Flipped Lesson Plan Form

Teacher: Lizzy Clay

School: CSU

Date: 3.4.2015
Grade Level: (our class)

Title: Exploring Color Theory

Content Area: ART

Lesson #:_1_ of _1_

Content Standard(s) addressed by this flipped lesson:

1. Observe and Learn to Comprehend:
Use the visual arts to express, communicate, and make meaning. To perceive art involves studying art;
scrutinizing and examining art; recognizing, noticing, and seeing art; distinguishing art forms and
subtleties; identifying and detecting art; becoming skilled in and gaining knowledge of art; grasping
and realizing art; figuring out art; and sensing and feeling art.
Observing and learning to comprehend will be the main focus during the online lecture portion of the
flipped classroom lesson.
2. Envision and Critique to Reflect:
Articulate and implement critical thinking in the visual arts by synthesizing, evaluating, and analyzing
visual information. To value art involves visualizing, articulating, and conveying art; thinking about,
pondering, and contemplating art; wondering about, assessing, and questioning art concepts and
contexts; expressing art; defining the relevance, significance of, and importance of art; and
experiencing, interpreting, and justifying the aesthetics of art.
This standard usually happens automatically during the art making process with what we call the inner
critic. The student is constantly making decisions based on what is compositionally pleasing to their
eye. The students will use a balance between personal ideas of visual pleasing information and the
information that was presented to them through the online lecture.
3. Invent and Discover to Create:
Generate works of arts that employ unique ideas, feelings, and values using different media,
technologies, styles, and forms of expression. To make art involves creating, inventing, conceiving,
formulating, and imagining art; communicating, ascertaining, and learning about art; building,
crafting, and generating art; assembling and manufacturing art; discovering, fashioning, and producing
art; and causing art to exist.
This standard will be addressed through their second activity of creating their own work of art using one
of the thematic color theory options. This allows the student to take a concept learned and apply it to
their own personal interests- this is where they will make personal connections.
4. Relate and Connect to Transfer:
Recognize, articulate, and validate the value of the visual arts to lifelong learning and the human
experience. To respond to art involves relating to art; connecting to art; personally linking to art;
associating with art; bonding to art; moving toward art sensibilities; shifting to art orientations;
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thinking about art; attaching meaning to art; replying to art; reacting to art; internalizing art;
personalizing art; and relating art to diverse cultures.
After everyone has completed their works of art they can reflect and explain (through class critique)
how they could use color theory in their own content area. In an ideal classroom setting this would be
done after every project to allow students to reflect and grow in the art (and related) content areas
(especially applying what they have created to real life).

In-Class activity:
What activity would help students understand the concept being taught?
Creating their very own color wheel (with labeling and terminology).
Exploration of mixing and creating thematic color theory artworks.
Class critique- sharing their creations! (If there is time)

Evidence Outcomes: (Lesson Objectives)

Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD
format, using student voice)
I can:
a. Create my own color wheel.
b. Label the color categories correctly (primary, secondary, and tertiary.)
c. Relay and apply terminology to my color wheel: Primary colors, Secondary colors, Tertiary
colors, Complimentary colors, Analogous colors, and Split Complimentary colors. (written
examples or label on the color wheel)
d. Use a thematic color theory in a piece of artwork (drawing). (Choose one from the terminologyc.) (This will be done in the second class activity)
How will I use these activities to check whether students have achieved the lesson objectives?
They will be given a color wheel worksheet in class to fill out, label and define for recall of online lesson.
Then their activity will allow for choice learning where they receive a medium (most likely 2D- colored
pencils, markers or crayons) and elaborate their understanding and exploration by selecting a thematic
color theory and creating their own piece of artwork with it.
How will you check for understanding?
What questions will you ask students to check for understanding (during the activity)?
The students will have recall questions on their color wheel worksheet. I will focus on asking application
questions- ex: why did you choose that thematic color theory? Or why did you choose to put that color
there? These types of questions will not only help recall what they have learned but also push the
envelope on analysis of their own work.
An example of the in class worksheet is given below:
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The Color Wheel Project

Name:

Primary Colors:
Secondary Colors:
Tertiary Colors
Draw or write and example of where you would find a set of Complimentary colors:
If you could only wear one group of Analogous colors for the rest of your life, what would they be?
(Please write the names of the three colors):

Color Wheel

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How will you get students to work together / learn from each other? Or how will I organize
workgroups to help correct misunderstandings?
The first thing that will happen in class is a group activity- filling out their color wheel. This will be a
recall activity that will help assess what students understood from the lesson online. I will allow for
group work- because this is recall, I am not extremely focused on individual critical thinking, I want the
student to help each other out and answer any questions struggling students might have.
The critical thinking will happen when the students create their own works of art- they can use group
discussion at this point too, bouncing ideas off of each other and the individual aspect will happen when
the student makes their final artistic decision to their composition- meaning what they actually put
down on their paper.

Prerecorded lecture:
What content do students need to know before class to successfully engage in the in-class activity
(this will be your prerecorded lecture)?
The student will know multiple aspects of the color wheel:

Primary colors
Secondary colors
Tertiary colors
Complimentary colors
Analogous colors
Split complimentary colors

These color theories/themes will help to better understand their own works of art as well as give some
insight to why famous artists choose the colors they do in their works of art.
What method will you use to deliver your prerecorded lecture?
I will be using YouTube- a narrated PowerPoint lecture.
Evidence Outcomes: (Lesson Objectives)
Every student will be able to: (Create your own lesson objectives from the standard, using student voice)
I can:
a. Create my own color wheel.
b. Label the color categories correctly (primary, secondary, and tertiary.)
c. Relay and apply terminology to my color wheel: Primary colors, Secondary colors, Tertiary
colors, Complimentary colors, Analogous colors, and Split Complimentary colors. (written
examples or label on the color wheel)

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How will you check for understanding?

What questions will you ask students to check for understanding (following the prerecorded lecture
before or at the beginning of the in-class activity)?
The checking for understanding portion will happen at the beginning of class with the first activity of
filling in/ creating their own color wheel with the correct labels.
Questions I may consider:

Have the students ever created a color wheel before?

How far did they label the color wheel? (most stop at tertiary)
How could the students use the color wheel or color theory themes in other content
areas/aspects of their life? (get them thinking for the second in class project)

Resources to look at:

Colorado Standards

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