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DAILY PLAN

Name: Georgi Beck

Lesson Title: Psychology of Color

Grade Level:9 th to 12 th Grade

Lesson S & S Concept Statements:

- Knowledge of principles, elements, and science of art experience allows for artists to build base of technical skill

-Each individual understands and interprets art differently based on their culture/world

- Artist and viewers biophysical response to each work is dependent on the time period

in which the work was created and the person’s knowledge of that time period

- Context of how the individual has created art based on their biophysical response to the

process is important to understand the work

- Knowledge of how the brain processes the elements present in art informs how the art is interpreted

Daily Formal Qualities (Elements & Principles of Design):

-color -line -shape -texture

Overall Lesson Objective: Given a presentation on the science and psychology of color, students will create a monochrome collage on their workbooks using magazines, scissors, glue sticks, and mod podge.

Daily Objectives:

-Given a presentation on the psychology of color, students can clearly identify and theorize how artists use color to elicit specific biophysical reactions from the viewer -Student creates a monochrome collage in the design or composition of their choice with glue sticks, magazines, scissors, and mod podge on their workbook

Assessment Criteria:

-Students can clearly identify and theorize how artists use color and line to elicit specific biophysical reactions from the viewer -Student creates a monochrome collage on the front of their workbook in the design of their choice using scissors, magazines, glue sticks, and mod podge

Teaching Resources Needed to Support the Lesson:

-PowerPoint Presentation -Computer -Projector

Artists:

-Various artists from Art Game

Art Materials Necessary for the Lesson:

-workbooks -magazines -gluesticks -scissors -mod podge

Teacher Directed Activities

Student Directed Activities

Introduction: (17 minutes) Teacher begins the lesson with a PowerPoint Presentation. This presentation will highlight the science of color, and the concept of a biophysical reaction. Throughout the presentation the teacher will have students take notes on key concepts and vocabulary denoted by a black/white star.

Students will also gain an understanding of the structure of the curriculum in its entirety and understand workbook expectations.

Introduction:

Students will take notes on key concepts and vocabulary during the presentation. Students gain an understanding of structure of the curriculum

Development: (24 minutes) Students will be instructed to create a monochrome collage on the front of their workbooks. They will use magazines to cut out the color of their choice and create a composition or arrangement of their choice on their workbook. Once they have glued down their composition, they will apply a layer of mod podge. This will allow for the composition as a whole to protect it for the rest of the semester.

Development:

Students create their monochrome collage design on the front of their workbook using magazine cutouts, scissors, glue sticks, and mod podge.

Conclusion:

Conclusion: (4 minutes) Students will be instructed to clean up their area and put away materials

Students will clean up their area and put away materials

(UN.1L.1) 2 of 2

DAILY PLAN

Name: Georgi Beck

Lesson Title: Psychology of Color

Grade Level:9 th to 12 th Grade

Lesson S & S Concept Statements:

- Knowledge of principles, elements, and science of art experience allows for artists to build base of technical skill

-Each individual understands and interprets art differently based on their culture/world

- Artist and viewers biophysical response to each work is dependent on the time period

in which the work was created and the person’s knowledge of that time period

- Context of how the individual has created art based on their biophysical response to the

process is important to understand the work

- Knowledge of how the brain processes the elements present in art informs how the art is interpreted

Daily Formal Qualities (Elements & Principles of Design):

-color -line -shape -texture

Overall Lesson Objective: Given an association game using a variety of visual art examples in which students sort the art into categories of the 6 basic human emotions and a presentation on the cultural, historical, personal connections of color and artistic choices made when using line, students will gain an understanding of how to effectively use and interpret color and line in art.

Daily Objectives:

-Students will engage in Art Game based on sorting various art examples into the basic 6 human emotions and engage in discussion about what informed their decision -Given a presentation on the psychology of color and line, students can clearly identify how artists use color and line to elicit specific biophysical reactions from the viewer

Assessment Criteria:

-Students can clearly identify and theorize how artists use color and line to elicit specific biophysical reactions from the viewer -Student engages in Art Game based on sorting various art examples into basic 6 human emotions, and students will participate in discussion about why they sorted art into specific categories

Teaching Resources Needed to Support the Lesson:

-PowerPoint Presentation -Computer -Projector Artists:

-Pablo Picasso (The Old Guitarist) -Van Gogh (Sunflowers) -Taj Mahal

Art Materials Necessary for the Lesson:

-art game –workbooks -pencils

Teacher Directed Activities

Student Directed Activities

Introduction: (22 minutes) The students will engage in a visual arts game to gain a deeper connection to their own interpretations of art. The teacher will give out 2 art examples that include examples of fine art, commercial art, visual culture, and will include both historical and contemporary examples. Students will be instructed to sort their 2 examples into one of the 6 basic human emotions, anger, happiness, disgust, sadness, surprise, and fear based on how that art makes them feel. They will be given about 1 minute to sort their example. The teacher will provide a large wall space where all examples can be seen, and each emotion is clearly denoted. The teacher will then engage the students in discussion and get students thinking about why they made their choice:

1.Why did you match this piece with this emotion? 2.What about the works makes you feel this way? Is it the line, shape, color, composition, subject? 3.Would anyone have sorted this differently? Why? 4.Is your interpretation different than your peers? Why? 5.How did the artist use color to lead you to have a specific biophysical reaction? Development: (18 minutes) Teacher builds off game with PowerPoint Presentation that continues from the previous day, highlighting historical context and use of color, cultural context of color, and its connection to human psychology. Teacher will also discuss the impact of line and students will theorize how artists use both line and color to elicit specific biophysical reactions from the viewer. Throughout the presentation the teacher will have students take notes on key concepts and vocabulary denoted by a black/white star. Teacher will point out specific examples and ask students to provide further examples developed in the game Conclusion: (2 minutes) Students will clean up the art examples from the game and put away their workbooks in a designated area.

Introduction:

Students will participate in sorting game and discussion following. This game will set up their own personal understanding of color and line.

Development:

Students will take notes on key concepts and vocabulary during the presentation. Students will participate in discussion as asked

Conclusion:

Students will clean up the game and put away their workbooks