WARM AND COOL COLORS
“Painted Grasses and Printed Flowers”
Projected # of Days: 3 days, 45 min periods
Targeted Student Group: 1st Grade
Overview
Through this lesson, students will learn about warm and cool color groups. Several
paintings with scenes of grassy fields or meadows will be shown to introduce the lesson.
Observations about the color schemes, plants and their growth habits, and compositions
will be discussed. After drawing lines to emulate blades of grass, students will mix colors
to create various cool colors and paint with tempera. A field of flowers using warm colors
will be printed with various widths of dowels.
Big Idea: Color Schemes
Key Concepts
· A way to create a work of art is to group colors by temperature.
Essential Questions
· What are the cool colors/warm colors on the color wheel?
· What happens when a warm color is placed next to a cool color?
Lesson Objectives
· Students will provide an initial response when exposed to various works of art by artists such as Andrew Wyeth and Henri Rousseau. 1.1.2
· After learning how to group colors in terms of temperature, students will create tertiary warm and cool colors by mixing tempera paint. 1.2.2
· Students will discuss how the artists used lines, shapes and colors in the paintings to create a pleasing composition. 1.3.2
· After mixing several cool color combinations, students will paint a page of grasses with tempera. 1.2.2
· After experiencing printing with short dowels of varying widths, students will be able to understand the difference between painting and printing. 1.2.2
Materials and Vocabularies
· 12 x 18 white paper (60 lb.), tempera paints, brushes, paper towels, water cups, short dowels,
palettes, “Christina's World” by Andrew Wyeth, “Negro Attacked by a Jaguar” Henri Rousseau
· Primary, secondary, warm and cool colors, composition, painting, printing
Process of the Lessons
Step 1
Direct student attention to visual examples of images that have predominantly warm or cool colors. Ask students to tell how they feel when seeing specific colors. Talk about how we make associations with colors.Focus on the images by Henri Rousseau and Andrew Wyeth. What do students notice in the pictures. (Students may respond with: grasses, green colors, cool colors) Explain that students will be painting a simple scene of grasses by using only cool colors. Encourage students to think about possible ways they may want to paint out their cool colored grasses as they draw the grasses on the paper with pencil.
“Painted Grasses and Printed Flowers”
Projected # of Days: 3 days, 45 min periods
Targeted Student Group: 1st Grade
Overview
Through this lesson, students will learn about warm and cool color groups. Several
paintings with scenes of grassy fields or meadows will be shown to introduce the lesson.
Observations about the color schemes, plants and their growth habits, and compositions
will be discussed. After drawing lines to emulate blades of grass, students will mix colors
to create various cool colors and paint with tempera. A field of flowers using warm colors
will be printed with various widths of dowels.
Big Idea: Color Schemes
Key Concepts
· A way to create a work of art is to group colors by temperature.
Essential Questions
· What are the cool colors/warm colors on the color wheel?
· What happens when a warm color is placed next to a cool color?
Lesson Objectives
· Students will provide an initial response when exposed to various works of art by artists such as Andrew Wyeth and Henri Rousseau. 1.1.2
· After learning how to group colors in terms of temperature, students will create tertiary warm and cool colors by mixing tempera paint. 1.2.2
· Students will discuss how the artists used lines, shapes and colors in the paintings to create a pleasing composition. 1.3.2
· After mixing several cool color combinations, students will paint a page of grasses with tempera. 1.2.2
· After experiencing printing with short dowels of varying widths, students will be able to understand the difference between painting and printing. 1.2.2
Materials and Vocabularies
· 12 x 18 white paper (60 lb.), tempera paints, brushes, paper towels, water cups, short dowels,
palettes, “Christina's World” by Andrew Wyeth, “Negro Attacked by a Jaguar” Henri Rousseau
· Primary, secondary, warm and cool colors, composition, painting, printing
Process of the Lessons
Step 1
Direct student attention to visual examples of images that have predominantly warm or cool colors. Ask students to tell how they feel when seeing specific colors. Talk about how we make associations with colors.Focus on the images by Henri Rousseau and Andrew Wyeth. What do students notice in the pictures. (Students may respond with: grasses, green colors, cool colors) Explain that students will be painting a simple scene of grasses by using only cool colors. Encourage students to think about possible ways they may want to paint out their cool colored grasses as they draw the grasses on the paper with pencil.
Step 2
Direct student attention to previously shown reproductions. Are there any warm colors Review the warm and cool colors. Explain that the final part of the project will involve printing warm colors to look like a field of flowers. Demonstrate the process of printing. Discuss how it is different from painting. Finally, talk about the importance of placement. Where should I place the colors? How many should I print? Should they be clustered or spread out? Should I use a mixture of warm colors or all the same color?
Direct student attention to previously shown reproductions. Are there any warm colors Review the warm and cool colors. Explain that the final part of the project will involve printing warm colors to look like a field of flowers. Demonstrate the process of printing. Discuss how it is different from painting. Finally, talk about the importance of placement. Where should I place the colors? How many should I print? Should they be clustered or spread out? Should I use a mixture of warm colors or all the same color?
