Value & Color Tiered Assignments 9-12 th Grade Art I Color is one of the most powerful elements the artist uses for expression, prompting aesthetic responses, creating contrast, value, mood, and expressive qualities about their work. Objectives Textbook referenced: The Visual Experience: Second Edition By Jack Hobbs & Richard Salome Students should be able to: Identify and explain the color qualities of hue, value and intensity variations. Define the 4 out of the 5 basic color schemes: complementary, split complementary, triadic, analogous and monochromatic. Mix at least 5 value and intensity variations of a color, and apply them in paintings and drawings to either indicate a light source, create depth, mood, or define three-dimensional forms. Before beginning the first assignment, students should have read Chapter 6 (p. 57-73) and defined the following vocabulary words on a sheet of notebook paper using the glossary in the back of the book (Flashcards may also be used based on learning style): 1. Hue 2. Value 3. Intensity/Saturation 4. Primary Colors 5. Secondary Colors 6. Intermediate Colors 7. Complimentary Colors 8. Split Complementary 9. Triadic 10. Monochromatic 11. Analogous
(For Lower Level Learners, flashcards may be used) (For Advanced Learners, 1-2 examples of each term may be included after the definition) Anchor Activities Anchor activities will be used when all projects are finished, or wait time is needed between steps of an art-making project. Work on Anchor Activities quietly at your table individually or with a partner, or at their designated stations. - Flashcards with a partner (designated station: with a partner at your home table) - Set out images of works of famous artists. Classify each image into one of the five basic color schemes. (designated station: anchor activity table) - Set out a selection of color swatches (paint chips) on a table. Select the appropriate amount and color of swatches to create each of the five basic color schemes. (designated station: anchor activity table) - Mix up swatches of the 9 steps of value change (black-to-white). Arrange them in order (9-1: darkest to lightest). (designated station: anchor activity table) - Worksheet 1 (Handout) (designated station: individually at your home table) - Worksheet 2 (Handout) (designated station: individually at your home table)
Value Contrast Tiered Assignment #1: Creating a 9-Step Value Scale Materials: Black and white tempera paint, brushes, white paper, pencils, mixing trays, water containers, paper towels. Creating your own 9-step black-to-white value scale. 1. Study the 9-step value scale on page 58 of your textbook. (This will be your reference) 2. Beginning with white, paint a small 2 inch area of paint on a piece of white paper. 3. Paint 2 inch areas of paint by gradually adding small parts of black to white. (Always begin light to dark) 4. A middle value gray is reached when equal parts of both black and white are used. 5. Keep adding black parts to white until no white is used, creating a gradating range of 2-inch areas of paint on your paper (you may have up to 20 areas of paint, so you may need to use more than one sheet) 6. Allow wait-time for painted areas to dry. (Refer to Anchor Activities List) 7. When paint is dried, cut 1-inch squares out of each painted area that contains an even distribution of color. 8. Select 9 squares with values that are identical to those of the 9-step value scale on p. 58. a. Be sure to have a: i. Black square ii. White square iii.middle-value gray square 9. Arrange the squares in order from white (9) to black (1) and glue them side-by-side to a clean sheet of white paper using rubber cement. (NO WHITE SPACES IN-BETWEEN!) 10. Clean any excess rubber cement off of your paper. (You will be graded on neatness!
For Picasso s (Lower-Level Learners): Create a 5-step value scale instead of 9-step. Create a 5 or 9-step value scale using graphite (drawing pencil) instead of paint and create gradating darkness and lightness using pressure. For Monet s (Advanced Learners): Create an 11 or higher-step black-to-white value scale. Create a 9-step value scale by adding black and white paint to a hue of your choice. (Same rules apply as a black-to-white scale, your middle-value should be your hue with no black or white added) Tiered Assignment #1 Evaluation Does value scale include each of the following: Black Square? White Square? Middle-Value Gray Square? Does value scale include at least 9 squares of color value change? /9 Does value scale show an equal distribution of value from light to dark? /5 Neatness Points /3 Work Ethic /5 Total: /25 Evaluate and Reflect: Verbal Exit Card #1 1. Can students correctly identify which colors are brighter and duller on their value scale? 2. Can they explain what value means and how it differs from intensity?
