Course/Subject by Grade: Elementary School Art - Grade 1 Unit: Colors, Primary and Secondary
| Program Outcomes for Unit | Instructional Outcomes | Suggested Activities | Vocabulary | Assessment | Resources |
| 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 II: Historical, Cultural, and Social Contexts The student will demonstrate understanding of the visual arts as a basic aspect of history and human experiences. 2.A The student will determine ways in which works of art express ideas about self, people, places, and events. II.A.1 The student will discover how images and forms were used by the people who created them by studying selected artworks of different times and places. 2.B The student will classify reasons why people create and use art by studying artworks and other sources of information. II.B.1 The student will study artworks to identify ways in which art is created and used by different people. 2.C The student will differentiate among the works of different artists and describe their unique styles and forms of expression. II.C.1 The student will categorize the unique characteristics of the work of selected artists. 2.D The student will verify similarities and differences in the processes used to interpret and express ideas in the visual arts and other disciplines. II.D.2 The student will use content from other disciplines as subject matter for expression through art. 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. Outcome IV: Aesthetic Criteria The student will demonstrate the ability to identify, analyze, and apply criteria for making visual aesthetic judgments. IV.A The student will identify and apply criteria for evaluating visual form. IV.A.1 The student will describe aesthetic qualities observed in nature and human-made objects using oral and written language. IV.B The student will evaluate personally created artwork and the work of others. IV.B.1 The student will determine the success of personal creative efforts in the visual arts by applying given and self-constructed criteria to evaluate progress. |
Identify primary and secondary color groups. | Look at work of George Seurat. Discuss landscapes and the effects of light on snow. Discuss color wheel. Sketch a simple landscape and begin painting with primary colors using Q'tips. Have students use secondary colors over primary colors. Discuss color wheel and have students learn to make a color wheel of their own using any of the following mediums: tempera paint, watercolor, crayons, and oil pastels. Look at pictures of rainbows and use a color spectrum pyramid to show the order of colors. Discuss ROYGBIV and the order of sequence of colors, red, orange, yellow, green, blue, indigo, and violet. Color paddles or cellophane of the primary colors can be used to further understand color mixing. (ID) See Shape (simple shapes can be combined or repeated) Lesson about The Very Hungry Caterpillar , by Eric Carle. Discuss color in relationship to the caterpillar's body. |
Color Wheel Primary Red Yellow Blue Secondary Orange Violet Green Hue Warm colors Cool Colors Neutral Colors Brown Black White Gray ROYGBIV Mixing |
Analyze student work Student/Teacher evaluation Monitor student use and application of vocabulary Monitor student use of materials, tools, and supplies |
Georges Seurat, Bathing at Asnieres, Study for "La Grande Jatte", Seine at the Grande-Jatte, Circus Color Wheel The Very Hungry Caterpillar by Eric Carle |
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 |