LESSON PLAN 2 Day 6

Teachers:  _​Zainab Awad Kylie Taft​_________________ 

Grade Level: _​2nd-3rd​___ 
Lesson Plan # __​2​__ 
Lesson Title: __​Mood Posters​__________ 
Date Taught: __March 14__ , 2020_ 
Date Revised: __March 16 , 2020_ 
 
Theme/Overarching curriculum goals: 
● The Art of Communication will be the overarching theme throughout our curriculum. Students will learn 
ways throughout the decades that people have communicated with each other. We will be exploring 
how people would spread messages, stories, and pass on traditions through word of mouth. We will 
also explore how we communicate today through technology and how students can create innovative 
ideas to communicate with the future to make the world a better place. Teaching communication is 
necessary because it is important to facilitate innovation, foster relationships, and connect with the 
world and its cultures. The students will work collaboratively to develop communication skills and their 
ideas through teamwork. They will understand why and how effective communication is important for 
the growth of art and beyond. We chose this theme for this age group because kids love to 
communicate and this curriculum can help them facilitate and grow those inherent abilities. We will use 
theory and pose age-appropriate questions that will develop their understanding of how important it is 
to be communicative. Students will be able to collaborate with their peers and explore different 
methods of communication through various art mediums. 
 
Lesson Rationale: 
● For this lesson, we will be creating mood posters. Each student will be assigned a different mood to 
represent visually. We will then learn about how color, facial expression, and body language can 
express various emotions. Students will choose and translate their chosen emotion. This exploration of 
mood and color theory will help the students to understand their own emotions better. Students of 7-8 
year olds often have difficulty understanding their emotions and finding the best ways to express them. 
Through this lesson, students will learn the ways that they can feel and why. In addition, we will explore 
the use of both digital technology and painting. We will also learn color mixing theory so we can mix 
tints and shades of a monochromatic color scheme. Through this project, we will explore questions 
including: 
○ What are some ways that we can convey different emotions? 
■ How do we express being happy? Sad? Sleepy? 
○ Why is it important to convey our emotions? 
■ How can colors affect our emotions? Can they improve or change our mood? 
○ What can posters communicate? How do posters communicate differently than other forms of 
communication? 
■ What are billboards used to communicate? Are they for only one person or a larger 
audience? 
 
Lesson Objectives: Students will…  
Conceptual/Affective/Expressive Objective (creative/critical thinking processes to be developed): 
● Students will learn how to conceptualize and problem-solve by learning how to translate their ideas onto 
paper. 
● Students will understand why communication is important.  
● Students will understand how art can be used to communicate their ideas. 
● Students will understand why we communicate with art.  
● Students will understand color theory and how colors can be mixed together to produce other colors. 
Multicultural/Historical/Interdisciplinary Objective (aspects of culture/history/another subject that students will 
learn about): 
● Students will be presenting an emotion through a monochromatic color scheme of their creation. This is 
will teach them about how colors affect the human condition in many ways, then ask them to translate it in 
their own way 
● Students will learn about the history of colors associated with what they were used for and who used them 

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○ ie purple and blue for royals because the pigments were known to be made of rare expensive 
foreign imported materials 
○ In ancient Egypt red was considered both a color of vitality and celebration, as well as evil and 
destruction. In many Asian countries such as India and China, red is regarded as the color of 
happiness, wellbeing, and good fortune 
○ In China and Japan, green is seen as the color of new birth, youth, and hope but if you wear it as a 
hat, it is associated with jealousy. 
● History of Mosaics: Mosaic is an art form that is at least 4000 years old and originated in Mesopotamia, 
with bits of colored stones, glass and other materials.The first glazed mosaic tiles were found in Susa, in 
what is modern day Iran, around 1500 BCE 
Productive Objective (what students will physically learn to make/do): 
● Students will learn how to represent themselves in a self-portrait conveying a chosen emotion. 
● Students will learn how to create a 12”*18” poster that successfully conveys their assigned emotion.  
● Students will learn how to use Photo Booth to produce a photograph. 
● Students will learn various skills in Photoshop including importing, image adjusting, and exporting.  
● Students will learn how to mix tints and shades to create a value scale. 
● State Visual Arts Goals met by the lesson objectives: 
● ART.VA.I.2. Demonstrate the safe use of a variety of materials, tools, and processes with environmental 
awareness.  
● ART.VA.II.2. Demonstrate how materials, techniques, and processes can be used creatively to 
communicate ideas.  
● ART.VA.III.2 Recognize that art is created to fulfill personal and/or social needs. 
 
