Name: Cierra Chavis

Day ONE
Activity: Warm and Cool Color abstract art
Grade: 3rd

Central Focus
Students will understand that they can explore color combinations, lines, and shapes to make an
abstract artwork.

North Carolina Essential Standards

3. V. 1.4 Understand characteristics of the Elements of Art, including lines, shapes, colors, textures,
form, space, and value.
3.V. 2.1 Create art through a process that includes generating ideas, planning solutions, and
producing original art.

Lesson Objectives and Demands

Content Objectives:
Students will understand the difference between warm and cool colors.

Students will design an abstract artwork using shapes and lines.

Students will understand how to fill up the space of the paper.

Language Objectives:
Students will be able to explain warm and cool colors and what abstract art means.

Key Vocabulary in Lesson: Warm and cool colors, geometric and organic shape, abstract
Key Artwork in Lessons: Various images of abstract art by artists such as Stephen
Conroy, Gary Grayson, Gordan P. Junior, Samuel Durkin using
both warm and cool colors

Materials
paper , pencils, carbon paper, rulers

Lesson Considerations
Prior Academic Learning and Prerequisite Skills:
Students will have practiced mixing colors, as well as practicing with tints and shades of assorted
colors and will be able to differentiate the warm and cool colors from one another.

Students are interested in exploring new materials and how they can use paintbrushes to create
textures and are moving from the lack of detail stage to detail and more features being present in
their artwork.
Misconceptions:
The difference between warm and cool colors, not remembering how to mix colors to make a new
color.

Before the lesson I will be reviewing what the warm and cool colors are and review color mixing.

Procedure with Lesson Timeline and Instructional Strategies & Learning Tasks (This
should be VERY DETAILED)
Instructional Strategies: DAY ONE
1. I will open the lesson by reviewing with the students what the warm and cool colors. I will
then introduce students to the project by showing them examples of abstract artwork on the
Smartboard. I will also hold a discussion with students about what each of the pictures I have
provided for them to look at and ask questions such as what do the pictures I have provided
remind them of, and how are the artworks abstract. When showing the students, the pictures
of the sea creatures, I will ask them questions such as what are the colors that they see in the
abstract artwork and are they warm or cool to reinforce the warm and cool colors. I will also
ask questions like what shapes and lines they can see in each of the abstract art that I show
the students.
2. I will build interest by showing the pictures of different abstract artworks by Samuel Durkin,
Gary Grayson, etc. that have recognizable shapes such as squares, circles, etc. and open a
discussion with students about the colors that they can find in the abstract artwork, what
shapes that they see.
3. I will model for the students how they can take shapes that they already know and begin as a
basis for their abstract artworks. I will show students a completed project and then to go
further I will complete a drawing on the board using shapes, lines to further the students
understanding of abstract art.
Independent Practice/Application: DAY ONE
1. Students will fold paper in half and place the carbon paper in between the folded white
paper.
2. Students will use the carbon paper, pencils and rulers if they wish to draw their abstract
artwork. The students will create their abstract artwork using shapes and lines that they saw
examples of before class such as: bumpy lines, vertical lines, horizontal lines, zig zag lines, etc.
Closure
1. When circulating the classroom, I will use the vocabulary that is essential for the lesson to
make sure they understand it and review what the goal is for the lesson.
2. In an exit slip I will ask students to describe how their artwork is abstract and what abstract
art means.

Evidence and Formative Assessment of Student Learning:

Assessment Strategy #1: Alignment with Objectives:
Describe how this assessment is aligned to your
stated objectives. Which objective(s) is it
assessing? Students will be able to describe how
they used the elements of art (shape) (line) to
create their abstract art. 3. V. 1.4
Circulating the classroom and ask to describe Evidence of Student Understanding:
what abstract art is. Describe how this assessment strategy provides
evidence of student understanding of the
concepts being taught. This assessment shows
evidence that students understand because they
will be able to describe how they used shapes and
line to create an abstract art.
Student Feedback:
Describe how you will provide feedback to
students on this assessment. I will provide
feedback by making sure students give thoughtful
answers by providing thoughtful questions to ask
them during the discussion.
Assessment Strategy #2: Alignment with Objectives:
Describe how this assessment is aligned to your
stated objectives. Which objective(s) is it
assessing? This assessment will show that
students were able to come up with their own
original ideas. 3. V. 2. 1
Exit Slip Evidence of Student Understanding:
(See attached exit slip) Describe how this assessment strategy provides
evidence of student understanding of the
concepts being taught. This will show their
understanding by checking the originality of their
artwork and will assess the process of creating
their abstract artworks to see if they understood
the lesson.
Student Feedback:
Describe how you will provide feedback to
students on this assessment. I will grade the
rubric and discuss with each student to check
understanding and reinforce the goal of the
lesson if they were having trouble as well as
provide students with commentary feedback
about their artwork.

Accommodations and Modifications

How might I differentiate If needed, provide different painting tools that could be used
instruction for the range of learners by students who have motor issues.
Extensions and enrichment Show students artwork by artists who designed abstract
artworks.

