Course/Subject by Grade: Elementary School Art - Grade 1 Unit: Identify Color
| Program Outcomes for Unit | Instructional Outcomes | Suggested Activities | Vocabulary | Assessment | Texture |
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Outcome I: Perceiving and Responding - Aesthetic Education The student will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment. I.A. The student will identify and describe observed form. I.A.1 The student will identify and describe qualities of size, line, shape, color, and texture of observed visual forms. I.A.2. The student will identify and describe the content and meaning of observed form visual forms. 1.B The student will identify and compare ways in which selected works of art represent what people see, feel, know, and imagine. I.B.2 The student will compare selected works of art and describe how different artists use imagination in their work. Outcome III: Creative Expression and Production The student will demonstrate the ability to organize knowledge and ideas for expression in the production of art. 3.A The student will use a variety of art media, processes, and techniques to express thoughts and feelings. III.A.1 The student will produce a variety of art forms using selected tools, materials, and techniques safely. III.A.2 The student will communicate ideas and feelings using art media. III.A.3 The student will apply knowledge of art processes and skill in using media and tools to solve problems in visual composition. 3.B The student will identify sources of art expression and describe the processes artists' use in developing their ideas. III.B.1 The student will select ideas and images from imagination and observation to express or interpret through art. III.B.2 The student will create original art works based in fantasy that express personal feelings and ideas. III.B.3 The student will record ideas and experiences for art making using visual and verbal notation. |
Colors can be identified by hue. | Color Dippity Dye Paper and/or coffee filters with marker or watercolor and squirt with water. The moods of color explored by looking at Dr. Seuss' My Many Color Days . Create a child as in the video, offer a variety of colored construction paper to create a collage. Have students write about why they chose the colors that they did and what mood they achieved. (ID) Discuss the color wheel and primary and secondary colors. Have them create a color wheel using paint to mix the secondary colors. Idea: have them create a shape template for the primary colors and a different shape template for the secondary colors. Paper Weaving: Have students experiment with color mixing watercolor a piece of paper. Let it dry and have students create a paper loom, by folding paper in half and drawing lines with a ruler. Have students draw lines on their painted paper, cut into strips and weave. |
Red Yellow Blue Green Orange Violet Black White Gray Brown Hue Color Watercolor Mood Dippity dye Paper weaving Mixing ROYGBIV Warm colors Cool Colors Neutral Colors |
Analyze student work Self assessment Evaluation of student's ability to successfully plan, refine, and clarify his/her work Assessment of student's ability to meet established criteria Monitor student use of materials, tools and supplies |
My Many Color Days by Dr. Seuss Color Wheel |
Unit continues teaching all indicators identified.
| M - Multicultural | T - Technology | ID - Interdisciplinary |
| LM - Library Media | MO - Modifications | C - Career Education |
| E - Environmental Education | MI- Multiple Intelligence | G/T - Enrichment |