LESSON PLAN FORMAT
University of North Texas Art Education
I. Lesson Number, Grade Levels, Title, and Duration:
Lesson #3, 9th grade, Color Expresses Home, 1 hr. 20 mins. (1 class day)
II. Lesson Rationale:
Identifying or recognizing ones idea of home plays a large part in shaping an individual. It is
something, somewhere, or someone we have grown up with, and whatever it may be it helps to reveal
what we value in life and what is truly important to us as individuals. In this lesson students will begin
to connect certain colors to their idea of home. Color is often associated with certain feelings, people,
or memories, so it is important for the students to connect colors to their idea of home to better
communicate the feeling they get from it. The students will be able to express their associations of
color in combination with their idea of home through a bleeding tissue paper activity.
III. Key Concepts:
1. Color is associated with feelings, memories, or even people, and it can be used to express an
idea of home.
IV. Essential Question:
1. How will students express their idea of home with colors that can be associated with feelings
memories, or people?
V. Lesson Objectives:
1. Students will be able to express their idea of home with colors through compiling a list of
colors and the associations they can connect with certain feelings, memories, or people in their
lives. Once they have compiled their list, they will express these colors through a bleeding
tissue paper activity.
VI. Specific Art Content:
Color, watercolor tissue paper, wet on wet
VII. Resources & Materials for Teacher:
Computer
Projector/Screen
Teacher website https://homeiswheretheheartisdoran.weebly.com/
Tissue paper demo
5x7 Watercolor sheets
Water
Watercolor tissue paper
Watercolor brushes
Pencils
VIII. Resources & Materials for Students:
Sketchbook
Pencils
5x7 Watercolor sheets
Water
Watercolor tissue paper
Watercolor brushes
IX. Instruction and Its Sequencing:
1st Day of the Lesson
1. Introduction/Motivation:
Introduce the element of color and play video on the Color Expresses Home tab on the
weebly website to introduce the associations and feelings that can be made from different
colors.
2. Guided Practice
How can colors express certain feelings, or even remind us of certain things, places, peoples
or memories? In your sketchbooks, I want you to think about the 2-3 subjects that remind you
of home that we talked about in Lesson 1. I want you to then compile a list of colors along with
written associations of how these colors connect to your ideas of home. Play demo video
activity; students will complete this after they have created their lists.
3. Independent Practice
Students will first complete a list in their sketchbooks of all the colors and associations they can
make to their idea of home. They will then show the teacher there completed list. After it is
shown to the teacher, students can go ahead and collect the color of tissue paper they need, as
well as a paintbrush, water cup, and a 5x7 sheet of watercolor paper. They can then practice the
bleeding tissue paper technique on their paper. If they finish early, they can play around with
more colors and compositions on additional pieces of paper.
4. Closure
Keep your list of colors in your sketchbook, you will be revisiting these colors and this
technique in the next lesson and in the last lesson of the unit. For the next lesson, bring a flash
drive to class. If you do not have a flash drive, make sure you have access to an email account.
5. Formative Evaluation
Walk around the classroom make sure students are compiling their lists, and writing the
associations that come to mind with those specific colors. Check their lists before they start
with the tissue paper. Make sure they are going through the bleeding tissue paper technique
accurately, and help if needed.
6. Accommodations
Make sure students can hear volume of video at appropriate volume. For those with hearing
impairments or language barriers use subtitles as well as subtitles in another language if
possible. Repeat instructions more than once.
7. Classroom Management Procedures
Make sure students know what is expected for them in this assignment. Keep students on task
and make sure they are using time wisely. 10 minutes before class make sure students clean up
scraps, brushes, water cups, and clean off tables before they leave.
X. Summative Assessment and Evaluation:
Summative Assessment for students based on an Analytic Scoring Rubric. A scoring
rubric is a formal scoring plan that defines levels of achievement (Beattie, 1997, 106).
What do I want to know?
-How students will express their idea of home through color.
How will I know it?
-By checking their list and their connections or associations of their colors, and seeing
how they execute those colors with the bleeding tissue paper technique.
How will I record it?
Through the rubric
1 (35 points each) 2 (40 points each) 3 (50 points each)
Students list of colors Student completed list of Student completed list Student completed list
with associations and colors, but did not write of colors, but could and successfully
connections explaining down how they connect have used more explained why they
their choice of color. to their idea of home. explanation for the chose those colors and
choice of colors. how they connect to
their idea of home.
Completion of bleeding Student started bleeding Student completed Student completed
tissue paper activity. tissue paper activity, but bleeding tissue paper bleeding tissue paper
left too many empty activity, but could have activity, and filled the
spaces making it filled the space a little space effectively with
incomplete. bit more. color.
TOTAL __________________
XI. Interdisciplinary Connections:
This lesson can connect to both psychology, and science. Colors have certain psychological
associations with our emotions and feelings. While in science, one could bring up the illusion of color
through light.
XII. References & Resources:
Beattie, D. K. (1997). Assessment in art education. Worcester, MA: Davis Publications
Incorporated.
Color Video https://youtu.be/MJlTKZzgnKM
Teacher website https://homeiswheretheheartisdoran.weebly.com/
XIII. Art TEKS
http://ritter.tea.state.tx.us/rules/tac/chapter117/ch117c.html
117.302. Art, Level I (One Credit), Adopted 2013.
(c) Knowledge and skills
(A) consider concepts and ideas from direct observation, original sources, experiences,
and imagination for original artwork
(B) identify and understand the elements of art, including line, shape, color, texture,
form, space, and value, as the fundamentals of art in personal artwork
XIV. National Art Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
