Unit Lessons Unit Title: Color Theory and Linear Perspective SOL: AI.

9 The student will combine a variety of perspective techniques, including one-point perspective, to create the illusion of space within works of art. AI.4 The student will describe and demonstrate craftsmanship (artisanship) in works of art AI.10 The student will use a variety of drawing media and processes to create observational and expressive works of art. AI.11 The student will analyze major art movements and influential artists according to events, places, cultures, and historical periods. AI.15 The student will use art criticism skills to interpret, analyze, and evaluate works of art. Objective: Students will demonstrate understanding of color schemes, color mixing, and one point perspective through a series of projects. Materials Needed: Red, blue, yellow, white, and black tempera paint Ruler 12 x 18 good white paper 9 x 12 good white paper Small paintbrushes Styrofoam plates Water Cups Paper towels Newspaper Plastic Spoons Sketchbooks Pencil Square stencil with measurements Process: Day One: Students will finish final project from previous lesson Students will take a Pre Assessment Introduce Independent Project to all Art I o A project that students will complete when they finish assignments early or at home. o Due at the end of the quarter.

Day Two: Stand at the door and tell them we are starting a new unit today so sit down at your seat and write the objective thats on the board down in your sketchbook. And then go wait quietly in the demonstration room and bring your sketchbook, pencil, and something to write on. They will also pick up a notes sheet as they walk in the demonstration room (color theory notes.docx) Introduce the unit with a power point (Color theory, linear, pattern.pptx) Students will follow along with the power point with the notes worksheet Go through (Color Mixing Practice Sheet.docx) with the students for them to complete at their seats individually o This requires them to demonstrate their understanding and capability of mixing colors and a variety of color schemes based on color theory. Once you are finished make sure your name is on your work and put it on the drying rack and then work on your independent projects Stop everyone for clean up with 5 minutes left of class and point out the clean up directions that are written on the board. Day Three: As they come in the room they will get a 12x18 piece of paper and use the stencil on their desk to trace a 6x6 square in one corner of their paper, make sure to leave a inch to an inch border. We will then complete the following steps together as a class. o Divide the square into twelve equal sections. Crosshairs of 3 inches and then 1 inch crosshairs and then connect them. o So now we have a divided square but how do we make it a cube? With linear perspective. We are using one point perspective. That means we must see the cube head on. And weve all done that because we made our 6x6 squares. Draw a faint horizon line, make sure its far enough away from cube, pick the vanishing point, and show how to extend the lines. Now the dividing lines have to be extended too. Add horizontal and vertical lines on the shape to close it off o Fill out the cube red, whats it compliment (green), what makes green, (yellow and blue) so those need to go on either side. Begin painting. Show them the most efficient way. Explaining good craft and how to get it When they make the actual color add the tint or the shade while theyre at it. (which will go on the sections of the cube that recede back into space.) o Ask the class for questions and then allow them to paint independently for the remainder of class Clean up with 5 minutes of class remaining. Writing all clean up instructions on the board.

Day Four: Students will complete a warm up at the beginning of each class (besides ones where a project is being introduced) The class will continue working on their color cubes Clean up with 5 minutes left of class Reflection: Some students are not completing all necessary clean up tasks. Solution: create exit slips hanging from the ceiling by each table with all table member names written on the back. When a table feels they have completed all clean up tasks they will ask me to take their exit slip and check to make sure they have cleaned up properly. As students are exiting I will check to make sure I have their table exit slip, if I dont they must finish cleaning up before leaving. Day Four: Instead of students completing another warm up they will critique their warm up from last class Explain the parameters for completing the background o They may fill the background of their project in any way as long as they use a color scheme. Day Five Last full class period to work on color cube projects. Day Six Students will complete a post assessment rather than a warm up Students will continue working on their final project and if they finish early they will work on their independent project