create an atmosphere of respect. No name calling, interrupting, or foul language is allowed. Come prepared with an open attitude that is professional and shows that you are ready to learn. Child Care Statement – Children CANNOT attend class. Child care services may be available in the evening at the Battle Creek Campus through Kid’s Kampus at (269)969-6270 for more information. Food Statement – Drinks and snacks, not complete meals, may be brought into the classroom. Please show respect for your classmates when it is necessary to eat during class time. Honors Contracts – To receive an “honors” designation on your transcript from this course you may elect to complete an extra project upon approval of your instructor. Volunteer work in the community or experimentation in course related topics are examples of this option. Student must receive a B+ or higher in the regular course to be eligible for the honors designation. Please see me if you are interested or have questions. Art 141 Tentative Weekly Schedule – Subject to change week 1 – welcome, syllabus, portfolio, Ch 13 week 2 - crayon scratch, pastel fireworks project, Ch 12 and 1 week 3 – pastel/glue project, watercolor resist, blind contour, Ch 2 and 3 week 4 – paper sculpture masks, medieval shields, Ch 4 and 5 week 5 – clay project, gallery visit, lesson plan due, Ch 6 and 7 week 6 – color wheel, pop art, van Gogh flowers, Ch 8 and 9 week 7 - glaze ceramics, leaves, watercolor basics, Ch 10 week 8 – demo lesson plan due, Mid-Term project, mat work, aboriginal dot paintings, bulletin board presentations, week 9 - lesson plan due, gallery visit, poster presentations, Haiku, week 10 – class room management, print making, all lesson plans for demos due week 11 - teaching demos week 12 – teaching demos week 13 – teaching demos, observation due week 14 – teaching demos week 15 – teaching demos week 16 – final exam, clean up, collect all projects, summative review

Lesson Plan - Watercolor Basics

Watercolor basics Lesson Plan

 Art 141 Art for Elementary Teachers 

Instructor Kelly Parker 

10 pts 

 Watercolor basics – you will create one sample for each of the techniques below. 

Divide paper into 12 sections. Label each section as you paint it with the technique used. When mixing colors remember to rinse your brush between colors and change the rinse water often when it is dirty, watercolors muddy quickly. 

 Materials – 1 sheet of watercolor paper, watercolors, brushes, water tub, other supplies below 

1. Washes - The most basic watercolor technique is the flat wash. It is produced by first wetting the area of the paper with water to be covered by the wash, then mixing sufficient pigment to easily fill the entire area. The pigment is applied to a sloping surface in slightly overlapping horizontal bands from the top down. Once complete the wash should be left to dry and even itself out - don't be tempted to work back into a drying wash, the results are usually disastrous! a. Use a regular pencil to add lines to a watercolor wash after it has dried. b. Wet the paper then incise the paper with a sharp tool and add a watercolor wash. c. Lay on a layered wash of colors then sprinkle on rocks/pebbles and let it dry. d. Lay on a layered wash of colors then use a straw and drop a few drops of alcohol into it. e. Use salt to texture your background - sprinkle salt on a wet wash of watercolor let dry and brush off. f. Lay tissue paper over wet paper, let dry. Then either pull off tissue or use watered-down glue to attach. 

 2. Wet in Wet - Wet in wet is simply the process of applying pigment to wet paper. The results vary from soft undefined shapes to slightly blurred marks, depending on how wet the paper is. The wet in wet technique can be applied over existing washes provided they are thoroughly dry. Simply wet the paper with a large brush and paint it into the dampness. The soft marks made by painting wet in wet are great for subtle background regions of your painting. 

3. Wet on Dry – (wet brush on dry paper) for more controlled paintings. Dry brush is almost the opposite watercolor technique to wet in wet. Here a brush loaded with pigment (and not too much water) is dragged over the completely dry paper. The marks produced by this technique are very crisp and hard-edged. They will tend to come forward in your painting and so are best applied around the center of interest. Using a round brush, apply color to dry paper – controlled strokes and color. Using a round brush make marks with the tip of the brush. 

 4. Use plastic wrap for unusual background effects (stretched or crumpled) lay down a wash and lay plastic wrap on wet paint add another color under the plastic wrap, let dry, and pull off. 

