Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION
LESSON ORGANISATION
Year Level: One Time: 60 mins Date: 30/5/19 Students’ Prior Knowledge:
Exploration of, and experimentation with, the
Learning Area: Visual Arts visual arts elements of shape, colour, line and
texture (ACAVAM106)
Strand/Topic from the Australian Curriculum
Exploration of, and experimentation with, the visual
arts elements of shape, colour, line, space and
texture (ACAVAM106) – warm and cool colours
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Distinguish between warm and cool colours
Create an individual artwork of the sunset and ocean using warm and cool colours
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
Teacher self-reflection and self-evaluation:
1
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:
LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Resources/References
Time Motivation and Introduction:
Revise the colour wheel (fill it in as it is explained)
5 mins
o Who can tell me what the three Primary colours are? Blank colour wheel and
- Red, blue and yellow coloured textas
o Complimentary colours are what we get when we mix primary
colours together
- orange, green and purple
Lesson Steps (Lesson content, structure, strategies & Key Questions):
Today year ones, we are going to make and artwork using warm and cool
colours. We can use the colour wheel to tell us which colours are warm and
which are cool! To work this out all you have to do is split the colour wheel in
half (draw a line through and label each side warm and cool).
5 mins 1. Pose the following questions:
o What sorts of things do warm colours remind you of?
- Sun, fire, lights (these are warm things)
o How about the cool colours?
- Rain, water, plants, grass
o Colours can also make us feel different emotions and moods.
What sorts of emotions might warm colours make us feel?
- Happy, excited, angry
o How about cool colours?
- Calm, sad, relaxed
25 A5 sheets of blank
2. Students will collect a blank sheet of paper and oil pastels before
paper and oil pastels
moving to their desks.
We are going to create an oil pastel drawing of the sunset over the ocean. On
one half you will use warm colours and one half will use cool colours. Hands
up do you think the sun or ocean will be drawn with warm colours? That’s
right the sunset! I am going to show you first.
2 mins 3. Demonstrate, using pencil, the three ways of drawing the waves in
2
the middle of the page. Then draw the sun in pencil.
5 mins
4. Trace over the pencil with the black pencil.
2 mins 5. Allow students to draw their pencil design and check before allowing
them to trace over.
6. Demonstrate colouring the sun. explain that students can start with
the darker warm colours like red and pink at the top and practise
blending them into orange and then yellow as it goes towards the sun.
The main focus:
o ONLY warm colours on the top half
o No white spaces
o Press down hard on the page for best effect
7. Students will hold up their warm colour oil pastels before starting to
check for understanding.
20 mins
8. Allow time for students to complete the top half of their painting.
2 mins 9. Demonstrate colouring the ocean. Use a mixture of the blues and
turquoise, gradually covering and blending the whole bottom half of
the page.
10. Students will hold up their cool coloured oil pastels before starting to
check for understanding.
The main focus:
o ONLY cool colours on the bottom
o No white spaces (mix/blend all the colours)
20 mins
o Press down hard on the page for best effect
11. Allow time for students to complete the bottom half of their painting.
1 min
Lesson Closure:(Review lesson objectives with students)
Ask students for examples of warm colours/cool colours
Transition: (What needs to happen prior to the next lesson?)
Students will pack up oil pastels, black pen and any other stationary
Students will place their artwork at the front of the room
10 mins
Assessment: (Were the lesson objectives met? How will these be judged?)
Work Sample
