Chelsea O’Brien

Subject: Art/Work period Grade: 4/5 Date: Nov 24th, 2022

Lesson: Warm vs. Cool colours (reiterated) Time: 60 minutes
Organizing Idea:
Foundational Elements and Principles: Visual arts literacy is developed through knowledge and
application of foundational elements and principles.

Guiding Question:
How can colour be applied and altered for a purpose in artworks?

Learning outcome:
Students interpret the role of colour in artworks.
.
Lesson Objectives:
1) Students will be able to discuss how warm and cool colors can affect a viewer’s perception
of an artwork
2) Students will be able to differentiate warm and cool colours using a colour wheel
3) Students will be able to demonstrate their understanding of cool and warm colours when
creating a sun & moon art piece.
Materials:
- Pencil crayons
- Markers
- A piece of paper with a half sun and a half moon (will be provided)
Adaptations:
- Adaptations can be made for specific students before and during the art activity.
- Students can add patterns into their artpiece if they find this activity not challening enough.

Time Teacher Activities Student Activities Assessment

1. Set expectations and 1. Have students  Students can
preface to students that answer questions demonstrate their
we will be doing a regarding cool and knowledge
quick lesson. warm colours. regarding warm
Does anyone remember - They must try and and cool colours
learning about the identify the when asking them
1. 5-10 minutes colour wheel and warm feelings/emotions which colours they
and cool colours?” associated with think are warm and
Perfect. Write the word warm/cool colours. cool.
warm on the board and  Check for
ask “ what colours are 2. Students will work understanding of
associated with warm. on their sun and cool and warm
Have students raise moon art piece. They colours via the
their hands to answer will work on their whiteboard list
and write the colours poppy artwork if when students are
they provide. Do the finished. If they giving examples of
same wuth cold finish the poppy they colours that
colours. Next ask if will colour the car.
 they can remember any correlate with
feelings associated with warm/cold
warm and cool colours. weather.
1.2. To conclude,
explain that patterns  Student
make art exciting, fun- undersranding can
and bring life to the be demonstrated
picture through texture. through their
Encourage students to knowledge of
use patterns in their emotional/feelings
sun/moon patterns. that are associated
They can use markers- with warm and
2. 30-40 minutes but only for the cold colours.
patterns.
2. Explain that they  Students can show
will be given the their understanding
remainder of the art through their sun
period to work on (and and moon art
hopefully finish) the projects. Moon=
sun & moon art project. cool colours and
If they are finished they Sun= warm
can work on the poppy. colours.
If that’s finished they
Allow time for can colour the car.
clean up - The radio can be
turned on if students
are working quietly.