5. Lifting Off - Use paper towels or tissue paper to blot or lift color from the paper for interesting backgrounds. Most watercolor pigment can be dissolved and lifted off after it has dried. The process for lifting off is simple - wet the area to be removed with a brush and clean water then blot the pigment away with a tissue. Using strips of paper to mask areas of pigment will produce interesting hard-edged lines and shapes. 

6. Use crayons for a resist effect. Apply crayon to paper in desired design, brush over with watercolor. a. Use bright colors of crayons or oil pastels and overlap some colors, then paint over and into the drawing with watercolor. b. Use something pointed and scrape back into the waxy surface for another effect. 

7. Dropping in Color -This technique is simply the process of introducing color to a wet region of the painting and allowing it to blend bleed and feather without interruption. The result is sometimes unpredictable but yields interesting and vibrant color gradations that can’t be achieved by mixing the pigment on the palette. 

8. Markers – using an old marker draw on your paper then brush with water. 

9. Sponging – create a puddle of watercolor on the lid (palette) then dip in a sponge. Sponge color onto the paper. 

10. Masking tape stencil – apply masking tape in a design on paper, watercolor over the tape. When almost dry peel off tape for a resist. 

11. Spattering – using a toothbrush or other stiff bristle brush, dip in paint on the palette then run your finger over the bristles above your paper to create a spatter of color. 

 12. Draw with Charcoal – Using clean water and a brush, go into the charcoal and blend to make value changes.

Lesson Plan - Autumn Leaves

Autumn Leaves 

 10 pts 

3rd grade 

3 - 55 minute class periods 

 

Objective - Students are introduced to watercolor using warm and cool colors with leaves. 

 Goals - Students will: 

1. Point out and name the warm and cool colors. 

2. Develop skills in painting and mixing color. 

3. Learn about contour line and texture 

 Vocabulary – warm colors, cool colors, texture, contour line, palette, overlap 

Materials - Watercolor paint 

Watercolor paper 9" x 12"

Water and water containers

Paintbrush

Paper towel 

Palette 

Sharpie Marker 

Leaves for example 

Examples – student and teacher samples of assignment, demonstration of using watercolor 

 Cue set – tell the students this will be a painting project 

 Best shot – demonstrate watercolor painting on paper for the whole class 

 Art Production – 

Day 1 

1. Explain to students that they will learn about warm and cool colors. 

2. Point out that yellow, red, and orange are warm colors and blue, green, and violet are cool colors. Have students give examples of warm and cool things. Write them on the board. 

3. Demonstrate contour lines and texture on the board. 

4. Pass out watercolor paper and leaves. 

 5. Write directions on the board. Have students copy the directions on the back of their paper. 

 Directions – 

 3 leaves must overlap 

 5 or more leaves on the page 

 1 leaf going off EACH edge 

 Cool colors - background 

 Warm colors - leaves 

 Outline and add texture and details first 

 Watercolor leaves Let dry 

 Watercolor background 

 6. Students will lightly draw the contour lines of the leaves on their paper. 

7. Students will outline and texture leaves before they watercolor. Independent practice.

Day 2 – 

1. Review warm and cool colors. 

2. Demonstrate how to paint the colors so they don’t mix and get muddy. Remind students to paint the leaves first then let it dry. 

Day 3 – 

1. Students will paint the background for this class period 

 

Extensions – 

Have students create a work of art similar in style to a Pop Artist Use the color wheel to make art prints Closure 

– have students answer questions on color mixing Let them know what we will be doing next class period 

 

Formative assessment – 

review of color mixing in next lesson Summative assessment – test on color wheel and warm and cool colors

Lesson Plan - Van Gogh's Flowers

Van Gogh’s Flowers Still Life 

4th grade 

Lesson time approx. 3 – 55 minute lessons 

Objectives – Students will 

- learn to fold the paper in half and cut a symmetrical design 

- learn to apply glue in small amounts 

- use pattern as a design element 

- use a variety of mediums (tempura, pastels, watercolors) to create a collage 

- learn to use composition 

 Description – students will create a still life using several mediums. 

 Vocabulary – symmetrical, composition, mediums, design elements, background 

Cue set – a variety of visuals will be displayed and students will discuss using paint, crayons, markers, and papers to create a collage. 