Vocabulary: 
Conceptual/Affective/Expressive: 
● (Monochromatic)​: a photograph or picture developed or executed in black and white or in varying 
tones of only one color. 
● (Color Theory)​: is a body of practical guidance to color mixing and the visual effects of a specific color 
combination. 
● (Self-​Portrait​): a portrait of an artist produced or created by that artist 
● (complementary colors): Complementary colors are two colors that are on opposite sides of the color 
wheel 
● (Color wheel): a circle with different colored sectors used to show the relationship between colors 
● (Body language): is a type of nonverbal communication in which physical behaviors, as opposed to 
words, are used to express or convey the information.  
Multicultural/Historical/Interdisciplinary: 
● (Color symbolism): the use of color as a symbol in various cultures 
Production: 
● (Value Scale):​ A system organizing the lightness and darkness of a color 
● (​Tints): a mixture of a color with white.  
● (Shades): a mixture of a color with black.  
● (Photoshop)​: to alter (a digital image) with Photoshop software or other image-editing software 
especially in a way that distorts reality. 
● (Photo Booth​): a program that you can produce photographs with.  
 
Teacher Provided Materials: (___ students plus demos) 
● Demo materials: 
○ pencils 
○ erasers 
○ watercolor paper 
○ acrylic paint 
○ paint brushes 
○ water 
○ water and paint containers 
○ 12”*18” paper 

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LESSON PLAN 2 Day 6
● For Student: 
○ pencils 
○ erasers 
○ watercolor paper 
○ acrylic paint 
○ paint brushes 
○ water 
○ water and paint containers 
○ 12*18” paper 
Learner Provided Materials: 
● Their energetic attitudes! 
 
Motivation/Activities and Prompts: 
● Discussion and presentation/board  
○ Powerpoint- Review lesson objectives. What are our goals for this session? Discuss how the 
value scale that we created last session will be applied to the image that we are painting on. 
Review their designated moods and colors and why they fit together.  
● Interactive demonstrations  
○ Demonstrate how the 3 values on our scale will be assigned to each value on our printed 
image. Review how we mixed tints and shades last time to create the value scales. 
○ Acrylic painting-  
■ How to load the brush, clean the brush after using every color. 
■ Paint the complementary color background first. 
■ Paint in the tint on a self portrait (lightest value on your value scale)- it is easier to paint 
over mistakes as we paint in the darker values. You may need to paint several layers of 
your lightest value. 
■ Use a big brush to paint bigger areas. Use a smaller brush for smaller, detailed areas. 
 
● Teacher-made exemplars  
○ Zaina’s mood word is blissful associated with the color yellow.  
○ Kylie’s mood word is dreamy associated with the color purple. 
● Handouts 
○ n/a 
● Historical/Multicultural/Interdisciplinary exemplars  
○ Artists: 
■ Lilian Broca: Romanian-Canadian feminist artist who does expressionistic mosaic 
portraits. She also does some monochromatic work. 
■ Bonny Roberts: Explores feelings through the bright colors of her paintings. Her goal is 
to make the view feel the emotion. 
■ Monochrome picture examples: 7th grade art class examples of a teacher named 
Miriam 
 
 
Classroom Layout/Physical Set-up: 
● WALL POSTINGS: Expectations poster on the front wall. Timeline written on the whiteboard. 
FRONT 

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● TABLE FORMATION:   
● 5 tables and 4 students per table. Students will be seated so that everyone can see the front projector. 
● MATERIALS DISTRIBUTION AREA:   
○ “Round Table” will hold paints, paper 
○ On their tables will be paint brushes, pencils, erasers 
 
● DEMONSTRATION AREA:  
○ Students will gather around one of the tables near the middle of the room for the demo(s).  
 
● WORK AREA:   
○ Students will work at their tables. 
 
● DISCUSSION/CRITIQUE AREA:   
○ Students will discuss in their seats. 
 
● CLEAN UP AREA:  
○ Students will gather their materials together with their tables.  
○ Students will be washing paint brushes, paint/water containers, and washing their hands at 
sinks. 
 
Procedures:  
● SKETCHBOOK/JOURNAL: (​10​ minutes) 
○ Make a value scale that has a tint and shade with crayons. Create a drawing using that value 
scale. 
● FOCUSING EVENT: (​5​ minutes) 
■ Yoga stretches to get their blood flowing a little. 
● DISCUSSION: (​10​ minutes) 
○ Review main dialogue points and questions from last week: 
■ What are some ways that we can convey different emotions? 
● How many faces and gestures can we make to show one mood? 
■ Why is it important to convey our emotions? 