Mixing Monochromatic Colors Tiered Assignment #2 Create a monochromatic painting based on a still life of cubes, spheres, cones, and pyramids. Materials: Brushes, Tempera paint, 12 x18 white paper, water containers, paper towels. 1. Choose a section of a still life (pre-setup by the teacher) that contains at least 2 different forms (cube, sphere, cone, pyramid) using a viewfinder. 2. Draw those forms on your 12 x18 paper (pay attention to line, perspective, and proportion) 3. Indicate a light source on your paper (right or left corner, preferably) 4. Select a primary or secondary hue of your choice. 5. Pre-mix at least 5 distinct values of that hue. (light, medium light, medium, medium dark, dark) 6. Block-in the drawn shapes with the values of paint, using value contrast to define the edges and curves of the shapes and forms, (lighter values should be facing the light source, darker values should be facing away) 7. Complete the painting with a horizon line indicating foreground and background areas also painted with corresponding values. *Your entire paper should be filled with a range of monochromatic color. You have just created a monochromatic still life painting using one color, black and white! For Picasso s (Lower-Level Learners): Draw 1 form with a horizon line and light source and shade with the correct values. Draw 1-2 forms with a horizon line and light source in graphite (drawing pencil) creating light and dark shades using pressure. For Monet s (Advanced Learners): Draw 3-4 forms or one of each form, along with a horizon line and light source and shade with the correct values. Use more than 1 hue for each shape and shade with the correct values according to the location of the light source. (Creating a painting of multicolored shapes)
Tiered Assignment #1 Evaluation Does painting include each of the following: Light Shade? Dark Shade? Middle-Value Shade? Horizon Line? Light Source? Good use of line, proportion, and perspective /4 Does painting include at least 5 values of color to create contrast? /5 Does painting include at least 2 shapes? /2 Work Ethic /5 Neatness Points /4 Total: /25 Evaluate and Reflect: Verbal Exit Card #2 1. Can students distinguish at least 5 different values in the painting? 2. Identify similarities and differences in tinting and shading, and the strong and subtle value contrasts of their painting and another student s painting.
Mixing Bright & Dull Colors Tiered Assignment #3 Materials: Tempera paints, brushes, mixing trays, water containers, 12x18 paper, scissors, rubber cement, and color-wheel display. Mix a color with its complement to produce a 9-step intensity/saturation scale. 1. Select a hue 2. Use the color wheel to determine its complement 3. Paint a swatch of the first complementary color 2.5 inches wide on a sheet of paper. 4. Place 4 equal-sided puddles of the same color on a mixing tray. 5. Gradually add increasing amounts of the second color to each puddle and mix them well. o The 4 th puddle should be a half and half mixture of the two colors (Producing a neutral-gray brown hue) 6. Paint 2.5 in swatches of each color 7. Paint a swatch of the second complementary color 8. Place equal puddles of the second color on a mixing tray. 9. Gradually add increasing amounts of the first color, mix, and paint 3 swatches o There is no need to make another 50/50 mixture since it would be the same as the one already mixed 10. Allow drying-time for the swatches. (Refer to Anchor Activities List) 11. When the swatches are dry, cut out the squares of color 12. Using rubber cement, glue them on a sheet of paper in sequential order (low to high intensity), side-by-side a. Arrangement should show pure hues at each end, & colors descending in intensity to a neutral tone in the middle b. Edges of squares should be visible due to intensity contrast. NO WHITE SPACES BETWEEN SQUARES! 13. Clean any excess rubber cement off your paper(you will be graded on neatness)
You have just created a 9-step saturation/intensity scale of two complementary colors! For Picasso s (Lower-Level Learners): Create your own color wheel including each primary and secondary color with its complement. Create a 5-step value scale, instead of 9. For Monet s (Advanced Learners): Create an 11 or higher-step value scale of two complementary colors. Create a 9-step value scale for more than one or each of the complementary colors. (Same rules apply) Tiered Assignment #1 Evaluation Does the saturation scale include each of the following: Two pure complimentary colors? Neutral tone in the middle? 6 saturation changes? /2 /6 Does the saturation scale indicate equal distribution of intensity change? /6 Work Ethic /5 Neatness Points 0 Total: /30 Verbal Exit Card #3 Evaluate and Reflect: 1. Can students correctly identify which colors are brighter and duller? 2. Can they explain what intensity means and how it differs from value of a color? 3. Can students identify bright and dull colors in the classroom and their clothing? Assignment #3 Explained: For the third tiered assignment, I have the students creating a 9-step saturation scale of two complementary colors of their choice (interest-based). Based on readiness, students have the option of creating more than one saturation scale, or using differentiated mediums. Students will be grade on understanding of intensity, low-intensity vs. high-intensity hues, ability to mix color, as well as neatness and effort. Students will only be allowed to move on to the next tiered assignment if all the questions of the Verbal Exit Ticket can be answered with little-to-no assistance.
