Reflection #8- Second Grade Lesson Plan- Lines and Color

Objectives

· Students will use color and line to create an Abstract work of art. (A)

· Students will apply contrasting colors to create an emphasis area. (C,A)

Standards Addressed

· Use a protractor and/or ruler to make interesting abstract patterns. Overlap shapes to create a design. Use secondary colors to fill in design. (Build Skills Practice.) · Apply contrasting colors to create an emphasis area in a painting using paint or colored construction paper. (Research Create) · Combine geometric shapes to create more complex new ones. (Explore Contextualize)

Vocabulary

Contrasting Colors: Two colors from different segments of the color wheel are contrasting colors. For example, red is from the warm half of the color wheel and blue is from the cool half. They are contrasting colors.

Abstract Art: Abstract art uses a visual language of form, color and line to create a composition which may exist with a degree of independence from visual references in the world.

Pedagogy

Start off by explaining to the kids what abstract art is. Bring out some examples of Abstract artist’s work. Give each student a piece of paper, a ruler, and the art supplies. Have each student tape off a border for their work. The students will then make many different geometric shapes with their rules. After they have completely filled the page with geometric shapes, they will use their different art media (paint, colored pencils, crayons, markers) and will fill in the shapes with primary, complementary, contrasting, warm, and cool colors. After they are finished, they will let their pictures dry, and will then mount them on a larger piece of construction paper, and will make a wall mural.

Teacher Resources

Abstract Artist’s work

Assessment

The student’s work will be assessed in the following criteria: Did the student fill the entire page? Did the student use all art media? Did the student tape off a border on their piece of paper? Did the student use primary, complementary, contrasting, warm, and cool colors? I will walk around while the students are working, and will silently assess them, and they will be assessed a 3-2-1-0 on a rubric.

3 (Excellent)	2 (Average)	1(Below Average)	0 (Unsatisfactory)
The student filled the entire page	The student filled most of the page.	The student filled some of the page.	The student did not fill any of the page, or did not try.
The student used all of the art media (colored pencils, markers, crayons, paint).	The student used most of the art media (colored pencils, markers, crayons, paint).	The student used some of the art media (colored pencils, markers, crayons, paint).	The student did not use the art media (colored pencils, markers, crayons, paint).
The student taped off a border on their piece of paper.	The student taped off a border on most of their piece of paper.	The student’s border was crooked or not even.	The student did not tape off a border.
The student used primary, complementary, contrasting, warm, and cool colors in their artwork.	The student used most of the primary, complementary, contrasting, warm, and cool colors.	The student used some of the primary, complementary, contrasting, warm, and cool colors.	The student did not use primary, complementary, contrasting, warm, and cool colors.

Adaptations/Integrations/Accommodations

This could be used in older grades as a Math integration.

This is appropriate for second grade, because they should be able to use a ruler effectively in order to create geometric designs. This is also appropriate because they should know the different colors on the color wheel, and know if the colors they are using are warm, cool, or complementary. According to the text, at this age, students should be able to: draw the geometric symbols of the circle, square, triangle, oval, and rectangle.