Supporting Visual Arts Development through Language

Identified Language Demands Planned Language
Activities/Supports
 Functions (compare, explain,
evaluate, analyze, critique,
describe, interpret)
Vocabulary (contrast, line, color,
shape, pattern, sculpture)
Discourse and/or Syntax
Students will be able to describe
how they used shapes and
warm and cool colors for their
abstract art.
Shape
Color
Syntax: Students can draw an
abstract artwork.
I will reinforce vocabulary
throughout the lesson by using
the key terms when discussing
artwork.
For the beginning lesson,
students will play a game with
the color wheel to identify the
warm/cool colors
Students can make their own
artwork using the appropriate
materials and create an
abstract artwork.

Research/Theories Applied
Identify theories or research Mary Hafeli: Exploring studio materials. New York: Oxford University
that supports the approach Press.
you used.

Acknowledgements
Sources:
If ideas in this lesson
were based on work
from others,
acknowledge your
sources here.

Include supporting material such as PowerPoints, worksheets, assessment instruments, handouts, etc.
any activities students will be using as part of your lesson.

Name: Cierra Chavis

Day TWO
Activity: Warm and Cool Color Abstract Art.
Grade: 3rd

Central Focus
Students will make an abstract artwork and use the warm colors for their painting.

North Carolina Essential Standards

3. V. 1.4 Understand characteristics of the Elements of Art, including lines, shapes, colors, textures,
form, space, and value.
3.V. 2.1 Create art through a process that includes generating ideas, planning solutions, and
producing original art.
Lesson Objectives and Demands

Content Objectives:
Students will understand the difference between warm and cool colors to create their painting.

Students will begin painting the first abstract artwork they have created with warm colors.
Language Objectives:
Students will be able to describe how they used warm colors in their painting.
Key Vocabulary in Lesson: Warm and cool colors, geometric and organic shape
Key Artwork in Lesson: Various images of abstract art by artists such as Stephen
Conroy, Gary Grayson, Gordan P. Junior, Samuel Durkin using
both warm and cool colors

Materials
Paint, 9x12 paper, paintbrush, water

Lesson Considerations
Prior Academic Learning and Prerequisite Skills:
Students will have practiced mixing colors, as well as practicing with tints and shades of assorted
colors and will be able to differentiate the warm and cool colors from one another.
Misconceptions:
Forgetting what colors mix into one another, the difference between warm and cool colors.

Procedure with Lesson Timeline and Instructional Strategies & Learning Tasks (This
should be VERY DETAILED)

Instructional Strategies: DAY TWO

4. I will open lesson by showing students artworks from artists who specifically used the warm
colors before they begin painting their abstract artwork. I will discuss with the students the
usage of the warm colors in the artworks shown.
5. I will build interest by showing the students the artworks and asking them how they will use
the warm colors to paint their pictures.
6. How will you model or demonstrate skills or strategies for your students? I will model for the
students how to clean brushes properly, and how to clean brushes in-between color changes.
I will also show students how to paint their pictures if they have detailed shapes, and lines.
Independent Practice/Application: DAY TWO
3. Students will be painting the first abstract artwork using the warm colors.

Closure:
3. I will go around the classroom to each student and ask them how they used warm colors.
4. When circulating the classroom, I will use the vocabulary that is essential for the lesson to
make sure they understand it and review what the goal is for the lesson.
5. When asking questions, I will make sure they can answer what they did in the last lessons by
making sure they understand the color schemes and what tints and shades are.
 6. I will make sure students understand by asking at the end of class do they think they are
successfully painting their artwork based on the criteria.

Evidence and Formative Assessment of Student Learning:

Assessment Strategy #1: Alignment with Objectives:
Students will be able to describe how they used
the elements of art (shape) (line) to create an
abstract artwork.3. V. 1.4
Circulating the classroom and ask to Evidence of Student Understanding:
describe how they used warm colors to begin . This assessment shows evidence that students
painting their abstract artwork. understand because they will be able to describe
how they used shapes and lines to make an
artwork that is abstract.
Student Feedback:
I will provide feedback by making sure students
give thoughtful answers by providing thoughtful
questions to ask them during the discussion.
Assessment Strategy #2: Alignment with Objectives:
This assessment will show that students were
able to come up with their own original ideas. 3.
V. 2. 1
Exit Slip Evidence of Student Understanding:
(see attached exit slip) . This will show their understanding by checking
the originality of their artwork and will assess the
process of creating their abstract art to see if they
understood the lesson.
Student Feedback:
I will grade the rubric and discuss with each
student to check understanding and reinforce the
goal of the lesson if they were having trouble.

Accommodations and Modifications

How might I differentiate If needed, provide utensils that could be used by students who
instruction for the range of learners have motor issues.
Extensions and enrichment Show students artwork by artists who designed abstract
artworks.