Warm & Cool Colors Tiered Assignment #4 Materials: Oil pastels, 9 x12 in. construction paper in warm and cool colors. Create 2 pictures of a scene, one in warm colors and the other in cool colors, with oil pastel on colored paper to demonstrate mood differences and the expressive power of color schemes. 1. Select both a warm and cool hue of paper (2 sheets total), as these will be used for the background. 2. Select subject matter according to your interest a. (For example: landscape, tree scape, self-portrait, still life, a building, a figure, etc.) 3. Make a light drawing of the scene on the first sheet of construction paper 4. Trace the image onto tracing paper 5. Use carbon paper to transfer the drawing to the second sheet of construction paper 6. Things to keep in mind: a. Oil pastels mix/blend easily to produce secondary and intermediate colors, tints and shades, and intensity variations. b. Darker colors can be applied over lighter ones c. Use enough pressure on crayons to produce strong colors. You have created two drawings that present different moods resulting from the warm and cool color schemes! For Picasso s (Lower-Level Learners): Write a paragraph discussing the different moods resulting from the warm and cool color schemes. Share with the class. Create5 of the same drawing using oil pastels that represent each of the 5 color schemes. For Monet s (Advanced Learners): Create 2 oil pastel drawings of using warm and cool color schemes of the same shape arrangement used for the still life drawing in Assignment #2. Choose subject matter of your own, draw half of it in a cool color scheme and the other half in a warm color scheme.
Tiered Assignment #1 Evaluation Did the student draw: Two of the same drawing? Warm color scheme drawing? Cool color scheme drawing? /2 Do the color schemes indicate or evoke a certain mood about the drawing? Does the drawing include an accurate representation of the elements of art? (Line, shape, variety, balance, form, etc.) Student is able to evaluate his/her own work and discuss it in front of the group /5 1 0 Work Ethic 0 Neatness Points 0 Total: /50 Verbal Assessment #4 Evaluate and Reflect: 1. Are there differences about the moods between the two pictures 2. Can students explain how warm or cool color scheme contributes to the unity of the composition? 3. What were some individual reasons for selecting the colors they used in the warm or cool drawing? 4. What color schemes are identifiable in their drawings? 5. Can the student apply descriptive and interpretive terms to their artwork? Assignment #4 Explained: For the final tiered assignment, I have given students the liberty of choosing their own composition (interest, readiness based) and also the liberty to choose which colors to use in their two drawings, as long as they are identical and one is cool, and the other a warm color scheme. Students will be graded on their creativity of composition, application of warm and cool color schemes, and ability to critique their own work as a verbal assessment of the entire lesson of color and value.