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Do we think it is okay to not tell someone we are upset? Or is it better to 
●
explain to someone about why and talk it through with them? Does it make us 
feel better? 
■ How are different colors associated with different moods? 
● How does green make us feel? How is it represented in the movies? 
● What is a complementary color? Why are we choosing this type of color? 
■ What can posters communicate? How do posters communicate differently than other 
forms of communication? 
● What do we usually see on large billboards? Are posters and billboards meant 
for one person? Or for many? 
■ How do we mix secondary colors, tints, and shades?  
 
● DEMONSTRATIONS: (​10​ minutes) 
○ Color scale demonstration 
■ Students will have their value scales they created last week. They will also have 
established their complementary colors for their background. We will review how we 
had mixed those colors in order to recreate them. For colors outside of the basic color 
wheel for example like seafoam green we have an electronic simulator. 
https://www.sessions.edu/color-calculator/  
■ We will demonstrate how to number the values on our value scales and use those 
numbers to distinguish which areas of our printed image needs which value.  
○ Show teacher made exemplars 
● Painting color scale demo 
○ How I chose my color 
○ Steps to create a tint for my main color- add white. Steps to create my 
shade for my color- add black. 
○ Refer to the color wheel- what is my complementary (opposite) color? 
○ Show Historical/Multicultural/Interdisciplinary exemplars 
■ In powerpoint we will talk about the artists: 
● Lilian Broca​: Romanian-Canadian feminist artist who does expressionistic 
mosaic portraits- explain how she portrays people with her different colors and 
parts to her paintings- seperate yet unified. 
● Bonny Roberts​: Explores feelings through the bright colors of her paintings. 
Her goal is to make the view feel the emotion. - Our goal 
● Monochrome​ picture examples: 7th grade art class examples of a teacher 
named Miriam- How the art works will end up looking at the end with all the 
colors. 
 
● WORK SESSION: (​65​ minutes) 
○ First, we will have students number their value scales and printed images. We will check for 
comprehension to make sure everything is labelled right before we move on. This makes it very 
clear where they should be painting each value on their images.  
○ Second, students will mix the values of their pre-made scales along with their complementary 
color. 
○ Third, students will begin applying paint. Complementary color to background first, then their 
tint, then their shade. 
 
● CLEAN UP: (​10​ minutes) 
○ gather paints, brushes, and cups to organize. We will assign roles by directing 1s to clean paint 
palettes, 2s to clean paint brushes, 3s to rinse cups, and 4s to collect portfolios and nametags. 
Students will form one line at each sink.  
○ Wash hands.  
● CLOSURE: (​5​ minutes)  
○ Discuss what we learned today- Value scale, color theory, color mixing, acrylic painting, ect.  
○ Think about the last session-- exhibition! 

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Assessment:  
● Formative: think, pair, share about assigned moods and ideas about how we are going to represent 
that mood. When the students are finished with their own black and white filters, they will check with 
us then they will pair up with a struggling student to help them get through the steps and talk about 
their ideas that they have about the emotion they chose. 
● Summative:  
○ rubric will lay out expectations for project.  
■ clearly represent your assigned mood visually considering color, facial expressions, 
and body language. 
■ choose a color that corresponds to your mood. Mix a tint and shade to create a value 
scale.  
■  
○ sketchbook 
 
Special Needs Accommodations:  
● 1. For a student with autism, in order for the student to be able to formulate their thoughts, we would 
either 1. Do a personal verbal brainstorming session to pick the child’s brains about the questions I am 
asking the group or 2. pair them up with a partner to verbally discuss and help make connections.  
● 2. For a child who is having difficulties staying focused on the computer, they may need an instructor 
or peer to assist them to complete the tasks. 
 
Timetables: 
 
Time allotted for lesson (___ minutes total for class): 
Activity Minutes
Focusing Activity 10mins.
Review last lesson and review timeline  5 mins.
Discussion/Demonstration  10 mins.
Break  10 mins.
Work session  55 mins.
Cleanup  15 mins.
Closure  5 mins. 
 
Preparation Time:  
Activity Time
Writing lesson  2 /hour(s)
Gathering materials/resources 30 mins)
Set-up (before classes) 1 hour)
Making an example 3 hour(s)
Making presentations/boards/handouts 1 /hour(s)
Revising lesson  30 mins

TOTAL 8 /hour(s)
 
(ATTACH: all supplementary materials for the lesson, such as handouts, powerpoints, images of 
exemplars, etc.)  
https://99designs.com/blog/tips/how-color-impacts-emotions-and-behaviors/  

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