Supporting Visual Arts Development through Language

Identified Language Demands Planned Language
Activities/Supports
Functions (compare, explain, Students will be able to describe
evaluate, analyze, critique, how they used shapes and
describe, interpret) warm and cool colors for their
sea creatures.
 Vocabulary (contrast, line, color,
shape, pattern, sculpture)
Discourse and/or Syntax
Shape For the beginning lesson,
Color students will play a game with
the color wheel to identify the
warm/cool colors
Syntax: Students will
understand that they can use
warm colors to paint an abstract
artwork.

Research/Theories Applied
Identify theories or research Mary Hafeli: Exploring studio materials. New York: Oxford University
that supports the approach Press.
you used.

Acknowledgements
Sources:
If ideas in this lesson
were based on work
from others,
acknowledge your
sources here.

Visual Arts Lesson Plan Template

Name: Cierra Chavis
Day THREE
Activity: Warm and Cool Color Abstract Art
Grade: 3rd

Central Focus
Students will make an abstract artwork and use the cool colors for their painting.

North Carolina Essential Standards

3. V. 1.4 Understand characteristics of the Elements of Art, including lines, shapes, colors, textures,
form, space, and value.
3.V. 2.1 Create art through a process that includes generating ideas, planning solutions, and
producing original art.

Lesson Objectives and Demands

Content Objectives:
Students will understand the difference between warm and cool colors to create their painting.

Students will begin painting their second abstract artwork with cool colors.
Language Objectives:
Students will be able to describe how they used warm and cool colors in their paintings.
Key Vocabulary in Lesson: Warm and cool colors, geometric and organic shape, abstract
Key Artwork in Lesson: Various images of abstract art by artists such as Stephen
Conroy, Gary Grayson, Gordan P. Junior, Samuel Durkin using
both warm and cool colors

Materials
Paint, 9x12 paper, water, paper towels

Lesson Considerations
Prior Academic Learning and Prerequisite Skills:
Students will have practiced mixing colors, as well as practicing with tints and shades of assorted
colors and will be able to differentiate the warm and cool colors from one another.
Misconceptions:
Forgetting what colors mix into one another, the difference between warm and cool colors.

Procedure with Lesson Timeline and Instructional Strategies & Learning Tasks (This
should be VERY DETAILED)

Instructional Strategies: DAY THREE

1. I will open lesson by reviewing with students the warm and cool colors and the meaning of
abstract artwork. I will also review with students how to properly clean their brushes to
switch colors.
2. I will build interest by showing the students pictures of cool color abstract art.
3. I will model for the students how to clean their brushes properly.
Independent Practice/Application: DAY THREE
4. Students will finish painting their abstract art with the cool colors.

Closure:
5. I will go around the classroom to each student and ask them how they used cool colors.
6. When circulating the classroom, I will use the vocabulary that is essential for the lesson to
make sure they understand it and review what the goal is for the lesson.
7. When asking questions, I will make sure they can answer what they did in the last two lessons
by making sure they understand the color schemes and what tints and shades are.
8. I will make sure students understand by asking at the end of class do they think they are
successfully painting their abstract art based on the criteria.

Evidence and Formative Assessment of Student Learning:

Assessment Strategy #1: Alignment with Objectives:
Students will be able to describe how they used
the elements of art (shape) (line) to create their
abstract art. 3. V. 1.4
 Circulating the classroom and ask to Evidence of Student Understanding:
describe how they used cool colors to paint their . This assessment shows evidence that students
second abstract artwork. understand because they will be able to describe
how they used shapes and lines to create an
abstract artwork.
Student Feedback:
I will provide feedback by making sure students
give thoughtful answers by providing thoughtful
questions to ask them during the discussion.
Assessment Strategy #2: Alignment with Objectives:
This assessment will show that students were
able to come up with their own original ideas. 3.
Exit Slip V. 2. 1
Evidence of Student Understanding:
See attached exit slip. . This will show their understanding by checking
the originality of their artwork and will assess the
process of creating an abstract art to see if they
understood the lesson.
Student Feedback:
I will grade the rubric and discuss with each
student to check understanding and reinforce the
goal of the lesson if they were having trouble.

Accommodations and Modifications

How might I differentiate If needed, provide utensils that could be used by students who
instruction for the range of learners have motor issues.
Extensions and enrichment Show students artwork by artists who designed abstract
artworks.

Supporting Visual Arts Development through Language

Identified Language Demands
Functions (compare, explain,
evaluate, analyze, critique,
describe, interpret)
Vocabulary (contrast, line, color,
shape, pattern, sculpture)
Discourse and/or Syntax
Planned Language
Activities/Supports
Students will be able to describe
how they used shapes and
warm and cool colors for their
sea creatures.
Shape For the beginning lesson,
Color students will play a game with
the color wheel to identify the
warm/cool colors
Syntax: Students will
understand that they can use
cool colors to paint their
abstract artwork.
Research/Theories Applied
Identify theories or research Mary Hafeli: Exploring studio materials. New York: Oxford University
that supports the approach Press.
you used.

Acknowledgements
Sources:
If ideas in this lesson
were based on work
from others,
acknowledge your
sources here.