Extra Credit 1. Choose 4 rooms in your home or school. Identify the darkest and lightest places of each room and which surfaces reflect the most light. What does the term value mean in art? Record your answers and findings in 1-2 paragraphs. (5 points) 2. Complete each worksheet (2 handouts) and the take-home test. Turn in by the end of the lesson (Chapter 6). (10 points) 3. Collect all kinds of materials with color (papers, wrappers, fabrics, leaves, feathers, bark, cardboard, wallpaper, wrapping paper, ribbon, burlap) anything that can be glued to paper. Take 5 of your favorite colored scraps, glue them on a piece of and mix its exact match on a sheet of white paper using tempera paint. Glue the colored scrap to the paper with the mixed hue and turn in by the end of the lesson (Chapter 6). (15 points) 4. When Picasso was 21 years old, he began a series of paintings that became known later as his Blue Period. Images from this period explored issues of his loneliness, poverty, and suffering. Find information about Picasso s life prior to 1903 and the places where he lived and worked. What was the world like at that time? What events may have influenced Picasso s Blue Period? Write about your findings in a 1-2 page paper and turn in by the end of the lesson (Chapter 6). (20 points) 5. Interested in an art-related career? Begin and keep a color diary using a 3-ring binder with sheets of scrap watercolor paper inside. Record each color as it comes directly from its container. Mix values and intensities of each color and label each sample mixed (as a realworld manufacturer would) with a special name you get to make up yourself. Record how the colors were mixed, and the names and proportions you used of each color. Continue to add swatches of color to the pages of your diary throughout your study of art this semester. Turn into me by the end of the semester. (25 points) I have provided several options for extra credit based on interest, readiness, and learning style. Students will be given the option to complete extra credit before the end of the lesson (designated date or otherwise indicated) in order to receive extra points if they (or myself) feel they are needed. Extra art-making and research will ALWAYS be accepted and, in fact will be HIGHLY ENCOURAGED and REWARDED in my classroom.
Amber Deepe 413 Differentiated Instruction Shanna Opfer Individual DI Application Tiered Assignments are a series of paralleled tasks at varied levels of complexity, depth, and abstractness with various degrees of scaffolding, support of direction. I have chosen to demonstrate tiered assignments in first-level high school art class (ex. Art 1, or Fundamentals of Art) over a lesson discussing color and value. Color and value are two very important elements of art that can be addressed and taught through a variety of methods and exercises. The tiered assignments method works well for this unit because I was able to vary the levels of complexity while gradually moving to more complex topics, and eventually ending the series with a complex product and process with less structure and guidance via a more intrest and ability based art making project (warm and cool color drawings: Assignment #4) I wanted students to explore the ideas at the level that builds on prior knowledge and prompts continued growth as well as explore the essential ideas, so I set up the basic (Average Level Learner) content, process, and product, with each lesson, and provided differentiation by learning level (Advanced or Lower-Level) at the end of the product demonstration. Each lesson includes elements of differentiation among the art-making process by interest. Students are allowed to pick colors, objects drawn, color combinations, and subject matter of their choice. The topic and goal of the lesson is clearly stated before directions are given with a short title and description followed by list of materials needed. Students will go about the first art making process after they have demonstrated prior knowledge to the vocab words of the chapter, or (following each tiered assignment) have verbally shown they have mastered the concept through a Verbal Exit Ticket. This allows a chance for me to monitor how they are doing in terms of understanding the key concepts of the task before moving on to a more difficult assignment. The verbal exit tickets are very similar to a critique as they incorporate the key concepts that should be reinforced after completing the assignments and give the student a chance to voice her or her understanding of the ideas, and a time to reflect with me about their abilities and opinions of the assignment or process in general. The final Exit Ticket incorporates key concepts learned in all the previous assignments, and gives students a chance to evaluate themselves and their own art-making abilities and their understanding of the lesson as a whole. I have provided a rubric that gives points for basic requirements and features of each art-making product. Neatness and work ethic points are also rewarded. The rubrics have the ability to be altered according to ability level as well.
Anchor activities and exercises are provided so that there is no time wasted while waiting for products to dry or if assignments are finished before the majority of the group. They anchor the key concepts of the lesson and provide a quiet break from the busy artmaking process of the tiered assignments.