 Best shot – 

Demonstrate creating patterns with paint on several sheets of paper 

 Demonstrate using crayons to make a background 

 Show a completed project to create interest in students 

 Examples – teacher examples, Van Gogh prints of flowers 

 Materials – 

- colored construction paper 

- tempura paint - brushes 

- water tubs 

- watercolors 

- scissors 

- crayons 

- oil pastels 

- glue 

- paper 

 Artist history –Vincent van Gogh 

 "...I am overwhelmed by such a feeling of loneliness to such a horrible extent that I shy away from going out...only when I stand before my easel, do I feel somewhat alive."Vincent van Gogh was born in 1853 in a small village in Holland. The family had connections in the art world and at age 16, van Gogh was apprenticed to an art dealership. At the age of 25, van Gogh began religious studies in Amsterdam, later moving to a coal-mining district in Belgium where the workers and their families lived in terrible poverty. Filled with compassion, van Gogh gave away many of his possessions to those under his care. Believing that his actions were too extreme, he was dismissed by his superiors. After suffering severe depression, van Gogh began to take an interest in drawing the miners and their families. By age 27, he had abandoned his religious pursuits and began to pursue a career as an artist. It was also at this time that his brother began to support him financially, a situation that continued until van Gogh’s death. It was in Paris when he moved in with his brother Theo, that van Gogh was introduced to the works of the Impressionists which had a profound influence on his use of color. He began to move away from dark and subdued colors and adopted more vibrant hues. It was also during this time that van Gogh became interested in Japanese art and began to incorporate it into his work. 

Art Production – 

 Day 1 – 

1. Talk with students about different shapes (circles, squares, rectangles, triangles) lines (horizontal, vertical, curvy, zigzag, diagonal), and patterns (repeating objects). 

2. Remind students to place their names and rotation on paper. 

3. Have students paint several sheets of paper with shapes, lines, and patterns. 

4. Place on the dry rack to dry. 

 Day 2 – 

1. Remind students to place their names and rotation on paper. 

2. Students will use oil pastels to make a background on paper. 

 3. Talk about making a horizon line. This is where the vase will sit on the table 

4. Above the table will be the wall. Remind students to use patterns they learned on Day 1. 

 5. When finished with pastels, have students watercolor background. This leaves a resist. Let dry. 

6. Place in group folders when done. 

 Day 3 – 

1. Talk about symmetry. 

2. Pass out construction paper and show students how to fold in half (remind them of their name tags). 3. Have students unfold the paper and place in front of them with the mountain up. 

4. Explain to them to draw a symmetrical shape from the crease to crease. Draw an example on board and demonstrate. 

5. Fold in half and cut on the drawn line for a vase shape. 6

. Show students how to glue the vase onto the background that was created on Day 2. 

7. Draw leaf and flower shapes on the board for reference. 

8. Cut out stems and leaves from green construction paper and add leaf details with a sharpie marker. 

9. Cut out flowers from painted papers from Day 1, glue them into place. 

10. Let dry and mount on black construction paper. 

 

Assessment – 

- Teacher observation 

– ability to use glue, paint shapes, cut on the line, clean up 

 Closure – 

- all tools and materials used need to be put away properly 

- tables and chairs need to be wiped off 

- talk to students about what they will be doing on the project next time you meet

Lesson Plan - Pop Art

Pop Art using Food Containers 

Art 141 Art for Elementary Teachers 

Instructor Kelly Parker 

10 pts 

Grade – 3rd and up 

Subject – art, math 

Time – approximately 60 minutes 

Description – Students will create a pop art “collage” using food labels, rulers, markers, and paper. 

Goals/objectives – Students will 

· have a look at the world around them as they begin to take a close look at print advertising and product packaging 

· demonstrate understanding of colors and shapes 

· demonstrate knowledge of Andy Warhol and his work 

· develop an appreciation for their art work and other student art work 

· develop use with a ruler 

· develop expressive skills through the use of rulers and markers 

· develop skills using the whole picture plane 

Visuals – 

· art work from previous students 

· teacher examples 

· posters of pop artists work 

Materials – 

· pencils 

· paper 

· rulers 

· markers 

· labels 

Vocabulary – 

· Andy Warhol – pop artist famous for using celebrity faces in his art work 

- Pop art – form of art that depicts objects from everyday life 

 Advertising – art based on the advertising of everyday objects 

Art History – · Brief bio – Pop art and Andy Warhol, Wayne Thiebaud 

· Pop art was a visual artistic movement that emerged in the early 1950s in England and in parallel in the late 1950's in the United States. Pop art is one of the major art movements of the Twentieth Century. Characterized by themes and techniques drawn from popular mass culture, such as advertising and comic books, pop art is widely interpreted as either a reaction to the then-dominant ideas of abstract expressionism or an expansion upon them. Pop art, like pop music, aimed to employ images of popular as opposed to elitist culture in art, emphasizing the banal or kitschy elements of any given culture. Pop art at times targeted a broad audience and often claimed to do so. However, much of pop art is considered very academic, as the unconventional organizational practices used often make it difficult for some to comprehend. Pop art and Minimalism are considered to be the last Modern art movements and thus the precursors to Contemporary art or Postmodern art. 

