Teacher: Colleen Keeley

Subject: Color
Title of Lesson: Abstract Color Painting
(day 3)

Date: September 29, 2015

Grade Level: 8th
Lesson Length: 45 mins

Overview of the Lesson

Lesson Summary:
In this lesson the students will learn about the color wheel and how different
aspects of the color wheel can be incorporated in the composition if a
painting.
Massachusetts Framework Standards: What standards will be addressed
in this lesson?
a) For example MA Health Frameworks 10.5 Describe addictions to
alcohol, tobacco and other drugs and methods for intervention,
treatment and cessation
Lesson Objectives: The students will be able to
The students will be able to successfully create an abstract painting
incorporating the Primary, Secondary, Tertiary, Complementary,
Analogous, Cool, Warm, Tint and Shade color schemes.
Materials/Equipment to be Used in Teaching the Lesson:
PowerPoint
Tempera paint
Board
Brushes
Water cup
Worksheet

Enduring Understandings: These are the ideas students will remember

forever.
Big Ideas:
The students will understand that color is an important element in the elements of design,
because it adds to the composition of any art project by adding emotion and temperature.
By using different color schemes on the color wheel, the students will learn that they are
able to create different and more interesting compositions.
Concepts:
Color wheel, Primary, Secondary, Tertiary, Complementary, Analogous,
Cool, Warm, Tint, Shade.
Essential Questions:
How do different color schemes help the composition of a painting?
Where do we see different color schemes in real life?
Content
Factual Content:
The students will learn about the color wheel and how there are different

color schemes within it. By learning how the color schemes work
together, the students will learn how to create a successful composition.
Vocabulary:
Color wheel, Primary, Secondary, Tertiary, Complementary, Analogous, Cool,
Warm, Tint, Shade.
Tier 1: Color, Color wheel
Tier 2: Scheme, Warm, Cool
Tier 3: Primary, Secondary, Tertiary, Complementary, Analogous, Cool, Warm,
Tint, Shade.
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills
The students will practice creating different color schemes learned on the
color wheel.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening) What will the
students have to do in order for them to demonstrate that they
understand/have learned the material being taught?
Performance tasks: The students will be given a color wheel worksheet, breaking down the
different color schemes on the color wheel. They will then use what they learn about to the color
wheel to create an abstract painting showing an example of each of the 9 color schemes we went
over.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

Power Point / Worksheet: Color wheel

Review: who can name each color scheme we went
over last class and describe it.
Review homework
Introduce new step in the project (paiting)
Procedures/Transitio Procedures:
ns
Demo: Gather everyone around one table show to talk about the
new step in the project today and proper way to use the material.
Talk about the boxes: 12 boxes: 1 primary, 1 secondary, 1
tertiary, 3 complementary, 1 analogous, 1warm, 1 tint, 1 shade,
1pastel.

Closure

Focusing on Primary/ Warm today

Point out: proper way to paint, not to contaminate the paint,
getting supplies.
Painting in the boxes: Plan out each section your are going to
paint, one color scheme in each box, painting every space in the
box (no white showing)
Work Time: The students will go back to their seats and continue
to work on their projects. If they need to continue drawing out
their shapes, or begin painting.

Clean Up:

Wet projects will go on the drying rack

One person at the table will rinse off the brushes and
put it in the bucket.
One person at the table will return the supplies.
One person will wipe down the table.
Put remaining supplies away and return to their seats
until the bell rings.

Homework/Extensio
n Activities
Reflection
The Lesson Plan

Teaching
Skills

What did I learn today about:

What went well?
The students really took their time and focused on
painting neatly and planned out their sections.
What areas of weakness need addressing?
Painting the shape that only falls into the box they
are painting, some students didnt stop at the line of
their box, but continued outside the box to fill in the
shape.
What could have been done to improve this lesson?
Giving the student a checklist on the steps might
have cleared up any confusion.
Which objectives were met? What is the evidence?
Which students did not meet objectives? Why?
Two objectives were met today, as students started to
paint and implement their knowledge of Primary, and
Warm Colors in the project.
What did you do well in this lesson?
Took the time to discuss important factors when
moving onto this next step, and showed everyone a

The Students

hands on example of planning out my painting and

the expectations of today.
What areas of weakness need addressing?
Emphasizing only having the color scheme stay in
each box, and not to continue outside if your shape
carries into another box.
What could be done to provide better instruction in
the future?
A checklist with detail instruction in order of each
step they should be taking.
Were you pleased with the performance of the
students?
Yes, the students took their time and really
throughout each section they were going to be
paining.
What did they do well? What did they struggle with?
They were focused and excited to start painting, they
followed every verbal instruction well and there were
no issues at all. Some students struggled with staying
in the box with their specific paint scheme.
What can be done to help them do better in the
future?
Again I think a checklist would help to break down the
steps and clear up any confusion.