Art Production - 

· students will measure 1” squares on the food label 

· multiply that measurement by 5 and draw those squares on the page 

· place several squares on the page in a random arrangement with overlapping 

· draw image in the enlarged square and color in the image to match the food label 

 Extensions – 

· Have students look at magazines and pick out several ads for their favorite products. What is the message in those ads? How is the message delivered? Have a discussion about advertising while looking through the magazines. What kinds of ads are most effective? Which ads do you like the most and why? What colors appear most often in ads? How are different products shown in ads? What kinds of colors and shapes appear most often on food packaging? Why? 

Assessment Criteria – · Did students measure correctly? · Did students clean up in a timely manner? · Did the lesson take longer than required?

Lesson Plan - Color Wheel

Color Wheel 

Art 141 Art for Elementary Teachers 

Instructor Kelly Parker 

10 pts 

4th grade 2 - 55 minute class periods 

Description - Students are introduced to the basic steps in mixing secondary colors from primary colors of tempera paint. You will create a color wheel using tempera paint and poster board creating an interesting composition using the primary, secondary, tertiary, and complementary hues of the color wheel. 

 Objectives - Students will: 

1. Point out and name the primary and secondary colors. 

2. Mix primary colors of paint to create secondary colors of paint. 

3. Know which colors are warm and which colors are cool on the color wheel. 

4. Develop skills in painting and mixing colors. 

Vocabulary – primary color, hue, secondary color, color wheel, palette, complementary color 

Primary colors – red, blue, yellow 

Secondary colors – orange, violet, green 

Tertiary colors – red-violet, red-orange, blue-green, blue-violet, orange-yellow, yellow-green 

Complementary colors – opposite hues mixed to create brown – red-green, yellow-violet, blue-orange  

Materials - 

Tempera paint: red, yellow, and blue 

White paper, 9" x 12", 2 per student

Water and water containers

Paintbrush, 1 per student

Paper towel 

Palette 

Sharpie Marker 

Examples – color wheel and teacher samples of assignment 

 Cue set – tell the students this will be a painting project 

 Best shot – demonstrate color mixing Guided practice 

Art Production – Day 1 

1. Students will create at least 4 concept sketches of the finished design in their sketchbooks. Choose your best one and recreate it into a color wheel on a poster board with a pencil. 

 2. All 15 hues must be in the design and all colors must be labeled. 

 3. Finished work will be 8 1/2” by 11”, horizontal or vertical format. 

 4. Demonstrate mixing complementary colors (red + green = brown, etc) 

 5. Distribute supplies. Students will practice mixing complementary colors on the palette 

 6. Then students will sketch out designs on their paper mixing complementary colors to make brown. (red + green = brown, orange + blue = brown, yellow + violet = brown) 

Day 2 – 

1. Explain to students that they will learn to mix paint. Focus on the color wheel. Ask students which colors can be mixed together to make orange, green, and violet. 

2. Point out that yellow, red and blue are called primary colors because you can mix them together and make other colors. Orange, green, and violet are called secondary colors because they can be mixed from two primary colors. Explain complementary colors and how they are mixed. 

 3. Demonstrate mixing yellow and blue to make green, yellow, and red to make orange and red and blue to make violet. 

 4. Ask students to explain what the samples of mixed paint show (mix red and yellow to make orange, etc.). 

5. Review the color wheel again along with color mixing. 

 6. Paint each shape with its correct color. 

 7. Label each design with the color's name with a Sharpie marker. 

 Extensions – Have students create a work of art similar in style to a Pop Artist 

 Use the color wheel to make art prints 

 Closure – Have students answer questions on color mixing let them know what we will be doing next class period clean up all supplies and sinks 

 Formative assessment – review of color mixing in next lesson 

 Summative assessment – color wheel test